Chief Examiner’s Checklist PLAN OF ACTION The plan of action should show the time allocation for the work to be completed and the changes to the plan as.

Slides:



Advertisements
Similar presentations
Diets of different groups
Advertisements

UNIT MAX MARK A*ABCDE Food Food Food Food THESE MARKS MAY CHANGE SLIGHTLY FROM YEAR TO YEAR.
AQA AS COURSEWORK GRADE BOUNDARIES A = 66 B = 58 C = 50 D = 42 E = 35.
Selecting a suitable problem for A2 coursework. Criterion 1 Mark Band – Context and Objectives Context and Objectives 5 Detailed and perceptive understanding.
Food Standards Agency Nutrition Research Dr Andrew Wadge Chief Scientist Food Standards Agency June 2008.
Energy Balance Module C: Lesson 3 Grade 12 Active, Healthy Lifestyles.
Kevin Blume, RDN, LD, CSCS, NSCA-CPT, FMS. Objectives Discuss the importance of healthy eating Define the basics of healthy eating Identify the key for.
Beverages Water has many benefits for your body, provided it has an appropriate quality and purity. Water is calorie-free beverage. Lemon peel or some.
MyPlate - MyPlate was released in June Recommendations are for 2 years of age and older.
Next. What is GUGM about? The campaign Get Up Get Moving is aimed to help people to take more interest in their health. It is targeted for teenagers who.
This mark scheme indicates the type of answer expected but it is not exhaustive - if candidates offer alternative answers which are equally valid they.
Note. Lecture February 2015 Reading Food Labels.
Year 11: Objectives What Understand the principles of healthy eating How Research into the Eatwell plate, 8 tips for healthy eating Why To be able to apply.
Revision for Section A: Pasta Products & the Eatwell Plate.
DESIGN QUESTION Lesson 8 and 9 RESEARCH CONTEXT: Bread based snacks DESIGN TASK : Savoury snack and dip products.
Maintaining a Healthy Weight.  Examine the relationship among body composition, diet, and fitness  Analyze the relationship between maintaining a health.
Chief Examiner’s Checklist CONCLUSION, EVALUATIONS AND RECOMMENDATIONS A review of the design process should be considered explaining how the final outcome.
LESSON 2.1: NUTRIENTS Unit 2: Nutrition & Fitness.
Maintaining a Healthy Weight
Chief Examiner’s Checklist STANDARD OF MANUFACTURE Your final product should show a high standard of manufacture using appropriate methods, technologies.
Obesity Obesity Epidemic in the United States: M. Donoghue I.S. 143 Eleanor Roosevelt What Should Be Done?
Make sure your work looks professional and neat. Pages should be busy, but readable. Nothing under 10 font. Use technical language whenever possible. Make.
Design and market influences: investigating design opportunities
My Coursework self help Edexel GCSE Design and Technology Food Technology Unit 1; Creative Design and Make Activities Controlled assessment 60% of your.
Product Analysis Salmon Teriyaki Bento September 2002 © British Nutrition Foundation 2002.
Guidelines for Healthy Eating 10/14/11 HAPPY FRIDAY!! "We only have three choices in life- to give up, to give in- or to give it all we've got.” -unknown.
MyPlate - MyPlate was released in June Recommendations are for 2 years of age and older.
Specification what does that mean?. Your specification is the most important page.  It includes technical details that you have gathered from research.
Journal  How often do you look at nutritional labels? Explain.  What information on the food label are you most concerned with and why??  Are there.
To achieve a level 3 your work must show that: With some help you can gather information to help with designing your project You can draw suitable ideas.
SAMPLES OF WORK FROM GEOGRAPHY KS3.
Nutrition for Everyday Life. Chapter 18,19,20. Page
Nutrition for Everyday Life.
Licence to Cook in Context. Key stage 3 review and implications for food education Licence to Cook – what it is and what it’s not Compulsory cooking –
Food Label Lingo Understanding Food Labels
Designing a Healthful Diet 4/4/07. A Healthful Diet A healthful diet is... –Adequate –Moderate –Balanced –Varied.
RESEARCH TECHNIQUES Lesson 10. Starter Activity Research Methods In 1 minute write down as many different RESEARCH METHODS.
Food Groups and special diets Revision for Year 11 Objective To be able to identify which foods belong to which major food groups and state some of the.
What the hell does this question mean? We need to find out.
Food Label Activity Ms. Levasseur Biology. Purpose: To examine the typical teenage diet and compare the organic compounds ingested to those required for.
Chief Examiner’s Checklist IDEAS You need to find different ideas that suit your specification. Photos or sketches or a combination of both. Annotate.
Multiple Choice and True or False Samantha P.. You need calorie basics to understand weight management? True False.
Controlled Task. What does this mean?  Controlled Assessment is 60% of final mark  Candidates should spend approximately 45 hours on the Controlled.
Aspect 1 Defining the problem - Problem: The design context will normally offer a variety of potential problems to solve. A focused problem and need is.
Food Technology Lesson objective To understand how food can come from a sustainable source.
Nutrition and Wellness Chapter 3 12/3/12 Students will finish Chapter 2 Test Eating for Your Future Parts 3 and 4 Recipe Search tomorrow in Computer lab.
+ Nutrition HOME ECONOMICS Goals + Objectives Introduce Canada’s Food Guide To understand Canada’s Food Guide and confidently assess what each individual.
Name………………………………… Date……
Background: In recent years, the prevalence of Celiac Disease in the United States has been estimated at 1% of the population, or 1 in every 133 people.
The Eatwell Guide Published 17 March 2016
MY PLATE Foods/Nutrition.
PORTION SIZES.
Nutritional Analysis.
SHREDCity How to Read Nutrition Labels
Designing Food Products
GCSE Food Preparation and Nutrition
10 Tips To Build a Healthy Plate From choosemyplate.gov.
Controlled Assessment
YOU HAVE 10 MINUTES TO DO THIS
Explain how coastal management strategies used in your chosen area have taken conflicting views into account.
Designing Food Products
New revised dietary goals
Understanding the Nutritional Properties of Food
FOOD PREPARATION AND NUTRITION REVISION NOTES
Reading Nutrition Fact Labels
Making Healthy Food Choices with Canada’s Food Guide
Labelling nutrition.
AQA GCSE Design & Technology Controlled Assessment Marksheet
KS3 Food Technology Knowledge Planner
Lecture February 2017   Reading Food Labels.
Presentation transcript:

Chief Examiner’s Checklist PLAN OF ACTION The plan of action should show the time allocation for the work to be completed and the changes to the plan as well as showing where the objectives will be met. There should be evidence of 60 hours work of which approximately 30 hours should be spent on practical activity.

PLAN OF ACTION Create a diary (on Excel?) showing each day between the start of the project and the deadline date. Put in the interim deadlines, your food lessons, any study periods you intend to use for Food Tech and home study time (including holidays). Then write in what you plan to do in each (including practicals) in order to meet the deadlines. You need to create a method so that you can show any changes you have to make to the plan as you go along. One idea is to have an acetate overlay with the alterations on.

INVESTIGATION You must collect research, but you must not put it in the folder. Research must include finding out most of the areas of your design and manufacturing objectives.

INVESTIGATION Research can include the following (also see design and manufacturing objectives) Type of ingredients Portion size Calories Suitability for target consumer Cost/price Scaling up Reheating Storage Retrogradation – use of modified starches

ANALYSIS Analysis of research means explaining the key facts many of which will create measurable criteria to form the basis of the design specification. Analysis is NOT an explanation of how the information was found, but an explanation of the findings, including factual information.

DESIGN SPECIFICATION The design specification should have measurable criteria – consumer, nutrition, specific meal, portion size, cost etc. You should have about 8 specification points.

Which level do you think each of these specifications got? (Level 1-5, 1 being high) Design Specification 1 Product for a coeliac Must have a good sensory characteristic Healthy Design Specification 2 A savoury product suitable for a coeliac The product must be low in salt because salt causes hypertension The product must be low fat because fat is a cause obesity. Design Specification 3 A savoury product suitable for a teenage girl (aged 15-18) who has recently been diagnosed as a coeliac. The dish must not contain any wheat flour but could be based around potatoes, rice or gluten free pasta. The dish will have no more than 10g fat – the daily consumption of fat for females should not exceed 70g. The product will have a high NSP content, the daily intake should be 18g and the dish will provide between 4 & 6g. Level 5 Level 4 Level 1

Design Specification 3 1. A savoury product suitable for a teenage girl (aged 15-18) 2. who has recently been diagnosed as a coeliac. 3. The dish must not contain any wheat flour 4. but could be based around potatoes, rice or gluten free pasta. 5. The dish will have no more than 10g fat – the daily consumption of fat for females should not exceed 70g. 6. The product will have a high NSP content, the daily intake should be 18g and the dish will provide between 4 & 6g.

PLAN OF ACTION 1.A detailed and realistic plan of action to meet stated objectives. 2. A detailed plan of action to meet stated objectives. 3. A plan of action which meets some of the stated objectives. 4. A simple plan of action. 5. A limited plan of action. INVESTIGATION 1. Uses an extensive range of appropriate investigative techniques, including practical activities (where relevant). 2. Uses a wide range of appropriate investigative techniques, including practical activities (where relevant). 3. Uses a range of appropriate investigative techniques, including practical activities (where relevant). 4. Uses several investigative techniques, including practical activities (where relevant). 5. Uses basic investigative techniques, including practical activities (where relevant).

ANALYSIS 1.Perceptive analysis of gathered information. 2. Good analysis of gathered information. 3. Some analysis of gathered information. 4. Little analysis of gathered information. 5. Minimal analysis of gathered information. DESIGN SPECIFICATION 1. A comprehensive well reasoned and explained design specification taking into account the research information. 2. A well reasoned and explained design specification taking into account the research information. 3. A design specification with some explanation taking into account the research information. 4. A simple design specification with one or two points explained. 5. A limited design specification. (1) 7-8 (2) 5-6 (3) 3-4 (4) 2 (1) 0-1