level 1/2 award food and catering

LEVEL 1/2 AWARD FOOD AND CATERING(3725)

For teaching from September 2017 onwards For Level 1/2 Award exams in 2019 onwards

Version 1.0 1 November 2017

Contents

1 Introduction 51.1 About this qualification 51.2 Support and resources to help you teach 61.3 National legislation 7

2 Specification at a glance 92.1 Subject content 92.2 Assessments 9

3 Subject content 113.1 Unit 1: Skills demonstration 113.2 Unit 2: Extended making project 163.3 Unit 3: Fundamentals of food and catering 21

4 Scheme of assessment 334.1 Aims and learning outcomes 334.2 Assessment objectives 334.3 Marking criteria for internal assessment 344.4 Internal assessment controls 514.5 Transferable skills 534.6 Synoptic assessment 534.7 Guided learning hours 564.8 Total qualification time 56

5 Internal assessment administration 575.1 Supervising and authenticating 575.2 Avoiding malpractice 575.3 Teacher marking and standardisation 585.4 Internal standardisation 585.5 Commenting 585.6 Submitting evidence and marks 585.7 Moderation 595.8 After moderation 595.9 Factors affecting individual learners 595.10 Keeping learners' work 595.11 School and college consortia 60

6 General administration 616.1 Entries and codes 616.2 Overlaps 616.3 Awarding grades and reporting results 61

AQA Level 1/2 Award Food and Catering 3725. Level 1/2 Award exams June 2019 onwards. Version 1.0 1 November 2017

Visit aqa.org.uk/3725 for the most up-to-date specification, resources, support and administration 3

http://aqa.org.uk/3725

6.4 Re-sits and shelf life 616.5 Previous learning and prerequisites 616.6 Access to assessment: diversity and inclusion 626.7 Learners with disabilities and special needs 626.8 Special consideration 626.9 Working with AQA for the first time 626.10 Private candidates 62

7 Grades 637.1 Overview 637.2 Determining grades 637.3 Calculating grades for the external unit 647.4 Calculating grades for the internal units 64

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/3725• We will write to you if there are significant changes to the specification.

4 Visit aqa.org.uk/3725 for the most up-to-date specification, resources, support and administration



1 Introduction1.1 About this qualificationOur Level 1/2 Awards in non-EBacc subjects are ideally suited to learners with a preference forpractical, in addition to, theoretical learning. Many of them are tailored towards specific careerareas and all have a focus on creativity.

These vocational qualifications fulfil entry requirements for academic and vocational study post-16,and will count as equivalent to one GCSE in the Key Stage 4 performance tables.

Who is this Level 1/2 Award in Food and Catering for?This qualification is intended for learners aged 14-16 years who wish to learn about foodpreparation in a commercial environment.

Learners will be expected to make a range of food products and develop skills related tocommercial food preparation including food hygiene, food presentation and considering productionin quantity. They will be expected to apply technical and practical expertise to ensure that foodmeets customer needs and preferences and is appropriate for a given occasion. They will have theopportunity to use a wide range of practical skills and techniques, gaining an understanding ofcatering and an awareness of related career paths.

What will learners study?Learners complete three mandatory units (one externally assessed and two internally assessed)across 120 guided learning hours.

Unit 1: Skills demonstration (internally assessed)Learners will create a number of small practical outcomes to demonstrate their competence in 8core skills outlined in the specification. As part of this learners will draw on knowledge of therelevant techniques and how to select the most appropriate for the project they are undertaking.These will include the transferable skill of teamwork. Learners will provide evidence of their work ina portfolio of no more than 15 sides A4 or A3 equivalent.

Unit 2: Extended making project (internally assessed)Learners will undertake an extended making project that showcases the skills and knowledge theyhave developed in unit 1 and the knowledge they have developed through unit 3. The project willbe in response to a brief, examples of which are included in Example tasks (page 20) of thespecification. Learners will develop skills, knowledge and understanding in planning anddevelopment, making, testing, evaluation and communication.

Unit 3: Food and Catering fundamentals (externally assessed)Learners will be required to reflect on the learning experiences that they have encounteredthroughout their course of study. The synoptic nature of this written paper allows learners torespond across a range of questions designed to assess their understanding of Food and Catering.This requires learners to demonstrate that they can draw upon their knowledge and understanding




of techniques, concepts, theories and knowledge from across their whole course of study in anintegrated way.

Will the knowledge and skills developed be useful for further studies?This Level 1/2 Award in Food and Catering gives learners a whole host of technical transferableskills. They include:

Developing a wide range of practical making skills.

Learners will also develop an understanding of commercial catering practice and an in-depthknowledge of food commodities. Additionally, learners will gain transferable skills such ascommunication and teamwork that will benefit them in the workplace.

Which subjects complement this course?This Level 1/2 Award in Food and Catering complements vocational qualifications including areassuch as baking, pastry-making and butchery.

It's also a great partner for GCSE Food Preparation and Nutrition.

Upon completion, learners can progress to Technical Certificates and other Level 3 Vocationalqualifications such as the Diploma in Professional Cookery or the Diploma in ProfessionalPatisserie or an apprenticeship in a related area of employment.

1.2 Support and resources to help you teachWe’ve worked with experienced teachers to provide you with a range of resources that will helpyou confidently plan, teach and prepare for exams.

Teaching resourcesVisit aqa.org.uk/3725 to see all our teaching resources. They include:

• schemes of work and lesson plans to help you plan your course with confidence• example materials to showcase sets of marked learners' work supported by senior moderator

commentaries and guidance• learner textbooks that have been checked by AQA• training courses to help you deliver AQA qualifications• teacher standardisation (T-OLS) system to help work through example and standardisation

material quickly and easily• subject expertise courses for all teachers, from newly qualified teachers who are just getting

started to experienced teachers looking for fresh inspiration.

1.2.2 Preparing for examsVisit aqa.org.uk/3725 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 learner answers with examiner commentaries.


http://www.aqa.org.uk/3725



1.2.3 Analyse your learners' results with Enhanced Results Analysis(ERA)Find out which questions proved the most challenging, how the results compare to previous years'and where your learners need to improve. ERA, our free online results analysis tool, will help yousee where to focus your teaching. Register at aqa.org.uk/era

For information about results, including maintaining standards over time, grade boundaries and ourpost-results services, visit aqa.org.uk/results

Keep your skills up-to-date with professional developmentWherever you are in your career, there’s always something new to learn. As well as subjectspecific training, we offer a range of courses to help boost your skills.

• Improve your teaching skills in areas including differentiation, teaching literacy and meetingOfsted 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 suitsyour needs and availability. Find out more at coursesandevents.aqa.org.uk

Help and supportVisit our website for information, guidance, support and resources at aqa.org.uk/3725

If you'd like us to share news and information about this qualification, sign up for emails andupdates at aqa.org.uk/tech-awards-from-2017

Alternatively, you can call or email our subject team direct.

E: [email protected]

T: 0161 957 3334

1.3 National legislationSchools and colleges should note that if there are any references made to legislation within thisspecification that does not apply (ie NI, EU), the relevant legislation in the county of study shouldbe substituted.



http://www.aqa.org.uk/era

http://www.aqa.org.uk/results

http://coursesandevents.aqa.org.uk/


http://www.aqa.org.uk/tech-awards-from-2017

mailto:[email protected]


2 Specification at a glanceThis qualification is modular and is split into three units. One is an externally assessed exam andthe other two are internally assessed.

2.1 Subject contentUnit 1: Skills demonstration (page 11)Unit 2: Extended making project (page 16)Unit 3: Fundamentals of food and catering (page 21)

2.2 AssessmentsUnit 1: Skills demonstration

What's assessed

Learners will undertake a number of mini-projects that will allow them to be assessed against 8core practical skills and the knowledge associated with these.

How it's assessed

• 30% of overall qualification• Internally assessed• 36 Guided learning hours (GLH) approximately. The GLH should be split between teaching

and assessment time as appropriate.• 72 marks• Each skill will have 9 marks allocated to it across 3 mark bands

Learners will produce a folder of evidence of individual dishes which should be photographed formoderation purposes.




Unit 2: Extended making project

What's assessed

Learners will undertake an extended project that showcases the skills they have developed inUnit 1 and the knowledge they have developed through this unit. It will also assess thetransferable skill of communication.

Learners will produce a menu, production plan and sample dishes in response to the brief inaddition to a small portfolio to evidence the planning and development and testing and evaluationstages. This should be no more than 15 pages sides of A4 or A3 equivalent and includephotographic evidence of the sample dishes for moderation purposes.

How it's assessed

• 30% of the overall qualification• Internally assessed• 36 Guided learning hours (GLH) approximately. The GLH should be split between teaching

and assessment time as appropriate.• 72 marks

Unit 3: Fundamentals of food and catering

What's assessed

Learners will be assessed on their knowledge and understanding of the following:

• meals and menu planning• cooking methods and recipes• commercial practice• careers opportunities• food hygiene and safety.

How it's assessed

• 40% of overall qualification• Externally assessed• Written exam: 1 hour 30 minutes• 48 Guided learning hours (GLH) approximately• 96 marks.

Questions

Section A

20 multiple choice questions (20 marks).

Section B

Mixture of short-answer and extended-response questions (76 marks).



3 Subject contentThe Food and Catering Level 1/2 Award is a vocational and practical course and this specificationsets out the essential knowledge, understanding and skills required to prepare, cook and serve awide range of high quality dishes and menus in commerical catering environment. Knowledge andunderstanding of the subject content will be assessed in all three units.

3.1 Unit 1: Skills demonstrationIn Unit 1 learners will undertake a number of projects that will allow them to create practicaloutcomes. This will allow them to be assessed against eight practical skills. They do not have tomake eight dishes. Learners should produce a portfolio of supporting evidence. In the portfoliolearners should include clear evidence of how knowledge and understanding of the techniques hasbeen applied when undertaking these.

A well-balanced portfolio should consist of four made outcomes that between them demonstratethe eight skills. For each skill, the marking criteria will reflect high, medium and low levels ofcompetence.

A portfolio including photographic evidence should be provided as evidence for each skill. Theportfolio should include a commentary from the learner that describes why each technique waschosen and why it was suitable. It should also include photographic evidence of the learnercarrying out each skill. Where appropriate these should include further annotation.The bestevidence for each skill can be selected from any of the projects undertaken that cover a particularskill. Learners need to provide evidence for only one of the examples within each practical skillgroup. For example, a learner could choose to demonstrate filleting a chicken breast and provideevidence of this in their folder. This would be enough to satisfy the evidence requirements forpractical skill group 1.

Teamworking should be demonstrated through a small group project to be determined by theteacher.The teamworking skill should include a brief report by the learner on who did what andwhy, along with reasons for the success or suggested improvements for each stage of themanufacture.

Teachers should mark Unit 1 using the assessment criteria in 4.3.1 Internal assessment unit 1(page 34).

It is suggested that Unit 1 would be taught prior to Unit 2 and alongside the relevant elements ofUnit 3 which have been referenced in the following table. There are opportunities for learners todevelop the synoptic knowledge required for assessment in Units 2 and 3. Schools/colleges shouldrefer to section 4.6 Synoptic Assessment (page 53) for further information on synoptic deliveryand assessment.

3.1.1 Unit 1 skills and associated knowledgeThe following table indicates the list of skills that must be covered in this unit. In the left-handcolumn are the skills themselves. In the right-hand column is the related knowledge andunderstanding that needs to be covered in order to apply the skill, which links to the relevantcontent in unit 3.




Skills Knowledge and understanding

1. Using kitchen equipment toprepare food

Learners should have knowledge of the advantages anddisadvantages of different types of equipment including:

• Blender (to blend, puree, mix)• Food processor (to slice, mash, grate, blend and juice)• Food mixers (to mix, cream, whisk, knead)• Spiraliser (to spiralise)• Contact grill (to grill a range of foods)• Different types of knives such as filleting, cooks,

vegetables and carving (to filet chicken breasts, fat andrinds, cooked meats or alternatives, peel, segment,skin).

Links to Unit 3 content: Cooking methods and recipes(page 24)

2. Quality control and presentingfood

Learners should have knowledge and understanding ofhygienic and safe practices, sensory appeal including:

• even cooking• consistent shape and form• finish techniques such as:

• sugar work• quenelle• chocolate work• rocher• coulis• shaping vegetables and fruits• glazing and drizzling• portion control to result in high quality, well presented

and safe food.

Links to Unit 3 content: Commercial practice (page 26)




3. Using an oven, hob, grill or anopen flame

Learners should have knowledge of the different cookingmethods and understand how heat is transferred to food.

Learners should select the appropriate cooking methodsuch as:

• baking• stewing• braising• casseroling• roasting• pot roasting• boiling• blanching• poaching• steaming• dry frying• shallow frying• stir frying• sautéing.


4. Making sauces Learners should have knowledge of the functions of:

• ingredients• quantities• ratios and key steps in preparing starch-based sauces

(eg roux and all-in-one)• reduction (eg tomato, curry, gravy, cream-based sauces,

jus)• emulsion (eg salad dressing, hollandaise, mayonnaise)• egg-based (eg custard, crème patisserie and foams).

Learners should understand the processes ofgelatinisation, coagulation and emulsification when makingsauces.






5. Making pastry Learners should have knowledge of raising agentsincluding steam and the mechanical addition of air whenmaking pastry such as short crust, pate sucre, choux, puffpastry, rough puff, and flaky.

Learners should have knowledge and understanding ofplasticity of fats and the impact on the sensory qualities ofthe pastry.

Learners should understand which method of making isappropriate for the chosen pastry product.


6. Making cakes, cheesecakesand/or mousses

Learners should have knowledge of raising agents that canbe used in cake making including:

• creaming• all-in-one• whisking• melting• rubbing in.

Learners should have knowledge of setting agents such asgelatin and other gelling agents that can be used in cakes,cheesecakes and mousses.

Learners need to understand that correct selection ofequipment and method of making is required to achieve thedesired sensory outcome.





7. Making pastry Learners should have knowledge of the ingredients,quantities, ratios and key steps in preparing differentbreaddoughs.

Learners should have knowledge of raising agents used in:

• bread dough• shaping and forming techniques• quantities and key steps in preparing different types of

dough.

Learners should understand the types of ingredients usedin bread making such as:

• basic bread dough• rich yeast dough• sourdough• chapatis• soda bread.

Learners should understand the types of ingredients usedin fresh pasta production such as making:

• lasagne• tagliatelle• spaghetti• tortellini.


8. Teamwork Learners should have a knowledge and understanding ofthe key elements of teamwork including:

• working to create a food related outcome as a memberof a team

• participation and collaboration with others,communication, following instructions, timemanagement, understanding their roles and leadership

• learners should understand the different roles within acommercial team

• learners should demonstrate collaborative planning andcommercial food skills and the ability to work with othersto achieve common goals.

3.1.2 TeamworkAs part of Unit 1, learners will be assessed on their teamwork skills. In preparation for this theyshould have knowledge and understanding of the following.




Content Additional information

Planning • Shared objectives.• Team targets.• Meeting deadlines.• Timescales.• Thinking ahead.• Consideration of alternatives.• Effective listening.• Respect for others' opinions.• Negotiation.• Assertiveness.• Providing feedback.

Organisation • Strengths and limitations of team members.• Allocation of responsibilities (roles,

activities).

Working with others Decision-making through team andcollaborative work, understanding the benefitsof working as a team.

Practical activities to include teamwork toencourage and develop team-player skills:

• flexibility, adaptability• social skills, supporting others, reaching

agreements• motivational skills• collaboration leading to successful outcomes• opportunities to show leadership and

initiative.

3.2 Unit 2: Extended making projectLearners will make a single product that showcases a range of technical skills, knowledge andunderstanding from Unit 1 and draws upon the knowledge and understanding from this unit andassociated knowledge from Unit 3.

Learners will create dishes for a specific context. In addition, learners must provide evidence oftheir planning, development, testing, evaluation and communication skills.

Teachers should mark Unit 2 using the assessment criteria given in 4.3.2 Internal assessment unit2 (page 44).

This unit builds on the synoptic technical knowledge developed as a result of completing Unit 1. Itis logical that this would be delivered after Unit 1 so that learners can apply their learning andknowledge in ways which show they are able to make connections between the two units. Schoolsand colleges should refer to section 4.6 Synoptic Assessment (page 53) for further informationon synoptic delivery and assessment.



The following content should be delivered through Unit 2 and learners should apply theirknowledge and understanding as appropriate when working on their project.

3.2.1 Meals and menu planning


Planning meals and menus forparticular occasions

Learners should be aware of menu planning for thefollowing occasions and applying this knowledge whenplanning menus and meals:

• breakfasts and brunches• light lunches and snacks• afternoon tea and bakery products• soups, appetisers and starters• main meals• accompaniments and side dishes.

Food intolerances • Learners should understand the implications of foodintolerances when planning menus. They shouldapply knowledge of the following food intoleranceswhen planning menus for those with foodintolerances:

• Lactose• Soy• Gluten

Special dietary needs Learners should have knowledge and understanding ofspecial dietary needs when planning menus. Theyshould apply knowledge of the following dietary needswhen planning menus for those with special dietaryneeds:

• Low fat• High fibre• Calorie controlled• Reduced sugar• Low sodium• Vegetarians and vegans

Cultural and religious beliefs An understanding of how cultural and religious beliefsmay impact on food choice and the preparation of food.

3.2.2 Cooking methods and recipes


Types and uses of foods and commodities Learners should have an understanding of the use ofready prepared commodities and how these can beused when making meals and menus.





International cuisine Learners should have an understanding of the keyelements of British and other cuisines and how thesecan be applied when making meals and menus.

Sourcing of foods and commodities Learners should understand how seasonalingredients are defined.

Learners should understand the advantages anddisadvantages of using seasonal ingredients whenplanning menus and meals.

Technical terms related to commercialcatering

Learners must know and understand the technicalterms used in commercial catering including forspecific cooking methods and names of equipment.

3.2.3 Commercial practice


Production plans Learners should know and understand:

• the importance of mise en place before startingpractical work

• the importance of sourcing ingredients and thecorrect quantities

• quality control checks on commodities andingredients on arrival

• equipment needed to produce dishes for aparticular context

• the planning of step-by-step instructions for thepreparation, cooking, finishing, serving and storingof dishes

• the adjustment of seasonings and management ofcooking times and temperatures to ensure qualityoutcomes

• the importance of correct and logical sequencingand dovetailing of instructions

• the need for accurate timings to be included withintheir production plans

• how to accurately cost a recipe• how to scale up recipes for small scale and batch

production with reference to quantities• consideration of portion sizes• the need for instructions for serving information for

the intended customer, eg annotated notes andsketches including details of decoration, garnishand presentation of dishes

• how to resolve quality issues during productionand change plans to ensure quality food products.




Maintaining quality and safety The importance of efficient workflow in a commercialkitchen to avoid cross contamination and ensure asafe working environment.

The role of assured-safe catering:

• health, hygiene and safety• Hazard Analysis and Critical Control Points

(HACCP)• regular quality control checks during food

production to produce aesthetically pleasing foodproducts.

Use sensory testing methods to assess the taste,flavor, texture and aesthetic qualities.

Project management approach Managing resources of time, money and energy.

Contingency planning.

Review of final practical outcome and identification ofhow this could be effectively produced on a largerscale carried in a commercial context.

3.2.4 Food hygiene and safety


Personal food hygiene Learners should have knowledge of personalhygiene for food workers including:

• handwashing techniques• correct routine for washing dishes and

sanitizing surfaces.

Learners should evaluate their personal hygieneand hygienic practice to show their application ofthe knowledge and understanding.

Temperature control and record keeping Learners should have an understanding of theimportance of effective temperature controlincluding:

• chilling (refrigeration): 0 to below 5° C• temperature danger zone: 5 to 63 ° C• cooking 75 ° C• reheating to 75° C.

Learners should apply correct procedures egrecord keeping when using temperature probes.This understanding should be demonstratedwhen completing practical work.





Preventing growth of microorganisms Learners should know and understand how toprevent the growth of micro-organisms throughthe addition of acid and sugar and should beable to apply this knowledge when planning howto preserve ingredients.

Learners should know and understand how toidentify high risk foods and the appropriatestorage of these.

Health and safety and the law Learners should have knowledge of 'safer food,better business for caterers' and be able to applytheir understanding when completing practicalwork.

Learners should have knowledge of the keyelements of the Food Standards Agencyguidelines on:

• cross-contamination• cleaning• chilling• cooking and managing food safely in a

catering environment.

Learners should apply this knowledge whenmaking recipes.

3.2.5 Example tasksHere are example tasks that you may wish to follow. You're free to design your own tasks as longas they allow learners to access the skills, knowledge and understanding identified above and canbe assessed against the criteria given in Section 4.3.2 (page 44).

Example task 1A street food stall at an outdoor music festival. 50 covers will be served in a single sitting.

Example task 2A fine dining city centre restaurant with an international focus. 50 covers will be served in a singlesitting.

Example task 3A restaurant which has a sustainable focus and uses mostly local produce. 50 covers will beserved in a single sitting.

Example task 4A celebration event at a luxury hotel. 100 covers will be served in a single sitting.



Example task 5A vegetarian cafe. 50 covers will be served in a single sitting.

3.2.6 Communication skillsAs part of Unit 2, learners will be assessed on their communication skills. In preparation for thisthey should have a knowledge and understanding of the following.


Learners should be able to communicatetheir decisions effectively using a range oftechniques appropriate to the audience.

Learners should have knowledge and understandingof the following skills:

• verbal• written (including electronic documents and data,

activity logs, minutes of meeting)• effective listening• respect for others' opinions• negotiation• assertiveness• providing feedback.

3.3 Unit 3: Fundamentals of food and cateringUnit 3 assesses learners' knowledge of materials and their properties and of industrial andcommercial practices. They will also learn about related career opportunities. We have set out thetopics under content in the left-hand column and what learners must know and understand relatingto each under additional information in the right-hand column. All of this must be taught.

This unit draws on work that has been carried out across all the units of the qualification. Thesynoptic nature of this written paper allows learners to respond to a range of questions designed toassess their understanding of the fundamentals of Food and Catering. This requires learners todemonstrate that they can identify and use effectively, in an integrated way, an appropriateselection of skills, techniques, concepts, theories, and knowledge from across their whole courseof study.

Links between units are outlined in Section 4.6 Synoptic assessment (page 53).




3.3.1 Meals and menu planning


Factors to consider when planningmenus

Learners should show understand the influence of thefollowing factors when planning menus:

• type of food service:• formal restaurant• street food• self-service• fast food• cafeteria• take away• buffet• plate• waiting service• automatic vending• hotel• bed and breakfast

• consideration of different customer needs andpreferences:• customer age• life stage• lifestyle• personal preferences

• cultural and religious beliefs• sourcing and seasonality of ingredients• reducing food waste including effective use of leftover

food and stock rotation• time management• availability of specialist equipment.




Planning menus for special dietaryneeds

Learners should understand the influence of thefollowing special dietary needs when planning menus ina commercial catering context. This should includeproduction plans which identify suppliers, how recipeshave been adapted and preventing cross contamination:

• vegetarian and vegan diets• healthy options: low-fat, high-fibre, calorie-controlled• food intolerances: lactose, soy and gluten (coeliac)• allergenic ingredients.

An understanding of healthy eating guidelines, eg theEatwell guide.

Including planning healthy meals for:

• children (age 5-12)• teenagers• adults• the elderly (over 65).

Nutrition Learners should know the main sources and functions,of the following nutrients:

• protein• carbohydrate• fat• vitamins A, B, C and D• iron• sodium.

Menu context Learners should be aware of the types of dishes that aresuitable for the following occasions in a commercialcatering context:

• breakfasts and brunches• light lunches and snacks• afternoon tea and bakery products• soups, appetisers and starters• main meals• accompaniments and side dishes.




3.3.2 Cooking methods and recipes


Cooking methods Learners should have an understanding of theappropriate use of the following cooking methods andthe advantages and disadvantages when trying toachieve a particular result:

• baking• barbequing• blanching• boiling• braising• casseroling• cook chill• deep, dry and shallow frying• grilling• microwaving• poaching• steaming• stewing• roasting/pot-roasting• sauté• stir-frying.

Recipes.

Learners should know and understand:

• key ingredients and their function inthe recipe

• quantities and ratios of ingredients• key steps in preparation and cooking

considerations for scaling-up recipesto make suitable for batchproduction in a cateringenvironment.

Learners should have an understanding of the following:

• starch-based sauces eg roux and all in one sauces• reduction sauces eg tomato, curry, gravy, cream-

based sauces• emulsion sauces, eg salad dressing, hollandaise,

mayonnaise• egg-based sauces, eg custard, crème patisserie• pastries, eg short crust, pâté sucre, choux, puff ,

rough puff and flaky pastry• breads and yeast cookery, eg basic, rich yeast,

flavoured bread (focaccia, garlic) and sourdough• pasta, eg fresh lasagne, tagliatelle, spaghetti, ravioli

and tortellini• cake and biscuits: creaming, all-in-one, whisking,

melting, rubbing-in, using gelatine and other gellingagents

• raising agents: air, steam, baking powder and yeast.




Types and uses of foods andcommodities.

Learners should know and understand:

• storage• preparation• cooking• serving advice• recipe suggestions.

Learners should have an understanding of the following:

• fruit and vegetables• meat and poultry• fish and seafood• vegetarian ingredients including alternative protein

sources: eg soya, tofu, quinoa• eggs• dairy products: milk, cheese, butter, cream, yoghurt• cereals: wheat, rye, barley, rice, oats, corn• fats and oils• sugars and sweeteners• hot and cold beverages: tea, instant and ground

coffee, fruit-based drinks.

International cuisine.

Learners should have anunderstanding of:

• distinctive features andcharacteristics of ingredients

• cooking methods• an awareness of traditional and

modern variations of recipes.

To include one of the following cuisines:

• Asian• British• Mediterranean• one other international cuisine of the learner’s choice.

Sourcing of foods and commodities.

Learners should understand:

• definitions• advantages and disadvantages• recognition of key logos• the importance of relationships with

suppliers.

• Sustainable ingredients.• Seasonal ingredients in the UK.• Organic foods.• Locally sourced.• Farm-assured.• Free-range.• Genetically modified.




3.3.3 Commercial practice


Plans for making Learners should know and understand the importanceof:

• Health, hygiene and safety considerations whenpreparing, cooking, serving and storing food

• Hazard Analysis Critical Control Points (HACCP):identifying the potential hazards in food productionand planning controls to reduce risk and ensurequality control

• food management systems eg Safer food, betterbusiness

• understanding use of space, staff and resources toplan efficient workflow in a commercial kitchen.

Costing and portion control Learners should have knowledge of:

• costing raw materials for a range of food items usingstandard recipes

• methods of portion control and their appropriate use.

Food presentation The learner should understand the importance of colour,texture, flavour, shape, temperature andtime.

Learners should know the appropriate use of thefollowing food presentation skills:

• garnishing and decorative techniques• piping, glazing, blending, coulis, creaming, shaping,

moulding, cutting and stencilling, latticing, layering,fluting and decorative icing

• decorative glazes, foams, jus, dressings and platingtechniques

• tasting and seasoning of foods during the cookingprocess

• use of seasoning, herbs, spices, marinades, pastesand sauces.




Specific terms related to commercialcatering

Learners must know and understand the followingcommercial catering terms:

• a la carte• accompaniments• al dente• a la minute• a la mode• amuse-bouche• au gratin• apéritif• bain-marie• brûlee• bouquet garni• coulis• croutons• canapé• crudité• digestif.• en croûte• entrée• flambé• garnish• hors d’oeuvre• julienne• marinade• mise en place• Petits Fours• plated service• purée• reduction• roux sauce• sauté.

Record keeping and communication Learners should know and understand:

• the need for accurate, appropriate record keeping ina commercial catering environment

• different methods of record keeping used instockcontrol, data logging and restaurant bookings.





Customer service Learners should know and understand:

• the importance of ensuring that customers aresatisfied with the service that they receive

• good customer care for a range of customers anddifferent situations

• appropriate methods of dealing with problems andsuitable actions to be taken

• the importance of presenting a positive image to thecustomer.



3.3.4 Career opportunities


Commercial catering roles andemployment

Learners should understand that there are a varietyof opportunities to work in areas related to food andcatering.

Learners should have an awareness of at least oneof the following roles, including the work involved andskills and qualifications required:

• Front of house staff have contact with customersin catering establishments and includereceptionists, waiting staff and bar staff

• Sommelier: a member of staff who orders andmaintains the wines, beers and spirts

• Sous chef: the second chef is in direct charge offood production and the day-to-day running of thekitchen

• Environmental Health Practitioner: the EHPmakes sure people’s surroundings are safe,healthy and hygienic

• Quality controller makes sure the food productsmeet hygiene, safety and legal standards set bytheir companies

• Recipe developer plans and make new recipes fortheir company

• Pastry chef makes breads, pastries, batters,desserts and other baked products and may alsobe in charge of the dessert menu

• Food journalist writes about food for newspapers,magazines and websites

• Food photographer takes still life photographsused in advertisements, magazines, cookbooksand websites

• Food buyer buys food for their company, needs tosource ingredients and commodities to ensurequality and value

• Head/Executive Chef: the head chef is sometimescalled the executive chef and is charge of thekitchen. This includes menu planning, foodproduction, ordering food, costing dishes,managing stock, kitchen hygiene, staffmanagement

• Commis chef: sometimes called the assistantchef. The commis chef carries out the easier tasksto gain catering experience.




3.3.5 Food hygiene and safety


Personal and kitchen hygiene Learners should know and understand:

• personal hygiene for food workers• hand-washing techniques, correct routine for washing

dishes and sanitizing of surfaces• wearing suitable clothing and footwear• safety and hygiene practices to ensure food is safe to

eat and to prevent food contamination• appropriate kitchen workflows.

Maintaining high standards of foodsafety when:

• buying food• storing food• preparing food• cooking food• serving food.

Learners should understand the importance of effectivetemperature control in thefollowing contexts:

• safe defrosting of frozen foods• freezing – 18°C or below• chilling (refrigeration): 0 to below 5°C• quick cooling of cooked food to chilled temperatures

within 90 minutes to 8°C or below• display of cold food above 8°C for a single period of

up to 4 hours• hot holding of food at 63°C for a single period of up to

2 hours• ambient temperature: approximately 17°C to 20°C• danger zone: 5°C to 63°C• cooking: 75°C• reheating: 75°C• checking ‘best before’ and ‘use by' dates• correct use of fridges, freezers and temperature

probes.

Preventing the growth of bacteria andsources of food contamination.

• Types of contamination.• Sources and prevention of cross

contamination.• High-risk foods.• Signs of food spoilage.

• Definition of cross-contamination, how it occurs andhow it can be prevented.

• Physical, chemical and biological sources ofcontamination.

• Pest and waste control.• Identification of high-risk foods.• Importance of controlling growth of micro-organisms

through temperature control.




Food poisoning, types, causes andsymptoms

• Symptoms of food poisoning.• Causes of food poisoning.• Guidelines on how to prevent food poisoning.• E-coli.• Salmonella.• Campylobacter.• Listeria• The role of the Food Standards Agency (FSA) in

helping to prevent food poisoning.

Health and safety and the law.

Learners should be able to describe:

• the key legal responsibilities ofemployees and employers in acommercial catering context

• rules and requirements forcontrolling food safety standardsand good personal hygiene.

Learners should have knowledge of the key elements ofthe following regulations or orders relevant to theircountry:

• Health and Safety at Work Act 1974 (The Health andSafety at Work (Northern Ireland) Order 1978)

• Control of Substances Hazardous to HealthRegulations 2002 (COSHH) (Control of SubstancesHazardous to Health Regulations (Northern Ireland)2003 - (COSHH (NI))

• Reporting of Injuries, Diseases and DangerousOccurrences Regulations 2013 (The Reporting ofInjuries, Diseases and Dangerous OccurrencesRegulations (Northern Ireland) 1997)

• Control of Substances Hazardous to Health(COSHH)

• Personal Protection Equipment (PPE) regulations• EU FIC regulations (2014) on food labelling for

allergens




4 Scheme of assessmentFind 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 but can also be taken in one.

In order to achieve the qualification, learners must complete all assessments by the end of thecourse.

Awarding for this specification is available for the first time in May/June 2019 and then every May/June for the life of the specification.

All materials are available in English only.

4.1 Aims and learning outcomesCourses based on this specification will develop knowledge of the subject and encourage learnersto:

• develop a broad knowledge of ingredients, techniques, standard components and equipment• develop a wide range of practical skills to produce high-quality food products• develop decision making skills through both independent and collaborative work• communicate their decisions effectively to a third party• be able to read, interpret and work from recipes and plans• be able to develop menus, recipes and plans for making• develop an understanding of quality and how this can be achieved by rigorous quality-controls• use materials and equipment efficiently in relation to cost and environmental impact• demonstrate safe and hygienic working practices in a commercial environment• use key technical terminology related to ingredients and processes• develop the knowledge and understanding to evaluate and refine their own skills whilst making• develop an awareness of commercial practices and employment opportunities.

4.2 Assessment objectives• AO1: Demonstrate knowledge and understanding of the content.• AO2: Demonstrate skills by applying knowledge and understanding to practical activities.• AO3: Analyse and evaluate performance, data and information and draw conclusions.



http://www.aqa.org.uk/pastpapers


4.2.1 Assessment objective weightings for Level 1/2 Award in Foodand CateringAssessment objectives (AOs) Unit weighting (approx %) Overall weighting

(approx %)Unit 1 Unit 2 Unit 3

AO1 5 5 30 40

AO2 20 20 40

AO3 5 5 10 20

Overall weighting of units 30% 30% 40% 100

4.3 Marking criteria for internal assessmentAssessments in Units 1 and 2 are marked by teachers using the assessment criteria tablesprovided.

The assessment criteria must be applied to the assessment of learners’ work. Each table indicatesthe levels of attainment that would be expected for the award of marks in the ranges shown.Further guidance on how to apply the assessment criteria to a learner's work can be found in Internal assessment administration (page 57).

You’re required to provide a mark for each of the assessment criteria and complete a CandidateRecord Form (CRF) for each learner.

The CRF is also an opportunity to provide supporting information that will help the moderatorconfirm the correct mark.

4.3.1 Internal assessment unit 1Unit 1 is the opportunity for learners to demonstrate their acquired knowledge, skills andunderstanding using a variety of techniques.

All eight skills must be demonstrated, with the best available evidence presented. Schools andcolleges are free to set their own projects in order to demonstrate these skills. A well balancedportfolio will be made up of four dishes.

Within each specified skill area there are a number of possible techniques that can be used. Someare more complex than others, and this needs to be considered when making any assessmentagainst the criteria. A simple technique done well should not be awarded the same credit as morecomplex work that has been carried out to a high standard.

The same skills can be used several times, which will allow progression in skill levels, but only thebest example should be offered as part of the assessment. Projects may include any number ofskills, but need to be achievable for the learner.

Assessment for each skill will be holistic, using a best fit approach. Where a learner's work meetsthe majority of descriptors in a mark band then the upper mark band should be selected however ifnot all descriptors are met, then the lower mark is more appropriate.

The skills will be assessed across three bands reflecting low, medium and high levels ofperformance for each skill. A high level of performance is characterised by demonstrating acomplex skill to an excellent standard. In many instances, what constitutes a 'complex' skill will bedetermined in part by the ingredients used, processes and techniques carried out, and the dish



selected by the learner. The complexity and challenge of the outcome is linked to the skills involvedin producing the outcomes. The more complex the skill, the higher the level of demand.

Any work assessed for Unit 2 must not be included in the assessed evidence for Unit 1 and viceversa.

Teamworking is an important transferable skill, required by employers. When assessingteamworking, attention needs to be given to the learner's individual contribution and interactionwith others. Evidence can be offered from observations, peer assessments and the learner's ownevaluation.

EvidenceA portfolio of evidence should be provided as evidence of each skill and the associated knowledgeand understanding. The evidence pages could be presented as a folder of work, a Powerpoint fileor a single PDF document. Learners must annotate the photographic evidence for each skill withreflection to evaluate their own performance. Using related knowledge and understanding, learnersmust provide an explanation of what they have done and why they have done it.

TimeIt is expected that learners will work through the skills producing the evidence in 36 hours ofstructured teaching. Each skill area should be covered to allow learners full access to the marks;suggestions for how the skills can be evidenced are included in Unit 1 Skills demonstration (page11) of this specification.

SupervisionLearners must be supervised by an assessor whilst completing all tasks. Schools and collegesmust ensure learners cannot create evidence used for assessment purposes that they have beendeveloping outside of supervised activities. Supervision must be in place to ensure the authenticityof evidence produced for summative assessment. Assessors must intervene where there is ahealth and safety hazard observed. Learners must sign the candidate record form (CRF) to confirmthat all evidence submitted for moderation is their own work and that any sources used have beenacknowledged. Assessors must also sign the CRF to confirm that evidence submitted formoderation was completed under supervised conditions.

Skill 1: Using kitchen equipment to prepare food

Level Description

7–9 • Excellent knowledge and understanding of why the equipmentselected has been used in the specific context includingcomprehensive knowledge of advantages and disadvantages.

• A high level of skill is demonstrated which showcases competent useof equipment to carry out complex techniques eg brunoise, ciseler,filleting fish and meat.

• Appropriate equipment is selected and used competently to producea high quality outcome.

• Learner works independently and is confident when selecting andusing kitchen equipment.

• Detailed annotation relating to selection and use of equipment andown performance. Evaluation identifies aspects that could beimproved with appropriate suggestions.




Level Description

4–6 • Good knowledge and understanding of why the equipment selectedhas been used in the specific context including some advantages anddisadvantages.

• A good level of skill is demonstrated which showcases good use ofequipment to carry out medium techniques eg julienne, macedoine.

• Appropriate equipment is selected and used to produce a goodquality outcome.

• Learner requires occasional supervision and support when selectingand using kitchen equipmen.

• Some annotation relating to the selection and use of equipment andown performance. Some evaluation of aspects that could beimproved with few suggestions for improvement.

1–3 • Limited knowledge and understanding of why the equipment selectedhas been used in the specific context including basic advantages anddisadvantages.

• A basic level of skill is demonstrated which showcases use ofequipment to carry out simple food preparation techniques egpeeling, slicing, chopping.

• Equipment is selected and used to produce a basic outcome.• Learner requires support and supervision when selecting and using

kitchen equipment.• Limited annotation relating to the selection and use of equipment and

own performance. Annotation is purely descriptive with noidentification of aspects of the learner’s performance that could havebeen improved.

0 Insufficient evidence is provided for a mark to be awarded.



Skill 2: Quality control and presenting food

Level Description

7–9 • Excellent knowledge and understanding of hygienic and safe practice,sensory appeal, finishing techniques and portion control.

• Quality control checks are applied throughout the making process, egoutcome is evenly cooked with excellent shape and form.

• A high level of skill is demonstrated which showcases competent useof complex techniques, eg complex icing techniques, latticing,moulding, spun sugar, quenelles, creative and original decoration.

• Excellent attention is given to detail, accuracy, precision andproducing a high quality standard of presentation and finish.

• Learner works independently and is confident in selecting anappropriate finishing technique and presenting food to improvesensory appeal.

• Detailed annotations have been made to support the learner'sunderstanding of safe and hygienic practice, sensory appeal, finishingtechniques and portion control. Annotation identifies aspects of thelearner's performance that could have been improved withappropriate suggestions.

4–6 • Good knowledge and understanding of hygienic and safe practice,sensory appeal, finishing techniques and portion control.

• Quality control checks are applied broadly, but superficially, eg over orundercooked appearance, inconsistent shape and form.

• A medium level of skill is demonstrated which showcases competentuse of techniques eg shaping, coulis, fondant icing, piping, layeringand fluting.

• Good attention is given to detail, accuracy, precision and producing aquality standard of finish and presentation.

• Learner works mainly independently and is able to select anappropriate finishing technique to present food to improve sensoryappeal.

• Some annotations have been made to support the learner’sunderstanding of safe and hygienic practice, sensory appeal, finishingtechniques and portion control. Annotation identifies aspects of thelearner’s performance that could have been improved.




Level Description

1–3 • Basic knowledge and understanding of hygienic and safe practice,sensory appeal, finishing techniques and portion control.

• There is little or no evidence of quality control during the makingprocess.

• A basic level of skill is demonstrated which showcases simpletechniques eg salad garnishes, glazing, drizzles, dusting.

• Limited attention is given to detail, accuracy, precision and producinga quality standard of finish and presentation.

• Learner works with some assistance to select appropriate finishingtechniques.

• Limited annotations have been made to support the learner’sunderstanding of safe and hygienic practice, sensory appeal, finishingtechniques and portion control. Annotation is purely descriptive withno identification of aspects of the learner’s performance that couldhave been improved.


Skill 3: Using the grill or an open flame

Level Description

7–9 • Excellent knowledge and understanding of heat transfer for differentcooking methods. Learners are able to select the correct cookingmethod for a high quality outcome

• A high level of skill is demonstrated which showcases competent useof the oven, hob, grill or an open flame eg consistently even cooking,controlled temperature, correct shelf position.

• Excellent attention is given to accuracy, precision and producing ahigh quality outcome.

• Learner works independently and is confident demonstrating the skill.• Detailed annotations have been made to support the evidence for

using the oven, hob grill or open flame successfully. The annotationidentifies methods of heat transfer and suggests aspects that couldbe improved.



Level Description

4–6 • Good knowledge and understanding of heat transfer for differentcooking methods. Learners are able to select the correct cookingmethod for a quality outcome.

• A medium level of skill is demonstrated which showcases competentuse of the oven, hob, grill or an open flame eg even cooking,controlled temperature, correct shelf position.

• Good attention is given to accuracy, precision and producing a qualityoutcome.

• Learner requires occasional supervision and support whendemonstrating the skill.

• Some annotations have been made to support the evidence for usingthe oven, hob grill or open flame successfully. The annotationidentifies methods of heat transfer and suggests some aspects of thelearner’s performance that could have been improved.

1–3 • Basic knowledge and understanding of heat transfer for differentcooking methods. Learners are able to select the correct cookingmethod with some assistance.

• A basic level of skill is demonstrated which showcases use of theoven, hob, grill or an open flame eg some understanding oftemperature control.

• Limited attention is given to accuracy and precision.• With support and supervision, learner uses basic tools and equipment

to demonstrate the skill.• Limited annotations have been made to support the learner’s

understanding of using the oven, hob, grill or open flame successfully.Annotation is purely descriptive with no identification of aspects of thelearner’s performance that could have been improved.


Skill 4: Making sauces

Level Description

7–9 • Excellent knowledge and understanding of the methods andprinciples of sauce making and application of this when making aselected sauce eg reduction, coagulation, emulsification andgelatinisation.

• Learner works independently and is confident selecting a method andmaking a sauce.

• Detailed annotations have been made to support the evidence forsauce making including an understanding of gelatinisation, reduction,emulsification or coagulation. Annotation identifies aspects ofperformance which could have been improved with appropriatesuggestions.




Level Description

4–6 • Good knowledge and understanding of the methods and principles ofsauce making and good application of this when making a selectedsauce eg reduction, emulsification and gelatinisation.

• Good knowledge and understanding of the methods and principles ofsauce making and good application of this when making a selectedsauce eg reduction, emulsification and gelatinisation.

• Some annotations have been made to support the evidence for saucemaking including some understanding of gelatinisation, reduction,emulsification or coagulation. Annotation identifies some aspects ofperformance which could have been improved with appropriatesuggestions.

1–3 • Basic knowledge and understanding of the methods and principles ofsauce making and application of this when making a selected sauceeg reduction, coagulation, emulsification and gelatinisation.

• Learner requires support and supervision when selecting a methodand making a sauce.

• Limited annotations have been made to support the evidence forsauce making including an understanding of gelatinisation, reduction,emulsification or coagulation. Annotation is purely descriptive with noidentification of aspects of the learner’s performance that could havebeen improved.


Skill 5: Making pastry

Level Description

7–9 • Excellent knowledge and understanding of the methods andprinciples of pastry making and application of this when makingpastry eg shortcrust, pate sucre, choux, puff pastry, flaky, rough puff.

• Excellent attention is given to correct choice of method, use of raisingagent and fat choice when producing a high quality and challengingpastry dish.

• Learner works independently to select the most appropriate methodfor their dish and make pastry.

• Detailed annotations have been made which show understanding ofraising agents and the impact of plasticity on sensory characteristicswhen making pastry. Annotation identifies aspects of performancewhich could have been improved with appropriate suggestions.



Level Description

4–6 • Good knowledge and understanding of the methods and principles ofpastry making and application of this when making a pastry egshortcrust, pate sucre, choux, puff pastry, flaky, rough puff.

• Good attention is given to correct choice of method, use of raisingagent and fat choice when producing a quality pastry dish.

• Learner requires occasional assistance to select the most appropriatemethod for their dish and make pastry.

• Some annotations have been made which show understanding ofraising agents and the impact of plasticity on sensory characteristicswhen making pastry. Annotation identifies aspects of performancethat could have been improved with suggestions.

1–3 • Basic knowledge and understanding of the methods and principles ofpastry making and application of this when making a pastry egshortcrust, pate sucre, choux, puff pastry, flaky, rough puff.

• Limited attention is given to correct choice of method, use of raisingagent and fat choice when producing a pastry dish.

• Learner requires support and supervision when selecting a methodand making pastry.

• Limited annotations have been made which show understanding ofraising agents and fat choice when producing a pastry dish.Annotation is purely descriptive with no identification of aspects of thelearner’s performance that could have been improved.


Skill 6: Making cakes, cheesecakes and mousses

Level Description

7–9 • Excellent knowledge and understanding of the function of raisingagents and or setting agents and the application of these whenmaking cakes, cheesecakes or mousses.

• A high level of skill is demonstrated which showcases competent useof complex techniques, eg whisking method for a roulade with alltoppings and fillings, using gelatin or other gelling agent for use in amousse or cheesecake.

• Excellent attention is given to creating a well risen or well setoutcome resulting in excellent sensory qualities.

• Learner works independently to select the correct equipment andconfidently carries out the most appropriate method resulting in a highquality outcome.

• Detailed annotations have been made which show understanding ofraising agents and/or setting agents when making cakescheesecakes or mousses. Learners can explain choice of equipmentand method. Annotation identifies aspects of performance whichcould have been improved with appropriate suggestions.




Level Description

4–6 • Good knowledge and understanding of the function of raising agentsand or setting agents and the application of these when makingcakes, cheesecakes or mousses.

• A good level of skill is demonstrated using a range of mediumdemand techniques eg rubbing in, creaming and melting whenmaking a cake, uses of eggs when baking a cheesecake.

• Good attention is given to creating a risen or set outcome resulting ingood sensory qualities.

• Learner requires occasional assistance to carry out the mostappropriate method resulting in a quality outcome.

• Some annotations have been annotations have been made whichshow understanding of raising agents and/or setting agents whenmaking cakes cheesecakes or mousses. Learners can explain choiceof equipment and method. Annotation identifies some aspects ofperformance that could have been improved .

1–3 • Basic knowledge and understanding of the function of raising agentsand or setting agents and the application of these when makingcakes, cheesecakes or mousses.

• A basic level of skill is demonstrated showcasing simple techniques,eg ready made cake mixes or all-in-one method may have been usedto make a cake, using cream, soft cream or yoghurt to form acheesecake.

• Limited attention is given to creating a risen or set outcome resultingin satisfactory sensory qualities.

• With support or supervision, learners carry out an appropriate methodresulting in a satisfactory sensory outcome.

• Limited annotations have been made which show understanding ofraising agents and/or setting agents when making cheesecakes ormousses. Annotation is purely descriptive with no identification ofaspects of the learner’s performance that could have been improved.




Skill 7: Making dough

Level Description

7–9 • Excellent knowledge and understanding of ingredients, raisingagents, shaping and forming and enriching doughs and application ofthis when making pasta or bread dough.

• A high level of skill is demonstrated which showcases competent useof complex techniques eg hot cross buns with fresh yeast, croissants,fresh ravioli or tortellini.

• Excellent attention is given to accurate shaping and forming ofdoughs.

• Learner works independently to produce a high quality dough.• Detailed annotations include reference to raising agents where

appropriate, ingredients used and shaping, forming and enrichingdoughs. Annotation identifies aspects of performance which couldhave been improved with appropriate suggestions.

4–6 • Good knowledge and understanding of ingredients, raising agents,shaping and forming and enriching doughs and application of thiswhen making pasta or bread dough.

• A good level of skill is demonstrated using a range of mediumdemand techniques eg making basic bread rolls, sour dough, freshtagliatelle or fresh spaghetti.

• Good attention is given to accurate shaping and forming of doughs.• Learner works mainly independently to produce a quality dough.• Detailed annotations include some references to aspects such raising

agents where appropriate, ingredients used and shaping, forming andenriching doughs. Annotation identifies some aspects of performancewhich could have been improved.

1–3 • Limited knowledge and understanding of ingredients, raising agents,shaping and forming and enriching doughs and application of thiswhen making pasta or bread dough.

• A basic level of skill is demonstrated skills to make a dough, eg usinga ready made bread mix or ready made dough.

• Limited attention is given to shaping and forming of doughs.• Learner works with some support and supervision to make a quality

dough.• Limited annotations have been made to support the evidence for the

skill. Annotation is purely descriptive with no identification of aspectsof the learner’s performance that could have been improved.


Skill 8: TeamworkPossible techniques:

• working to create an outcome as a member of a team• participation and collaboration with others• communication




• following instructions• time management.

Level Description

7–9 • Takes a lead role when working with a team to help achieve asuccessful outcome.

• Detailed annotations have been made to support the evidence for theskill. Annotation identifies aspects of performance that could havebeen improved which shows excellent understanding of the keyelements needed for successful teamwork with suggestions forimprovements.

4–6 • Able to work well as a member of a team, and able to take directionfrom others.

• Some annotations have been made to support the evidence for theskill with some detail. Annotation identifies aspects of performancethat could have been improved

1–3 • Limited input to the team.• Limited annotations have been made to support the evidence for the

skill, with only basic understanding of key elements of teamwork.Annotation identifies aspects of performance that could have beenimproved with appropriate suggestions.


4.3.2 Internal assessment unit 2Unit 2 draws together the skills, knowledge and understanding acquired through units 1 and 3 andthe knowledge and understanding from unit 2 in a single extended making project. It's importantthat projects give the learner every opportunity to develop and display a range of techniques andprocesses.

Learners should provide a rationale for their menu choice, explaining why it is appropriate for theirchosen scenario. They will also produce a production plan outlining how the menu would bedelivered in their chosen scenario, taking factors that apply in a commercial catering situation intoconsideration. This production plan must be comprehensive enough that it could be followed by athird party. The plan could take the form of a detailed process chart or a detailed bullet pointed listor any other format that the learner deems appropriate.

After creating their production plan, learners will then make four to five of the dishes from the menuon a small scale as a sample and evaluate the outcome of the planning and making process.

After they have created the sample dishes, learners will be required to deliver a short presentation(maximum 3 minutes) outlining their menu proposal, why the dishes they have chosen areappropriate to the given scenario and giving an overview of their production plan. The audience forthis presentation could be just the assessor or a wider audience if appropriate. The presentationshould be delivered after the sample dishes have been created and the production plan has beenevaluated to enable the learner to make changes to the production plan if necessary.



EvidenceLearners must provide evidence of their menu and a rationale explaining why it is appropriate for agiven scenario. They must also produce a production plan outlining how the menu would bedelivered.

Learners will make four to five of the dishes from their menu. All learners should providephotographic evidence of the finished sample dishes and it is strongly recommended thatphotographic evidence at various stages of making is submitted. This could be provided in aconcise Powerpoint file, which could also be used by the learner when making their presentation.Assessors should provide a brief statement in support of the judgement that they make about alearner’s presentation delivery.

The evidence for the assessment as a whole should be a maximum of 15 A4 sides or A3equivalent. Learners may submit work electronically.

TimeIt is envisaged that learners will work on this unit during the final year of the course. It is expectedthat learners will spend approximately 36 hours on Unit 2 in total. This includes structured teachingand assessment time.

SupervisionLearners must be supervised by an assessor whilst completing all tasks. Schools/ colleges musthave in place systems to ensure learners cannot access evidence they have been developingoutside of supervised activities.

Marking the assessmentThe task is assessed in four sections as shown below:

Section Criteria Maximum marks

A Planning 12

B Making and quality control 42

C Testing and evaluating 12

D Communication 6

Total 72

Section A: Planning

In this section learners should draw on knowledge from Meal and menu planning (page 17) and Commercial Practice (page 18) and Food hygiene and safety (page 19).

Learners will create a menu and provide a rationale for why this is appropriate for the givenscenario.

They will complete a detailed production plan showing how the menu can be delivered in thechosen scenario, making specific reference to aspects such as:

• how health and safety requirements will be met• relevant control measures to minimise risks to food safety




• ingredients and commodities required• considerations for scaling up recipes to make dishes in a commercial context• equipment needed• workflow planning• record keeping• costings• quality control measures• risk assessment and prevention• staffing.

Mark Description

9–12 • Proposed menu is appropriate for the context with detailedjustification for selection of dishes.

• Learner has outlined how dishes meet needs of specified customers.Explanation is relevant and contains detailed reasoning.

• Production plan is comprehensive and detailed, makes reference tocommodities needed, cooking methods/techniques to be used andincorporates appropriate contingencies for most situations.

• Learner has considered changes to recipes that would be necessaryfor scaling up recipes in a commercial context with detailed referenceto quantities included in the plan.

• Learner has assessed risks to food safety. A range of relevant controlmeasures to minimise food safety risks and meet legal food safetyrequirements are included in the production plan.

5–8 • Proposed menu is appropriate for the context with some goodjustification for selection of dishes.

• Learner has outlined how dishes meet needs of specified customerswith some justification.

• Production plan is detailed with minor inaccuracies, makes referencesto commodities needed, cooking methods/techniques to be used andmakes some references to contingencies.

• Learner has made some reference in the plan to the changes neededto scale-up recipes in a commercial context.

• Learner has assessed risks to food safety. Some relevant controlmeasures to minimise food safety risks and meet legal food safetyrequirements are included in the production plan.



Mark Description

1–4 • Proposed menu is linked to the context with basic justification forselection of dishes.

• Learner has made some reference to how dishes meet needs ofspecified customers.

• Production plan outlines key actions required, lacking detail aroundcommodities needed, cooking methods/techniques to be used andwith very limited consideration of contingencies.

• Learner has made brief reference in the plan to the changes neededto scale-up the recipes in a commercial context.

• Learner has considered some risks to food safety and has identifiedsome measures to minimise food safety risks and meet legal foodsafety requirements are included in the production plan.


Section B: Making and quality control

In this section, learners will draw upon knowledge from Cooking methods and recipes (page 17), Commercial Practice (page 18) and Food hygiene and safety (page 19).

Learners will make 4-5 sample dishes from their menu.

Learners should:

• check commodities and ingredients for quality before using• prepare and cook food with due regard for food hygiene and safety• demonstrate their competency at food preparation techniques and cooking methods• demonstrate quality control throughout preparation and cooking of food• present dishes as if serving to their intended customer.

Mark Description

35–42 • All ingredients and commodities are independently checked forquality and any issues are identified throughout preparation. Issuesresolved independently with no guidance.

• Independently adheres faultlessly to food safety practices duringpreparation, cooking and serving.

• A range of complex techniques and cooking methods are used.Learner works accurately and independently.

• Learner responds to quality-control issues throughout making bycarrying out adjustments to improve aspects such as seasoning andtexture. Any issues are resolved independently.

• All sample dishes are presented to an excellent standard with a rangeof appropriate finishing techniques used with precision and skill.




Mark Description

26–34 • Ingredients and commodities are independently checked for qualitythroughout preparation and any issues identified are resolved withguidance.

• Learner adheres to a high standard of food safety practices duringpreparation, cooking and serving with no guidance required.

• A range of techniques and cooking methods including some complextechniques are used independently.

• Learner works independently to respond to some of the quality issueswhich occur throughout making.

• All sample dishes are presented to a high standard with a range ofappropriate finishing techniques used.

17–25 • Most ingredients and commodities are checked for quality and anyissues identified throughout preparation are resolved but requiresome prompts or guidance.

• Learner adheres to food safety practices during preparation, cookingand serving with some guidance.

• A range of techniques and cooking methods, including some complextechniques, are used with some guidance.

• Quality issues which occur throughout the making process areresolved with some guidance.

• All sample dishes are presented to an acceptable standard withappropriate finishing techniques used.

9–16 • Some ingredients and commodities are checked for quality and anyissues identified throughout preparation are resolved but requirefrequent prompts or guidance.

• Learner adheres to basic food safety practices during preparation,cooking and serving with some guidance.

• Simple techniques and cooking methods are used independently.Learner works mostly accurately.

• Quality issues which occur throughout the making process areresolved with guidance.

• All sample dishes are presented to an acceptable standard and somefinishing techniques are used. Some guidance may be required.

1–8 • Ingredients and commodities are not checked for quality or arechecked in a superficial way throughout preparation. Any issues arenot addressed by the learner.

• Learner requires frequent prompts to adhere to basic food safetypractices during preparation, cooking and serving.

• Simple techniques and cooking methods are used with someguidance. Learner demonstrates limited accuracy.

• Quality issues which occur throughout the making process are notaddressed.

• Sample dishes are presented to a basic standard, there is limited useof finishing techniques and guidance may be required.



Mark Description


Section C: Testing and evaluating

In this section, learners should draw upon knowledge from Meal and menu planning (page 17), Cooking methods and recipes (page 17) and Commercial Practice (page 18).

Learners should carry out sensory analysis and evaluate the sample dishes that they have made.They should reflect on:

• how well the sample dishes created meet the needs of the customer in the given scenario. Theyshould reference aspects such as taste, flavour, texture and aesthetic qualities

• the making process and any suggested amendments or improvements to the production planfor the chosen scenario

• any aspects of the dishes produced that could be improved to make the dish suitable forproduction in a commercial context. Learners could reference aspects such as altering cookingtimes to ensure an aesthetically pleasing dish or altering ingredients to improve commercialviability

• evaluation of the learners’ own practical performance including how the learner applied theirown knowledge and understanding in a practical situation.

Mark Description

10–12 • Thorough sensory evaluation is carried out throughout the makingprocess to ensure that the finished outcome meets the needs of theintended customer.

• Very detailed evaluation of the making activity with a clear link to theoriginal production plan, together with an explanation of how thisdiffers from what was actually done.

• Fully detailed evaluation of the final practical outcome, identifyingwhat modifications could be made to improve the outcomes andmake the sample dishes suitable for production in a commercialcontext.

• Fully detailed evaluation of the learners' own practical performanceincluding detail of how the learner applied their knowledge andunderstanding of functions of ingredients and processes andmethods, quality control and health and safety.

7–9 • Some sensory evaluation is carried out throughout the makingprocess to ensure that the finished outcome meets the needs of theintended customer.

• Good evaluation of the making process, making some reference tothe production plan and identifying areas of weakness.

• Aspects of the final outcome that can be improved upon are identifiedand some suggestions are made for modifications and to make thesample dishes suitable for production in a commercial context.

• Good evaluation of the learners' own practical performance includingdetail of how the learner applied their knowledge and understandingof functions of ingredients and processes and methods, qualitycontrol and health and safety.




Mark Description

4–6 • Sensory evaluation is carried out in a limited way throughout themaking process, or only once dishes are completed to ensure that thefinished outcome meets the needs of the intended customer.

• Some evaluation of the making is carried out but it is mainlydescriptive and lacks any explanation as to what was done and why.

• Some reference is made to aspects of the final outcome that can beimproved upon, suggestions for modifications to make the sampledishes suitable for production in a commercial context are vague andlimited.

• Some evaluation of the learners' own practical performance includingsome details of how the learner applied their knowledge andunderstanding of functions of ingredients and processes andmethods, quality control and health and safety.

1–3 • Little or no sensory evaluation is carried out to ensure that finishedoutcome meets the needs of the intended customer.

• Minimal evaluation of the making is carried out with little or noreference to the original production plan.

• Limited or vague reference to improvements that could be made tothe sample dishes to make the dishes suitable for production in acommercial context.

• Little evaluation of the learners' own practical performance includinglimited reference to aspects such as: how the learner applied theirknowledge and understanding of functions of ingredients, processesand methods, quality control, health and safety.


Section D: Communication

Learners should give a presentation of no more than 3 minutes to present their menu. The focus ofthe presentation should be an explanation in broad terms of how the menu and production planwould meet the requirements of their chosen scenario. Assessors should provide a brief statementin support of the judgement that they make about a learner’s communication during theirpresentation.

Mark Description

5–6 • Written evidence conveys information in a logical, fluent and concisemanner and enables the production plan to be clearly understood bya third party.

• Excellent use of technical terms is made throughout, together with athorough understanding of food preparation and catering.

• Learner is able to verbally articulate, both during the presentation andthroughout the activity, what they have done in a confident andinformed manner.

• Learner is able to respond to questioning in a knowledgeable andcoherent manner.



Mark Description

3–4 • Written evidence is presented in a logical manner and enables themaking to be easily understood by a third party.

• Some good use of technical terms together with an understanding ofthe food preparation and catering shown.

• Learner is able to explain in general terms, both during thepresentation and throughout the activity, what they have donethroughout the making process.

• Learner has shown that they are able to respond in a coherentmanner to most questions asked.

1–2 • Learner has provided written evidence of what they have done but itis not presented in a logical manner, lacks focus and cannot easily beunderstood by a third party.

• Minimal use of technical terms and only a limited understanding offood preparation and catering is demonstrated.

• Learner has been unable to verbally articulate, both during thepresentation and throughout the activity, what they have done andlacks confidence in explaining their actions throughout the makingprocess.

• Learner struggles to respond to questioning and tends to talk invague terms when asked about their activity.


4.4 Internal assessment controlsThe two internally assessed units of this Level 1/2 Award in Food and Catering are equallyweighted at 30% and collectively account for 60% of the assessment for the qualification.

These units can be studied and evidenced at any stage during the course. This offers schools andcolleges flexibility in the structure of delivery of the specification and gives learners the opportunityto submit evidence whenever appropriate.

Further details on the requirements and suggested types of evidence relevant to the internallyassessed units can be found within the subject content.

The assessed tasks must be based on the requirements of this specification. These activities havebeen designed to provide learners with the opportunity to address the assessment objectives andachieve, to the very best of their abilities, the assessment criteria.

Within the internally assessed units, learners are required to demonstrate their ability to recall andapply knowledge within a specific context related to the subject content of this specification. Theyare also expected to use their knowledge and practical skills to plan and carry out activities,analyse and evaluate information, and use these to make reasoned judgements and/or decisions.

4.4.1 Levels of control• Setting the activity: activities for which learners are required to submit evidence must be

appropriate and relevant to the subject content of this specification.• Carrying out the activity.




• Authenticity: all practical assessments should be completed under supervised conditions inan environment appropriate to the activity. Any research based activities requiringassessment can be completed away from the classroom, provided the work is collated undersupervision.

• Feedback: teachers may review learner work and can provide advice at a general level. Anyfeedback can evaluate progress to date and propose suggested broad approaches forimprovement, but the detailed correction of work prior to submission is not allowed. Teachersmust not provide detailed and specific advice on how the evidence may be improved toincrease the mark awarded. Learners can be guided as to the approach they might adopt butthe outcome must remain their own.

• Time: schools/colleges are to ensure that internal assessments are carried out within theguided learning hours allocated to each unit and within the total qualification time.

• Teamwork: it is accepted that learners will provide evidence as a result of team working aswell as independently. If working within a team, learners must produce individual andpersonal evidence for assessment.

• Resources: schools/colleges must ensure that learners have access to the appropriateresources required in order to carry out and complete any activity to be assessed.

• Assessing the activity: schools/colleges must mark internal assessments using the level ofresponse mark schemes provided by AQA. Moderation of the internally assessed learnerevidence is by inspection of a sample of learner's work sent to a moderator appointed by AQA.Further details are provided in Internal assessment administration.

4.4.2 Authenticating learner evidenceLearners’ work for assessment must be undertaken under conditions that allow the school tovalidate the work. If work is carried out unsupervised, the school must be sure that the learners’work can be authenticated with confidence – eg being sufficiently aware of an individual learner’squality and level of work to appreciate if the evidence submitted is of a reliable standard.

For assessment undertaken outside the classroom, supporting statements such as Witness orObservation Testimonies can be provided to support a learner’s evidence. These must becompleted by a subject matter expert during or shortly after the activity and by a person inauthority.

To protect the authenticity of any submitted evidence, the learner is required to complete and signa Candidate Record Form (CRF) when submitting portfolios of work. This will confirm and certifythat:

• all evidence submitted within the portfolio is the work of the learner• resources used in the evidence are clearly referenced.

The school/college will also countersign this declaration and include any reference to work carriedout under any specified conditions and record details of any additional assistance. The CRF mustbe provided with each learner’s work for external quality assurance purposes.

Teachers must inform learners that to present material copied directly from books or other sourcessuch as the internet, without acknowledgement, will be regarded as malpractice. This also includesoriginal ideas, as well as the actual words or products generated by someone else.

Further information regarding supervising and authenticating learner evidence can be found in Internal assessment administration (page 57).



4.4.3 Assessment criteriaThe assessment grids for this qualification are broken down into levels each of which has adescriptor and a mark or range of marks applied to it. The descriptor for a band with a range ofmarks shows the average performance for the level required.

As best practice, before you apply the mark scheme to a learner’s evidence, review the work andannotate/make notes to show the qualities that are being looked for. You can then apply themarking criteria. Start at the lowest level of the marking criteria and use it as a ladder to seewhether the work meets the descriptor for that band. The descriptor for the band indicates thedifferent qualities that might be seen in the learner's work for that level. If it meets the descriptionfor the lowest band then go to the next one and decide if it meets this, and so on, until you have amatch between the band descriptor and the learner's work.

When assigning a mark you should look at the overall quality of the work. If the evidence coversdifferent aspects of different levels of the mark scheme you should use a best fit approach fordefining the level and then use the variability of the work to help decide the mark within the band.

To select the most appropriate mark in the band descriptor, teachers should use the followingguidance to locate the best fit:

• where the learner’s work fully meets all statements, the highest mark should be awarded• where the learner’s work mostly meets all statements, the most appropriate mark in the middle

of the range should be awarded• where the learner’s work just meets the majority of statements, the lowest mark should be

awarded.

There will be instances where a learner fully meets, for example, three statements but only justmeets the fourth. In this scenario a best fit approach should be taken.

4.5 Transferable skillsThese valued skills are an integral element within the design of our Level 1/2 Awards.

As a result of discussions and collaborations with schools, colleges and stakeholders such aspost-16 education providers and professional/trade bodies, we have included the followingtransferable skills within the subject content:

• teamwork• communication• research• problem solving.

Rather than force the inclusion of these skills in each unit, certain tasks have been identified asbeing the most appropriate and suitable for a transferable skill to be assessed within the subjectcontext. However, this many not apply to every unit – only when appropriate.

4.6 Synoptic assessmentSynoptic assessment is a form of assessment which requires a learner to demonstrate that theycan identify and use effectively, in an integrated way, an appropriate selection of skills, techniques,concepts, theories and knowledge from across the whole qualification or unit, which are relevant toa key task.




Our Level 1/2 Award in Food and Catering includes assessments that allow learners todemonstrate their ability to draw together different areas of knowledge, skills and/or understandingfrom across the full course of study for this qualification. Learners will be required to reflect on theirlearning experiences. They will be assessed on their knowledge of key areas and how they haveapplied this in their own work.

The significant amount of synoptic content within the Level 1/2 Award supports synoptic learningand assessment by:

• showing how teaching and learning connects between the units across the specification• giving guidance relating to the internally assessed units as to where learners could apply their

knowledge and understanding from other areas of the specification• providing opportunities for the learning and assessment of units combined together to promote

holistic delivery• developing and assessing a learners use and development of a defined transferable skill in

different contexts.

Whilst we do not prescribe in which order the units should be delivered or assessed, we do identifya suggested, logical order for delivery. Where schools or colleges are not following therecommended order of unit delivery, it's important they identify those links that are relevant for theirown pattern of delivery.

It is important for schools and colleges to be aware of the links between units so that teaching,learning and assessment can be planned accordingly. This means that when learners are beingassessed, they can apply their learning in ways which show they are able to make connectionsacross the qualification. Within the synoptic links table we provide references to where the unitcontent maps from or to other units within the qualification. This will help the learner understandwhere there are explicit opportunities for synoptic learning as well as synoptic assessment.

Unit 1 topics Synoptic links to other units Specification reference

3.1.1 Using kitchen equipmentto prepare food

Unit 2

Unit 3

Cooking methods and recipes(page 17)

Commercial practice (page 18)

3.1.1 Quality control andpresenting food

Unit 2

Unit 3



3.1.1 Using an oven, hob, grillor open flame

Unit 2

Unit 3



3.1.1 Making sauces Unit 2

Unit 3



3.1.1 Making pastry Unit 2

Unit 3






3.1.1 Making cakes,cheesecakes and/or mousses

Unit 2

Unit 3



3.1.1 Making doughs Unit 2

Unit 3



3.1.1 Teamwork Unit 2

Unit 3




3.2.1 Meals and menu planning Unit 1

Unit 3

Unit 1 skills and associatedknowledge (page 11)

Meals and menu planning(page 22)

3.2.2 Cooking methods andrecipes

Unit 1

Unit 3



3.2.3 Commercial practice Unit 1

Unit 3



3.2.4 Food hygiene and safety Unit 1

Unit 3


Food hygiene and safety (page30)


3.3.1 Meals and menu planning Unit 1

Unit 2


Meals and menu planning(page 22)

3.3.2 Cooking methods andrecipes

Unit 1

Unit 2







3.3.3 Commercial practice Unit 1

Unit 2



3.3.4 Career opportunities Unit 1

Unit 2


Unit 2: Extended makingproject (page 16)

3.3.5 Food hygiene and safety Unit 1

Unit 2


Food hygiene and safety (page30)

4.7 Guided learning hoursGuided learning hours (GLH) is defined (within the Education and Skills Act 2008) as the time aperson spends:

• being taught or given instruction by a lecturer, tutor, supervisor or other appropriate provider ofeducation or training

• otherwise participating in education and training under the immediate guidance or supervision ofsuch a person.

It doesn't include time spent on unsupervised preparation or study, whether at home or otherwise.

The guided learning hours are specified within Specification at a glance (page 9)

4.8 Total qualification timeTotal Qualification Time (TQT) is the total number of hours assigned to a qualification – combiningthe GLH, assessment time and Directed Study Hours (DST).

DST is defined as the activity of a learner in preparation, study or any other form of participation inthe qualification subject, which takes place as directed – but not supervised – by a teacher, tutor orother appropriate provider.

The anticipated TQT for this qualification is 180 hours.



5 Internal assessmentadministrationThe internal assessment for this specification are Units 1 and 2. These units are marked by theteacher and moderated by AQA.

Visit aqa.org.uk/3725 for detailed information on all aspects of internal assessment administration.

The head of the school or college is responsible for making sure that internal assessment isconducted in line with our instructions.

5.1 Supervising and authenticating• all learners must sign the Candidate Record Form (CRF) to confirm that the work submitted is

their own• all teachers who have marked a learner’s work must sign the declaration of authentication on

the CRF. This is to confirm that the work is solely that of the learner concerned and wasconducted under the conditions laid down by this specification

• teachers must ensure that a CRF is provided with each learner’s work.

Learners must have sufficient direct supervision to ensure that the work submitted can beconfidently authenticated as their own. If, as a teacher, you cannot be sure that the work is thelearner's own you cannot accept it for marking. If a learner receives additional assistance and thisis acceptable within the guidelines for this specification, you should award a mark that representsthe learner’s unaided achievement. Please make a note of the support the learner received on theCRF and sign the authentication statement. If the statement is not signed, we cannot accept thelearner’s work for assessment.

5.2 Avoiding malpracticePlease inform your learners of AQA's regulations concerning malpractice. They must not:

• submit work that is not their own• lend work to other learners• allow other learners access to, or use of, their own independently-sourced source material• include work copied directly from books, the internet or other sources without acknowledgement• submit work that is word-processed by a third person without acknowledgement• include inappropriate, offensive or obscene material.

These actions constitute malpractice and a penalty will be given (for example, disqualification).

If you identify malpractice before the learner signs the declaration of authentication, you don’tneed to report it to us. Please deal with it in accordance with your school or college’s internalprocedures. We expect schools and colleges to treat such cases very seriously.

If you identify malpractice after the learner has signed the declaration of authentication, the headof your school or college must submit full details of the case to us at the earliest opportunity.Please complete the form JCQ/M1, available from the JCQ website at jcq.org.uk




http://www.jcq.org.uk/


You must record details of any work which is not the learner’s own on the front of the submittedwork or other appropriate place.

You should consult your exams officer about these procedures.

5.3 Teacher marking and standardisationWe'll provide support for using the marking criteria and managing the assessment tasks throughteacher standardisation.

For further information about teacher standardisation visit aqa.org.uk/3725

For further support and advice please speak to your adviser. Email your subject team [email protected] for details of your adviser.

5.4 Internal standardisationYou must ensure that you have consistent marking standards by all teachers for all learners. Oneperson must manage this process. They must sign the Centre Declaration Sheet to confirm thatinternal standardisation has taken place.

Internal standardisation may involve:

• all teachers marking some sample pieces of work to identify differences in marking standards• discussing any dif ferences in marking at a training meeting for all teachers involved• referring to reference and archive material, such as previous work or examples from our teacher

standardisation.

5.5 CommentingYou must show clearly how marks have been awarded against the assessment criteria in thisspecification.

Your comments will help the moderator to see, as precisely as possible, where you think thelearners have met the assessment criteria.

You must record your comments on the CRF.

5.6 Submitting evidence and marksAn AQA moderator will check a sample of your learner's work. Your moderator will tell you whichlearner's work to send them. If you're entering fewer than ten learners it will be the work of all yourlearners. Otherwise it will be a percentage of your learners' work.

You must show clearly how marks have been awarded against the assessment criteria in thisspecification. Your comments will help the moderator to see, as precisely as possible, where youthink the learners have met the assessment criteria. You must:

• record your comments on the CRF• check that the correct marks are written on the CRF and that the total is correct.

You must send all your learner evidence and marks to AQA for moderation by the specified dategiven at aqa.org.uk/keydates




http://www.aqa.org.uk/keydates


5.7 ModerationThe moderator re-marks a sample of the evidence and compares this with the marks you haveprovided to check whether any changes are needed to bring the marking in line with our agreedstandards. Any changes to marks will normally keep your rank order but, where majorinconsistencies are found, we reserve the right to change the rank order.

5.8 After moderationYou will receive a report when the results are issued, which will give feedback on interpretation ofthe assessment criteria and how learners performed in general.

We will give you the final marks when the results are issued.

For awarding, archiving or standardisation purposes, we may need to keep some of your learnerswork. We will let you know if we need to do this.

You must keep all the evidence for learners until they have completed the course and results havebeen issued. Evidence of moderation activity must be kept for two years.

5.9 Factors affecting individual learnersFor advice and guidance about arrangements for any of your learners, please email us as early aspossible at [email protected]

Occasional absence: you should be able to accept the occasional absence of learners by makingsure they have the chance to make up what they have missed. You may organise an alternativesupervised session for learners who were absent at the time you originally arranged.

Lost work: if work is lost you must tell us how and when it was lost and who was responsible,using our special consideration online service at aqa.org.uk/eaqa

Extra help: where learners need extra help which goes beyond normal learning support, pleaseuse the CRF to tell us so that this help can be taken into account during moderation.

Learners who move schools: learners who move from one school or college to another duringthe course sometimes need additional help to meet the requirements. How you deal with thisdepends on when the move takes place.

• If it happens early in the course, the new school or college should be responsible for the work.• If it happens late in the course, it may be possible to arrange for the moderator to assess the

work as a learner who was educated elsewhere.

5.10 Keeping learners' workLearners’ work must be kept under secure conditions from the time that it is marked, withcompleted CRFs. After the moderation period and the deadline for Enquiries about Results (oronce any enquiry is resolved) you may return the work to learners.




http://www.aqa.org.uk/eaqa


5.11 School and college consortiaIf you're in a consortium of schools or colleges with joint teaching arrangements (where learnersfrom different schools and colleges have been taught together but entered through the school orcollege at which they are on roll), you must let us know by:

• filling in the Application for Centre Consortium Arrangements for centre-assessed work, which isavailable from the JCQ website jcq.org.uk

• appointing a consortium coordinator who can speak to us on behalf of all schools and collegesin the consortium. If there are different coordinators for different specifications, a copy of theform must be sent in for each specification.

We'll allocate the same moderator to all schools and colleges in the consortium and treat thelearners as a single group.

All the work must be available at the lead school or college and marking must be standardisedacross all schools or colleges in the consortium.




6 General administrationYou can find information about all aspects of administration, as well as all the forms you need, at aqa.org.uk/examsadmin

6.1 Entries and codesYou only need to make one entry for each qualification – this will cover all the question papers,internally assessed units and certification.

Qualification title AQA entry code

AQA Level 1/2 Award in Food and Catering 3726

Unit 1: Skills demonstration FDC1

Unit 2: Extended making project FDC2

Unit 3: Written exam FDC3

The Ofqual qualification accreditation number (QAN) is 603/0517/4 .

6.2 OverlapsThere are no overlaps with any other AQA qualifications at this level.

6.3 Awarding grades and reporting resultsAt Level 1, unit and qualification grades will be Credit and Advanced Credit.

At Level 2, unit and qualification grades will be Pass, Merit, Distinction and Distinction*.

Learners who fail to reach the minimum standard for Level 1 will be recorded as U (unclassified)and will not receive a qualification certificate.

6.4 Re-sits and shelf lifeLearners can re-sit the externally assessed unit (written exam) once and re-submit internallyassessed units, but only once prior to certification. If an internally assessed unit is re-submitted,then a new task must be undertaken.

6.5 Previous learning and prerequisitesThere are no previous learning requirements. Any requirements for entry to a course based on thisspecification are at the discretion of schools and colleges.



http://www.aqa.org.uk/examsadmin


6.6 Access to assessment: diversity and inclusionLevel 1/2 Awards are designed to prepare learners for a wide range of occupations and furtherstudy. Therefore our qualifications must assess a wide range of competences.

The subject content has been assessed to see if any of the skills or knowledge required presentany possible difficulty to any learners, whatever their ethnic background, religion, sex, age,disability or sexuality. If any difficulties were encountered, the criteria were reviewed again to makesure that tests of specific competences were only included if they were important to the subject.

As members of the Joint Council for Qualifications (JCQ) we participate in the production of theJCQ document Access Arrangements and Reasonable Adjustments: General and Vocationalqualifications. We follow these guidelines when assessing the needs of individual learners whomay require an access arrangement or reasonable adjustment. This document is published on theJCQ website at jcq.org.uk

6.7 Learners with disabilities and special needsWe can make arrangements for disabled learners and learners with special needs to help themaccess the assessments, as long as the competences being tested are not changed. Accessarrangements must be agreed before the assessment. For example, a Braille paper would be areasonable adjustment for a Braille reader.

We are required by the Equality Act 2010 to make reasonable adjustments to remove or lessenany disadvantage that affects a disabled learner.

If you have learners who need access arrangements or reasonable adjustments, you can applyusing the Access arrangements online service at aqa.org.uk/eaqa

6.8 Special considerationWe can give special consideration to learners who have been disadvantaged at the time of theassessment through no fault of their own – for example a temporary illness, injury or seriousproblem such as the death of a relative. We can only do this after the assessment.

Your exams officer should apply online for special consideration at aqa.org.uk/eaqa

For more information and advice about access arrangements, reasonable adjustments and specialconsideration please see aqa.org.uk/access or email [email protected]

6.9 Working with AQA for the first timeYou need to register as a AQA centre to offer our specifications to your learners. Find out how at aqa.org.uk/becomeacentre

6.10 Private candidatesThis specification is not available to private candidates.





http://www.aqa.org.uk/access


http://www.aqa.org.uk/becomeacentre


7 Grades7.1 OverviewIn order to be awarded the qualification learners must:

• complete all three units and• achieve a Level 1 Credit grade in the externally assessed unit.

Individual units and the overall qualification will be graded at Level 1 Credit, Advanced Credit,Level 2 Pass, Merit, Distinction or Distinction Star.

7.2 Determining gradesThe raw mark a learner is awarded in each unit will be converted to a Uniform Mark Scale (UMS).The UMS points achieved for all three units are combined to determine the overall qualificationgrade.

7.2.1 Unit grade boundariesThe grade boundaries for each unit are:

Unit grade Internally assessedunit 1: Total 90 UMS

Internally assessedunit 2: Total 90 UMS

Externally assessedunit 3: Total 120 UMS

L2 Distinction* 72 72 96

L2 Distinction 63 63 84

L2 Merit 54 54 72

L2 Pass 45 45 60

L1 Advanced credit 36 36 48

L1 Credit 27 27 36

AQA aims to maintain grade boundaries for the internally set units over time unless there is a goodreason not to.

7.2.2 Qualification grade boundariesThe grade boundaries for the overall qualification are:

Qualification grade UMS Grade boundary as % of totalUMS

L2 Distinction* 240 80

L2 Distinction 210 70

L2 Merit 180 60




Qualification grade UMS Grade boundary as % of totalUMS

L2 Pass 150 50

L1 Advanced credit 120 40

L1 Credit 90 30

7.3 Calculating grades for the external unitGrades for the externally assessed unit will be determined by senior examiners guided bystatistics.

7.4 Calculating grades for the internal unitsThe internally assessed units use level of response mark schemes with a description of whatneeds to be achieved within each mark band.

This approach allows compensation for learners whose performance is not consistent across allcriteria. For example, where a learner has performed well against most criteria but underachievedin another, they can still achieve a unit grade so long as the cumulative mark meets the minimumof that required for a Level 1 Credit.

This approach ensures that high quality work is rewarded but a basic level of competency isattained across the majority of each unit and the whole qualification.



Get help and supportVisit our website for information, guidance, support and resources at aqa.org.uk/3725

You can talk directly to the Food and Catering subject team:

E: [email protected]

T: 0161 957 3334

aqa.org.ukCopyright © 2017 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 arepermitted to copy material from this specification for their own internal use.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.



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