Nutrition and Food Science April 2016

Agenda Introduction and welcome New Specification Specification Assessment Materials (SAMs) Support Plenary and close

Regulatory Framework General Conditions of Recognition CCEA will ensure that each qualification offered is fit for purpose by ensuring that it is: - Valid - Reliable - Comparable - Manageable and - Minimises bias

Accreditation Process N Ireland GCE and GCSE Qualifications Criteria N Ireland GCE Design Principles Two-stage process – Stage 1: submission of qualification strategies for approval – Stage 2: submission of qualification materials for review and accreditation

Qualification Strategies - Content Provide evidence of support for the qualification among stakeholders Rationale for: – the proposed inclusion of internal assessment in the qualification, where relevant – the proposed weighting of internal and external assessment – the proposed wording and weighting of assessment objectives in the qualification – the proposed assessment of mathematical skills in the following subjects: Biology, Chemistry, Physics, Economics, Business Studies – the proposed assessment of QWC in the qualification – the proposed subject content in the qualification and – if an exemption from one or more of the GCE Design Principles in relation to specification development is required for the qualification

Qualification Strategies - Assessment Rationale for: – the subject content selected for the Specimen Assessment Materials (SAMs) – the selection of content in future assessments to ensure full coverage of the specification content over the lifetime of the qualification – the proposed duration of examination papers – the proposed allocation of marks in examination papers, where appropriate – the proposed number and type of questions in examination papers, where appropriate – any proposed word limit or time limit for internal assessment and – the proposed allocation of marks for internal assessment

Collaborative Approach Desk top Research Writing Teams – Teachers – Higher Education Consultation with teachers – Existing Specifications – Draft Specifications Consultation with students – Relevant content – Prepared for further study/work

Quality Assurance Higher Education – A Level Content Advisory Board (ALCAB) criteria – Higher Education Panel – Subject Advisory Team Industry – Industry Panel – Subject Advisory Team Teachers – Subject Advisory Team

Quality Assurance Examining Team -- Reviser and scrutineer process for assessment materials Equality Panel – Access for all Final CCEA Quality Assurance panel – Review of consultation comment logs – Review of comment logs associated with all QA panels

From Jan 2016 on

Assessment Objectives Students should be able to demonstrate:- knowledge and understanding of the specified content (AO1) the ability to apply knowledge, understanding and skills in a variety of situations and to analyse problems, issues and situations using appropriate skills (AO2) the ability to gather, organise and select information, evaluate acquired knowledge and understanding, and present and justify an argument (AO3)

GCE Nutrition and Food Science AS1: Principles of Nutrition Protein Fat Carbohydrate Vitamins Minerals Water and other fluids Nutrition through life Nutrient requirements AS2: Diet, Lifestyle and Health Eating patterns Energy and energy balance Diet-related disorders – Overweight and obesity – Cardiovascular disease – Cancer – Type 2 diabetes Alcohol Physical activity

GCE Nutrition and Food Science A21: Food Security and Sustainability Food security Food poverty Food sustainability Food waster Changing consumer behaviour A21: Food safety & Quality Food safety Safety through the food chain Microbiological contamination Chemical contamination Additives Allergens Controls and legislation

Research Project Research area taken from AS1, AS2 or A21 Report format details:- Title Abstract Introduction Literature review Methodology Discussion of results Conclusions Recommendations Bibliography Appendices Presentation:- – Overall 4000 words +10% tolerance – Word limits – References acknowledged – Inclusion of bibliography

Assessment Objectives Candidates must be able to demonstrate:- knowledge and understanding of the specified content (AO1) the ability to apply knowledge, understanding and skills in a variety of situations and to analyse problems, issues and situations using appropriate skills (AO2) the ability to gather, organise and select information, evaluate acquired knowledge and understanding, and present and justify an argument (AO3)

Assessment Objective Weightings Current AS Home Economics Weightings AS1AS2 AO AO AO35.0 Total25 Nutrition & Food Science Weightings AS1AS2 AO AO210.0 AO Total 20

Command Words (AO1) For example: Outline State Give Identify Describe Name Suggest

Command Words (AO2) For example: Discuss Explain Examine Comment on

Command Words AO3 For example: Assess Evaluate Interpret Justify Compare and contrast Consider Argue Explore

AS1 Examination Paper Section A Short questions as in the current AS HE paper but with a maximum mark of 5 rather than 8 Possible inclusion of interpretation of data Section B 3 questions with no parts (2 parts on the current AS HE paper) Maximum marks of 12 (25 on the current AS HE paper)

AS2 Examination Paper Section A Short questions to a maximum mark of 5 Possible inclusion of interpretation of data Section B Similar to current AS HE paper but maximum of 15 rather than 20 marks

Support Specification Specimen assessment materials Specification subject snapshot Schemes of work Factfiles Teacher and student guidance for research project Subject specific events

Support All resources and support materials available to download All resources written by practising teachers and in response to teacher feedback Teachers need to carry out a review of current/ existing resources in preparation for new specification content e.g. alcohol

Support Specification snapshot – Subject choice information – Overview of the subject Scheme of work – Learning outcomes – Teaching and learning activities – Resources – Suggestions not a definitive list to be covered

Factfiles – Starting point – Areas of new content – Number 19-Suggested teaching and learning strategies – Number 20-Understanding examination questions – Students will need to be guided in their use Research project- teacher and student guidance – Student checklist/report format

Working with CCEA The benefits: first-hand experience of how the examining system works user insight to the standards required for the assessment opportunity to examine assessments across a range of abilities improved learning and teaching outcomes opportunity to network with other professionals provides recognition and enhances professional development creates links with CCEA personnel

The ReVision microsite – ccea.org.uk/therevision Essential updates Specifications & SAMs The Vision magazine – Issue 2 end of April 2016 Subject specific e-alerts & e-Vision Face to face Social media Facebook ccea.info Don’t forget to register for your updates on the microsite – ‘keep up to date’ section Keeping you informed

Contact Principal Officer: Glynis Henderson Telephone: Ext Subject Support Officer: Nola Fitzsimons Telephone: Ext Specification, sample assessment and support materials available on the subject microsite at