level 3 food science and nutrition qcf specification - wjec

WJEC LEVEL 3 QUALIFICATIONS IN FOOD SCIENCE AND NUTRITION (QCF) SPECIFICATION For first teaching 2012

WJEC Level 3 Qualifications in Food Science and Nutrition (QCF) Specification 1

Contents

Page

1. Introduction 3 1.1 Qualifications Titles and Codes 3 1.2 Rationale 3 1.3 Progression 4

1.4 WJEC Level 3 Qualifications in Food Science and Nutrition (QCF) and the QCF Framework 4

1.5 National Occupational Standards 4

2. Rules of Combination 5 2.1 WJEC Level 3 Qualifications in Food Science and Nutrition (QCF) Rules of Combination 5

2.2 WJEC Level 3 Qualifications in Food Science and Nutrition (QCF) Unit Titles 6

3. Unit Structure 7 Unit 1: Planning to meet nutritional needs 9 Unit 2: Developing practical food production skills 22 Unit 3: Ensuring food is safe to eat 37 Unit 4: Experimenting to solve food production problems 52 Unit 5: Current issues in consumer food choice 65

4. Assessment and Grading 77 4.1 Grading 77 4.2 Principles for controlled assessment 78 4.3 Standardisation 82 4.4 Training Lead Assessors 82

5. Entry Procedures 83

6. External Moderation 84

7. Awarding and Reporting 86

8. Access and Special Consideration 87

9. Post-Results Services 88

Appendices A Mapping to National Occupational Standards 89 B Mapping to Personal, Learning and Thinking Skills (PLTS) 90 C Mapping to Key Skills/Essential Skills (Wales) 91 D Calculation to Qualification Grade – Examples 93 E Glossary 96


1 INTRODUCTION

1.1 Qualification Titles and Codes

This specification covers the following qualifications:

Level 3

600/4437/8 WJEC Level 3 Award in Food Science and Nutrition (QCF) 600/4385/4 WJEC Level 3 Certificate in Food Science and Nutrition (QCF) 600/4386/6 WJEC Level 3 Diploma in Food Science and Nutrition (QCF)

1.2 Rationale

WJEC Level 3 Qualifications in Food Science and Nutrition (QCF) offers a learning experience that focuses learning through the acquisition of knowledge and understanding in purposeful, work-related contexts.

Each qualification is built from discrete units. Each unit has an applied purpose which acts as a focus for the learning in the unit. The applied purpose is the vehicle through which the learning contained in the unit is made relevant and purposeful. It is also the means by which learners are enthused, engaged and motivated to study food science and nutrition. The applied purpose will demand authentic work related learning, but more than this it will require learners to consider how the use and application of their learning impacts on individuals, employers, society and the environment. The applied purpose will also enable learners to learn in such a way that they develop:

a range of generic and transferable skills

the ability to solve problems

the skills of project based research, development and presentation

the ability to apply mathematical and ICT skills

the fundamental ability to work alongside other professionals, in a professional environment

These qualifications build upon the concept of a ‘spiral’ approach to learning where learners are introduced to learning in a series of spirals in which on each turn they are taken deeper into the unit content and introduced to and extend concepts in new contexts. The range of units available would support learner’s progression from any study at Level 2 but in particular, GCSEs in Hospitality, Catering, Hospitality and Catering, Home Economics: Food and Nutrition, Physical Education, Citizenship, Humanities and Design and Technology and NVQs in Professional Cookery.

Centres will not need to make a decision about the qualification a learner is placed on at the outset of the course; rather a unit by unit decision can be made about the most appropriate qualification a learner should target. The qualification a learner attains will then depend upon the portfolio of units the learner holds when they come to cash-in their qualification.


Assessment for all units is via controlled assessment. This is to ensure

consistency in the assessment requirements

confidence that the assessment decisions relate to the ability of the learner assessed.

Details of the principles of controlled assessment can be found in Section 4.2.

1.3 Progression

These WJEC Level 3 Qualifications in Food Science and Nutrition (QCF) have been designed to support learners as they progress from Key Stage 4 and GCSE learning to other advanced level qualifications.

Equally, the skills and understanding developed, including Key Skills, Essential Skills (Wales) and Personal, learning and thinking skills (PLTS), are relevant to other qualifications at Level 3, whether 'General' or 'Vocational'.

These qualifications also support adult learners with an interest in the subject, or those currently working within the sector or related sectors such as hospitality and catering, food processing, horticulture and agriculture, care and sport. These learners may be interested in learning related to one or more areas offered by this qualification. For example, a study of nutrition could assist care workers to support their service users or a fitness trainer to develop a diet for their customers.

These qualifications could also support learners progression into employment within the food and drink sectors of:

hospitality and catering

food production

food retail.

1.4 WJEC Qualifications in Food Science and Nutrition (QCF) and the QCF Framework

The WJEC Level 3 Qualifications in Food Science and Nutrition (QCF) are provided within the Qualifications and Credit Framework (QCF), which is designed to provide learners, learning providers and employers with an inclusive and flexible regulated qualifications framework that recognises the widest possible range of quality-assured learner achievements. Consistent with the principles of the QCF, these qualifications aim to be

inclusive – recognising the achievements of all learners through a standard currency for learner achievement and the award of credit

responsive – enabling individuals and centres to establish routes to achievement that are appropriate to their needs and facilitate progression

accessible – based on clear design features that are easy for all users to understand.

1.5 National Occupational Standards (NOS)

WJEC Level 3 Qualifications in Food Science and Nutrition (QCF) provide for some of the underpinning knowledge and understanding for the National Occupational Standards (NOS) in Food Technology, Hospitality: Professional Cookery and Food Safety for Manufacturing Suites.

A mapping document can be found in Appendix A.


2 RULES OF COMBINATION

2.1 WJEC Level 3 Qualifications in Food Science and Nutrition (QCF) Rules of Combination

The range of units and structure of the qualifications enable centres to establish programmes that facilitate routes to achievement appropriate to the needs of learners and the requirements of employers. It is the responsibility of the centre to ensure that these rules of combination are adhered to. To achieve the following qualifications, learners must achieve the minimum credit value, as shown below, from the units chosen.

WJEC Level 3 Award in Food Science and Nutrition (QCF)

Minimum credit value: 12 credits

Mandatory unit credit: 12 credits

WJEC Level 3 Certificate in Food Science and Nutrition (QCF)



WJEC Level 3 Diploma in Food Science and Nutrition (QCF)




2.2 WJEC Level 3 Qualifications in Food Science and Nutrition (QCF) Unit Titles

WJEC Level 3 Award in Food Science and Nutrition - Cash in Code 9620/A3

Unit Number Unit Title GLH Credits Entry Code

1 Planning to meet nutritional needs 90 12 9621

WJEC Level 3 Certificate in Food Science and Nutrition - Cash in Code 9620/C3


1* Planning to meet nutritional needs 90 12 9621

2 Developing practical food production skills 120 15 9622

3 Ensuring food is safe to eat 90 12 9623

4 Experimenting to solve food production problems 90 12 9624

5 Current issues in consumer food choice 90 12 9625

WJEC Level 3 Diploma in Food Science and Nutrition - Cash in Code 9620/D3


1* Planning to meet nutritional needs 90 12 9621

2 Developing practical food production skills 120 15 9622

3 Ensuring food is safe to eat 90 12 9623

4 Experimenting to solve food production problems 90 12 9624

5 Current issues in consumer food choice 90 12 9625

* Mandatory unit

Optional units are those in the shaded boxes.


3 UNIT STRUCTURE

Unit title The unit title is accredited on the QCF database. The title summarises in a concise manner the content of the unit.

QCF level Units are assigned a level on the QCF database. The level describes the complexity of the unit.

Credit value Each unit of the WJEC Level 3 Qualifications in Food Science and Nutrition (QCF) qualifications is assigned a credit value. One credit is the equivalent to a total of 10 hours of learning. Learning time is defined as the total time taken by learners at the level of the unit, on average, to complete the learning outcomes of the unit to the standard determined by the assessment criteria.

Guided learning hours Guided learning time represents only those hours in which a tutor is present and contributing to the learning process. In some organisations this is known as ‘contact time’. This time includes lecturers, supervised practical periods and supervised study time.

Aim and purpose The aim and purpose provides a brief and clear summary of the unit. It also indicates the applied purpose for the unit.

Unit introduction This is written to the learner and gives a summary of the unit content. It sets the vocational context of the unit and highlights the purpose of the learning in the unit.

Learning outcomes Learning outcomes state what the learner should know, understand or be able to do as a result of completing the learning in the unit. Assessment Criteria The assessment criteria specify the standard a learner is expected to meet to demonstrate that the learning outcomes of that unit have been achieved.


Unit content The indicative content defines the breadth and depth of learning for each assessment criteria. It is expected that all the indicative content will be delivered during the programme of learning. It is not required to assess every aspect of the content when assessing the unit. Learners will be expected to apply the knowledge, understanding and skills acquired through the learning to the specifics of the assessment context. Performance Bands These are used to determine the summative unit grade. Performance bands do not add additional requirements to the assessment criteria.

Assessment WJEC Level 3 Qualifications in Food Science and Nutrition (QCF) qualifications are assessed through controlled assessment. This section of the unit summarises the conditions for the delivery of the controlled assessment.

Links to National Occupational Standard Where relevant, the unit is cross referenced to National Occupational Standards in Food Technology, Hospitality: Professional Cookery and Food Safety for Manufacturing Suites.

Guidance for delivery This gives the tutor some ideas on how to deliver the unit in a vocational setting consistent with the philosophy of the qualifications and intent of the unit. Three sample contexts are provided for each unit. The guidance also gives ideas of vocational settings for the unit and suggests possible contacts that could be made in the delivery of the learning. This section also includes details of how the unit supports the development of PLTS, Key Skills and Essential Skills (Wales), together with mapping to relevant National Occupational Standards (NOS).

Resources This identifies useful resources to help in the delivery of the learning. Many of the resources listed are suitable for using with learners.

WJEC Level 3 Qualifications in Food Science and Nutrition (QCF) Units 9

Title Planning to meet nutritional needs

Unit Ref No. 3.1

Entry Code 9621

Level 3

Credit value 12

GLH 90

Unit aim

The aim of this unit is to give learners understanding of nutrients, their functions in the body and how nutritional requirements vary in different situations. They will be able to use this understanding to critically assess diets of specific target groups and plan changes needed to ensure a nutritional balance is maintained.

Introduction

What are nutrients? Why do we need them? Where do we get them from? How does our body use them? Is any food “bad” for us? Could fizzy drinks replace water? How does loss of mobility affect what I need to eat? Should we eat more in the winter? Can vitamin tablets replace fresh fruit? The study of nutrition is essential in society as we become more interested in food related issues and we want to know about the food we eat. The nutritional value of a person's diet depends on the overall balance of foods that is eaten over a period of time, as well as individual needs. A balanced diet is likely to include a wide variety of foods, from each of the food groups, as this allows us to get all the nutrients that we need. Understanding nutritional requirements for a balanced diet will allow us to make informed dietary choices. Those working in food production may need to have an appreciation of the nutritional value of food types and the effect of these on individuals. Care sector workers need to understand the nutritional requirements of those with specific needs and be able to use this to plan robust nutritional plans. Those working as a personal trainer may need to understand how the nutritional intake of an athlete can impact on their performance and know the most effective methods of preparing food in order to maximise its nutritional value. By the end of this unit, you will have gained an understanding of the nutritional needs of the body and be able to assess how different situations will alter these needs. You will understand the different properties of nutrients and how the body processes these. You will also have gained the skills to be able to use your understanding of nutrients and apply them to calculate the needs of a specific individual and plan a three-week nutritional strategy.


Learning outcomes Assessment criteria Content

The learner will: The learner can:

LO1 Understand properties

of nutrients

AC1.1 Explain how nutrients are structured Nutrients

Proteins

Lipids

Carbohydrates

Minerals

Vitamins

Water

Structure

Chemical terms

Models

AC1.2 Describe functions of nutrients in the human

body

Functions

Growth and development

Production of energy

Regulate metabolism

AC1.3 Classify nutrients in foods Foods

Significant sources of nutrients

Classification

Biological value

Glycemic Index

Nutrient density

Classify using

Food labelling

Recipes

Nutritional values




AC1.4 Assess how food production methods impact

on nutritional value

Food production methods

Cooking methods

Storage methods

Preservation methods

Fortification of foods




LO2 Understand nutritional

needs of the human body

AC2.1 Analyse nutritional needs of specific groups

Current Normative Guidelines

Specific groups

Different life stages

o Childhood

o Adulthood

Female

Pre/Post natal

Pre/Post menopausal

Male

o Later adulthood

Medical conditions

o Type 1/Type 2 Diabetes

o Hypercholesterolemia

o Anaemia

o Lactose intolerant

o Coeliac disease

Culture

o Religious beliefs

o Vegans/vegetarians

AC2.2 Assess how different situations affect

nutritional needs

Situations

Different environments

Different activities

Physical activity factor




LO3 Understand how the

human body converts

nutrients

AC3.1 Explain how the human body converts

nutrients

Conversion of nutrients

Alimentary system

Cellular metabolism

o Energy systems

o Protein synthesis

AC3.2 Explain characteristics of unsatisfactory

nutritional intake

Unsatisfactory

Nutritional deficiencies

Nutritional excesses Characteristics

Visible signs

Non-visible signs

AC3.3 Evaluate how different situations affects

processing of nutrients

Situations

Eating patterns

Environments

Activities

Medical conditions

Relationships between nutrients in the human body

LO4 Be able to plan

nutritional requirements of

specific groups

AC4.1 Evaluate fitness for purpose of diets Diets

Nutritional needs of the individual

Effective use of guidelines

Provision of balance to maintain weight

Satisfy personal needs

o Hunger

o Avoid monotony




AC4.2 Calculate nutritional requirements for given

individuals

Individuals

Different life stages

Different activity levels

Different medical conditions

Different eating patterns

Different environments

Calculate

BMR

Physical activity factor

Deficit/Excess nutrient intake

AC4.3 Plan nutritional diets to meet specific needs Plan

SMART target setting

o Short, medium, long term

3-week progressive plan

Nutrients required

Eating patterns

Suggested dishes


Learning Outcome Assessment criteria Performance bands

Pass Merit Distinction

LO1 Understand properties of nutrients

AC1.1 Explain how nutrients are structured

Explains with some reasoning how a range of nutrients are structured. Evidence may contain some minor inaccuracies

Explains with some clear reasoning how a range of nutrients are structured

Explains with clear and detailed reasoning how a range of nutrients are structured

AC1.2 Describe functions of nutrients in the human body

Describes functions of a range of nutrients in the human body

AC1.3 Classify nutrients in foods

Classifies nutrients in a range of foods

AC1.4 Assess how food production methods impact on nutritional value

Assesses how a range of food production methods impact on nutritional value. Assessments are mainly well reasoned

Assesses how a range of food production methods impact on nutritional value. Assessments are clear with detailed reasoning

LO2 Understand nutritional needs of the human body

AC2.1 Analyse nutritional needs of specific groups

Analyses information to accurately determine some significant nutritional needs and requirements of an individual

Analyses information to accurately determine most significant nutritional needs and requirements of an individual

AC2.2 Assess how different situations affect nutritional needs

Assesses how a limited range of nutritional needs are affected by an individual’s circumstances. Assessment may have limited reasoning for judgements made

Assesses how a range of nutritional needs are affected by an individual’s circumstances. Assessments are mainly well reasoned

Assesses how a range of nutritional needs are affected by an individual’s circumstances. Assessments are clear with detailed reasoning

LO3 Understand how the human body converts nutrients

AC3.1 Explain how the human body converts nutrients

Explains how the human body converts nutrients. Evidence may contain some minor inaccuracies and have descriptive elements

Explains with clear reasoning how an individual’s body converts nutrients




AC3.2 Explain characteristics of unsatisfactory nutritional intake

Explains characteristics of unsatisfactory nutritional intake

Explains with clear reasoning characteristics of unsatisfactory intake of a range of nutrients. Explanations are related to the requirements of a specified individual

AC3.3 Evaluate how different situations affects processing of nutrients

Evaluates how different situations affect a bodies processing of nutrients. Conclusions may be mainly straightforward and have limited reasoning

Evaluates how different situations affect a body's processing of a range of nutrients. Conclusions are mainly valid with clear and mostly applied reasoning

Evaluates how different situations affect a body's processing of a range of nutrients. Conclusions are valid with clear, detailed and applied reasoning

LO4 Be able to plan nutritional requirements of specific groups

AC4.1 Evaluate fitness for purpose of diets

Evaluates the diet of an individual to determine fitness for purpose. Conclusions are mainly valid with some clear reasoning

Evaluates the diet of an individual to determine fitness for purpose. Conclusions are mainly valid with clear and some detailed reasoning

AC4.2 Calculate nutritional requirements for given individuals

Calculates nutritional requirements for a given individual. Calculations are mainly accurate

Accurately calculates nutritional requirements for a given individual

AC4.3 Plan nutritional diets to meet specific needs

Plans basic nutritional diets to meet some specific needs of an individual

Plans in some detail nutritional diets to meet most specific needs of an individual

Plans in detail nutritional diets to meet specific needs of an individual


Assessment Requirements for centres This unit is internally assessed and externally moderated. All assessment must be conducted under controlled assessment conditions and controls have been determined for each stage of the assessment process: task setting; task taking and task marking. Task setting: To assist centres in the assessment of this unit, WJEC has provided a model assignment along with guidance and criteria related to its use. The model assignment consists of tasks that are applied and holistic in their approach. Model assignments are designed so that they can be used as they are or adapted by centres to fit with the local sector needs and allow the usage of local resources available to the centre. The model assignment includes information on which aspects of the assignment can be adapted. Task taking: Under the process of task taking, controls are set for the key aspects of time, resources, supervision and collaboration.

The time taken will be specified within the model assignment.

Resources must be provided that give learners fair and full access to the marking

criteria and are appropriate for the assessment and requirements of the unit. Details

of specific controls will be given within the model assessment.

Directions on where direct supervision is provided in the model assignment.

Directions on where collaboration is allowed within this unit will be detailed in the

model assignment for this unit.

Guidance on collaboration, and where it is permitted, will be given with the model

assignment.

Within WJEC model assignment, timing may be suggested for some individual tasks within the overall assessment time. The purpose is to give consortia additional guidance to help to manage the assessment task.

Task marking: The centre must mark learner’s assessment evidence against the performance bands for each assessment criteria. The performance bands describe the depth which the assessment criterion has been achieved by the learner.


Guidance for Delivery

It is important that learners recognise that the knowledge, understanding and skills they develop are vocationally relevant. There are a number of ways this can be achieved.

Arranging visits to workplaces such as a day centre for adults with a physical

disability to investigate how the lunches offered meets the needs of their service

users.

Arranging talks by visiting speakers, for example a hospital dietician, to discuss the

different nutritional requirements of specific groups.

Carrying out a practical activity based around a work-based scenario such as

developing a daily menu for a group of refugees on behalf of a charity providing

hostel accommodation.

The following are examples of approaches to delivery which could be used to enhance the learning and understanding of the vocational importance of understanding nutritional requirements.

Example 1

A Personal Trainer could introduce learners to one or more of their clients. Learners develop their communication skills by working with the clients to determine their activity levels and diet. Learners identify nutrient needs based on the individual and calculate BMR, taking into account physical activity factor. Having calculated their nutritional requirements, learners work with the personal trainer to agree an approach to feeding back to the clients their nutrient needs for a balanced diet.

Example 2

Learners are provided with information, including medical information, on groups of people within a care environment. Learners work in groups to develop a generic daily menu that includes all vital nutrients and meets the requirements of all. Learners advise the Care Manager or Catering Manager of their recommendations.

Example 3

A food production company provides details of their products and the processes used to create them. Learners work in teams to evaluate the nutritional value of the products, pre and post production and produce a report to representatives of the company.

Making contacts

Examples of organisations that may be approached to provide help include:

Private sector companies that support individuals achieve weight reduction including

Weightwatchers, BUPA Healthcare

Disability groups

Organisations that provide food to the public such as food manufacturers, public

kitchens

Organisations that support the implementation of government policy such as CORE,

National Obesity Forum

Organisations that deal with the effects of poor nutritional intake such as NHS


Key Skills

This unit provides opportunities for learners to develop a range of skills. This table shows the links to Key Skills and Essential Skills (Wales) of Application of number, Communication and ICT Essential Skills (Wales) as well as Wider Key Skills of Improving own learning and performance, Problem solving and Working with others, at Level 3.

Application of number Understand numerical data

Carry out calculations

Interpret results and present findings

Communication Speaking and listening

Reading

Writing

ICT Use ICT systems

Find, select and exchange information

Develop and present information

Improving own learning and performance

Set targets using information from appropriate people and plan how these will be met

Take responsibility for your learning, using your plan to help meet targets and improve your performance

Review progress and establish evidence of your achievements

Problem solving Explore a problem and identify different ways of tackling it

Plan and implement at least one way of solving the problem

Check if the problem has been solved and review your approach to problem solving

Working with others Plan work with others

Seek to develop co-operation and check progress towards your agreed objectives

Review work with others and agree ways of improving collaborative work in the future


PLTS This unit provides opportunities for learners to develop the following Personal, learning and thinking skills (PLTS)

Independent enquirers IE1, IE6

Creative thinkers CT1, CT2, CT4

Reflective learners

Team workers TW1, TW3, TW4, TW6

Self managers SM1, SM2, SM3, SM7

Effective participators EP1, EP2, EP3, EP4, EP5, EP6

Links to National Occupational Standards (NOS) This unit forms part of WJEC Level 3 Qualifications in Food Science and Nutrition (QCF). The knowledge, understanding and skills developed in this unit has links with the following NOS.

Food Technology Suite

IMPFT102K Principles of human food nutrition

IMPFT105K Principles of human biology and food conversion

Resources Books Bender, D. (2002). An Introduction to Nutrition and Metabolism (3rd Ed). Oxford, UK: Taylor and Francis Ltd Brown, A.C. (2010). Understanding Food: Principles and Preparation (4th Ed). USA: Wadsworth Publishing Drummond, K.E. and Brefere, L.M. (2009). Nutrition for Foodservice and Culinary Professionals (7th Ed). Hoboken, NJ, USA: John Wiley and Sons Food Standards Agency. (2008). Manual of Nutrition (11th Ed). London, UK: Stationary Office Jeukendrup, A. and Gleeson, M. (2004). Sport Nutrition: An Introduction to Energy Production and Performance. Leeds, UK: Human Kinetics Smith, M. and Morton, D. (2001). The Digestive System: Systems of the body. London, UK: Churchill Livingstone


Websites BBC Health: www.bbc.co.uk/health/healthyliving British Nutrition Foundation: www.nutrition.org.uk CORE: http://www.corecharity.org.uk/ Department for Health: www.dh.gov.uk Food and Drink Federation: www.fdf.org.uk Food Standards Agency: www.food.gov.uk/aboutus/publications/industrypublications/ Food Vision: www.foodvision.gov.uk Health Development Agency: www.hda.nhs.uk NHS: http://www.nhs.uk/livewell/healthy-eating/Pages/Healthyeating.aspx National Obesity Forum: http://www.nationalobesityforum.org.uk/ Physical Activity and Nutrition Wales: www.physicalactivityandnutritionwales.org.uk The British Dietetic Association: www.bda.uk.com Vegetarian Society: www.veg.soc.org.uk

http://www.bbc.co.uk/health/healthyliving

http://www.nutrition.org.uk/

http://www.corecharity.org.uk/

http://www.dh.gov.uk/

http://www.fdf.org.uk/

http://www.food.gov.uk/aboutus/publications/industrypublications/

http://www.foodvision.gov.uk/

http://www.hda.nhs.uk/

http://www.nhs.uk/livewell/healthy-eating/Pages/Healthyeating.aspx

http://www.nationalobesityforum.org.uk/

http://www.physicalactivityandnutritionwales.org.uk/

http://www.bda.uk.com/

http://www.veg.soc.org.uk/


Title Developing practical food production skills

Unit Ref No. 3.2

Entry Code 9622

Level 3

Credit value 15

GLH 120

Unit aim The purpose of this unit is for learners to develop the skills needed to interpret recipes, prepare and cook complex dishes to form the basis of a menu.

Introduction

How can you make sure that when you cook a meal, everything is ready on time? How can you a make a dish look attractive? How can you make the food you cook look as good as a restaurant? How do you know something is cooked and safe to eat? Whether cooking for two people at home, 100 clients at a conference or 1000 people in a hospital, any chef or cook will make sure they have a plan of action. They will make sure they have all of the commodities and equipment needed and enough time to prepare and cook the dishes on the menu. Throughout the cooking they will be checking on the quality of the dish. Whoever they are cooking for, they will want their dishes to look as appetizing as possible. In this unit, you will learn how to interpret recipes so that you can plan how to prepare a menu. You will develop a range of advanced food production skills so that you can work with a range of commodities and present them to restaurant standard. You will know that you have produced high quality food because you will learn to check for quality.




LO1 Be able to plan production of complex dishes

AC1.1 Interpret recipes for complex dishes Complex menus

Combination of hot and cold dishes

Using advanced techniques

Using technical terms

No processed foods

Interpret

Skills and techniques required

Commodities required

Technical terms

Timings

AC1.2 Plan production of menus Plan

Sequencing

Timing

o Preparation

o Cooking

o Presentation/finishing

Waste

Equipment

Tools

Methods

Presentation/finishing of final dishes

Contingencies

Health, safety and hygiene

Quality points

Storage

Service style




LO2 Be able to prepare commodities

AC2.1 Use tools in preparation of commodities Commodities

Vegetables

Fruit

Dairy

Meat

Poultry

Fish

Dry goods

Meat alternatives

Eggs

Gelatine Tools

Knives

Utensils

Equipment

Electrical equipment Use

Preparing commodities

Using advanced techniques

Minimising waste




AC2.2 Use advanced techniques in preparation of commodities

Advanced techniques

Turning

Shaping

Carving

Larding

Boning (meat)

Tenderising

Blending

Mincing

Enriching

Separating

Filleting (fish)

Moulding

AC2.3 Ensure quality of materials to be used in food preparation

Quality checks

Equipment

Tools

Commodities o Smell/Aroma o Touch o Sight o Storage o Packaging




LO3 Be able to cook complex dishes

AC3.1 Use advanced techniques in cooking of commodities

Techniques

Boiling o water, court - bouillion, milk, stock

Poaching o shallow, deep

Stewing o water, stock, sauce

Braising o brown i.e. joints and cuts of meat o white i.e. vegetables and sweetbreads

Steaming o direct, indirect, high pressure

Baking o dry baking, baking with increased humidity,

baking with heat modification

Roasting o oven, on a spit

Tandoori cooking

Grilling (griddling) o overheat, underheat, between heat

Frying o shallow, deep, saute, stir-fry

Paper bag/en papillotte

Microwave

Pot roasting o poele




AC3.2 Present cooked complex dishes using advanced presentation techniques

Presentation techniques

Piping

Carving

Shaping

Moulding

Glazing

Rolling

Cutting

Sugar work

Couverture

Presentation Standards

Taste

Smell/Aroma

Appearance

Texture

AC3.3 Use appropriate storage throughout food production

Storage

Hygienic practices

LO4 Be able to review food produced for menus

AC4.1 Monitor food production plan Monitor

Timescales

Commodities

Techniques

Sequencing

Quality points




AC4.2 Evaluate quality control procedures adopted throughout food production processes

Quality control procedures

Related to storage

Related to commodities

Related to hygiene practices

Related to outputs

AC4.3 Evaluate quality of dishes Quality

Taste

Appearance

Texture

Smell/Aroma

AC4.4 Communicate ways to adapt food production plans

Communication

To obtain feedback

To discuss final outcomes

Using oral communication

Adaptation

Improvements

Alternatives




LO1 Be able to plan production of complex dishes

AC1.1 Interpret recipes for complex dishes

Recipes are interpreted to identify requirements

AC1.2 Plan production of menus

Plan has some detail and is mainly appropriate but may have some omissions and errors that require amendment. There is some consideration of contingencies

Plan has detail with some minor omissions. Plan does not require changes to achieve planned outcome, but would benefit from minor amendments. There are well considered contingencies

Plan is comprehensive and detailed, incorporating well considered contingencies for most situations

LO2 Be able to prepare commodities

AC2.1 Use tools in preparation of commodities

A range of tools used in the preparation of commodities. Some guidance may be required. Skill demonstrated may show limited precision. Consideration to food safety given throughout

A range of tools used with precision in the preparation of commodities. Limited guidance required. Consideration to food safety given throughout

AC2.2 Use advanced techniques in preparation of commodities

A range of advanced techniques are used. Some guidance may be required. Skill demonstrated may show limited precision and require additional time to meet minimum requirements. Consideration to food safety given throughout

A range of advanced techniques are used with limited guidance. Skills demonstrated may show limited precision or require additional time to meet minimum requirements. Consideration to food safety given throughout

A range of advanced techniques are used independently with speed and precision. Consideration to food safety given throughout

AC2.3 Ensure quality of materials to be used in food preparation

A range of materials are checked for quality throughout preparation and issues identified and resolved with guidance




LO3 Be able to cook complex dishes

AC3.1 Use advanced techniques in cooking of commodities

A range of advanced techniques are used. Some guidance may be required. Skill demonstrated may show limited precision and require additional time to meet minimum requirements. Consideration to food safety given throughout

A range of advanced techniques are used with limited guidance. Skills demonstrated may show limited precision or require additional time to meet minimum requirements. Consideration to food safety given throughout

A range of advanced techniques are used independently with speed and precision. Consideration to food safety given throughout

AC3.2 Present cooked complex dishes using advanced presentation techniques

Dishes presented using some advanced techniques. Quality of dishes meet minimum standards for appearance, smell and taste. Some guidance may be required. Consideration to food safety given throughout

Dishes presented using a range of advanced techniques with some precision. Quality of dishes exceeds some minimum standards for appearance, smell and taste. Limited guidance required. Consideration to food safety given throughout

Dishes presented independently using a range of advanced techniques with precision. Quality of dishes exceeds most minimum standards for appearance, smell and taste. Consideration to food safety given throughout

AC3.3 Use appropriate storage throughout food production

Appropriate storage is used throughout food production




LO4 Be able to review food produced for menus

AC4.1 Monitor food production plan

Food production plans are monitored at key stages throughout the process

Food production plans are monitored throughout the process

AC4.2 Evaluate quality control procedures adopted throughout food production processes

Quality control procedures are evaluated with some well reasoned conclusions

AC4.3 Evaluate quality of dishes

Evaluation of quality of dishes may be mainly subjective with limited input from external sources. Evaluation may be mainly descriptive

Evaluation of quality of dishes has most conclusions drawn from evidence from more than one source. Evaluation is mainly well reasoned

Evaluation of quality of dishes is objective with well reasoned conclusions drawn from evidence from a range of sources

AC4.4 Communicate ways to adapt food production plans

A limited range of ways to adapt some aspects of food production plans is provided. Some suggestions are well thought through but they address limited aspects of the food production plans. These are communicated effectively

A range of ways to adapt some aspects of food production plans is provided. Suggestions are mainly well thought through and address a range of aspects of the food production plans. These are communicated effectively











assignment.

Within WJEC model assignment, timing may be suggested for some individual tasks within the overall assessment time. The purpose is to give consortia additional guidance to help to manage the assessment task. Task marking: The centre must mark learner’s assessment evidence against the performance bands for each assessment criteria. The performance bands describe the depth which the assessment criterion has been achieved by the learner.


Guidance for delivery It is important that learners recognise that the knowledge, understanding and skills they develop are vocationally relevant. There are a number of ways this can be achieved.

Arranging visits to workplaces such as a hospital kitchen to observe how large scale

food production is planned and implemented.

Arranging talks by visiting speakers, for example a quality manager for a food

processing plant, to discuss quality checks used in food production.

Carrying out a practical activity based around a work-based scenario such as

developing a new dish for a residential home for the elderly.

The following are examples of approaches to delivery which could be used to enhance the learning and understanding of the vocational importance of developing practical food production skills. Example 1 A playgroup could set learners a project to produce meals for young children that could be cooked in their kitchens. Learners develop the technical skills for presenting dishes that would be appealing to children. Example 2 A chef from a restaurant gives learners recipes from their menus. Learners are given limited time to work under pressure to produce the dishes, using plans provided by the chef. The quality of the final dishes is evaluated by the staff of the restaurant. Learners discuss with the chef how the plans could be adapted. Example 3 Learners work in teams to take part in ‘Masterchef’. Learners are required to find recipes that demonstrate specified skills. They plan and produce the dishes they have selected as a team. The outcomes and process are evaluated by themselves and their peers and they discuss how they could adapt their plans. Making contacts Examples of organisations that may be approached to provide help include:

Contract catering organisations

Charities that provide food to service users

Hotels and restaurants

Food production organisations


Key Skills






Reading

Writing

ICT Use ICT systems















Independent enquirers IE1, IE2, IE3, IE4, IE5, IE6

Creative thinkers CT1, CT2, CT3, CT4, CT5, CT6

Reflective learners RL1, RL2, RL3, RL4, RL5, RL6

Team workers TW1, TW2, TW3, TW4, TW5, TW6

Self managers SM1, SM2, SM3, SM4, SM5, SM6, SM7



Hospitality – Professional Cookery Suite

PPL2GEN309 Maintain food safety when storing, preparing and cooking food

PPL3FP3 Prepare meat for complex dishes

PPL3FP1 Prepare fish for complex dishes

PPL3FPC14 Produce sauces, fillings and coatings for complex dishes

PPL3FPC12 Prepare, cook and finish hot desserts

PPLFPC3 Prepare, cook and finish pasta dishes

PPL3FPC2 Prepare, cook and finish complex soups

PPL3FPC13/10 Prepare, cook and finish complex cold desserts

PPL3FC4 Cook and finish complex poultry dishes

PPL3FC3 Cook and finish complex meat dishes

PPL3FC1 Cook and finish complex fish dishes

Resources Books Campbell J (et al) (2011) Practical Cookery Level 3 Hodder Education Foskett D, Campbell J (2008) Practical Cookery (11th Ed) Hodder Education Foskett D, Cesarani V, (2007) Cesarani and Kinton’s The Theory of Catering Dynamic Learning Myhrvold N, Young C, Bilet M, (2011) Modernist Cuisine: The Art and Science of Cooking The Cooking Lab Cesarani V (2002) Advanced Practical Cookery: A Textbook for Education and Industry Hodder Education


Websites http://www.dynamic-learning.co.uk/Product.aspx?productID=164 http://www.hoddereducation.co.uk/Colleges/Hospitality---Catering/Practical-Cookery-series-page/Practical-Cookery-Level-3-supporting-resources.aspx www.excellencegateway.org.uk/askbutler.examples.id295 http://www.food.gov.uk/foodindustry/regulation/hygleg/hyglegresources/sfbb/sfbbcolleges/ www.tescorealfood.com/Recipes.html www.bbc.co.uk/food/recipes www.deliaonline.com/recipes www.jamieoliver.com/recipes http://www.5min.com/Video/Holiday-Recipes

http://www.dynamic-learning.co.uk/Product.aspx?productID=164

http://www.hoddereducation.co.uk/Colleges/Hospitality---Catering/Practical-Cookery-series-page/Practical-Cookery-Level-3-supporting-resources.aspx

http://www.hoddereducation.co.uk/Colleges/Hospitality---Catering/Practical-Cookery-series-page/Practical-Cookery-Level-3-supporting-resources.aspx

http://www.excellencegateway.org.uk/askbutler.examples.id295

http://www.food.gov.uk/foodindustry/regulation/hygleg/hyglegresources/sfbb/sfbbcolleges/

http://www.tescorealfood.com/Recipes.html

http://www.bbc.co.uk/food/recipes

http://www.deliaonline.com/recipes

http://www.jamieoliver.com/recipes

http://www.5min.com/Video/Holiday-Recipes


Title Ensuring food is safe to eat

Unit Ref No. 3.3

Entry Code 9623

Level 3

Credit value 12

GLH 90

Unit aim Learners will develop understanding of hazards and risks in relation to the storage, preparation and cooking of food in different environments and the control measures needed to minimise these risks. From this understanding, learners will be able to recommend the control measures that need to be in place, in different environments, to ensure that food is safe to eat.

Introduction

Why should we follow storage recommendations on food products? Why do menus need to highlight products containing nuts? Why should vegetarian dishes be prepared away from those containing meat? Why are temperature probes used in the food industry? How can you be sure the food you eat is safe? Food needs to be stored, handled, prepared and cooked correctly to ensure its consumption does not affect people’s health. Everyone working in the food industry has a responsibility to minimise the risks of causing a food borne illness. Food safety is one of today’s major health issues and there are many roles within the food industry related to food safety. Many food scientists work for the Environmental Health departments of local authorities as food inspectors. Food inspectors ensure businesses produce and serve food that is safe to eat; this would include a whole range of businesses from a large bakery to a stall selling pasties at a local festival. Food inspectors also ensure that descriptions of food (on menus for example) do not mislead customers and help to minimise the risks to ill health, for example, noting where certain dishes contain nuts. In this unit you will learn about food safety, how micro-organisms can affect food safety, how some foods can cause ill health in people that have intolerances or allergies and what controls need to be in place to minimise the risks of food causing ill health. This learning will allow you to recommend the safety controls that should be in place in different environments where food is stored, prepared and cooked.




LO1 Understand how micro-organisms affect food safety

AC1.1 Describe properties of micro-organisms

Micro-organisms

Bacteria

Viruses

Fungi

Properties

Size

Location

Cellular structure

Pathogenicity

Growth/reproduction

Describe using

Scientific terms

Scientific models

AC1.2 Assess how changing conditions affect growth of micro-organisms in different environments

Conditions

Temperature

Ph

Oxygen

Water

Nutrients

Environments

Preparation

Cooking

Serving

Storing

Transporting

Outdoors

Temporary




AC1.3 Explain effects of micro-organisms on food quality

Quality characteristics

Appearance

Texture

Smell/Aroma

Taste

Non-visible effects

Nutritional content

AC1.4 Assess how preservation methods prevent the growth of micro-organisms

Preservation methods

Freezing

Jamming

Drying

Pickling

Salting

Additives

LO2 Understand how food can cause ill health

AC2.1 Explain the physiological basis of food intolerances

Physiology basis

Genetics

Food intolerances

Lactose intolerance

Wheat intolerance

Chemicals in foods such as caffeine, salicylates monosodium

glutamate, and naturally occurring chemicals like histamines




AC2.2 Explain the physiological basis of food allergies

Physiological basis

Immunological response

Food allergies

Eggs

Milk

Soya

Wheat

Peanuts

Crustaceans

Nuts

Fish

AC2.3 Explain the physiological basis of food poisoning

Physiological Basis

Gastrointestinal infections

Food poisoning

Foods affected

Causative bacteria and viruses

Physiological effects

AC2.4 Compare the symptoms of food induced ill health

Symptoms of:

Food intolerances

Food allergies

Food poisoning Symptoms

Visible symptoms

Non -visible symptoms

Length of time until symptoms appear

Duration of symptoms

Level of contagion

LO3 Understand how food AC3.1 Describe food safety hazards Environments




safety is managed in different situations

in different environments Preparation

Cooking

Serving

Storing

Transporting

Outdoors

Temporary

AC3.2 Assess risk to food safety in different environments

Risk

Likelihood of hazard

Potential of hazard to harm

Individuals likely to be affected

Foods likely to be affected

AC3.3 Explain control measures used to minimise food safety risks

Control measures

Good hygiene practices

Preventing cross contamination

Disposal of waste

Following food safety legislation

Effective cleaning

Effective food storage

LO4 Be able to recommend food safety controls in different environments

AC4.1 Present options for food safety controls in different environments

Present

Orally

Using multimedia

Using written media

Options

Pros and cons




AC4.2 Justify proposal for control measures in different environments

Justification

Presenting a case for action

Use of persuasive language

Use of evidence to support proposal




LO1 Understand how micro-organisms affect food safety

AC1.1 Describe properties of micro-organisms

Descriptions of three types of micro-organisms are mainly accurate with some detail

AC1.2 Assess how changing conditions affect growth of micro-organisms in different environments

Assessment considers how a range of conditions and environments affect the growth of micro-organisms. Evidence may be weighted towards conditions or environments. Assessments are straightforward with limited reasoning

Assessment considers how a range of conditions and environments affect micro-organisms. Evidence is balanced. Assessments are generally well reasoned

Detailed and well reasoned assessments of how a range of conditions and environments affect micro-organisms

AC1.3 Explain effects of micro-organisms on food quality

Effects of micro-organisms on food quality are considered in relation to a range of quality characteristics. Explanation shows limited reasoning

Well reasoned explanation of the effects of micro-organisms on food quality is considered in relation to a range of quality characteristics

AC1.4 Assess how preservation methods prevent the growth of micro-organisms

Assessment considers how a range of appropriate preservation methods prevent the growth of micro-organisms. Assessments are straightforward with limited reasoning or application

Assessment considers how a range of appropriate preservation methods prevent the growth of micro-organisms. Assessments are mainly well reasoned and applied




LO2 Understand how food can cause ill health

AC2.1 Explain the physiological basis of food intolerances

The physiological basis of food intolerances is explained with limited reasoning

Explanation of the physiological basis of food intolerances, food allergies and food poisoning is generally well reasoned. Reasoning may be biased towards two aspects

Explanation of the physiological basis of food intolerances, food allergies and food poisoning is well reasoned

AC2.2 Explain the physiological basis of food allergies

The physiological basis of food allergies is explained with limited reasoning

AC2.3 Explain the physiological basis of food poisoning

The physiological basis of food poisoning is explained with limited reasoning

AC2.4 Compare the symptoms of food induced ill health

Comparison of symptoms of food induced illhealth has mainly straightforward conclusions identifying similarities and differences

Comparison of symptoms of food induced illhealth has mainly well-reasoned conclusions with similarities and differences explained

LO3 Understand how food safety is managed in different situations

AC3.1 Describe food safety hazards in different environments

A range of food safety hazards are identified with some description related to the environment. Evidence is mainly relevant

A range of appropriate food safety hazards are described

AC3.2 Assess risk to food safety in different environments

Risk to food safety is assessed. Risk is mainly accurate for a given situation. Assessment may have limited reasoning

Assessment of risk to food safety is mainly appropriate with well reasoned conclusions

AC3.3 Explain control measures used to minimise food safety risks

A range of control measures used to minimise food safety risks are explained. Explanation may have limited reasoning. Some control measures are relevant

A range of mainly relevant control measures used to minimise risk are explained. Explanations are generally well reasoned

A range of relevant control measures to minimise risk are explained. Explanations are well reasoned




LO4 Be able to recommend food safety controls in different environments

AC4.1 Present options for food safety controls in different environments

Options consider some appropriate pros and cons and are given in some detail. Presentation demonstrates effective communication skills

Options consider mainly appropriate pros and cons in some detail. Presentation demonstrates effective communication skills

AC4.2 Justify proposal for control measures in different environments

Proposal for control measures is mainly subjective making limited use of evidence and reference to a limited range of factors. Justification makes some use of persuasive language

Proposal for control measures makes some use of evidence and reference to a range of factors. Justification makes some use of persuasive language

Proposal for control measures makes effective use of evidence and persuasive language in relation to a range of relevant factors











assignment.



Guidance for delivery

It is important that learners recognise the knowledge and understanding they develop are vocationally relevant. There are a number of ways this can be achieved:

Arranging focused visits to private and/or public organisations that prepare and serve food. For example, in a Hospital kitchen where the importance of food safety is paramount and similarly in a private restaurant. Learners could compare the safety controls in place in each environment.

Arranging for speakers from organisations that monitor food safety, such as local Environmental Health Officers or representatives from the Food Standards Agency.

Developing learning activities with organisations that must adhere to food safety controls, for example, working with catering staff from a local primary school.

Providing work experience within organisations that produces, prepares and/or serves food would also provide learners with firsthand experience of the importance of food safety within the industry. Such a placement could be part of a planned work placement scheme for the course.

The following are examples of approaches to delivery which could be used to enhance the learning and understanding of the vocational importance of ensuring food is safe to eat.

Example 1

A local nursing home that prepares and serves food to a diverse range of clients, many of whom have health related issues, could be asked to provide a problem based activity for learners. For example, learners could be asked to design an induction leaflet for trainee employees at the nursing home. The leaflet needs to give an explanation of how food can cause ill health, considering food intolerances, food allergies and food poisoning. The leaflet should then have a section specifically for those employees who will be preparing and serving food in the nursing home, describing food safety hazards and control measures that should be in place. The Care Manager and/or employees could give learners feedback on their leaflets.

Example 2

Learners could undertake a role play activity based on the outbreak of a food borne infection, which has been traced back to a particular restaurant. Different learners or groups of learners would undertake different roles, such as local environmental officers, staff at the restaurant, owners of the restaurant, etc. Each group would need to assess how the outbreak could have been caused and develop an action plan to prevent any further outbreaks. Environmental Health Officers could provide learners with facts about the restaurant, such as the type of food that was being prepared, the storage conditions, etc. and review their ideas.

Example 3

Learners could work on a project for a food processing organisation investigating the antimicrobial properties of a particular food additive. Learners investigate and compare the extent of microbial growth on agar plates prepared with a range of food additives. (If possible, learners prepare their own plates.) Alternatively, learners could test the freshness of milk samples supplied to a major retailer. Learners prepare plates using aseptic technique for different milk samples and leave all plates in standard conditions. After five days learners analyse the extent of microbial growth on each plate and highlight any differences.


Making contacts Examples of organisation that may be approached to provide help include:

Local food producers

Local food retailers

Public service organisations that provide food such as o nursing homes o children’s nurseries o local hospitals o local schools


Key Skills This unit provides opportunities for learners to develop a range of skills. This table shows the links to Key Skills and Essential Skills (Wales) of Application of number, Communication and ICT Essential Skills (Wales) as well as Wider Key Skills of Improving own learning and performance, Problem solving and Working with others, at Level 3.





Reading

Writing

ICT Use ICT systems
















Creative thinkers CT1, CT2, CT3, CT4

Reflective learners


Self managers



Hospitality: Professional Cookery Suite


Food Safety for Manufacturing Suite

IMPFS122Kv1 Understand analysis and control of food safety hazards and risks in manufacture

Resources Books The Society for General Microbiology: (http://www.microbiologyonline.org.uk/teachers/books)

The good, the bad, the ugly-microbes (2009): Dariel, Anne Burdass

Microbiology - a resource for KS5

Basic Practical Microbiology: 2001

Practical Microbiology for Secondary Schools

http://www.microbiologyonline.org.uk/teachers/books


Websites Society for General Microbiology: www.microbiologyonline.org.uk Food spoilage http://culinaryarts.about.com/od/safetysanitation/a/bacteria.htm Food preservation http://en.wikipedia.org/wiki/Food_preservation http://science.howstuffworks.com/innovation/edible-innovations/food-preservation.htm Food allergy and food intolerance: http://www.nhs.uk/conditions/food-allergy/Pages/Intro1.aspx http://www.food.gov.uk/multimedia/pdfs/publication/allergyfactsheetcoeliac0308.pdf Food poisoning http://www.stopthestomachflu.com/what-is-food-poisoning http://www.nhs.uk/news/2011/11November/Pages/loyd-grossman-curry-sauce-botulism-recall.aspx Food Standards Agency, foodborne disease strategy: http://www.food.gov.uk/multimedia/pdfs/fds2015.pdf Food safety advice, NHS: http://www.nhs.uk/livewell/homehygiene/pages/homehygienehub.aspx Food Standards Agency: Food hygiene: http://www.food.gov.uk/multimedia/pdfs/publication/hygieneguidebooklet.pdf

http://www.microbiologyonline.org.uk/

http://culinaryarts.about.com/od/safetysanitation/a/bacteria.htm

http://en.wikipedia.org/wiki/Food_preservation

http://science.howstuffworks.com/innovation/edible-innovations/food-preservation.htm

http://www.nhs.uk/conditions/food-allergy/Pages/Intro1.aspx

http://www.food.gov.uk/multimedia/pdfs/publication/allergyfactsheetcoeliac0308.pdf

http://www.stopthestomachflu.com/what-is-food-poisoning

http://www.nhs.uk/news/2011/11November/Pages/loyd-grossman-curry-sauce-botulism-recall.aspx

http://www.nhs.uk/news/2011/11November/Pages/loyd-grossman-curry-sauce-botulism-recall.aspx

http://www.food.gov.uk/multimedia/pdfs/fds2015.pdf

http://www.nhs.uk/livewell/homehygiene/pages/homehygienehub.aspx

http://www.food.gov.uk/multimedia/pdfs/publication/hygieneguidebooklet.pdf


Title Experimenting to solve food production problems

Unit Ref No. 3.4

Entry Code 9624

Level 3

Credit value 12

GLH 90

Unit aim The aim of this unit is for learners to use their understanding of the properties of food in order to plan and carry out experiments. The results of the experiments would be used to propose options to solve food production problems.

Introduction

Why does ice cream freeze? How do I stop cream curdling? How do I make cakes rise? Why do salad dressings separate? Making use of the way certain foods change in order to create new dishes has been the foundation of food development. Food producers and chefs develop new and interesting dishes by experimenting with the properties of food. Today, even greater understanding of the scientific principles of food provides chefs with a range of options as they come up with more and more innovative dishes and ideas. Individuals, chefs and employees within the food industry can now produce dishes that do not use standard ingredients or methods, but provide the consumer with interesting and exciting food choices. This unit will provide you with an understanding of the scientific properties of food and how these properties contribute to the changes that occur in food. You will use this understanding to plan and carry out experiments with different types of food. By carrying out these experiments, you will be able to propose options to solve food production problems.




LO1 Understand the scientific properties of food

AC1.1 Describe properties of food

Food

Proteins

Carbohydrates

Fats and oils Properties

Chemical structure

Physical properties

AC1.2 Explain how food properties can be changed

Changes

Denaturation

Gelatinisation

Caramelisation

Emulsification

Sols-gels

AC1.3 Explain variables that affect physical properties of food

Variables

Temperature

Chemical reactions

Manipulation o stirring o beating o whisking

LO2 Be able to scientifically investigate changes to food

AC2.1 Set success criteria for scientific investigations

Success criteria

Related to identified problem

Comparison with food made with “standard” ingredients

Appearance

Smell/Aroma

Flavour

Texture




AC2.2 Obtain outcomes from scientific investigations

Outcomes

Using scientific methods

Valid

Reliable

AC2.3 Record outcomes of investigative work

Record outcomes:

Format for recording outcomes

Clarity of records

Accuracy of records

AC2.4 Process data Analyse data

Statistical methods

Use of ICT Evaluate date

Consistency of data

Bias in data

Validity of data

AC2.5 Review suitability of investigative methods

Suitability of investigative methods

Merits

Limitations

LO3 Be able to solve food production problems

AC3.1 Analyse food production situations

Types of Issue

Lack of ingredients

Lack of cooking facilities

Environmental conditions

Customer needs




AC3.2 Propose practical options to solve food production problems

Propose practical options

Make suggestions o From methods used by innovative chefs o From new technologies

Advantages/disadvantages of different options

Use of scientific language, ideas and models

AC3.3 Scientifically justify proposed options

Scientifically justify options

Use supporting primary investigative evidence

Use supporting secondary evidence




LO1 Understand the scientific properties of food

AC1.1 Describe properties of food

Properties of food are described with some detail and accuracy

AC1.2 Explain how food properties can be changed

A range of relevant foods properties are considered. Explanations have limited reasoning and accuracy

A range of relevant foods properties are considered. Explanations have some reasoning and accuracy

A range of relevant foods properties are considered. Explanations are well reasoned and mainly accurate.

AC1.3 Explain variables that affect physical properties of food

A range of variables are considered that are mainly appropriate. Explanations are mainly accurate with some limited reasoning

A range of appropriate variables are considered. Explanations are mainly accurate and well reasoned




LO2 Be able to scientifically investigate changes to food

AC2.1 Set success criteria for scientific investigations

A range of success criteria are set, some of which are clear and relevant

A range of clear and relevant success criteria are set

AC2.2 Obtain outcomes from scientific investigations

A range of outcomes are obtained from scientific investigations. Some valid and reliable outcomes are obtained with guidance

A range of valid and reliable outcomes are obtained from scientific investigations with limited guidance

AC2.3 Record outcomes of investigative work

Outcomes of investigative work are recorded using documentation that is mainly fit for purpose. Recording is mainly accurate

Outcomes of investigative work are accurately recorded using documentation that is fit for purpose

AC2.4 Process data Uses a limited range of appropriate techniques to analyse and present data from investigative works. There may be some inaccuracies. Draws limited conclusions from results, some of which are relevant to the issue

Uses a range of appropriate techniques to analyse and present data from investigative works with some accuracy. Draws some valid conclusions from results which are relevant to the issue

Uses a range of appropriate techniques to accurately analyse and present data from investigative works. Draws mainly valid conclusions from results which are relevant to the issue

AC2.5 Review suitability of investigative methods

Investigative methods are reviewed with some valid points made regarding process and outcome. Comments may be mainly subjective

Review is mainly systematic, addressing process and outcomes. There may be some imbalance of evidence with weighting towards either process or outcomes. Some reasoned and objective conclusions are drawn

Review is mainly systematic, with a balanced consideration of both process and outcomes. Reasoned and objective conclusions are drawn




LO3 Be able to solve food production problems

AC3.1 Analyse food production situations

Analyses a food production situation. Shows limited understanding of issues in identifying a problem

Analyses a food production situation. Shows some understanding of key issues to validly identify a problem

AC3.2 Propose practical options to solve food production problems

A range of options are proposed. Some are practical. There is some consideration of most options presented. Some use of appropriate technical language, with some minor errors

A range of considered practical options are proposed. Use of technical language is appropriate. There may be minor errors in use, but these will not detract from clarity of meaning

AC3.3 Scientifically justify proposed options

Proposed options are mainly subjective making limited use of evidence. Justification makes limited use of persuasive language

Proposed options make some valid use of evidence. Justification makes some appropriate use of persuasive language

Proposed options make valid use of a range of evidence. Justification makes appropriate use of persuasive language











assignment.



Guidance for delivery It is important that learners recognise the knowledge, understanding and skills they develop are vocationally relevant. There are a number of ways this can be achieved.

Arranging focused visits to organisations that prepare, produce or manufacture food or food stuff where the constraints of design (such as shelf-life) could all be observed and viewed.

Arranging talks from speakers such as an executive chef from a local hotel could be asked to discuss the stages in the development of a new recipe for the hotel menu.

Carrying out activities based around a work based scenario such as creating a new and exciting range of party foods for children containing natural stabilisers or colourings, for a supermarket chain.

Providing work experience within a workplace that is adapting foods. This may be within a food processing organisation where learners could work in the research and development department.

Using case studies developed by organisations that prepare, produce or manufacture food or food stuffs. The food technology centre in Wales was set up in 1999 to help with the long term development of food processing and manufacturing capacity in North Wales and across the UK. The centre has recently been involved in the design and development of a functional cereal, details of which make for an interesting case study: http://foodtech-llangefni.co.uk/en/news_events/news/details/?entry_id=85.

The following are examples of approaches to delivery which could be used to enhance the learning and understanding of the vocational importance of experimenting to solve food production problems. Example 1 Learners could work with a major catering organisation asked to tender for the catering of a major event, such as a gala dinner for the sponsors of the Grand Prix. The organiser wants all high quality home made products but the catering manager is concerned how to ensure high quality sauces are achieved. Learners will need to consider the variables involved in the production of sauces that may be served as accompaniments to dishes and carry out experiments to determine which options would be valid. They present their conclusions to a team preparing the tender. Example 2 The manager and the cook of a local nursing home are concerned that the meat dishes they serve often vary in tenderness. They have asked learners to help in planning and preparing a range of main course dishes using meat that would consistently appeal to their clients and enhance existing provision. Working in teams, learners would plan and experiment working with different foods and cooking methods. They would analyse and interpret their results and discuss proposals with the nursing home representatives.

http://foodtech-llangefni.co.uk/en/news_events/news/details/?entry_id=85


Example 3 A national supermarket retailer has identified a demand for ready-made desserts for vegans. The retailer has asked food producers to express an interest in fulfilling this demand to develop appropriate products and bring them to the market with the support of the retail chain. Learners could be asked to complete the expression of interest. This would require them to plan and carry out experiments and use their outcomes to develop ideas. They would give descriptions of the innovative deserts they would produce in their expressions of interest. Learners could present their ideas to supermarket representatives, obtaining feedback from them. Making contacts Examples of organisations that may be approached to provide help include:

Private organisations: national and local food producers, local organisations that prepare food for clients on specialist diets.

Public organisations: local hospitals and local schools, for example, that need to produce food to suit particular client groups. Range of organisations that represent the different aspects of the food industry, as well as the sector skills council for the food and drink manufacturing industry (Improve: http://improveltd.co.uk/).


Key Skills This unit provides opportunities for learners to develop a range of skills. This table shows the links to Key Skills and Essential Skills (Wales) of Application of number, Communication and ICT Essential Skills (Wales) as well as Wider Key Skills of Improving own learning and performance, Problem solving and Working with others, at Level 3.





Reading

Writing

ICT Use ICT systems















Independent enquirers IE1, IE2, IE4, IE6

Creative thinkers CT1, CT2, CT3, CT4, CT5, CT6

Reflective learners RL1, RL2, RL3

Team workers TW1, TW2, TW4

Self managers SM1, SM2, SM4

Effective participators EP2, EP3, EP5


Food Technology Suite

IMPFT104K Principles of food science in food technology

IMPFT115K Principles of appearance and texture in food technology

Resources Books McGee H. Food and Cooking: An Encyclopedia of Kitchen Science, History and Culture. Hodder-Stoughton: 2004 Barham P. The Science of Cooking. Springer-Verlag 2001 Blumenthal H. Heston Blumenthal at home. Bloomsbury publishing: October 2011 Joachim D and Schloss A. The Science of good food. Robert Rose Inc: October 2008


Websites http://en.wikipedia.org/wiki/Protein_structure http://en.wikipedia.org/wiki/Carbohydrate http://en.wikipedia.org/wiki/Fat http://www.visionlearning.com/library/module_viewer.php?mid=62 http://www.exploratorium.edu/cooking/icooks/11-03-03.html http://www.exploratorium.edu/cooking/eggs/eggscience.html http://en.wikipedia.org/wiki/Gelatin_dessert http://www.food-info.net/uk/colour/caramel.htm http://www.foodnetwork.com/how-to/how-to-emulsify-liquids/index.html http://www.rsc.org/Education/Teachers/Resources/kitchenchemistry/00_video.htm http://sam.davyson.com/a2/chemistry/fssn/ http://foodtech-llangefni.co.uk/en/ http://www.thefatduck.co.uk/Heston-Blumenthal/

http://en.wikipedia.org/wiki/Protein_structure

http://en.wikipedia.org/wiki/Carbohydrate

http://en.wikipedia.org/wiki/Fat

http://www.visionlearning.com/library/module_viewer.php?mid=62

http://www.exploratorium.edu/cooking/icooks/11-03-03.html

http://www.exploratorium.edu/cooking/eggs/eggscience.html

http://en.wikipedia.org/wiki/Gelatin_dessert

http://www.food-info.net/uk/colour/caramel.htm

http://www.foodnetwork.com/how-to/how-to-emulsify-liquids/index.html

http://www.rsc.org/Education/Teachers/Resources/kitchenchemistry/00_video.htm

http://sam.davyson.com/a2/chemistry/fssn/

http://foodtech-llangefni.co.uk/en/

http://www.thefatduck.co.uk/Heston-Blumenthal/


Title Current issues in consumer food choice

Unit Ref No. 3.5

Entry Code 9625

Level 3

Credit value 12

GLH 90

Unit aim Through this unit, you will develop the skills needed to plan, carry out and present a research project on current issues related to consumer food choice.

Introduction

Is it too expensive to eat healthy meals? Are mass produced economy ready meals meeting the needs of individuals? We know what we should be eating, government initiatives, food labelling, cookery programmes all make it clear, so what is stopping us? Why don’t people cook anymore? Should cooking skills be compulsory in schools? How much extra will consumers pay for organic food? How important is sustainability and Fair Trade to consumers? How much is packaging affecting consumer buying behaviour? Answers to these questions are important to the food industry. Finding out how consumers are affected by current issues will affect how they develop their products and structure promotional activities. Food processing and production, catering, hospitality organisations and retailers have experienced significant changes in consumer choice and expectations and this has led to them continually responding to demands and changes in the environment. Food scientists, home economists, market researchers and public health analysts are examples of those that would be involved in carrying out research into current issues on behalf of their employers and public policy makers. Through this unit you will have the opportunity to develop knowledge and understanding of issues that are currently affecting consumer food choice. Through individual and group projects, you will learn about a range of consumer food choice issues and how key stakeholders are responding to these issues. The projects will also help you to develop the skills needed to effectively plan and carry out an individual research project.




LO1 Be able to plan research into a current issue in consumer food choice

AC1.1 Propose research into a current issue in consumer food choice

Proposal

Scope and range of research

Rationale for research

Setting a hypothesis

Setting project aims Current issue

Significance to consumers

Sustainability

Economic

Media related

Social

Ethical

AC1.2 Plan research into a current issue in consumer food choice

Plan

Timescales

Sequencing of activities

Methodology

Presentation

Milestones

Outputs and outcomes

Presentation

AC1.3 Justify plan for research Justify

How plan secures outputs

How plan secures outcomes

Evaluation of previous projects




LO2 Be able to manage a project

AC2.1 Monitor project progress Monitor

Achievement of milestones

Proposal

Outcomes

Outputs

Timescales

Documenting activities

AC2.2 Evaluate research project Evaluate

Plan

Outcomes

Outputs

Process

LO3 Be able to investigate current issues in consumer food choice

AC3.1 Describe research methodology

Research methodology

Primary

Secondary

Sample

Sources

AC3.2 Design primary research tools

Primary research tools

Questionnaires

Interview questions

Focus group questions

Recording documentation




AC3.3 Analyse data Data analysis

Collate data

Display/present data

Identify trends, patterns and causal relationships

Use of ICT software

Connect ideas

AC3.4 Evaluate quality of information

Evaluate information

Validity

Reliability

Bias

Fact vs opinion

Circumstances

Currency

Accuracy

Limitations

LO4 Understand current issues in consumer food choice

AC4.1 Analyse current issues in consumer food choice

Analysis

Extent of issue to consumers

Draw conclusions from data

Relationship to other issues investigated




AC4.2 Evaluate how key stakeholders respond to current issues in consumer food choice

Key Stakeholders

Food manufacturers

Food processing organisations

Hospitality and catering organisations

Retailers

Logistics operators

Voluntary sector

Media

Government departments

Consumers Evaluation

Based on research findings

Alternative approaches




LO1 Be able to plan research into a current issue in consumer food choice

AC1.1 Propose a research project into a current issue in consumer food choice

Proposal relates to a valid issue for research, includes all requirements, some of which have some detail

AC1.2 Plan a research project into a current issue in consumer food choice

Plan addresses most requirements, some of which are in detail. Content and sequencing are mainly reasonable and have some validity in achieving project aims

Plan is comprehensive, with some detail. Content and sequencing are reasonable and mainly valid as a means of achieving project aims

Plan is comprehensive and detailed. Content and sequencing would validly achieve project aims

AC1.3 Justify plan for research

Plan is outlined with some attempt at justification

Some aspects of the plan are justified with clear reasoning

Plan is clearly justified

LO2 Be able to manage a project

AC2.1 Monitor project progress

Project progress is monitored at key stages throughout the process

Project progress is monitored throughout the process

AC 2.2 Evaluate research project

Evaluation of research project may be mainly subjective with conclusions drawn from limited evidence. Evaluation addresses some aspects of the research but with omissions. Evaluation may be mainly descriptive

Evaluation of research project has most conclusions drawn from evidence. Evaluation addresses most aspects of the research. Evaluation is mainly well reasoned

Evaluation of research project is comprehensive and objective with well reasoned conclusions drawn from evidence from a range of sources




LO3 Be able to investigate current issues in consumer food choice

AC3.1 Describe research methodology

Research methodology is described with some detail.

AC3.2 Design primary research tools

A range of primary research tools are designed. Designs may have some issues in obtaining required data and/or information

A range of primary research tools are designed. Designs are mainly fit for purpose but with some minor issues in one or more tools in obtaining required information

AC3.3 Analyse data Analyses data in collating and presenting findings. Some relevant trends, patterns and relationships are highlighted

Analyses data in collating and presenting a range of findings. Relevant trends, patterns and relationships are highlighted

AC3.4 Evaluate quality of information

Examines a limited range of information sources. Evaluates quality of information against limited criteria with some reasoning for conclusions

Examines a range of information sources. Evaluates quality of information against a range of criteria showing mostly well reasoned conclusions. Most conclusions are relevant to the research project

Examines a range of information sources. Evaluates quality of information against a range of appropriate criteria showing well reasoned conclusions. Conclusions are relevant to the research project




LO4 Understand current issues in consumer food choice

AC4.1 Analyse current issues in consumer food choice

Analyses consumer food choice issues. Key aspects will be highlighted. Some conclusions are drawn from evidence. There is limited reference to other issues researched

Analyses consumer food choice issues. Key aspects will be highlighted from different perspectives with most conclusions drawn from evidence. There is some application of use of other issues researched

Analyses consumer food choice issues. Key aspects will be highlighted from different perspectives and with most conclusions drawn from evidence and other issues researched

AC4.2 Evaluate how key stakeholders respond to current issues in consumer food choice

Evaluates how a limited range of key stakeholders respond to a current issue. Evaluation is mainly subjective with limited use of evidence. Conclusions are mainly straightforward

Evaluates how a range of key stakeholders respond to current issues. Evaluation makes some relevant use of evidence. Conclusions shows some reasoning




Resources must be provided that give learners fair and full access to the marking criteria and are appropriate for the assessment and requirements of the unit. Details of specific controls will be given within the model assessment.


Directions on where collaboration is allowed within this unit will be detailed in the model assignment for this unit.

Guidance on collaboration, and where it is permitted, will be given with the model assignment.



Guidance for delivery It is important that learners recognise that the knowledge, understanding and skills they develop are vocationally relevant. There are a number of ways this can be achieved.

Arranging visits to workplaces such as supermarkets to discuss with employees their

perspective on consumer issues.

Arranging talks by visiting speakers, for example, a university lecturer responsible for

supervising dissertations.

Carrying out a research project set by an employer such as a charity providing

support for families living in poverty.

The following are examples of approaches to delivery which could be used to enhance the learning and understanding of the vocational importance of understanding current issues in consumer food choice. Example 1 Learners could work in groups to carry out a research project on behalf of a community group seeking to establish a co-operative sharing produce from allotments or gardens. Learners could investigate other examples and where support could be offered. They could also carry out primary research into the potential for the project. Learners would present their findings to representatives of the community group. Example 2 Learners could research the potential for a local primary school to introduce cooking lessons into the curriculum. This could include research into the current curriculum and plans for changes in educational policy as well as supervised primary research into the level of interest from pupils and their parents and guardians. Learners could present their ideas to the pupils and school or local authority representatives. Example 3 Learners could carry out a research project into healthy living on income support. They could research the level of financial support provided to different groups such as single parent families, unemployed individuals in rented accommodation, elderly couples in owned homes. They could also carry out primary research into food preferences, availability and cost. Learners could then develop a healthy diet for highlighted groups, pre and post production and produce a report on their findings. Making contacts Examples of organisation that may be approached to provide help include:

Supermarkets and other types of food retailers

Charities that support consumers

Government departments that set policy or provide information

Food processing organisations

Food journalists

Advertising agencies


Key Skills






Reading

Writing

ICT Use ICT systems
















Creative thinkers

Reflective learners RL1, RL2, RL3, RL4, RL5, RL6


Self managers SM1, SM2, SM3, SM4, SM5, SM6, SM7


Resources

Websites

Bized: www.bized.co.uk

Co-operative Group: www.co-operative.coop/food/ethics

Department for Environment, Food and Rural Affairs: www.defra.gov.uk

Department for Health: www.dh.gov.uk

Environment Agency: www.environment-agency.gov.uk

Fair Trade Foundation: www.fairtrade.org.uk

Food and Agriculture Organisation of the United Nations: www.fao.org

Food and Drink Federation: www.fdf.org.uk

Food Standards Agency: www.food.gov.uk

Food Vision: www.foodvision.gov.uk

Health and Safety Executive: www.hse.gov.uk

Jamie Oliver: www.jamieshomecookingskills.com

Marks and Spencer: www.marksandspencer.com

Microsoft: www.microsoft.com/education

NHS: http://www.nhs.uk/livewell

Physical Activity and Nutrition Wales: www.physicalactivityandnutritionwales.org.uk

Sainsbury’s: www.sainsburys.co.uk

Soil Association: www.soilassociation.org

Sustainable Food: www.sustainablefood.com

Tesco: www.tesco.com

United Nations World Food Programme: www.wfp.org

Vegetarian Society: www.veg.soc.org.uk

http://www.bized.co.uk/

http://www.co-operative.coop/food/ethics

http://www.defra.gov.uk/

http://www.dh.gov.uk/

http://www.environment-agency.gov.uk/

http://www.fairtrade.org.uk/

http://www.fao.org/

http://www.fdf.org.uk/

http://www.food.gov.uk/

http://www.foodvision.gov.uk/

http://www.hse.gov.uk/

http://www.jamieshomecookingskills.com/

http://www.marksandspencer.com/

http://www.microsoft.com/education

http://www.nhs.uk/livewell

http://www.physicalactivityandnutritionwales.org.uk/

http://www.sainsburys.co.uk/

http://www.soilassociation.org/

http://www.sustainablefood.com/

http://www.tesco.com/

http://www.wfp.org/

http://www.veg.soc.org.uk/


4 ASSESSMENT AND GRADING

All WJEC Level 3 Qualifications in Food Science and Nutrition (QCF) units are internally assessed and externally moderated. The following principles apply to the assessment of each unit.

All units are assessed through summative controlled assessment. Details of overarching principles for controlled assessment are found in this section. Controls for each unit are provided in a model assignment.

Each unit must be assessed independently. Learners may produce a piece of evidence that contributes to assessment criteria for more than one unit. This is acceptable provided it can be clearly attributed to a specified assessment criterion and has been produced under the appropriate controlled conditions for each unit.

All assessment criteria must be met under controlled conditions as specified for the unit learning outcomes to be achieved.

Performance bands for merit and distinction can only apply once a learner has achieved all assessment criteria. Evidence must clearly show how the learner has met the standard for the higher grades.

4.1 Grading

Unit achievement is based on a learner’s ability to meet the assessment criteria. Performance bands have been written to enable learners to demonstrate their ability against the assessment criteria. There are no additional requirements to achieve higher grades. Awarding a summative unit grade Units can be awarded a summative grade of Pass, Merit or Distinction. To be awarded a Pass grade for a unit, a learner must meet all of the minimum requirements of all assessment criteria for the unit. To be awarded a Merit grade for a unit, a learner must additionally meet all of the Merit minimum requirements as set out in the Merit performance band. To be awarded a Distinction grade for a unit, a learner must additionally meet all of the minimum requirements set out in the Distinction performance bands. Grading the qualification Learners that achieve the minimum credit for the eligible combination of units will be awarded a grade for the qualification. WJEC Level 3 Award in Food Science and Nutrition (QCF) can be graded Pass, Merit or Distinction.


WJEC Level 3 Certificate in Food Science and Nutrition (QCF) can be graded Pass, Merit or Distinction. WJEC Level 3 Diploma in Food Science and Nutrition (QCF) can be graded Pass, Merit, Distinction or Distinction*. The qualification grade is awarded on the basis of the aggregation of unit grades achieved. Each unit achieved is awarded credits. It is also awarded a number of points for the purpose of grading the qualification. Learners are awarded a Pass, Merit, Distinction or Distinction* grade if they achieve sufficient points in eligible units for the qualification. The number of points available for each unit is determined by the credit value and grade achieved. Points available are shown in the following table:

Unit - QCF Level Points per credit


Level 3 4 5 6

The qualification grade is then calculated by comparing the learners point score to the qualification grade table below.

Qualification

Points per credit

Pass Merit Distinction Distinction*

WJEC Level 3 Award in Food Science and Nutrition (QCF)

48 60 72

WJEC Level 3 Certificate in Food Science and Nutrition (QCF)

96 120 144

WJEC Level 3 Diploma in Food Science and Nutrition (QCF)

192-227 228-275 276-287

288

4.2 Principles for controlled assessment

WJEC Level 3 Qualifications in Food Science and Nutrition (QCF) qualifications have adopted the principles of controlled assessment as set out in the Joint Council for Qualifications document ‘GCSE, GCE, ELC, Functional skills, Principal learning in the Diploma and Project Qualifications – instructions for conducting coursework’. This document can be accessed through the JCQ website (www.jcq.org.uk). Each centre must ensure that internal assessment is conducted in accordance with these controls. This section sets out the controls that will generally be applied to all units within the specification. Specific details of controls for each unit can be found in the model assignments. There are three stages of assessment that will be controlled:

Task setting

Task taking

Task marking.


For this specification, there are two levels of control that can be applied to any stage

Limited

Medium.

Task setting

WJEC have produced model assignments for each unit. Centres are, however, allowed to modify the assignment within specified parameters. This will allow centres to tailor the assessment to local needs. The model assignment has been written to ensure the following controls are in place:

Each unit is assessed through one assignment.

Each assignment must have a brief that sets out an applied purpose. An applied purpose is a reason for completing the tasks that would benefit society, a community or organisation. Further details are in the rationale in Section 1.2.

The assignment can specify a number of tasks but tasks must be coherent, i.e. show how the assessment requirements all contribute to the achievement of the applied purpose of the assignment.

The assignment must provide each learner with the opportunity to address all assessment criteria and all performance band requirements.

The assignment must indicate the acceptable forms of evidence. These must conform to those forms set out in the model assignment.

Where a centre has adapted the model assignment, there must be evidence of quality assuring its fitness for purpose. Sample documentation for this activity is provided with each model assignment.

Task taking

There are five areas of task taking that are controlled: time, resources, supervision, collaboration and resubmission.

Time

‘Time’ has limited control. Each model assignment will specify the total amount of time available for summative assessment. Centres have the discretion for how that time is allocated to each task.

Resources

‘Resources’ has limited control. The assessor can determine which resources should be provided to all learners to ensure fair and valid assessment takes place. Where specific resource controls must be in place, these will be stated in the model assignment.

Supervision

‘Supervision’ has medium control. Learners must normally be supervised by an assessor whilst completing controlled assignment tasks. Model assignments will specify where supervision is not required, for example, when undertaking primary research for Current issues in consumer food choice, learners would not need to be supervised, although when analysing their findings, they would. Centres must have in place systems to ensure learners cannot access evidence they have been developing outside of supervised activities.


Authentication

Supervision is in place to ensure the authenticity of evidence produced for summative assessment. Assessors are not expected to provide input or guidance to learners during the controlled assessment time. This includes providing formative feedback on the evidence being produced. Assessors can provide guidance on the requirements of the task and remind learners of the performance bands and how they can be interpreted. Assessors must intervene where there is a health and safety hazard observed.

Learners can review and redraft evidence independently within the time controls for the assessment. Learners cannot redraft based on feedback from an assessor.

Learners must sign a declaration to confirm that all evidence submitted for moderation is their own work and that any sources used have been acknowledged.

Assessors must sign a declaration to confirm that evidence submitted for moderation was completed under the controlled conditions set out in the model assignments.

Collaboration

‘Collaboration’ refers to group work and has limited control. The model assignment will indicate whether

group work must take place

group work is forbidden

centres can elect to complete tasks through group work

Where group work takes place, the following principles must be considered:

tasks should allow each member of the group to have full access to all performance bands for all assessment criteria

evidence must be clearly attributable to each individual member of the group

assessment of the individual must be based on the individual's contribution to the evidence produced

learners achievement must not be affected by the poor performance of other group members

learners achievement must not benefit from the performance of other group members

Resubmission

Learners can resubmit for entry at any moderation point. Learners must complete a new assessment, completed within the same levels of control. They cannot improve previously submitted work.

Task marking

All marking of evidence must be made against the assessment criteria and performance band statements given in each unit specification. Evidence marked must comply with the controlled requirements set out in the model assignment.

Written evidence must be annotated to show how it relates to the assessment criteria and performance band requirements.


Performance evidence, for example of giving a presentation, must be made on observation records. Observation records will include a description of learner performance as well as a summative statement on the quality of that performance. Where performance is observed by someone other than an assessor, the ‘witness’ must complete a witness statement. Assessors will need to authenticate the statement either through scrutiny of supporting evidence and/or questioning of the learner and/or witness. If the statement is authenticated, it can be allowed to contribute to the evidence for assessment. Evidence of authentication will also need to be included. Each model assignment that allows performance evidence will include a sample observation record and witness statement.

Marking should only be undertaken by a designated assessor. An assessor should have appropriate expertise in the subject and level for a specified unit. The assessor is responsible for ensuring that:

assessment is conducted under specified controlled conditions

they are clear about the requirements of the learning outcomes, assessment criteria and performance band statements prior to commencing controlled assessment

evidence presented for assessment is authentic

assessment decisions are accurately recorded

evidence is appropriately annotated

observation records contain sufficient detail for objective corroboration of decisions

judgements are only made against the performance band statements

Recognition of Prior Learning (RPL)

RPL is a method of enabling individuals to claim credit for units in the QCF, irrespective of how their learning took place.

There is no concept of ‘partial achievement of a unit’; claims for credit through RPL must be assessed against the assessment requirements for the unit(s) as a whole.

The learner should be offered advice on the nature and range of evidence considered appropriate to support a claim for credit through RPL, and be given guidance and support to make a claim.

Centres should ensure that the assessment methods they use for RPL are:

of equal rigour as other assessment methods

fit for purpose and

relate to the evidence of learning. In particular centres must ensure that they are aware of the controls for the assessment of each unit and that they have evidence that these have not been compromised.


The assessment process for RPL must be subject to the same quality assurance procedures both within the centre and through external moderation as for all WJEC QCF units. The Lead Assessor will be responsible for ensuring that procedures are in place to: collect and review evidence in order to map and assess unit requirements.

Sampling arrangements for internal standardisation MUST include any assessments of RPL evidence, and ensure comparability.

4.3 Standardisation

Centres are expected to standardise assessment decisions. This is the process by which centres ensure that all learners are judged to the same standard across different assessors, teaching groups and from year to year. Evidence of standardisation should be submitted with learner evidence. Where more than one assessor is involved, the centre must appoint a Lead Assessor. The role of the Lead Assessor is to:

document all activities

ensure that the assignment presented to learners is fit for purpose and complies with all controls

ensure all assessors have appropriate documentation in place to support fair and valid assessment decisions

ensure all assessment activities are in accordance with the task taking controls for the unit

sample assessment judgements at appropriate times to ensure the performance bands are correctly and consistently applied

provide feedback to assessors

provide support to assessors on interpretation of performance band requirements

Centres are directed to the document ‘Centre Guidelines’ for guidance on establishing internal moderation procedures

4.4 Training Lead Assessors

WJEC will provide training for Lead Assessors and assessors each academic year. Assessor support material, including sample documentation, will also be made available to assessors and Lead Assessors.


5 ENTRY PROCEDURES

WJEC Level 3 Qualifications in Food Science and Nutrition (QCF) qualifications will be available for certification from June 2013. Thereafter, each qualification will be available for certification following each January and June moderation series. Entries for January moderation series must be submitted no later than 21 October. Entries for June moderation series must be submitted no later than 21 March. Unit entry Entry for individual units must be made by submitting the relevant unit codes as indicated on each unit specification. Qualification entry Learners will be entered for the qualification when entering for aggregation (cash-in). Aggregation does not take place automatically: it is necessary to enter the relevant code for aggregation to take place.


6 EXTERNAL MODERATION

The consistency of assessment practices and decisions across centres will be assured through the external moderation of a sample of work. Each centre will have access to a consultative moderator. The consultative moderator will be available to discuss assessment requirements with centres. Centres will have the opportunity to attend moderation meetings in each year of delivery. Attendance at these meetings and successful completion of the activities could lead to reduced level of external moderation. Postal moderation will take place at two points in each year: January and June. For each series where learners are entered, centres will submit a sample, according to the formula below.

Total number of candidates

Work to be submitted (Numbers relate to alphabetical order)

1 – 10 All

11 - 19 1st

and every second (1, 3, 5, 7 etc.) plus the lowest scoring* folder and additional folders as necessary (reflecting the spread of marks) to make a total sample of 10

20 - 45 1st and every fifth (1, 6, 11, 16 etc.) plus the lowest scoring* folder and additional folders as necessary (reflecting a spread of marks) to make a total sample of 10

46 - 99 1st and every eleventh (1, 12, 23, 34 etc.) plus the lowest scoring* folder and additional folders as necessary (reflecting a spread of marks) to make a total sample of 10

* The score is based upon the total points the learners obtain for their units before converting to a qualification grade (see Appendix E for examples of calculations)

Centres should ensure they keep all learner portfolios not sent to the moderator in their possession for two months after the closing date for sending samples for moderation. Centres should submit a sample for each unit that includes:

the controlled assignment brief used to set the assessment activity

a controlled assessment activities sheet completed and signed by the assessor to confirm that the controls for the unit have been applied

a record sheet confirming the authenticity of the evidence presented

completed mark record sheets outlining which performance bands are met by the evidence


all evidence produced by learners in completion of the controlled assessment, annotated appropriately by the assessor

evidence produced by the assessor to confirm a learners ability in performance related tasks

Moderators will review all evidence presented to ensure standards are aligned. Evidence will be judged against the following criteria:

task setting – were tasks set within the controls set by WJEC in the model assignment?

task taking – is there evidence that tasks were completed under the controlled conditions set out in the model assignment?

performance bands – does the evidence support assessor’s judgement of a learner against national standards?

annotation – is the evidence produced by learners appropriately annotated, including the detail and clarity in evidence produced by the assessor?

authentication – is it clear that the evidence submitted was authentically produced by the learner?

standardisation – is there evidence of effective standardisation/internal quality assurance within the centre?

Timetable Samples of work must be submitted for external moderation, and related mark sheets returned to WJEC by 30 November for the January series and 15 May for the June series. Centres will need to ensure that internal submission dates are set sufficiently in advance of this to allow for authentication, assessment and standardisation. Feedback The outcome of moderation will be to either accept or amend a centre’s assessment decisions. Guidance on actions needed before re-submission of specified units at a subsequent moderation series will also be provided. Feedback will be provided through a centre moderator's report for each certification title, covering the units entered by the centre and will be accessible through WJEC secure website. The report will address the criteria referred to above. A Principal Moderator report will be provided for each series. Accredited centre status A centre may apply for Accredited Centre Status when their assessment practices and decisions are found to be at national standards for two consecutive years (four moderation series). Where this application is successful, the moderation requirements on some assessors could be relaxed for as long as the centre maintains the rigor of quality assurance. The consistency of assessments across centres will be checked through the external moderation of a sample of work.


7 AWARDING AND REPORTING

Awarding and reporting of results in WJEC Level 3 Qualifications in Food Science and Nutrition (QCF) qualifications will take place in March and August each year. A Statement of Credit, issued with results, will provide a cumulative record of the credit value and level of all units achieved, whether or not they have been cashed in for a qualification. A Qualification Certificate, issued at a later date, will confirm the title, level and size (i.e. Award, Certificate or Diploma) of qualification(s) achieved where cash-in code has been activated.


8 ACCESS AND SPECIAL CONSIDERATION

This specification has been designed to offer fair access for all and to minimise the need to make reasonable adjustments for learners who have particular requirements. It is expected that normally, individual learners’ abilities, interests and needs will be appropriately catered for by centres through: (a) the choice of units and qualifications available, and (b) the potential for personalisation of controlled assessment. If there are any queries about the use of this flexibility inherent in the specification to meet learners’ needs, or about the use of reasonable adjustments, centres should contact WJEC. Exceptionally, if a centre wishes to request that a learner receives special consideration, procedures will follow those outlined in Section E of the JCQ publication Access Arrangements, Reasonable Adjustments and Special Consideration.


9 POST-RESULTS SERVICES

If a centre wishes to query the outcome of the moderation process this must be done formally by the head of the centre notifying WJEC within 21 days of the publication of results. The sample of work submitted for moderation will be reviewed by a moderator not involved in the original process, and the centre informed of the outcome. Should the centre not be satisfied with the outcome of the review, there is provision for an appeal to WJEC.


Appendix A: Mapping to National Occupational Standards

The grid below maps the knowledge and understanding covered in the WJEC Level 3 Qualifications in Food Science and Nutrition (QCF) against the underpinning knowledge and understanding of the National Occupations Standards for Food Technology, Hospitality: Professional Cookery and Food Safety for Manufacturing Suites.

Food Technology NOS WJEC Level 3 Qualifications in Food Science and Nutrition (QCF)

NOS Unit 1 2 3 4 5

IMPFT102K Principles of human food nutrition

IMPFT105K Principles of human biology and food conversion

IMPFT104K Principles of food science in food technology

IMPFT115K Principles of appearance and texture in food technology

Hospitality: Professional Cookery NOS WJEC Level 3 Qualifications in Food Science and Nutrition (QCF)

NOS Unit 1 2 3 4 5


PPL3FP3 Prepare meat for complex dishes

PPL3FP1 Prepare fish for complex dishes

PPL3FPC14 Produce sauces, fillings and coatings for complex dishes

PPL3FPC12 Prepare, cook and finish hot desserts

PPLFPC3 Prepare, cook and finish pasta dishes

PPL3FPC2 Prepare, cook and finish complex soups

PPL3FPC13/10 Prepare, cook and finish complex cold desserts

PPL3FC4 Cook and finish complex poultry dishes

PPL3FC3 Cook and finish complex meat dishes

PPL3FC1 Cook and finish complex fish dishes

Food Safety for Manufacturing NOS WJEC Level 3 Qualifications in Food Science and Nutrition (QCF)

NOS Unit 1 2 3 4 5

MPFS122Kv1 Understand analysis and control of food safety hazards and risks in manufacture


Appendix B: Mapping of Personal, learning and thinking skills (PLTS

PLTS Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

Independent enquirers

Creative thinkers

Reflective learners

Team workers

Self managers

Effective participators


Appendix C: Mapping of Key Skills/Essential Skills (Wales) Application of Number

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

Understand numerical data



Communication


Speaking and listening

Reading

Writing

ICT


Use ICT systems

Find, select and exchange information, using ICT

Develop and present information, using ICT







Problem solving


Explore a problem and identify ways of tackling it



Working with others


Plan work with others




Appendix D: Calculation of Qualification Grade – Examples WJEC will calculate the qualification grade for learners when unit grades are entered. The examples below illustrate how these calculations are determined. You are directed to the credit value of units (Section 2.2) and the grading points table in Section 4.1 Example 1: Achievement of Grades for the WJEC Level 3 Award in Food Science and Nutrition (QCF)

Unit Credit Grade Grade Points Unit Points Overall grade

Unit 1 12 Pass 4 4 x 12 = 48 Pass

Unit 1 12 Merit 5 5 x 12 = 60 Merit

Unit 1 12 Distinction 6 6 x 12 = 72 Distinction

Example 2: Achievement of Grades for the WJEC Level 3 Certificate in Food Science and Nutrition (QCF) Learner A


Unit 1 12 Pass 4 4 x 12 = 48

Unit 2 15 Merit 5 5 x 15 = 75

Total 123 Merit

Learner B


Unit 1 12 Merit 5 5 x 12 = 60

Unit 3 12 Merit 5 5 x 12 = 60

Total 120 Merit

Learner C


Unit 1 12 Merit 4 5 x 12 = 60

Unit 4 12 Distinction 5 6 x 12 = 72

Total 132 Merit


Example 3: Achievement of Grades for the WJEC Level 3 Diploma in Food Science and Nutrition (QCF) Learner A

Units Credit Grade Grade Points Unit Points Overall grade

Unit 1 12 Pass 4 4 x 12 = 48

Unit 2 15 Merit 5 5 x 15 = 75

Unit 3 12 Pass 4 4 x 12 = 48

Unit 5 12 Merit 5 5 x 12 = 60

Total 231 Merit

Learner B


Unit 1 12 Pass 4 4 x 12 = 48

Unit 2 15 Merit 5 5 x 15 = 75

Unit 4 12 Merit 5 5 x 12 = 60

Unit 5 12 Merit 5 5 x 12 = 60

Total 243 Merit

Learner C


Unit 1 12 Pass 4 4 x 12 = 48

Unit 2 15 Merit 5 5 x 15 = 75


Unit 4 12 Merit 5 5 x 12 = 60

Total 255 Merit


Learner D


Unit 1 12 Merit 5 5 x 12 = 60

Unit 3 12 Merit 5 5 x 15 = 60



Total 264 Merit

Learner E






Total 306 Distinction*


Appendix E: Glossary A3.1 Knowledge learning outcomes

Knowledge learning outcomes are effectively assessed through the learner giving the ‘facts’ of a situation.

Differentiators Differentiators in performance are often given using the following terms: Accuracy Is what they are claiming as fact actually correct? Breadth/range Is there an expectation of breadth rather than depth? i.e. they should have superficial knowledge of a lot of facts rather than in-depth knowledge of a few. Clarity This is often related to communication skills, but you can anticipate that someone who really knows something, knows how to organise what they are saying and doesn’t include it with information that is incorrect or irrelevant. People who waffle tend to be less certain of their knowledge than those who can be succinct and to the point. Depth/detail Have they given sufficient detail to confirm that they really do know something? Relevance /application Do the facts have to be relevant to the situation? Is it simply pure theory or do you want them to show knowledge through their discarding of what they consider is not relevant?

Command Verbs A consideration of the command verbs used in the AC's can help determine which differentiators could be used. Below are definitions of knowledge related command verbs: Describe – paint a picture in words, provide information with detail. Using this analogy, you would expect there to be some detail in what they know. Describe could be extended to merit and/or distinction, but could also be pass only. If it is to be extended to distinction, then there will probably need to be a number of qualifiers. Define – state the meaning of a term. It is unlikely this could be extended to merit or distinction level. Identify – recognise, distinguish and establish what something is. It is unlikely that this could be extended to distinction level. Differentiation is likely to be about relevance and accuracy. Illustrate – exemplify, describe with reference to examples. This could be extended to merit and distinction level. Outline – gives a sketch of the situation, gives an overall impression. This is unlikely to be extended to merit and distinction level. A good outline becomes a description! State – make an assertion. This would not extend beyond pass.


A3.2 Understand learning outcomes Understanding learning outcomes are effectively assessed through the learner showing how they have applied their knowledge through effective reasoning.

Differentiators Clarity Is the reasoning explicit or implicit? Where reasoning is implicit the level of understanding has to be interpreted. Explicit reasoning shows the understanding clearly exists. Depth How detailed is the reasoning? Justification Are you persuaded of their argument and reasoning? Substantiation Has the learner drawn on evidence to support any conclusions made? Validity Is the reasoning valid? Is it accurate? Is it based on the context of the situation? Is it based on theory?

Command Verbs Below are definitions of understanding related command verbs: Analyse – examine in detail, break into component parts, examine relationships. Assess – make a judgement about the quality or value of something. Compare – explain similarities and differences. Evaluate – make judgements against criteria, usually based on analysis and data. Explain – give reasons. Justify – persuade someone of the validity of an argument, to validate a proposal.


A3.3 Be able to learning outcomes

‘Be able to’ learning outcomes focus on learner’s development of skills. They involve practical, hands on activities. Related AC are often assessed through the production of ephemeral evidence, such as witness testimonies and observation records.

Differentiators

Accuracy Were they able to elicit accurate information by using the skills?

Adaptation Can they use the skill in different contexts?

Appropriate Was the skill used appropriately, taking account of the situation/location?

Confidence Very difficult to assess as it is an intrinsic feeling so assessors will find this challenging to determine. However assessors can consider hesitance as a sign of a lack of confidence, so fluidity and consistency can be aspects of confidence.

Effectiveness Did the use of the skill produce the expected outcomes?

Independence Were the learners able to demonstrate the skill without support or guidance from others?

Command Verbs

Below are definitions of ‘be able to’ related command verbs.

Collaborate – make a contribution to the work of a team, supporting team members as required.

Communicate – ensure information is received effectively.

Display – organise and present information diagrammatically.

Handle – manipulate a tool/equipment to a desired effect.

Monitor – observe and record activity, could also include ensuring expected progress is maintained.

Maintain - to keep in an appropriate condition.

Plan – organise a range of components into a logical sequence. This could also include timings. It could also include how this organisation is presented.

Present – organise and communicate in a way that can be clearly followed and understood. Often refers to oral communication skills and may include use of supporting information.

Process – use a series of actions to elicit results.

Record – obtain and store data and information.

Use – employ something for a purpose. WJEC Level 3 Qualifications in Food Science and Nutrition Specification and Units (QCF)/ED 29 August 2013

level 3 food science and nutrition qcf specification - wjec

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