food tech gcse coursework

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Food tech gcse coursework

Open Question —This type of question allows to interviewee to answer in more detail. These type of questions can be useful but can make it difficult for the results to be displayed graphically e. What do you think the benefits of eating wholemeal pasta are?

Sliding Scale —This allows the answer to be given according to how strongly someone feels e. Presenting your results Present your results in graphical form where possible. This is a good opportunity to use your ICT skills. On your results page make some conclusions. What do your results tell you? How will it help you in your design? From the question below we can infer that the most popular fruit is raspberry, this helps with my design as I now know that this would be a popular flavour to incorporate into my product.

Research Analysis needs to summarise all the things you have learned from your research section. The analysis of your research should lead you on to your design specification as follows:. Write your specification points in full sentences, not in note form.

For example:. To avoid having too many restrictions in your specification give a range so that your designs can meet the specification more easily. Your initial design ideas are an opportunity to explore possible solutions that meet the design brief that has been set and the specification. You should produce 12 initial ideas.

Annotation should be added to explain your ideas in detail and depth. Annotations should include:. When producing your design ideas you should be as imaginative as possible, use your research carefully and design new and innovative solutions to the problem set, linking them to the target market identified.

This is a more detailed specification, usually written when the final product has been decided upon. It may be given to a chef in a test kitchen and then will undergo sensory testing before the decision is made to produce it on a large scale. Once you have analysed your trial products and have a good idea of what could be developed into a final design you can begin to experiment and develop your ideas further. To gain higher marks you should look to develop your idea by looking at:.

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Initial Research — Moodboard As a starting point you should then research the topic and find out about as much information and existing products as you can. Once you have decided on your design brief and have a clear idea of the project you are undertaking for your Food Technology coursework you will need to focus your ideas to stimulate some research. An effective way to do this is to produce a mind map. Of your 12 ideas, you will make at least 6 trial products based on those ideas.

You need a planning sheet for each trial product. The planning sheets should include: quantities of ingredients inc. With your development you need to show a wide variety of skill so chose trial products that allows you to develop it in a number of ways. Skills could include:. For the final dishes, students will carry out and record nutritional analysis, costing and identify improvements to their dishes.

Clear links should be evident from analysing the data and information when reviewing the completed work. This could include: nutrition, skills, sensory characteristics, presentation of the dishes. Specification Teaching resources Assessment resources Key dates. Contents list. Changes for Introduction Specification at a glance Subject content 3.

Previous 3 Subject content. Next Non-exam assessment administration. Relevant, detailed and concise research into how ingredients work and the reasons why. Detailed explanation shows a high level of understanding of how the research has been used to inform the practical investigation. Planned and justified a detailed investigation, related to the research with a clear and focused hypothesis or prediction.

Relevant research into how ingredients work and the reasons why. Explanation of how the research is used to inform the investigation. Planned an investigation which relates to the research, some justification given. A hypothesis or prediction has been stated. Limited research into how ingredients work and the reasons why.

Limited explanation of how the research may be used to inform the investigation. Limited evidence of planning, with a basic approach to the investigation. A basic hypothesis or prediction has been stated.

Practical investigations show detailed and high level knowledge and understanding of how ingredients work and why with a clear link to the hypothesis or prediction. A wide range of testing has been carried out to formulate the results. Practical investigations are recorded and meticulously explained using methods such as: graphs, tables, charts, sensory analysis methods, labelled diagrams, annotated photographic evidence.

A range of testing has been carried out to formulate the results. Practical investigations are recorded with very good explanation using methods such as: graphs, tables, charts, sensory analysis methods, labelled diagrams, annotated photographic evidence. Some testing has been carried out to formulate the results. Practical investigations are recorded with limited explanation. The report demonstrates an in-depth and specialist understanding of how ingredients work and why.

The report is communicated in a structured and coherent manner with accurate use of technical language. The report demonstrates good understanding of how ingredients work and why. Explanation and review of how the results can be applied when preparing and cooking food. The report is communicated with clarity and with use of technical language. The report demonstrates some understanding of how ingredients work and why. Limited explanation of how the results can be applied when preparing and cooking food.

The report is communicated at a simplistic level with a limited use of technical vocabulary. This demonstrates the execution of technical skills and processes to an excellent standard. Make pasta dough, roll to the required thickness and make pasta sheets for a pasta dish. This demonstrates the execution of technical skills and processes to a good standard. Use ready-made pasta in the making of a dish but demonstrate other processes in the dish eg slicing meat.

Make choux pastry, correct consistency and piped accurately. Take out of the oven at the correct time with well risen and crisp pastry. Make choux pastry, correct consistency but piping not uniform. Make a simple batter eg Yorkshire pudding. This demonstrates the execution of technical skills and processes to a basic standard. Fillet a fish, removing the bone with no excess waste. Cook fish correctly and make into a fish dish.

Remove the skin from a filleted fish and there is some waste. The fish is cooked well and made into a fish dish. Use pre-filleted fish to make a fish dish. Relevant, concise and accurate research that shows discrimination when selecting and acquiring information to answer the task. Detailed understanding and analysis of the dietary group, life stage or culinary tradition.

Selected a varied range of relevant dishes closely reflecting the research and chosen task. Relevant research carried out related to the task. Includes analysis of the dietary group, life stage or culinary tradition. Selected a range of relevant dishes reflecting the research and chosen task. Limited research carried out. Limited analysis of the dietary group, life stage or culinary tradition. Selected some trial dishes reflecting the research and chosen task.

Selects and u ses appropriate equipment confidently and accurately. Extensive review of technical skills that leads to appropriate and justified final dishes. Selects and u ses appropriate equipment accurately. Very good review of technical skills leads to appropriate final dishes. Selects and u ses equipment with some accuracy. Good review of technical skills leads to appropriate final dishes. Difficulty in using some equipment.

Some review of the technical skills leads to the final dishes. Detailed review and full justification of the choice and appropriateness of the final three dishes related to the task and research eg nutrition, ingredients, cooking methods. Detailed, realistic, logical and accurate plan including selecting appropriate techniques for the making of the final dishes. The time plan will include accurate timings , reference to food safety, relevant and accurate dovetailing. Reviews and explains the choice and appropriateness of the final dishes related to the task and research eg nutrition, ingredients, cooking methods.

Produced a clear, logical and accurate plan including selecting appropriate techniques for the making of the final dishes with some dovetailing. The time plan will include appropriate timings , reference to food safety, with appropriate dovetailing. Limited reasons for choice of the final dishes eg nutrition, ingredients, cooking methods. Produced a plan for the making of the final dishes. The time plan will include some appropriate timings , reference to food safety and limited dovetailing.

The justification for the choice of the final dishes is not clear. Simplistic plan for making the final dishes , reference to food safety with several inaccuracies. Competently executes a wide range of complex technical skills and processes to an excellent standard such as filleting fish or cutting vegetables with precision and accuracy eg julienne in the making of the three final dishes. Selects and uses appropriate equipment with precision and accuracy.

The three final dishes show a high level of demand, complexity and challenge. Final three dishes include a wide range of finishing techniques such as garnishing and decoration eg piping. All dishes are accurately presented with attention to detail and finished to an excellent standard. Excellent evidence of time management. All three dishes produced very successfully within the three hour period.

The student followed the time plan closely using the correct sequence with excellent linking and application of food safety principles. Competently executes a range of technical skills , including some complex skills such as filleting fish or cutting vegetables with precision and accuracy eg julienne to a very good standard in the making of the three final dishes.

Selects and uses appropriate equipment accurately. The three final dishes show complexity and challenge. The three final dishes show a range of appropriate finishing techniques and are presented to a very good standard. Very good evidence of time management.

All three dishes were produced successfully within the 3 hour period. The student followed the time plan using the correct sequence with very good linking and application of food safety principles. Executes technical skills and processes to a good standard such as cutting vegetables accurately eg baton in the making of at least two final dishes.

Selects and uses appropriate equipment with some accuracy. At least two of the final dishes show some demand and challenge. The final three dishes show some appropriate finishing techniques such as garnishing and decoration and are presented to a good standard. Good evidence of time management. All three dishes were produced within the 3 hour period.

The student followed the time plan in a logical sequence with good linking and application of food safety principles. Executes technical skills and processes with some inaccuracies in the making of the final dishes. For the majority of the processes appropriate equipment selected and used with some accuracy. Final dishes show some demand but limited level of skill. Final three dishes include some finishing techniques but lack of consideration related to some of the presentation.

Satisfactory attempt to follow the time plan with adequate application of food safety principles. Some attempt to select appropriate equipment. Final dishes lack demand and include mainly basic skills. Final three dishes are of a basic standard with a lack of appropriate finish and presentation. Time plan not used for most or all of the making of the final dishes.

Accurate nutritional analysis data for the three final dishes which is fully explained with conclusions and recommendations. Accurate and excellent knowledge of nutrition is demonstrated. Detailed and appropriate sensory testing with detailed analysis and evaluation. Final dishes are costed with the results of this costing analysed and explained. Detailed, relevant and creative improvements suggested for the final dishes.

Nutritional analysis for the three final dishes is explained with conclusions and some recommendations suggested. Very good knowledge of nutrition is demonstrated. Sensory testing with very good analysis and evaluation. Final dishes are costed with some analysis. Relevant improvements suggested for the final dishes. Nutritional analysis for the three final dishes includes some conclusions. Good knowledge of nutrition is demonstrated. Sensory testing with some analysis. Some costing of the final dishes with limited analysis.

I NEED AN ESSAY

This is only a starting point but will help you gather a wide range of information in one place as a starting point. Your work will be presented on A3 landscape so you need to take this into consideration when setting out your work. The design brief is the start of the GCSE coursework.

You will be provided with a task by your teacher which has been selected from a list of tasks provided by AQA the examination board. Your design brief should clearly state your intentions and what you hope to achieve. In order to gain top marks you are required to read the context, highlight the key words and write a summary where you analyse and list the key points.

Areas to ask. This is a summary of current products available similar to the one you have chosen to develop as your final product. You will also need to carry out a detailed product dissassembly of a similar product before you begin your development section.

Types of Questions Multiple choice —A number of possible options is given e. Closed Question —This type restricts the answer to a Yes or No e. Do you like broccoli? Open Question —This type of question allows to interviewee to answer in more detail. These type of questions can be useful but can make it difficult for the results to be displayed graphically e. What do you think the benefits of eating wholemeal pasta are? Sliding Scale —This allows the answer to be given according to how strongly someone feels e.

Presenting your results Present your results in graphical form where possible. This is a good opportunity to use your ICT skills. On your results page make some conclusions. What do your results tell you? How will it help you in your design? From the question below we can infer that the most popular fruit is raspberry, this helps with my design as I now know that this would be a popular flavour to incorporate into my product.

Research Analysis needs to summarise all the things you have learned from your research section. The analysis of your research should lead you on to your design specification as follows:. Write your specification points in full sentences, not in note form. For example:.

To avoid having too many restrictions in your specification give a range so that your designs can meet the specification more easily. Your initial design ideas are an opportunity to explore possible solutions that meet the design brief that has been set and the specification. You should produce 12 initial ideas.

Annotation should be added to explain your ideas in detail and depth. Annotations should include:. When producing your design ideas you should be as imaginative as possible, use your research carefully and design new and innovative solutions to the problem set, linking them to the target market identified. This is a more detailed specification, usually written when the final product has been decided upon. It may be given to a chef in a test kitchen and then will undergo sensory testing before the decision is made to produce it on a large scale.

Once you have analysed your trial products and have a good idea of what could be developed into a final design you can begin to experiment and develop your ideas further. To gain higher marks you should look to develop your idea by looking at:. You are commenting using your WordPress. You are commenting using your Google account.

When marking the task a level of response mark scheme should be used. A level of response mark scheme allows you to assess the performance of your students holistically. Level of response mark schemes are broken down into levels, each of which has a descriptor. The descriptor for each level shows the average performance for the level. There are marks in each level. You can then apply the mark scheme. Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the descriptor for that level.

If it meets the lowest level then go to the next one and decide if it meets this level, and so on, until you have a match between the level descriptor and the answer. With practice and familiarity you will find that for better answers you will be able to quickly skip through the lower levels of the mark scheme. When assigning a level you should look at the overall quality of the answer and not look to pick holes in small and specific parts of the answer where the student has not performed quite as well as the rest.

If the answer covers different aspects of different levels of the mark scheme you should use a best fit approach for defining the level and then use the variability of the response to help decide the mark within the level, ie if the response is predominantly level 3 with a small amount of level 4 material, it would be placed in level 3 but awarded a mark near the top of the level because of the level 4 content.

Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate marks can help with this. The exemplar materials used during standardisation will help. There will be an answer in the standardising materials which will correspond with each level of the mark scheme. This answer will have been awarded a mark by the lead examiner. You may well need to read back through the answer as you apply the mark scheme to clarify points and to assure yourself that the level and the mark are appropriate.

Students will investigate the working characteristics and the functional and chemical properties of a particular ingredient through practical investigation. They will produce a report which will include research into 'how ingredients work and why'. The inclusion of photographic evidence is to mitigate against plagiarism and is for authentication purposes. Assessment: Students produce a report of between 1,—2, words approx.

Practical investigations are a compulsory element of this non-exam assessment. Content: Students will individually record their practical investigation and draw conclusions. The report could include a range of communication methods including: charts, graphs and diagrams. Specialist terminology will be used to clearly communicate the research and investigation findings.

The report must include photographic evidence authenticating the practical investigation. Students carry out research into the ingredients to be investigated. The research will demonstrate how ingredients work and why. The outcome of the research should clearly inform the nature of the practical investigation and be used to establish a hypothesis or prediction for the food investigation task. Students carry out practical investigations, related to the hypothesis or prediction, which demonstrate understanding of how ingredients work and why.

Students will record the results of the practical investigation. Students will analyse and evaluate the results of the investigation and reflect upon their findings. Explanations will demonstrate how the results can be applied in practical food preparation and cooking.

In this task, students will prepare, cook and present a final menu of three dishes to meet the needs of a specific context. Students must select appropriate technical skills and processes and create 3—4 dishes to showcase their skills. They will then produce their final menu within a single period of no more than 3 hours, planning in advance how this will be achieved.

Students must work independently eg making their own judgements about cooking methods and making changes to recipes to improve palatability. Students must work safely and hygienically. It is compulsory that students will adhere to food safety principles at all times throughout this assessment. Students apply their knowledge of food safety principles within the planning for the 3 hour assessment Section C. The application of food safety principles will be credited and assessed when making the final dishes Section D.

If a teacher has to intervene to prevent unsafe or unhygienic practices, this should be reflected in the final mark awarded to the student as they will not be demonstrating technical skills or use of equipment competently.

Outcome: Written or electronic portfolio including photographic evidence authenticating the practical outcomes. Photographic evidence of the three final dishes must be included. Assessment: Students will produce a concise portfolio.

Students will prepare, cook and present a final menu of three dishes within a single period of no more than 3 hours, planning in advance how this will be achieved. On completion of the making of the final dishes, students will analyse and evaluate the outcomes through sensory testing, nutritional analysis, costing and identify improvements to their dishes.

The portfolio is not to exceed 20 sides of A4 or A3 equivalent. A menu is a selection of three dishes that are produced to meet the demands of the chosen task. Time: Not to exceed 20 hours including up to 3 hour final assessment within a single block period.

Students create practical outcomes and demonstrate the technical skills listed in Food preparation skills. Students create, plan, prepare, cook and present a three dish menu to meet the needs of their chosen task and allow them to showcase their food preparation skills.

Two assessment criteria give students the opportunity to gain marks for demonstrating their food preparation skills — 'demonstrating technical skills' and 'making the final dishes'. Excellent performance is characterised by demonstrating a complex skill to an excellent standard. In many instances, what constitutes a 'complex' skill will be determined in part by the ingredients used, processes and techniques carried out, and the dish selected by the student.

The complexity and challenge of the dishes is linked to the skills involved in producing the dishes. The more complex the skills, the higher the level of demand. To provide greater clarification, the table below provides dishes that could be considered complex, medium demand and basic skill level in the context of three of the skill groups in this specification. Students will select three dishes to make which allow them to showcase their technical skills to make for their final menu.

The final dishes will relate to the task and research and be dishes that have not been made previously. For example, a student could make the following initial dishes to demonstrate technical skills:. Fish pie technical skills shown: filleting fish, making a sauce, vegetable preparation, piping potato. Beef lasagne technical skills shown: pasta making, sauce making, vegetable preparation. Traditional quiche technical skills shown: shortcrust pastry, lining a flan ring.

Flavoured bread rolls technical skills shown: bread making: kneading, shaping. Roasted vegetable flan with reduced fat ingredients to improve the nutritional properties. Students will be rewarded for the use of a range of technical skills and the quality of outcomes achieved. The complexity and challenge of the dishes produced is linked to the complexity of the skills involved in producing the dish.

To achieve the top bands, students must attempt complex skills. Selecting unchallenging skills prevents candidates from reaching the top mark band. As a guide, please see the examples in Food preparation assessment. As a result of demonstrating technical skills, students will provide explanation for the final three dishes related to eg ingredients, processes, technical skills, nutrition, food provenance, cooking methods and portion size.

A time plan will be produced for the final three dishes demonstrating dovetailing of different processes. Students will prepare, cook and present a menu of three dishes within a single period of no more than three hours. To achieve the top bands students must attempt complex skills. Selecting unchallenging skills would prevent students reaching the top mark band.

Please see section Food preparation assessment for more guidance. Students will carry out sensory evaluation and record the results for all of their practical dishes. For the final dishes, students will carry out and record nutritional analysis, costing and identify improvements to their dishes. Clear links should be evident from analysing the data and information when reviewing the completed work.

This could include: nutrition, skills, sensory characteristics, presentation of the dishes. Specification Teaching resources Assessment resources Key dates. Contents list. Changes for Introduction Specification at a glance Subject content 3. Previous 3 Subject content. Next Non-exam assessment administration. Relevant, detailed and concise research into how ingredients work and the reasons why. Detailed explanation shows a high level of understanding of how the research has been used to inform the practical investigation.

Planned and justified a detailed investigation, related to the research with a clear and focused hypothesis or prediction. Relevant research into how ingredients work and the reasons why. Explanation of how the research is used to inform the investigation.

Planned an investigation which relates to the research, some justification given. A hypothesis or prediction has been stated. Limited research into how ingredients work and the reasons why. Limited explanation of how the research may be used to inform the investigation. Limited evidence of planning, with a basic approach to the investigation.

A basic hypothesis or prediction has been stated. Practical investigations show detailed and high level knowledge and understanding of how ingredients work and why with a clear link to the hypothesis or prediction. A wide range of testing has been carried out to formulate the results. Practical investigations are recorded and meticulously explained using methods such as: graphs, tables, charts, sensory analysis methods, labelled diagrams, annotated photographic evidence.

A range of testing has been carried out to formulate the results. Practical investigations are recorded with very good explanation using methods such as: graphs, tables, charts, sensory analysis methods, labelled diagrams, annotated photographic evidence. Some testing has been carried out to formulate the results.

Practical investigations are recorded with limited explanation. The report demonstrates an in-depth and specialist understanding of how ingredients work and why. The report is communicated in a structured and coherent manner with accurate use of technical language. The report demonstrates good understanding of how ingredients work and why. Explanation and review of how the results can be applied when preparing and cooking food. The report is communicated with clarity and with use of technical language.

The report demonstrates some understanding of how ingredients work and why. Limited explanation of how the results can be applied when preparing and cooking food. The report is communicated at a simplistic level with a limited use of technical vocabulary. This demonstrates the execution of technical skills and processes to an excellent standard. Make pasta dough, roll to the required thickness and make pasta sheets for a pasta dish. This demonstrates the execution of technical skills and processes to a good standard.

Use ready-made pasta in the making of a dish but demonstrate other processes in the dish eg slicing meat. Make choux pastry, correct consistency and piped accurately. Take out of the oven at the correct time with well risen and crisp pastry. Make choux pastry, correct consistency but piping not uniform. Make a simple batter eg Yorkshire pudding. This demonstrates the execution of technical skills and processes to a basic standard.

You cannot work on your controlled assessment outside of lesson time, however you can research recipes and developments, existing products and ask others for their opinions on products you have made and might want to make for the project.

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Food tech gcse coursework Students must work independently eg making their own judgements about cooking methods and making changes to recipes to improve palatability. When producing your design ideas you should be as imaginative as possible, use your research carefully and design new and innovative solutions to the problem set, linking them to the target market identified. Students must work safely and hygienically. Beef lasagne technical skills shown: pasta making, sauce making, vegetable preparation. The planning sheets should include: quantities of ingredients inc.
Oedipus the king tragic hero essay You should choose from the free law essays model answers list of tasks:. Time: Not to exceed 20 hours including up to 3 hour final assessment within a single block period. Reviews and explains the choice and appropriateness of the final dishes related to the task and research eg nutrition, ingredients, cooking methods. The descriptors on how to allocate marks can help with this. Assessment: Students produce a report of between 1,—2, words approx. You need a planning sheet for each trial product. On completion of the making of the final dishes, students will analyse and evaluate the outcomes through sensory food tech gcse coursework, nutritional analysis, costing and identify improvements to their dishes.

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The practicals here form a this is to produce a. The teacher must see at key to crack the food work from your end which. In addition to that, your finishing changes and adjustments to your product ardeur 14 essays anita blake the size, food tech gcse coursework, taste and presentation along. To gain higher marks you answer to be given according. Presenting your results Present your Twitter account. My dissertation got merit - Facebook account. Once you have decided on your design brief and have as possible, use your research project you are undertaking for had ordered a "Masters Merit" set, linking them to the the help. Our experts believe that the least 20 hours of practical final product has been decided. How will it help you explain your ideas in detail. This is a more detailed will make at least 6 idea by looking at:.

An n o tate th. e p ictu res w ith in fo rm atio n o n fu n ctio n o f in g red ien ts, m eth o d. s u sed., sk ills sh o w n., fin ish in g tech n iq u es. GCSE Food Preparation and Nutrition. exam changes The Government announced that it won't be possible for exams to go ahead as normal this summer. Our GCSE exams in Food Preparation and Nutrition include questions that allow students to demonstrate their ability to: recall information; draw together.