Level 3 Food Science and Nutrition QCF Specification

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 1.2 1.3 1.4

3 3 4

1.5

2.

Rules of Combination 2.1 2.2

3.

4.

Qualifications Titles and Codes Rationale Progression WJEC Level 3 Qualifications in Food Science and Nutrition (QCF) and the QCF Framework National Occupational Standards

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

Unit Structure

4 4

5 5 6

7

Unit 1: Planning to meet nutritional needs Unit 2: Developing practical food production skills Unit 3: Ensuring food is safe to eat Unit 4: Experimenting to solve food production problems Unit 5: Current issues in consumer food choice

9 22 37 52 65

Assessment and Grading

77

4.1 4.2 4.3 4.4

Grading Principles for controlled assessment Standardisation Training Lead Assessors

77 78 82 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 B C D E

Mapping to National Occupational Standards Mapping to Personal, Learning and Thinking Skills (PLTS) Mapping to Key Skills/Essential Skills (Wales) Calculation to Qualification Grade – Examples Glossary

89 90 91 93 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:   

1.4

hospitality and catering food production food retail.

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)  Minimum credit value: 24 credits  Mandatory unit credit: 12 credits WJEC Level 3 Diploma in Food Science and Nutrition (QCF)  Minimum credit value: 48 credits  Mandatory unit credit: 12 credits


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 1

Unit Title Planning to meet nutritional needs

GLH

Credits

Entry Code

90

12

9621

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

Unit Title

GLH

Credits

Entry Code

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 Unit Number

Unit Title

GLH

Credits

Entry Code

1*


90

12

9621

2


120

15

9622

3


90

12

9623

4


90

12

9624

5


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


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. 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?

Introduction

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


Learning outcomes

Assessment criteria

The learner will:

The learner can: AC1.4 Assess how food production methods impact on nutritional value

Content

Food production methods  Cooking methods  Storage methods  Preservation methods  Fortification of foods


Learning outcomes

Assessment criteria

Content

The learner will:

The learner can:

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


Learning outcomes

Assessment criteria

The learner will:

The learner can:

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

AC4.1 Evaluate fitness for purpose of diets

Diets    

LO4 Be able to plan nutritional requirements of specific groups

Content

Nutritional needs of the individual Effective use of guidelines Provision of balance to maintain weight Satisfy personal needs o Hunger o Avoid monotony


Learning outcomes

Assessment criteria

The learner will:

The learner can:

Content

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


Performance bands Learning Outcome

Assessment criteria

LO1 Understand properties of nutrients

LO2 Understand nutritional needs of the human body

LO3 Understand how the human body converts nutrients

Pass

Merit

Distinction

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

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

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

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



LO4 Be able to plan nutritional requirements of specific groups

Assessment criteria

Pass

Merit

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

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

Accurately calculates nutritional requirements for a given individual

AC4.3 Plan nutritional diets to meet specific needs

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

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

Distinction

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

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

Communication

ICT

Understand numerical data



Carry out calculations



Interpret results and present findings



Speaking and listening



Reading



Writing



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

Working with others

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



Plan work with others



Seek to develop cooperation 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


Title


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. 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?

Introduction

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.


Learning outcomes

Assessment criteria

Content

The learner will:

The learner can:

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


Learning outcomes

Assessment criteria

The learner will:

The learner can:

LO2 Be able to prepare commodities

AC2.1 Use tools in preparation of commodities

Content

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


Learning outcomes

Assessment criteria

The learner will:

The learner can:

Content

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


Learning outcomes

Assessment criteria

The learner will:

The learner can:

LO3 Be able to cook complex dishes

AC3.1 Use advanced techniques in cooking of commodities

Content

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


Learning outcomes

Assessment criteria

The learner will:

The learner can:

LO4 Be able to review food produced for menus

Content

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

AC4.1 Monitor food production plan

Monitor  Timescales  Commodities  Techniques  Sequencing  Quality points


Learning outcomes

Assessment criteria

The learner will:

The learner can:

Content

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



Assessment criteria

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

LO2 Be able to prepare commodities

Pass

Merit

Distinction

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

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

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

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



Assessment criteria

LO3 Be able to cook complex dishes

Pass

Merit

Distinction

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



Assessment criteria

LO4 Be able to review food produced for menus

Pass

Merit

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

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

Distinction

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




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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

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Charities that provide food to service users

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Hotels and restaurants



Food production organisations



Communication

ICT


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Reading

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Writing

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Problem solving

Working with others

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

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

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Review progress and establish evidence of your achievements

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

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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



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. 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-seriespage/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


Title


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. 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?

Introduction

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.


Learning outcomes

Assessment criteria

The learner will:

The learner can:

LO1 Understand how microorganisms affect food safety

AC1.1 Describe properties of microorganisms

AC1.2 Assess how changing conditions affect growth of microorganisms in different environments

Content

Micro-organisms  Bacteria  Viruses  Fungi Properties  Size  Location  Cellular structure  Pathogenicity  Growth/reproduction Describe using  Scientific terms  Scientific models Conditions  Temperature  Ph  Oxygen  Water  Nutrients Environments  Preparation  Cooking  Serving  Storing  Transporting  Outdoors  Temporary


Learning outcomes

Assessment criteria

The learner will:

The learner can: AC1.3 Explain effects of microorganisms on food quality

AC1.4 Assess how preservation methods prevent the growth of microorganisms

LO2 Understand how food can cause ill health

AC2.1 Explain the physiological basis of food intolerances

Content

Quality characteristics  Appearance  Texture  Smell/Aroma  Taste  Non-visible effects  Nutritional content Preservation methods  Freezing  Jamming  Drying  Pickling  Salting  Additives Physiology basis  Genetics Food intolerances  Lactose intolerance  Wheat intolerance  Chemicals in foods such as caffeine, salicylates monosodium glutamate, and naturally occurring chemicals like histamines


Learning outcomes

Assessment criteria

The learner will:

The learner can:

Content

AC2.2 Explain the physiological basis Physiological basis of food allergies  Immunological response Food allergies  Eggs  Milk  Soya  Wheat  Peanuts  Crustaceans  Nuts  Fish AC2.3 Explain the physiological basis Physiological Basis of food poisoning  Gastrointestinal infections Food poisoning  Foods affected  Causative bacteria and viruses  Physiological effects

LO3 Understand how food

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

AC3.1 Describe food safety hazards

Environments


Learning outcomes

Assessment criteria

The learner will:

The learner can:

safety is managed in different situations

in different environments

Content



Preparation

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Cooking

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Serving

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Storing



Transporting

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Outdoors

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Temporary

AC3.2 Assess risk to food safety in Risk different environments    

Likelihood of hazard Potential of hazard to harm Individuals likely to be affected Foods likely to be affected

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


Learning outcomes

Assessment criteria

The learner will:

The learner can: AC4.2 Justify proposal for control measures in different environments

Content

Justification  Presenting a case for action  Use of persuasive language  Use of evidence to support proposal



Assessment criteria

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

Pass

Merit

Distinction

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 microorganisms. Evidence is balanced. Assessments are generally well reasoned

Detailed and well reasoned assessments of how a range of conditions and environments affect microorganisms

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 microorganisms 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 microorganisms. Assessments are straightforward with limited reasoning or application

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



Assessment criteria

LO2 Understand how food can cause ill health

LO3 Understand how food safety is managed in different situations

Pass

Merit

Distinction

AC2.1 Explain the physiological basis of food intolerances

The physiological basis of food intolerances is explained with limited reasoning

AC2.2 Explain the physiological basis of food allergies

The physiological basis of food allergies 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

AC2.3 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

AC3.1 Describe food safety hazards in different environments

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

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

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

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



Assessment criteria

LO4 Be able to recommend food safety controls in different environments

Pass

Merit

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

Distinction

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




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










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



Communication

ICT


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Reading

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Writing

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Problem solving

Working with others


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Creative thinkers

CT1, CT2, CT3, CT4

Reflective learners Team workers

TW1, TW2, TW4, TW6

Self managers Effective participators


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. Hospitality: Professional Cookery Suite PPL2GEN309 Maintain food safety when storing, preparing and cooking food 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


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-botulismrecall.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


Title


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. Why does ice cream freeze? How do I stop cream curdling? How do I make cakes rise? Why do salad dressings separate?

Introduction

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.


Learning outcomes

Assessment criteria

The learner will:

The learner can:

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

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

LO2 Be able to scientifically investigate changes to food

Content


Learning outcomes

Assessment criteria

The learner will:

The learner can:

LO3 Be able to solve food production problems

Content

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

AC3.1 Analyse food production situations

Types of Issue  Lack of ingredients  Lack of cooking facilities  Environmental conditions  Customer needs


Learning outcomes

Assessment criteria

The learner will:

The learner can:

Content

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



Assessment criteria Pass

LO1 Understand the scientific properties of food

Merit

Distinction

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

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

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


Performance bands Learning Outcome LO2 Be able to scientifically investigate changes to food

Assessment criteria Pass

Merit

Distinction

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


Learning Outcome

Assessment criteria

LO3 Be able to solve food production problems

Performance bands Pass

Merit

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

Distinction

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




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










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.


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/).



Communication

ICT


Problem solving

Working with others


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Reading



Writing



Use ICT systems



Find, select and exchange information



Develop and present information

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


















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


EP2, EP3, EP5

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 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/


Title


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. 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.

Introduction

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.


Learning outcomes

Assessment criteria

Content

The learner will:

The learner can:

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       

AC1.3 Justify plan for research

Justify  How plan secures outputs  How plan secures outcomes  Evaluation of previous projects

Timescales Sequencing of activities Methodology Presentation Milestones Outputs and outcomes Presentation


Learning outcomes

Assessment criteria

The learner will:

The learner can:

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

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

LO3 Be able to investigate current issues in consumer food choice

Content


Learning outcomes

Assessment criteria

The learner will:

The learner can:

LO4 Understand current issues in consumer food choice

Content

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

AC4.1 Analyse current issues in consumer food choice

Analysis  Extent of issue to consumers  Draw conclusions from data  Relationship to other issues investigated


Learning outcomes

Assessment criteria

The learner will:

The learner can: AC4.2 Evaluate how key stakeholders respond to current issues in consumer food choice

Content

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



Assessment criteria

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

LO2 Be able to manage a project

Pass

Merit

Distinction

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

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



Assessment criteria

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

Pass

Merit

Distinction

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



Assessment criteria

LO4 Understand current issues in consumer food choice

Pass

Merit

Distinction

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


















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



Communication

ICT













Reading



Writing





Problem solving

Working with others































Creative thinkers Reflective learners

RL1, RL2, RL3, RL4, RL5, RL6

Team workers

TW1, TW2, TW4, TW6

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


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: Points per credit

Unit - QCF Level Level 3

Pass

Merit

Distinction

4

5

6

The qualification grade is then calculated by comparing the learners point score to the qualification grade table below. Points per credit Qualification Pass

Merit

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

192-227

228-275

276-287

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

4.2

Distinction*

288

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

1 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

st

* 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

IMPFT102K Principles of human food nutrition



IMPFT105K Principles of human biology and food conversion



2

3

4

IMPFT104K Principles of food science in food technology



IMPFT115K Principles of appearance and texture in food technology



Hospitality: Professional Cookery NOS NOS Unit

WJEC Level 3 Qualifications in Food Science and Nutrition (QCF) 2

3

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



Food Safety for Manufacturing NOS NOS Unit MPFS122Kv1 Understand analysis and control of food safety hazards and risks in manufacture

5

1

4

5

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

2

3 

4

5


Appendix B: Mapping of Personal, learning and thinking skills (PLTS PLTS Independent enquirers Creative thinkers

Unit 1

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Unit 4

Unit 5

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Reflective learners Team workers Self managers Effective participators

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Appendix C: Mapping of Key Skills/Essential Skills (Wales) Application of Number Unit 1

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Unit 3

Unit 4

Unit 5


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Reading

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Writing

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Unit 2

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Unit 5

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Communication

ICT

Use ICT systems Find, select and exchange information, using ICT Develop and present information, using ICT


Improving own learning and performance Unit 1

Unit 2

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Unit 4

Unit 5

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Explore a problem and identify ways of tackling it

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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

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Problem solving

Working 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

Credit

Grade

Grade Points

Unit Points

Unit 1

12

Pass

4

4 x 12 = 48

Unit 2

15

Merit

5

5 x 15 = 75 Total

Overall grade

123 Merit

Learner B Unit

Credit

Grade

Grade Points

Unit Points

Unit 1

12

Merit

5

5 x 12 = 60

Unit 3

12

Merit

5

5 x 12 = 60 Total

Overall grade

120 Merit

Learner C Unit

Credit

Grade

Grade Points

Unit Points

Unit 1

12

Merit

4

5 x 12 = 60

Unit 4

12

Distinction

5

6 x 12 = 72 Total

Overall grade

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

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

Overall grade

231 Merit

Learner B Units

Credit

Grade

Grade Points

Unit Points

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

Overall grade

243 Merit

Learner C Units

Credit

Grade

Grade Points

Unit Points

Unit 1

12

Pass

4

4 x 12 = 48

Unit 2

15

Merit

5

5 x 15 = 75

Unit 3

12

Distinction

6

6 x 12 = 72

Unit 4

12

Merit

5

5 x 12 = 60 Total

Overall grade

255 Merit


Learner D Units

Credit Grade

Grade Points

Unit Points

Unit 1

12

Merit

5

5 x 12 = 60

Unit 3

12

Merit

5

5 x 15 = 60

Unit 4

12

Distinction

6

6 x 12 = 72

Unit 5

12

Distinction

6

6 x 12 = 72 Total

Overall grade

264 Merit

Learner E Units

Credit Grade

Grade Points

Unit 1

12

Distinction

6

6 x 12 = 72

Unit 2

15

Distinction

6

6 x 15 = 90

Unit 3

12

Distinction

6

6 x 12 = 72

Unit 5

12

Distinction

6

6 x 12 = 72 Total

Unit Points

Overall grade

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

Level 3 Food Science and Nutrition QCF Specification

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