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Get help and support GCSE FOOD Visit our website for information, guidance, support and resources at aqa.org.uk/8585 You can talk directly to the food preparation and nutrition subject team E: [email protected] T: 0161 957 3334 PREPARATION AND NUTRITION (8585) Specification For teaching from September 2016 onwards For exams in 2018 onwards Version 1.1 21 January 2019 (FOODPRgsp8585 aqa.org.uk Copyright © 2016 AQA and its licensors. All rights reserved. AQA retains the copyright on all its publications, including the specifications. However, schools and colleges registered with AQA are permitted to copy material from this specification for their own internal use. G00647 AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (company number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.  AQA GCSE Food Preparation and Nutrition 8585. GCSE exams June 2018 onwards. Version 1.1 21 January 2019 Contents 1 Introduction 5 1.1 Why choose AQA for GCSE Food Preparation and Nutrition 5 1.2 Support and resources to help you teach 5 2 Specification at a glance 7 2.1 Subject content 7 2.2 Assessments 7 3 Subject content 9 3.1 Food preparation skills 9 3.2 Food, nutrition and health 13 3.3 Food science 17 3.4 Food safety 22 3.5 Food choice 26 3.6 Food provenance 30 3.7 Food preparation and cooking techniques 34 4 Scheme of assessment 35 4.1 Aims and learning outcomes 35 4.2 Assessment objectives 35 4.3 Non-exam assessment 36 5 Non-exam assessment administration 51 5.1 Supervising and authenticating 51 5.2 Avoiding malpractice 51 5.3 Teacher standardisation 52 5.4 Internal standardisation 52 5.5 Commenting 52 5.6 Submitting marks 52 5.7 Factors affecting individual students 53 5.8 Keeping students' work 53 5.9 Moderation 53 5.10 After moderation 54 6 General administration 55 6.1 Entries and codes 55 6.2 Overlaps with other qualifications 55 6.3 Awarding grades and reporting results 55 6.4 Resits and shelf life 56 6.5 Previous learning and prerequisites 56 Visit aqa.org.uk/8585 for the most up-to-date specification, resources, support and administration 3  6.6 Access to assessment: diversity and inclusion 56 6.7 Working with AQA for the first time 57 6.8 Private candidates 57 Are you using the latest version of this specification? You will always find the most up-to-date version of this specification on our website at aqa.org.uk/8585 We will write to you if there are significant changes to the specification. 4 Visit aqa.org.uk/8585 for the most up-to-date specification, resources, support and administration  AQA GCSE Food Preparation and Nutrition 8585. GCSE exams June 2018 onwards. Version 1.1 21 January 2019 1 Introduction 1.1 Why choose AQA for GCSE Food Preparation and Nutrition This new GCSE Food Preparation and Nutrition is an exciting and creative course which focuses on practical cooking skills to ensure students develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials. At its heart, this qualification focuses on nurturing students' practical cookery skills to give them a strong understanding of nutrition. Food preparation skills are integrated into five core topics: Food, nutrition and health Food science Food safety Food choice Food provenance. Upon completion of this course, students will be qualified to go on to further study, or embark on an apprenticeship or full time career in the catering or food industries. As part of our commitment to providing excellent support, we’ve created fantastic free teaching resources and can offer great value professional development courses. We’re also collaborating with publishers to ensure you have engaging and easy-to-use textbooks. You can find out about all our Food Preparation and Nutrition qualifications at aqa.org.uk/food- preparation-and-nutrition 1.2 Support and resources to help you teach We’ve worked with experienced teachers to provide you with a range of resources that will help you confidently plan, teach and prepare for exams. Teaching resources Visit aqa.org.uk/8585 to see all our teaching resources. They include: teaching guidance including lesson plans, video resources and suggested teaching strategies to provide you with practical guidance to help deliver this specification non-exam assessment exemplar materials and a dedicated subject adviser for every school or college to help you understand our expectations for this part of the assessment sample schemes of work to help you plan your course with confidence two textbooks tailored to our specification and approved by AQA training courses to help you deliver AQA Food preparation and nutrition qualifications subject expertise courses for all teachers, from newly qualified teachers who are just getting started to experienced teachers looking for fresh inspiration. Visit aqa.org.uk/8585 for the most up-to-date specification, resources, support and administration 5 Preparing for exams Visit aqa.org.uk/8585 for everything you need to prepare for our exams, including: past papers, mark schemes and examiners’ reports specimen papers and mark schemes for new courses exemplar student answers with examiner commentaries. Analyse your students' results with Enhanced Results Analysis (ERA) Find out which questions were the most challenging, how the results compare to previous years and where your students need to improve. ERA, our free online results analysis tool, will help you see where to focus your teaching. Register at aqa.org.uk/era For information about results, including maintaining standards over time, grade boundaries and our post-results services, visit aqa.org.uk/results Keep your skills up-to-date with professional development Wherever you are in your career, there’s always something new to learn. As well as subject- specific training, we offer a range of courses to help boost your skills. Improve your teaching skills in areas including differentiation, teaching literacy and meeting Ofsted requirements. Prepare for a new role with our leadership and management courses. You can attend a course at venues around the country, in your school or online – whatever suits your needs and availability. Find out more at coursesandevents.aqa.org.uk Help and support available Visit our website for information, guidance, support and resources at aqa.org.uk/8585 If you'd like us to share news and information about this qualification, sign up for emails and updates at aqa.org.uk/keepinformed-food-preparation-and-nutrition Alternatively, you can call or email our subject team direct. E: [email protected] T: 0161 957 3334 6 Visit aqa.org.uk/8585 for the most up-to-date specification, resources, support and administration  AQA GCSE Food Preparation and Nutrition 8585. GCSE exams June 2018 onwards. Version 1.1 21 January 2019 2 Specification at a glance This qualification is linear. Linear means that students will sit their exam and submit all their non- exam assessment at the end of the course. 2.1 Subject content Food preparation skills – these are intended to be integrated into the five sections: 1. Food, nutrition and health (page 13) 2. Food science (page 17) 3. Food safety (page 22) 4. Food choice (page 26) 5. Food provenance (page 30) 2.2 Assessments Paper 1: Food preparation and nutrition What's assessed Theoretical knowledge of food preparation and nutrition from Sections 1 to 5. How it's assessed Written exam: 1 hour 45 minutes 100 marks 50% of GCSE Questions Multiple choice questions (20 marks) Five questions each with a number of sub questions (80 marks) Visit aqa.org.uk/8585 for the most up-to-date specification, resources, support and administration 7  Non-exam assessment (NEA) What's assessed Task 1: Food investigation (30 marks) Students' understanding of the working characteristics, functional and chemical properties of ingredients. Practical investigations are a compulsory element of this NEA task. Task 2: Food preparation assessment (70 marks) Students' knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of nutrition related to the chosen task. Students will prepare, cook and present a final menu of three dishes within a single period of no more than three hours, planning in advance how this will be achieved. How it's assessed Task 1: Written or electronic report (1,500–2,000 words) including photographic evidence of the practical investigation. Task 2: Written or electronic portfolio including photographic evidence. Photographic evidence of the three final dishes must be included. 8 Visit aqa.org.uk/8585 for the most up-to-date specification, resources, support and administration  AQA GCSE Food Preparation and Nutrition 8585. GCSE exams June 2018 onwards. Version 1.1 21 January 2019 3 Subject content Our GCSE Food Preparation and Nutrition specification sets out the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating. The majority of the specification should be delivered through preparation and making activities. Students must be able to make the connections between theory and practice to apply their understanding of food and nutrition to practical preparation. Topics and themes have been grouped to help you teach the specification, but these are not intended as a route through the specification, you can teach the content in any order. The topics are: 1. Food, nutrition and health 2. Food science 3. Food safety 4. Food choice 5. Food provenance. The range of food and ingredients studied should reflect the recommended guidelines for a healthy diet based on the main food commodity groups. Food groups include: bread, cereals, flour, oats, rice, potatoes and pasta fruit and vegetables (fresh, frozen, dried, canned and juiced) milk, cheese and yoghurt meat, fish, eggs, soya, tofu, beans, nuts and seeds butter, oil, margarine, sugar and syrup. 3.1 Food preparation skills Twelve skill groups have been integrated throughout the specification to show how the content can be taught through practical activities. These skills are not intended to be taught separately from the main content, but integrated into schemes of work. The skill groups are indicated in the subject content, using the references S1 (Skill 1), S2 (Skill 2) etc. Students must know how and when these food preparation skills can be applied and combined to achieve specific outcomes. The choice of recipes to exemplify the skills will be at the discretion of the school or college, although some recipe suggestions have been included as suitable examples. Skill 1: General practical skills Food preparation skills Techniques Weigh and measure Accurate measurement of liquids and solids. Prepare ingredients and equipment Grease/oil, line, flour, evenly and with attention to finished product. Visit aqa.org.uk/8585 for the most up-to-date specification, resources, support and administration 9  Food preparation skills Techniques Select and adjust cooking times Select and adjust the cooking process and length of time to suit the ingredient, for example to match the cut of meat, fish and alternatives. Test for readiness Use a temperature probe, knife, skewer, finger or poke test, bite, visual colour check or sound to establish whether an ingredient or recipe is ready. Judge and modify sensory properties How to taste and season during the cooking process. Change the taste and aroma through the use of infusions, herbs and spices, paste, jus, reduction. How to change texture and flavour, use browning (dextrinisation, caramelisation) and glazing, add crust, crisp and crumbs. Presentation and food styling. Use garnishes and decorative techniques to improve the aesthetic qualities, demonstrate portioning, presenting and finishing. Skill 2: Knife skills Food preparation skills Techniques Fruit and vegetables Bridge hold, claw grip, peel, slice, dice and cut into even size pieces (ie batons, julienne). Meat, fish or alternatives Fillet a chicken breast, portion a chicken, remove fat and rind, fillet fish, slice evenly and accurately: raw and cooked meat and fish or alternatives (such as tofu and halloumi cheese). Skill 3: Preparing fruit and vegetables Food preparation skills Techniques Preparing fruit and vegetables Mash, shred, scissor snip, scoop, crush, grate, peel, segment, de-skin, de-seed, blanch, shape, pipe, blend, juice and prepare garnishes whilst demonstrating the technical skills of controlling enzymic browning, spoilage and preventing food poisoning (wash and dry where appropriate). 10 Visit aqa.org.uk/8585 for the most up-to-date specification, resources, support and administration  AQA GCSE Food Preparation and Nutrition 8585. GCSE exams June 2018 onwards. Version 1.1 21 January 2019 Skill 4: Use of the cooker Food preparation skills Techniques Using the grill Use a range of foods, such as vegetables, meat, fish or alternatives such as halloumi, seeds and nuts; char/grill or toast. Using the oven Baking, roasting, casseroles and/or tagines, braising. Skill 5: Use of equipment Food preparation skills Techniques Using equipment Use of blender, food processor, mixer, pasta machine, microwave oven. Skill 6: Cooking methods Food preparation skills Techniques Water based methods using the hob Steaming, boiling and simmering; blanching; poaching. Dry heat and fat based methods using Dry frying, shallow frying, stir frying. the hob Skill 7: Prepare, combine and shape Food preparation skills Techniques Prepare, combine and shape Roll, wrap, skewer, mix, coat, layer meat, fish and alternatives. Shape and bind wet mixtures (such as falafels, burgers, fish cakes or meatballs) whilst demonstrating the technical skill of preventing cross contamination and handling high risk foods correctly. Skill 8: Sauce making Food preparation skills Techniques Starch based Sauce demonstrating starch gelatinisation such as: roux, all in one, blended, infused velouté or béchamel. How starch/liquid ratios affect viscosity. Visit aqa.org.uk/8585 for the most up-to-date specification, resources, support and administration 11  Food preparation skills Techniques Reduction Reduction sauce to show how evaporation concentrates flavour. Eg tomato pasta sauce, curry sauce, gravy, meat sauce (including meat alternatives such as mycoprotein and textured vegetable protein) to show how evaporation concentrates flavour and changes the viscosity of the sauce. Emulsion Make an emulsion sauce such as a salad dressing, demonstrating an understanding of how to stabilise an emulsion. Skill 9: Tenderise and marinate Food preparation skills Techniques Tenderise and marinate How acids denature protein. Marinades add flavour and moisture when preparing vegetables, meat, fish and alternatives. Skill 10: Dough Food preparation skills Techniques Making a dough (bread, pastry, pasta) Use technical skills of shortening, gluten formation, fermentation (proving) for bread, pastry, pasta. Shaping and finishing Roll out pastry, use a pasta machine, line a flan ring, create layers (palmiers) proving and resting, glazing and finishing, such as pipe choux pastry, bread rolls, pasta, flat breads, pinwheels, pizza and calzone. Skill 11: Raising agents Food preparation skills Techniques Eggs as a raising agent Create a gas-in-liquid foam, whisking egg whites, whisked sponge. Chemical raising agents The use of self raising flour, baking powder, bicarbonate of soda. Steam as a raising agent Use of steam in a mixture (choux pastry, batter). Biological raising agent Use of yeast in breadmaking. 12 Visit aqa.org.uk/8585 for the most up-to-date specification, resources, support and administration  AQA GCSE Food Preparation and Nutrition 8585. GCSE exams June 2018 onwards. Version 1.1 21 January 2019 Skill 12: Setting mixtures Food preparation skills Techniques Removal of heat Gelation: use a starch to set a mixture on chilling for layered desserts such as custard. Use protein Set a mixture on heating such as denatured and/or coagulated protein in eggs. 3.2 Food, nutrition and health This section requires students to demonstrate their knowledge and understanding of the following subject content: 3.2.1 Macronutrients 3.2.1.1 Protein Content Students must know and Suggested application and understand food preparation skills low and high biological the functions Modify recipes for value proteins main sources vegetarian diets. protein complementation effects of deficiency and Knife skills – meat, fish or protein alternatives eg excess their alternatives (S2). textured vegetable related dietary reference How acids denature and protein (TVP), soya, values. coagulate protein (S9). mycoprotein and tofu. Make a bolognese sauce using meat or a meat alternative such as soya (S8). 3.2.1.2 Fats Content Students must know and Suggested application and understand food preparation skills saturated fats the functions Make a pastry, shape and unsaturated fats main sources finish a pastry (S10). (monounsaturated and effects of deficiency and Use food processor to polyunsaturated). excess make pastry (S5). related dietary reference Adapt methods of values. cooking to reduce fat, eg grilling instead of frying, baking instead of roasting (S4). Modify a recipe to reduce total fat. Visit aqa.org.uk/8585 for the most up-to-date specification, resources, support and administration 13 3.2.1.3 Carbohydrates Content Students must know and Suggested application and understand food preparation skills starch (polysaccharides) the functions Use starch to set a sugars main sources mixture (S12). (monosaccharides/ effects of deficiency and Demonstrate proving to disaccharides) excess make bread rolls using dietary fibre. related dietary reference high fibre flour (S10). values. Modify a recipe to increase fibre. 3.2.2 Micronutrients 3.2.2.1 Vitamins Content Students must know and Suggested application and understand food preparation skills Fat soluble the functions Knife skills – fillet and slice fish main sources and/or fruits and vegetables vitamin A effects of deficiency and (S2). vitamin D excess vitamin E related dietary reference vitamin K values. Water soluble the functions Cooking methods – water main sources based using the hob – B group – B1 (thiamin), effects of deficiency and steaming, boiling, B2 (riboflavin), B3 excess simmering and poaching (niacin), folic acid, B12 related dietary reference (S6). vitamin C (ascorbic acid) values Knife skills – cut fruit and loss of water soluble vegetables into even size vitamins when cooking (B how preparation and cooking affects the pieces (ie batons, group and Vitamin C). julienne) (S2). nutritional properties of food. Antioxidant functions of The role of antioxidants in Preparing fruit and vegetables vitamins protecting body cells from eg making different salads damage. inclusive of vegetables, nuts or vitamin A eggs which contain antioxidant vitamin C vitamins (S2/S3). vitamin E. 14 Visit aqa.org.uk/8585 for the most up-to-date specification, resources, support and administration  AQA GCSE Food Preparation and Nutrition 8585. GCSE exams June 2018 onwards. Version 1.1 21 January 2019 3.2.2.2 Minerals Content Students must know and Suggested application and understand food preparation skills calcium the functions Preparing vegetables, iron main sources meats or alternatives sodium (salt) effects of deficiency and which are high in iron fluoride excess (S2). iodine related dietary reference Preparing dairy foods, values. which are high in calcium, phosphorus. for example when making a white sauce (S8). Reducing the salt in recipes eg when tasting and seasoning, replace salt with herbs and spices. 3.2.2.3 Water Content Students must know and Suggested application and understand food preparation skills The importance of hydration functions of water to Preparing fruit and vegetables, and the functions of water in eliminate waste from the for example in soup making – the diet. body, cooling and for scissor snip, crush, grate, peel. digestion. Make juices and smoothies how water is lost from the (S3). body. how much water/fluid is needed each day. occasions when extra fluids are needed. Visit aqa.org.uk/8585 for the most up-to-date specification, resources, support and administration 15 3.2.3 Nutritional needs and health 3.2.3.1 Making informed choices for a varied and balanced diet Content Students must know and Suggested application and understand food preparation skills the current guidelines for the current guidelines for Consideration of the a healthy diet. a healthy diet eg eatwell nutritional needs and portion size and costing plate. food choices when when meal planning. nutritional needs for the selecting recipes, how peoples’ nutritional following life stages: including when making needs change and how to young children, decisions about the plan a balanced diet for teenagers, adults and the ingredients, processes, different life stages. elderly. cooking methods and how to plan a balanced how to plan a balanced portion sizes. meal for specific dietary meal for specific dietary To plan, prepare, cook, groups. groups: vegetarian and modify, and create how to maintain a healthy vegan, coeliac, lactose recipes to meet different body weight throughout intolerant and high fibre dietary groups and life life. diets. stages. 3.2.3.2 Energy needs Content Students must know and Suggested application and understand food preparation skills the basal metabolic rate factors which affect the general practical skills (BMR) and physical BMR, such as age, (S1). activity level (PAL) and gender and PAL. Their demonstrate portion sizes their importance in importance in achieving according to life determining energy energy balance. stage/PAL level. requirements. the percentage of the recommended recommended energy percentage of energy sources from nutrients: intake provided by protein 15% protein, fat and fat 35% or less carbohydrates (starch carbohydrate 50% (of and sugar). which 45% from starches, lactose in milk and fruit sugars and a maximum of 5% from free sugars). 16 Visit aqa.org.uk/8585 for the most up-to-date specification, resources, support and administration  AQA GCSE Food Preparation and Nutrition 8585. GCSE exams June 2018 onwards. Version 1.1 21 January 2019 3.2.3.3 How to carry out nutritional analysis Content Students must know and Suggested application and understand food preparation skills how to plan and modify how to use current nutritional Plan, make and modify dishes recipes, meals and diets to information and data eg food calculating energy and reflect the nutritional guidelines tables, nutritional analysis nutritional values. for a healthy diet. software to calculate energy and nutritional value. 3.2.3.4 Diet, nutrition and health Content Students must know and Suggested application and understand food preparation skills the relationship between how diet can affect health and Select and adjust cooking diet, nutrition and health how nutritional needs change process to match the recipe the major diet related in relation to: and take account of dietary health risks. group eg grill meat rather than obesity fry to reduce the fat content as cardiovascular health a high saturated fat intake is a (coronary heart disease risk factor for CHD (S1). (CHD) and high blood pressure) bone health (rickets and osteoporosis) dental health iron deficiency anaemia Type 2 diabetes. 3.3 Food science This section requires students to demonstrate their knowledge and understanding of the following subject content: Visit aqa.org.uk/8585 for the most up-to-date specification, resources, support and administration 17 3.3.1 Cooking of food and heat transfer 3.3.1.1 Why food is cooked and how heat is transferred to food Content Students must know and Suggested application and understand food preparation skills the reasons why food is Food is cooked to: For sauce making: cooked make food safe to eat how conduction and the different methods of convection work to cook a develop flavours heat transfer. sauce and the need for improve texture improve shelf life agitation (S6) give variety in the diet. how radiation works using the grill for a range of How preparation and cooking foods such as affect the appearance, colour, vegetables, meat, fish or flavour, texture, smell and alternatives such as overall palatability of food. halloumi, seeds and nuts, How heat is transferred to to char, toast and grill food through: (S4). conduction convection radiation. 18 Visit aqa.org.uk/8585 for the most up-to-date specification, resources, support and administration  AQA GCSE Food Preparation and Nutrition 8585. GCSE exams June 2018 onwards. Version 1.1 21 January 2019 3.3.1.2 Selecting appropriate cooking methods Content Students must know and Suggested application and understand food preparation skills Selection of appropriate how the selection of Using the oven for baking, preparation, cooking methods appropriate preparation roasting, braising, and times to achieve desired and cooking methods casseroles and/or tagines characteristics. can conserve or modify (S4). nutritive value or Dry heat and fat based improve palatability: methods using the hob; dry water based: frying, shallow frying and steaming, boiling, stir frying (S6). simmering, Use of the microwave oven blanching, poaching, (S5). braising Water, dry heat and fat dry methods: baking, based cooking methods roasting, grilling, dry using the hob – to conserve frying nutritive value eg steaming, fat based: shallow stir frying (S6). frying, stir fry General practical skills – how preparation and judge and modify sensory cooking affect the properties – awareness of appearance, colour, the effect of preparation flavour, texture, smell and cooking on the sensory and overall palatability characteristics of food – of food eg the use of appearance, colour, flavour, marinades to denature texture, taste and season protein. adding herbs, spices etc. Use browning and glazing to change texture and flavour. Improve aesthetic qualities of foods by garnishing and decorating (S1). The use of marinades to tenderise and flavour meats and alternatives (S9). The boiling of vegetables to alter texture (S6). Visit aqa.org.uk/8585 for the most up-to-date specification, resources, support and administration 19 3.3.2 Functional and chemical properties of food 3.3.2.1 Proteins Content Students must know and Suggested application and understand food preparation skills protein denaturation the scientific principles Demonstrate how acids protein coagulation underlying these denature protein and gluten formation processes when marinades add flavour foam formation. preparing and cooking and moisture when food preparing vegetables, the working meat, fish and characteristics, functional alternatives (S9). and chemical properties Setting of egg mixtures of proteins. eg in quiche (S12). Gluten formation – pasta making using a pasta machine, bread making using a bread machine (S5 and S10). The use of marinades to tenderise and flavour meats and alternatives (S9). Whisking eggs to produce a gas-in-liquid foam eg whisked sponge. 20 Visit aqa.org.uk/8585 for the most up-to-date specification, resources, support and administration  AQA GCSE Food Preparation and Nutrition 8585. GCSE exams June 2018 onwards. Version 1.1 21 January 2019 3.3.2.2 Carbohydrates Content Students must know and Suggested application and understand food preparation skills gelatinisation the scientific principles Make a blended white dextrinisation underlying these sauce showing starch caramelisation. processes when gelatinisation such as preparing and cooking either a roux or all-in-one food blended sauce, infused the working sauce, velouté or characteristics, functional béchamel to demonstrate and chemical properties how liquid/starch ratios of carbohydrates. affect viscosity (S8). Demonstrate how conduction and convection work to cook the sauce and the need for agitation. Caramelisation of vegetables (S6). Dextrinisation eg browning of bread when baking (S4). 3.3.2.3 Fats and oils Content Students must know and Suggested application and understand food preparation skills shortening the scientific principles Use of fats/oils to aeration underlying these demonstrate these plasticity processes when processes. emulsification. preparing and cooking Shortening and plasticity, food eg pastry making (S10). the working Aeration eg using the characteristics, functional creaming method with a and chemical properties food mixer for a cake (S1, of fats and oils. S4, S5 and S11). Make an emulsion sauce such as a salad dressing, mayonnaise or hollandaise (S8). Visit aqa.org.uk/8585 for the most up-to-date specification, resources, support and administration 21 3.3.2.4 Fruit and Vegetables Content Students must know and Suggested application and understand food preparation skills enzymic browning the scientific principles When preparing fresh oxidation. underlying these processes fruits such as apples and when preparing and cooking pears, preventing food. enzymic browning by using lemon juice (S2) and (S3). Oxidation eg preventing water soluble vitamin loss when preparing and cooking vegetables (S3) and (S6). 3.3.2.5 Raising agents Content Students must know and Suggested application and understand food preparation skills chemical (baking powder, the scientific principles Using chemical raising bicarbonate of soda, self- underlying these agents such as self- raising flours which processes when raising flour and baking produce carbon dioxide) preparing and cooking powder (S11). mechanical (whisking, food Use steam in a mixture to beating, folding, sieving, the working raise choux pastry or creaming and rubbing in characteristics, functional batter. – all incorporate air into and chemical properties Use egg as a raising the mixture) of raising agents. agent to: steam is produced when create a gas-in-liquid the water in any moist foam mixture reaches boiling whisk egg whites point whisking savoury biological (yeast). roulade. Yeast in bread making. 3.4 Food safety This section requires students to demonstrate their knowledge and understanding of the following subject content: 22 Visit aqa.org.uk/8585 for the most up-to-date specification, resources, support and administration  AQA GCSE Food Preparation and Nutrition 8585. GCSE exams June 2018 onwards. Version 1.1 21 January 2019 3.4.1 Food spoilage and contamination 3.4.1.1 Microorganisms and enzymes Content Students must know and Suggested application and understand food preparation skills the growth conditions for growth conditions for Bread making (S4 and microorganisms and microorganisms: role of S10). enzymes and the control temperature, moisture, Water based methods of food spoilage food and time using the hob – blanching bacteria, yeasts and control of microorganism of vegetables to moulds are growth: temperature demonstrate the microorganisms control, pH, water destruction of enzymes in high risk foods availability foods (S6). enzymes are biological high risk foods: ready to Oxidation – eg preventing catalysts usually made eat moist foods, usually water soluble vitamin loss from protein. high in protein that easily when preparing and support the growth of cooking vegetables (S3, pathogenic bacteria and S6 and S2). do not require any further heat treatment or cooking control of enzymic action: blanching of vegetables before freezing, use of acids to prevent enzymic browning. 3.4.1.2 The signs of food spoilage Content Students must know and Suggested application and understand food preparation skills enzymic action enzymic action: ripening Preparing fruit and mould growth of bananas, browning of vegetables – mash, yeast action. some fruits shred, scoop, segment, mould growth: eg on juice and blanch fruits bread and cheese. and vegetables to control Recognise the signs of enzymic browning (S3). mould growth on foods Preparing fruit and yeast action on fruits eg vegetables which sustain grapes, strawberries and yeast and mould growth, tomatoes. wash and chill to prevent their growth. Demonstrate the following techniques: de- seed, de-skin (for example, tomatoes). Visit aqa.org.uk/8585 for the most up-to-date specification, resources, support and administration 23 3.4.1.3 Microorganisms in food production Content Students must know and Suggested application and understand food preparation skills the use of microorganisms in moulds in the production Make a bread dough, finish and food production. of blue cheese shape a bread dough for use in yeasts to raise bread flat breads, pizza or calzone bacteria in yoghurt and (S4 and S10). cheese production. 3.4.1.4 Bacterial contamination Content Students must know and Suggested application and understand food preparation skills the different sources of Contamination from: bacterial contamination other contaminated foods the main types of bacteria including the following which cause food raw foods: meat, poultry, poisoning eggs, seafood and the main sources and vegetables methods of control of work surfaces and different food poisoning equipment bacteria types the people cooking the general symptoms of pests food poisoning. waste food and rubbish campylobacter e-coli salmonella listeria staphylococcus aureus. 3.4.2 Principles of food safety Note: All temperatures and guidance in accordance with current Food Standards Agency (FSA) guidelines. 24 Visit aqa.org.uk/8585 for the most up-to-date specification, resources, support and administration  AQA GCSE Food Preparation and Nutrition 8585. GCSE exams June 2018 onwards. Version 1.1 21 January 2019 3.4.2.1 Buying and storing food Content Students must know and Suggested application and understand food preparation skills The food safety principles temperature control: To apply food safety when buying and storing food. freezing: -18°c considerations when preparing, chilling: 0 to below 5°c storing and cooking. danger zone: 5 to 63°c cooking: 75°c reheating: 75°c ambient storage temperature danger zone correct use of domestic fridges and freezers date marks 'best before' and 'use by' dates covering foods. Visit aqa.org.uk/8585 for the most up-to-date specification, resources, support and administration 25 3.4.2.2 Preparing, cooking and serving food Content Students must know and Suggested application and understand food preparation skills The food safety principles personal hygiene Knife skills: preventing when preparing, cooking and clean work surfaces cross-contamination (S2). serving food. separate raw and cooked Washing and drying foods and use of vegetables during separate utensils preparation to prevent correct cooking times food poisoning (S3). appropriate temperature Using a blender to make control including: fruit coulis as a defrosting and reheating decoration, focusing on appropriate care with good hygienic practice, high risk foods washing and drying fruit and ensuring cleanliness correct use of food of equipment (S5). temperature probes. Preparing, combining and shaping, for example wet mixtures (such as falafels, fish cakes or meatballs) whilst demonstrating technical skills of preventing cross contamination and handling high risk foods correctly (S7). General practical skills – test for readiness. Use a temperature probe, knife/ skewer, finger or ‘poke’ test, ‘bite’, visual colour check or sound to establish whether an ingredient or recipe is ready, to ensure the food is safe to eat (S1). 3.5 Food choice This section requires students to demonstrate their knowledge and understanding of the following subject content: 26 Visit aqa.org.uk/8585 for the most up-to-date specification, resources, support and administration  AQA GCSE Food Preparation and Nutrition 8585. GCSE exams June 2018 onwards. Version 1.1 21 January 2019 3.5.1 Factors affecting food choice 3.5.1.1 Factors which influence food choice Content Students must know and Suggested application and understand food preparation skills To know and understand The following factors in relation When selecting recipes factors which may influence to food choice: students could explain food choice. and justify their reasons physical activity level for choice. (PAL) When preparing recipes celebration/occasion and meals consider cost of food lifestyle, consumer choice preferences etc. enjoyment When planning recipes food availability and dishes carry out healthy eating costing of the dishes. income lifestyles seasonality time of day time available to prepare/ cook. Students must be able to cost recipes and make modifications. Visit aqa.org.uk/8585 for the most up-to-date specification, resources, support and administration 27 3.5.1.2 Food choices Content Students must know and Suggested application and understand food preparation skills Food choice related to religion, food choice linked to the When selecting some culture, ethical and moral following religions and recipes students should beliefs and medical conditions. cultures: Buddhism, explain and justify their Christianity, Hinduism, reasons for choice. Islam, Judaism, Select, modify and make Rastafarianism and recipes for different Sikhism religions, cultures and food choice linked to the dietary groups. following ethical and moral beliefs: animal welfare, fairtrade, local produce, organic, Genetically Modified (GM) foods food choice linked to food intolerances (gluten and lactose) and the following allergies: nuts, egg, milk, wheat, fish and shellfish. 3.5.1.3 Food labelling and marketing influences Content Students must know and Suggested application and understand food preparation skills How information about mandatory information food available to the included on food consumer, including packaging in accordance labelling and marketing, with current European influences food choice. Union and Food Standards Agency (FSA) legislation non-mandatory information: provenance, serving suggestions how to interpret nutritional labelling how food marketing can influence food choice eg buy one get one free, special offers, meal deals, media influences, advertising, point of sales marketing. 28 Visit aqa.org.uk/8585 for the most up-to-date specification, resources, support and administration  AQA GCSE Food Preparation and Nutrition 8585. GCSE exams June 2018 onwards. Version 1.1 21 January 2019 3.5.2 British and international cuisines Content Students must know and Suggested application and understand food preparation skills Food products from British distinctive features and Students should have the tradition and two different characteristics of cooking opportunity to prepare cuisines. equipment and cooking and cook recipes from a methods used range of countries and Schools or colleges/students eating patterns cuisines, using different can select different cuisines to presentation styles equipment and cooking study methods. traditional and modern Cuisine is defined as: ‘a style Skills demonstrated will variations of recipes. characteristic of a particular be relevant to the task country or region where the selected and cuisine has developed demonstrate food historically using distinctive preparation and cooking ingredients, specific skills across groups (S1 preparation and cooking to S12). methods or equipment, and presentation or serving techniques’. Visit aqa.org.uk/8585 for the most up-to-date specification, resources, support and administration 29 3.5.3 Sensory evaluation Content Students must know and Suggested application and understand food preparation skills sensory testing methods Importance of senses when General practical skills – how taste receptors and making food choices: sight, judge and manipulate olfactory systems work taste, touch and aroma sensory properties. How when tasting food. preference tests: paired to taste and season preference, hedonic. during the cooking discrimination tests: process. Change the triangle. taste and aroma through the use of infusions, grading tests: ranking, herbs and spices, paste, rating and profiling jus and reduction (S1). how to set up a taste Test sensory qualities of panel a wide range of foods. controlled conditions Evaluate and apply the required for sensory results of sensory testing. testing evaluating how senses guide evaluating a wide range of ingredients and food from Britain and other countries how to test sensory qualities of a wide range of foods and combinations. 3.6 Food provenance This section requires students to demonstrate their knowledge and understanding of the following subject content: 30 Visit aqa.org.uk/8585 for the most up-to-date specification, resources, support and administration  AQA GCSE Food Preparation and Nutrition 8585. GCSE exams June 2018 onwards. Version 1.1 21 January 2019 3.6.1 Environmental impact and sustainability of food 3.6.1.1 Food Sources Content Students must know and Suggested application and understand food preparation skills where and how ingredients are grown ingredients: fruits, grown, reared and caught. vegetables and cereals reared ingredients: meat and poultry caught ingredients: fish an understanding of: organic and conventional farming free range production intensive farming sustainable fishing advantages and disadvantages of local produced foods, seasonal foods and Genetically Modified (GM) foods. 3.6.1.2 Food and the environment Content Students must know and Suggested application and understand food preparation skills environmental issues seasonal foods Consider the seasons associated with food. sustainability eg fish when selecting farming ingredients for recipes transportation using fruits and organic foods vegetables (S2 and S3). the reasons for buying Using left over food to locally produced food avoid wastage, whilst considering food waste. food waste in the home/ food production/retailers environment issues related to packaging carbon footprint. Visit aqa.org.uk/8585 for the most up-to-date specification, resources, support and administration 31 3.6.1.3 Sustainability of food Content Students must know and Suggested application and understand food preparation skills the impact of food and food the challenges to provide the security on local and global world’s growing population with markets and communities. a sustainable, secure, supply of safe, nutritious and affordable high-quality food. Students must have an awareness of: climate change global warming sustainability of food sources insufficient land for growing food availability of food fairtrade problems of drought and flooding Genetically Modified (GM) foods food waste. 32 Visit aqa.org.uk/8585 for the most up-to-date specification, resources, support and administration  AQA GCSE Food Preparation and Nutrition 8585. GCSE exams June 2018 onwards. Version 1.1 21 January 2019 3.6.2 Food processing and production 3.6.2.1 Food production Content Students must know and Suggested application and understand food preparation skills primary and secondary stages primary processing Make dough for pasta, of processing and production. related to the: rearing, shape and finish dough fishing, growing, using a pasta machine, how processing affects the harvesting and cleaning shape and finish pasta sensory and nutritional of the raw food material (S5 and S10). properties of ingredients (milling of wheat to flour, Water based cooking heat treatment of milk, methods using the hob to pasteurised, UHT, boil the pasta (S6). sterilised and micro- filtered milk) secondary processing related to: how the raw primary processed ingredients are processed to produce a food product (flour into bread and/or pasta, milk into cheese and yoghurt, fruit into jams) loss of vitamins through heating and drying the effect of heating and drying on the sensory characteristics of milk. Visit aqa.org.uk/8585 for the most up-to-date specification, resources, support and administration 33 3.6.2.2 Technological developments associated with better health and food production Content Students must know and Suggested application and understand food preparation skills technological developments to cholesterol lowering To examine, carry out sensory support better health and food spreads analysis and evaluate existing production including fortification health benefits of products that have been and modified foods with health fortification modified and fortified. benefits and the efficacy of fortified foods: thiamin, these. niacin, calcium and iron added to white flour folic acid and iron added to breakfast cereals vitamins A and D added to fats and low fat spreads the positive and negative aspects of the use of additives: colourings, emulsifiers and stabilisers, flavourings, and preservatives the positive and negative aspects of Genetically Modified (GM) foods. 3.7 Food preparation and cooking techniques Food preparation and cooking techniques will be assessed through the non-exam assessment (NEA) element of the specification. Students should be taught to: consider the influence of lifestyle and consumer choice when developing meals and recipes consider nutritional needs and food choices when selecting recipes, including when making decisions about the ingredients, processes, cooking methods and portion sizes develop the ability to review and make improvements to recipes by amending them to include the most appropriate ingredients, processes, cooking methods and portion sizes manage the time and cost of recipes effectively use their testing and sensory evaluation skills, adjusting where needed, to improve the recipe during the preparation and cooking process explain, justify and present their ideas about their chosen cooking methods to others make decisions about which techniques are appropriate based on their understanding of nutrition, food, different culinary traditions and cooking and food preparation content in order to achieve their intended outcome. They should be able to carry out these techniques safely and combine them into appealing meals whilst evaluating the results. 34 Visit aqa.org.uk/8585 for the most up-to-date specification, resources, support and administration  AQA GCSE Food Preparation and Nutrition 8585. GCSE exams June 2018 onwards. Version 1.1 21 January 2019 4 Scheme of assessment Find past papers and mark schemes, and specimen papers for new courses, on our website at aqa.org.uk/pastpapers This specification is designed to be taken over two years. This is a linear qualification. In order to achieve the award, students must complete all assessments at the end of the course and in the same series. GCSE exams and certification for this specification are available for the first time in May/June 2018 and then every May/June for the life of the specification. All materials are available in English only. Our GCSE exams in Food Preparation and Nutrition include questions that allow students to demonstrate their ability to: recall information draw together information from different areas of the specification apply their knowledge and understanding in practical and theoretical contexts. 4.1 Aims and learning outcomes Courses based on this specification should enable students to: demonstrate effective and safe cooking skills by planning, preparing and cooking using a variety of food commodities, cooking techniques and equipment develop knowledge and understanding of the functional properties and chemical processes as well as the nutritional content of food and drinks understand the relationship between diet, nutrition and health, including the physiological and psychological effects of poor diet and health understand the economic, environmental, ethical, and socio-cultural influences on food availability, production processes, and diet and health choices demonstrate knowledge and understanding of functional and nutritional properties, sensory qualities and microbiological food safety considerations when preparing, processing, storing, cooking and serving food understand and explore a range of ingredients and processes from different culinary traditions (traditional British and international), to inspire new ideas or modify existing recipes. 4.2 Assessment objectives Assessment objectives (AOs) are set by Ofqual and are the same across all GCSE Food Preparation and Nutrition specifications and all exam boards. The exam and non-exam assessment (NEA) will measure how students have achieved the following assessment objectives. AO1: Demonstrate knowledge and understanding of nutrition, food, cooking and preparation. AO2: Apply knowledge and understanding of nutrition, food, cooking and preparation. Visit aqa.org.uk/8585 for the most up-to-date specification, resources, support and administration 35  AO3: Plan, prepare, cook and present dishes, combining appropriate techniques. AO4: Analyse and evaluate different aspects of nutrition, food, cooking and preparation including food made by themselves and others. 4.2.1 Assessment objective weightings for GCSE Food Preparation and Nutrition Assessment Component weightings (approx %) Designed AO Required AO objectives (AOs) weightings weightings as Paper 1 NEA (approx %) specified in criteria (approx %) AO1 20 0 20 20 AO2 20 10 30 30 AO3 0 30 30 30 AO4 10 10 20 20 Overall weighting 50 50