food tech gcse coursework

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GCSE Food Preparation and Nutrition

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The Eduqas GCSE in Food Preparation and Nutrition equips learners with the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating. It encourages learners to cook, enables them to make informed decisions about food and nutrition and allows them to acquire knowledge to be able to feed themselves and others affordably and nutritiously, now and later in life.

This specification has been designed to enable centres to concentrate on innovative delivery of the course whilst creating a balance between practical and theoretical knowledge and understanding. The layout of the content into six areas of content promotes flexibility of delivery and releasing two tasks for each of the assessments that constitute the non-examination assessment will ensure learners are able to complete assessments suitable to their needs and that of the centre. By studying food preparation and nutrition learners will: • be able to demonstrate effective and safe cooking skills by planning, preparing and cooking a variety of food commodities whilst using different cooking techniques and equipment.

• develop knowledge and understanding of the functional properties and chemical characteristics of food as well as a sound knowledge of the nutritional content of food and drinks.
• understand the relationship between diet, nutrition and health, including the physiological and psychological effects of poor diet and health.
• understand the economic, environmental, ethical and socio-cultural influences on food availability, production processes, diet and health choices.
• demonstrate knowledge and understanding of functional and nutritional properties, sensory qualities and microbiological food safety considerations when preparing, processing, storing, cooking and serving food.
• understand and explore a range of ingredients and processes from different culinary traditions (traditional British and international) to inspire new ideas or modify existing recipes

There are no previous learning requirements for this specification. Any requirements set for entry to a course based on this specification are at the school/college’s discretion.

This specification will enable learners to make informed decisions about a wide range of further learning opportunities and career pathways.

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GCSE Food Technology

Welcome to the GCSE Food Technology section at project GSCE

GCSE Food Technology revision notes

The following revision notes are available for GCSE Food Technology

Ingredients

Food Preparation

Safety & Hygiene

Specific Foods

Vegetarian Foods

Gcse food technology revision guides.

We also offer a selection of GCSE Food Technology revision guides provided by amazon.co.uk

• GCSE Food Preparation & Nutrition Revision

Cooking, Food Spoilage and Nutrition. The free Food Preparation and Nutrition revision tool is the best preparation for your GCSE exam. Highly interactive courses with all concepts explained in bitesize chunks, written by subject experts.

Say goodbye to boring Food & Nutrition revision guides, and say hello to interactive GIFs, videos, practice questions, podcasts and animations. Revising in 2020 shouldn't be as boring. Seneca combines the best of science and technology in one free revision site that has been found to double your test scores.

Food Preparation and Nutrition Revision Tool

GCSE Food Preparation and Nutrition - What to use for revision? Why 2,500,000 Students Prefer Seneca

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Whether you're studying raising agents, micronutrients, or international cuisine - no need to get stressed. Seneca will show you exactly how well you grasp the different food preparation and nutrition topics and will identify gaps in your knowledge. This will help you to stay focussed on the key topics that will get you to that grade 9.

Seneca will repeat topics that you answered wrong in different formats and random time intervals based on neuroscience principles such as imagery and spacing. This triggers the brain more effectively causing you to memorise the content 2x faster than when reading revision guides. Do you want a 9 on your food preparation & nutrition exam, then sign up for free and start revising today:

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Food technology, GCSE NEA2 coursework template. AQA

Subject: Design, engineering and technology

Age range: 14-16

Resource type: Unit of work

Last updated

8 February 2019

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Currently used by students studying GCSE food technology at St. Andrews catholic school in Surrey. For the NEA2 coursework, a full template including all criteria from the AQA mark scheme. Easy to follow with simple instructions, including key points that shouldn’t be missed out as well as some useful tips for achieving higher grades.

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Gcse food preparation and nutrition (9-1) - j309.

If you are delivering this qualification, go to Teach Cambridge for complete planning, teaching and assessment support materials.

Our GCSE in Food Preparation and Nutrition equips students with the knowledge, understanding and skills to be able to feed themselves and others better. Students develop practical cookery skills and techniques as they explore the underlying principles of food science, nutrition, food traditions and food safety. Heston Blumenthal’s support will inspire your students to be inquisitive, creative and confident cooks.

Specification code: J309 Qualification number: 601/8379/2 This qualification is available in English only

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13 Best Russian Foods and Where to Find them in Moscow

Russian food might not be at the top of everyone’s list of must-try cuisines of the world, but Russia has many fantastic foods to try. Many people (wrongly) believe that Russian food is simply meat, potatoes, and soup. While this stereotype is true to some degree, Russians do indeed eat a lot of meat, potatoes, and soup, there is much more to Russian cuisine!

Let’s take a look at the best Russian foods that you need to try on your trip to Russia. Here are the top 13 dishes that you can’t miss. We have also included the top restaurants to try the best versions of these dishes in Moscow.

Borscht is the first dish that comes to mind for many when they think of Russian cuisine. Did you know that borscht is actually Ukrainian? All Russians know this, but the historical closeness of Russia and Ukraine lead borscht to become just as much a Russian dish as it is Ukrainian. 

Everyone’s grandmother has their version of borscht, but it is typically made from a hearty beef broth. It gets its bright reddish-purple color from beets and tomato paste. If there is one dish that you absolutely must try in Russia, it is definitely borscht.

Is it considered trying Russian food if you haven’t tried borscht? We don’t think so.

Where is the best borscht in Moscow? 

Mari Vanna is a classic Russian restaurant in the style of an old Soviet apartment it also has one of the best versions of borscht in Moscow. Dr. Zhivago has fantastic traditional borscht that won’t disappoint. Korchma Taras Bulba is one of the best Ukrainian restaurants in Moscow, so you can be sure the borscht is legit.  SibirSibir is a Siberian restaurant with excellent borscht as well.

Beef Stroganoff

Another dish that is always mentioned among the best Russian foods is beef stroganoff. Typically, the dish is a saute of beef with a sauce made from sour cream and beef broth. Beef stroganoff is usually served atop macaroni, rice, mashed potatoes, or buckwheat. Most Russian restaurants serve this dish over mashed potatoes. 

Are you looking for the best version of beef stroganoff in Moscow? Dr. Zhivago has no equals and there is no competition. The classic beef stroganoff at Dr. Zhivago is as perfect as it is traditional.

If you ask a Russian what their favorite Russian food is, many will say pelmeni. It is also one of the most time-consuming dishes to make. Pelmeni is a Russian version of dumplings or ravioli. They are small meat-filled dumplings that are boiled and served with sour cream. 

When it comes to Russian food, pelmeni is another must-try while visiting Moscow. You don’t have to go to an expensive restaurant to have them either. One of the highest-rated restaurants in all of Moscow only serves different types of pelmeni. 

That makes Lepim I Varim the only restaurant for pelmeni in Moscow. Every restaurant has its version of pelmeni, but the variety and quality of pelmeni at Lepim I Varim is unrivaled.

So you’ve tried borscht and are looking for another popular Russian soup to try? Look no further than solyanka, a bowl of sour and spicy soup that is common all around Russia and the former Soviet Union.

Solyanka is typically made with various smoked meats, pickles, capers, and olives. Some brine from these ingredients is also usually included. Russians always top their solyanka with a dollop of sour cream. The taste of solyanka is a bit more complex than most Russian food because it is sour and spicy. Two tastes that aren’t terribly popular among Russians, but solyanka is definitely a favorite food in Russia.

If you want to try the best solyanka in Moscow, you can’t go wrong with Varenichnaya No. 1 , which has one of the best classic versions of solyanka.

Minced meat wrapped in leaves is a common dish around the world. In Russia, golubtsi are made with ground beef wrapped inside of a cabbage leaf. They are also usually in a tomato sauce and lightly spiced. Golubtsi is probably the quintessential dish that all Russians ask their grandmothers to make. As with a number of other Russian foods on this list, the best version of golubtsi is probably with a Russian friend at their grandmother’s house.

That said, there are still some great golubtsi to be had in Moscow.  

Odessa Mama makes some of the best golubtsi in Moscow and they have a number of other dishes on this list to try.

Olivier Salad

The most Russian food of them all is olivier salad. It is one of the Russian foods that almost every single Russian eats at New Year. It is a salad made from diced vegetables and meat (typically ham or bologna) and then mixed with mayonnaise. The origins of the dish come from a Russian chef in the late 1800s of Belgian and French descent. He created the dish with lavish ingredients and it subsequently became famous all around Russia. During Soviet times, the recipe was adapted for regular people to make at home. 

Today, olivier salad or oliv’ye in Russian is a dish that reminds Russians abroad of home.

If you want to try the best olivier salad in Moscow, these restaurants have the best versions. 

Dr. Zhivago is one of the best Russian restaurants in Russia, and you can find multiple stellar versions of olivier salad here. Varenichnaya No. 1 is the place to go if you want to try the old Soviet version of olivier salad.

There are many theories about how blini became popular in Russia. There is no question that blini are one of the most popular Russian foods. In the late 1990s and early 2000s, blini were the street food of choice in Russia. Even to this day, it is very easy to get blini on the go just about anywhere in Russia. 

Blini are very thin pancakes very similar to French crepes. And just as with crepes, blini can be filled with anything sweet or savory. Many Russians make and eat them for breakfast with jam. 

If you want to try blini in Russia, we think the streetfood style is more authentic than going to an expensive restaurant and having blini with black caviar. But if you can afford it, blini with black caviar is also worth trying!

Teremok is a very popular Russian fast-food chain. You can find Teremok everywhere in major Russian cities. All of the famous Russian restaurants also have blini, but try them here for a quick, delicious, cheap meal. 

There isn’t a single Russian who doesn’t like shashlyk or Russian barbecue. There is an entire culture around grilling shashlyk in Russia and we won’t even pretend to be experts. But, one of the best Russian food experiences that you can have is going to someone’s dacha (country house) and making shashlyk over a charcoal fire with a bunch of friends. 

Shashlyk can be made out of just about any meat, but the most common is pork or chicken. The meat is cut up into chunks, marinaded, and grilled over charcoal. There are a million different marinades, but the best one is made with tons of onion crushed up with your hands mixed with kefir or ayran and some spices. You can also add tomato paste for color.

Shashlyk MUST be grilled over a charcoal fire. If you use a gas grill, it is not shashlyk. 

Unfortunately, due to the fact that proper shashlyk is cooked over a charcoal fire, it is harder to find at restaurants. 

Here are a few restaurants, but it is better to find some friends and make shashlyk in the park!

Maska is located in a park, so you have some of the atmosphere typically associated with shashlyk. It is the perfect place to eat during a warm summer evening.  Almaz is a bit more upscale than the other options but still reasonable. They have a wide variety of shashlyk that you can try.  Acha Chacha is one of the only Abkhazian restaurants in Moscow and they make fantastic shashlyk. 

The most divisive Russian food has to be holodets. You either love it or you hate it. Holodets is a meat jelly that is served cold. Beef bones are typically boiled for a very long time to get the gelatin out of them and create a rich broth that will form the jelly around the boiled meat. This Russian food is usually seasoned with garlic, salt, pepper, and topped with horseradish.

Of course, the best place to try holodets is at home, made by a Russian grandmother (do you see a pattern here?). If you don’t have the opportunity to try homemade holodets, you can also try it at a number of restaurants in Moscow. 

Omulevaya Bochka is a Siberian restaurant in the center of Moscow and their holodets is one of the best.  Mari Vanna also has great holodets. 

Salo or salted pork lard is also a divisive food among foreigners visiting Russia. It is also another Russian food that is arguably more popular in Ukraine, but nonetheless, it is popular across Russia. The best place to buy salo in Russia is not a supermarket or a restaurant. The markets in every Russian city are the best place to buy salo.

In the market, you can always taste everything before you buy it and with so many salo options, it will be hard to find the best one if you can’t try them all. Of course, learning some Russian will make this process much easier. If you don’t speak any Russian, be sure to take someone along with you who can translate. The old ladies selling food won’t speak English. In the worst case, pointing will work, but don’t count on a good price. 

If you speak Russian, simply ask the women selling salo which are their favorites. They will give you a taste immediately in an attempt to get you to buy their salo. Want a real local tip? In most markets, there will be a few sellers nearby all selling salo. Try to taste from each of them and play them off each other for the sale. 

Our favorite markets in Moscow are the following: 

Leningradsky Market is one of the legendary markets of Moscow off the tourist path. Dorogomilovsky Market is probably the most famous of all Moscow markets. Danilovsky Market is a more commercial market and the prices are higher, but it is worth a visit. 

Syrniki are one of the most popular Russian breakfasts. They are thick pancakes made out of cheese curds, egg, flour, and a bit of sugar. They are fried up on a skillet and typically served with sour cream and fresh homemade jam. 

Most Russians would argue that getting syrniki at a restaurant is just not the best way to try them and we tend to agree. The best syrniki are made by a Russian grandmother, or if you are lucky, your Russian wife or girlfriend.  

That said, we still think you can find decent syrniki in these restaurants in Moscow.

Kofemania is a small chain of rather expensive coffee shops, but it has a cult following for its syrniki. Dr. Zhivago is one of the best restaurants for Russian food in Moscow and their syrniki do not disappoint. 

Do you want to know the best way to get three Russians arguing? Just ask them what is okroshka best made with. Unless all three agree, which is unlikely, an argument will ensue. 

Okroshka is also a divisive Russian food among foreigners. Essentially, it is a vegetable salad that you pour kvass or kefir over to make a cold soup. Most Russians prefer to use kvass according to a survey conducted by Yandex. 

There is a myriad of other ways to make okroshka though people have made it with sour cream, ayran, and ryazhenka.  

Here are the best places to try okroshka in Moscow:

Ruski has a great okroshka made with kvass, which is said to be the best in Moscow. Margarita Bistro has a more modern take on okroshka, but it is also highly regarded.

Pirogi and Pirozhki

Every Russian grandmother loves to make pirogi and pirozhki from time to time. They are a baked dough with different fillings. Russians love their sweets and pirogi are no exception, they can be filled with just about any fruit you can imagine or savory fillings like meat, fish, mushrooms, cabbage, or other vegetables with spices. 

Pirozhki used to be found all over the place in Russia from metro stations to street stalls. Unfortunately, this culture in Moscow is no more. You can still find pirozhki around Moscow if you keep your eyes out though. 

Our favorite pirozhki are from Dashini Pirozhki . They are delivery only, and the site is only in Russian unfortunately. If you email them, they will speak English. 

Pirogi are large pies you eat with a knife and fork and pirozhki are simply smaller versions.

Pirogi are a Russian food eaten in a restaurant. You can find many restaurants with pirogi and they are definitely a Russian food you must try when visiting Russia. One of the most popular places in Russia to try pirogi is Stolle , it is a chain, but their pirogi are excellent. You can find their restaurants in most major Russian cities. 

We hope that our recommendations were helpful on your trip to Moscow. If you know of other restaurants with great versions of these dishes, let us know in the comments, we will add them to the article. 

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1 thought on “13 Best Russian Foods and Where to Find them in Moscow”

You forgot the mushrooms that Russian grandmothers make for the winter according to their own recipes. If you haven’t tried them, make sure you do it. I think you can buy them at the market, too.

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Specifications that use this resource:

• GCSE Food Preparation and Nutrition 8585

Teaching guide: NEA

This is a guide to the Non-exam assessment (NEA) for GCSE Food Preparation and Nutrition.

Use it alongside the Scheme of assessment and Non-exam assessment administration sections of the specification.

Food investigation task

The food investigation is a controlled task, completed independently, under informal teacher supervision. Students should be prepared to approach the task confidently and independently, and to personalise their investigation and written report.

With three tasks to select from, it’s likely that students will conduct similar experiments and investigation work. However, their written outcomes should differ in content, presentation and style.

Students can produce some small group investigation work but students need to record their input and evaluate the results independently.

Examples of tasks

1. Investigate what type of flour is best for bread making.

2. Investigate the use of raising agents in baked products.

3. Investigate the ingredients used to thicken sauces and soups.

Breakdown of assessment

Section a: research.

See the section on ‘Research’ in the Scheme of assessment

Guidance for teachers

• Students shouldn’t need to spend more than two hours researching and concluding the research which allows time for the practical investigation and recording of results.
• It’s your decision how many of the three tasks should be presented to students.
• It’s important to allow time for the practical investigation.
• The background research must relate to the task and be relevant, focused and presented concisely.
• Research should not just be copied text but edited and explained by students. Students should make use of their prior knowledge.
• To gain five to six marks the investigation must be thoroughly planned and justified.
• As students will have carried out independent research and analysis, they will devise different hypotheses and predictions.

Guidance to give your students

• what is the aim of the investigation?
• what do you need to find out?
• what do you know already about the subject?
• what background research will be required?
• where will you find the information you need?
• Secondary research can come from textbooks and websites. Students don’t need to carry out primary research for this task.
• Research must be referenced, eg add the sources of information used by adding a bibliography at the end, or alternatively through footnotes.
• Conclude the research to plan the practical investigation.
• A hypothesis/prediction could be, ‘starchy vegetables such as potatoes are the most suitable ingredients to thicken soups’.

Section B: Investigation

See the section on ‘Investigation’ in the Scheme of assessment

• There’s no set number of investigations required as this will be based on the hypothesis. Two or three investigations, dependent on the complexity and time allowed, should allow students to answer the hypothesis and prediction.
• The complexity of the practical is not relevant for this task.
• Students may change their original plan after obtaining the results of one investigation.
• Photographing the investigation work can help motivate students when writing up the results. This is particularly helpful for less able students.
• Students must have sufficient time to plan, investigate, record and analyse the result within the ten hours.
• Throughout the teaching of the specification it’s good practice to carry out some examples of investigation work (for example, testing the viscosity of sauces). This will develop students’ investigative skills and guide them in how to write up an investigation. Students can then refer to these examples when writing up their investigation.
• Plan the practical investigation carefully. The investigation work must relate to the hypothesis or prediction. They need a clear aim: what are they trying to find out from each investigation?
• They will need to have a clear method for carrying out the investigation. Get them to think carefully about the controls they will need to apply to make the tests fair. Listing the controls can be helpful. Ask them to consider how they conducted an experiment in a science lesson or the food investigation tasks they have already carried out.
• Recording the findings is very important. A chart/table should be prepared before they start the investigation.
• relate to the research
• have a clear aim
• be concluded.
• The number of investigations will be determined by the time available and the complexity of the investigations.
• Practical skills are not assessed in this task; students are assessed on their knowledge of the science of cooking.
• Results of each investigation should be used to inform the next stage of the investigation with reasoning.

Section C: Analysis and evaluation

See the section on ‘Analysis and evaluation’ in the Scheme of assessment

• The report should show clear and specific links between the research and the investigation findings.
• Students can disprove the hypothesis/prediction.
• When marking the final piece, look for the understanding of the working characteristics and the functional and chemical properties of ingredients.
• The differentiating factor for higher marks will be how students explain how the results will be used when preparing and cooking food in the future.
• Students should conclude each investigation by explaining what they have found out and explain the results.
• Link the results to the research explaining the working characteristics, functional and chemical properties of the ingredients.
• Answer the hypothesis/prediction with explanation/justification.
• Use specialist terms and clearly communicate findings. Encourage students to use the key terms they have learnt during their study of the science of food.
• Include a bibliography to show where information has been sourced from.

Teacher checklist

• Is the research well explained and related to the task?
• Is the work thoroughly planned with clear aims and conclusions?
• Does the task include appropriate, relevant and well planned practical investigations?
• Have the practical investigations been carried out under controlled conditions to ensure fair and accurate results?
• Are the results of the investigations clearly recorded?
• Do the findings of the investigation link to the background research?
• Does the work show evidence of very good understanding of how ingredients work and why?
• Do the conclusions explain what has been found out?
• Is there explanation of how the findings of the investigation could be used when preparing and cooking in the future?
• Does the work use subject specific terminology?

Food preparation task

Students plan, prepare and cook three dishes, writing up the outcomes with photographic evidence. Understanding and application of nutritional knowledge will be a requirement of all tasks.

Plan, prepare, cook and present a range of dishes, using a variety of skills, which would be suitable for vegetarians. Present three final dishes.

Plan, prepare, cook and present a range of dishes, using a variety of skills, which are a good source of fibre and would appeal to teenagers. Present three final dishes.

Plan, prepare, cook and present a range of dishes, using a variety of skills, from the Mediterranean culinary tradition. Present three final dishes.

Section A: Research the task

See the section on ‘Research the task’ in the Scheme of assessment

• Analysing the task could be through mind-mapping or key words.
• Research should be concise, relevant and focused.
• Don’t let students spend a disproportionate amount of time on the research to the detriment of other marking criteria.
• Setting clear aims for each piece of research enables students to focus.
• The use of prior knowledge should be encouraged.
• If a questionnaire is used the focus should be on the analysis of the results. A copy of the questionnaire does not need to be included.
• Students need to consider the dishes they make carefully to enable a good range of technical skills to be demonstrated.
• Get students to analyse the task and explain what they will need to do to answer the task successfully. Ask them to consider the research they will need to carry out.
• life stage (young children, teenagers, adults, elderly)
• dietary group (vegetarians, vegans, coeliac, lactose intolerant and high fibre diets)
• culinary tradition (Mediterranean, Middle Eastern, British, Asian).
• For this task, it may be appropriate to collect the information using primary sources (such as interviewing) as well as secondary sources.
• The research should be concise and purposeful.
• Summarise the research and identify a range of suitable dishes to make, whilst considering the skills required to make the dishes.
• Consider a wide range of ideas that could be made, for example, through mind-mapping or annotated images. List the technical skills used in each dish.
• Recording six to eight ideas should allow students to show a good range of skills using different ingredients and processes. When they have recorded their ideas, students will then need to decide which dishes to make.
• Select and justify dishes to make that use a variety of technical skills. Students will make three to four of these dishes.
• Students’ dishes should show different, not repetitive, making skills. The dishes they select should reflect the research findings. Students can make both savoury and sweet dishes.
• This is an excellent opportunity to experiment, be creative and showcase students’ food preparation/technical skills.

Section B: Demonstrating technical skills

See the section on ‘Demonstrating technical skills’ in the Scheme of assessment

• Students should be aware of different technical skills: basic, medium and complex. This could be exemplified throughout the teaching of the specification.
• Students will be rewarded for the use of a range of technical skills at this stage. The quality of the outcomes produced will also be considered.
• Selecting unchallenging skills/dishes will prevent students from accessing the top mark bands.
• Students should have the opportunity to use different equipment, this could be small and/or electrical equipment.
• Students should provide evidence of a review of their technical skills and how these skills will be used in the final three dishes.
• make dishes with a variety of technical skills
• have selected dishes relevant to the task
• work accurately and confidently
• have a very good understanding of the ingredients and processes they are using
• work independently
• use equipment skilfully and accurately
• work safely and hygienically.
• At this stage of their project, students will have the opportunity to experiment with new practical skills, as well as to develop and refine existing skills.
• are the dishes a suitable choice for the task and reflect the findings of the research?
• is there a wide range of skills, processes, techniques and cooking methods?
• how will the dishes be presented?
• Make three to four dishes.
• Get students to record the results of their making including: the skills they have used (this can be shown using annotated photographs), reasons for choosing the recipes and results of sensory analysis.

Section C: Planning for the final menu

See the section on ‘Planning for the final menu’ in the Scheme of assessment

• The three dishes should not be remakes of the original. Students will use their skills to research, modify and create new dishes to answer the task.
• Look for justification of the appropriateness of the final dishes.
• For the top mark band the time plan will show well thought through dovetailing and accurate timings.
• The time plan will show and explain the food safety principles when preparing, cooking and presenting food and reference to temperatures.
• Students will use the time plan in the three hour assessment and will be monitored by the assessor.
• After demonstrating a range of technical skills, students will decide on three dishes to make for the final assessment. The final dishes can use of some of the same technical skills, but can’t have been made previously.
• suitability for task
• research findings
• technical skills and processes
• cooking methods
• sensory properties (appearance, taste, texture, aroma)
• time available (three hours)
• presentation of the final dishes
• nutritional value/healthy eating
• food provenance (eg use of seasonal/local ingredients)
• cost of ingredients/portion size.
• all the stages of making in the correct order
• timings for each stage
• food safety considerations.
• Students should follow the time plan in the three hour practical, so advise them to make it accurate and thorough.

Section D: Making the final dishes

See the section on ‘Making the final dishes’ in the Scheme of assessment

• Schools should organise the practical three hour assessment as they see fit. This must be a block of time. Assessors need to be able to accurately assess student performance within this time frame.
• Any number of students can complete the practical assessment at one time. You decide this, taking into consideration individual circumstances.
• The practical assessment does not need to be carried out in the presence of an invigilator or in silence.
• Any special consideration for registered students should also be applied to the three hour assessed practical.
• Students shouldn’t be disadvantaged by cost of ingredients.
• Photographic evidence of the final dishes including candidate name and number must be included.
• Use the full range of marks available.
• There is no expectation that teachers carry out sensory testing.
• Before the practical assessment it will be permissible for students to: wash vegetables, line tins, weigh and measure. Students will not be allowed to prepare any ingredients.
• The expectation is that most of the washing up etc will be carried out throughout the practical assessment as recorded on the time plan.
• You will need to assess how closely the time plan has been followed.
• Students can make one portion of each dish or present full dishes.
• Practical work should be assessed holistically.
• The finish of the dishes is assessed not the table setting etc.
• use and execution of a range of technical skills
• accurate and confident working
• organisation and the use of the time plan
• independent working
• use of equipment
• good personal hygiene and food safety
• knowledge of ingredient and processes
• presentation of the final dishes.
• Assessment of practical work can be recorded using school’s own assessment sheets and transferred to the Candidate Record Form.
• For the three hour practical, students will need to be organised and fully prepared. Emphasise the need to plan.
• prepare, cook and present the final dishes
• use a range of skills/equipment and processes
• execute the technical skills with accuracy
• have good knowledge and application of food safety principles
• show good organisation and good planning by using the time plan and dovetailing tasks
• present the final dishes
• ensure final dishes are photographed.

Section E: Analyse and evaluate

See the section on ‘Analyse and evaluate’ in the ‘Scheme of assessment

• Sensory analysis can be carried out at home.
• Students can use any sensory testing method they deem appropriate.
• For the higher mark bands students should show excellent knowledge of nutrition, and fully draw and explain conclusions from the nutritional data.
• Detailed, relevant and creative improvements should be suggested for the final dishes.
• Costing can be carried out using a software package, spreadsheets or by mathematical calculations.
• A bibliography should be included at the end of the project.
• carry out sensory evaluation (appearance, taste, texture and aroma) of the results (this can be achieved by setting up testing panels and a variety of sensory analysis methods can be used)
• cost the final dishes
• carry out nutritional analysis of the three final dishes (this can be done using a nutritional analysis programme or using food tables)
• identify improvements for the final dishes (this could relate to cost, sensory characteristic, nutrition or food provenance)
• add a bibliography.
• Is there evidence of a range of technical skills when making?
• Is there full justification for the choice of dishes at each stage?
• Has a time plan been produced with appropriate dovetailing?
• Was the practical assessment well planned and the time plan used?
• Was the level of organisation/food safety in practical sessions good?
• Were the dishes finished to a high standard?
• Is there good evidence of analysis and evaluation when carrying out sensory analysis?
• Is there good understanding of nutrition and costing?

How to supervise your students

See Supervising and authenticating for guidance in supervision of coursework. Other points to note:

• Whole class investigation work is not permitted, ie all the class doing the same practical investigations throughout the task
• In cases of collaborative work, the contributions of individual students need to be recorded accurately, to ensure they are being credited for their own work
• Students should not work in groups throughout the whole investigation
• Sources used by students need to be clearly recorded and acknowledged
• Make sure that most of the work is carried out in the classroom. If a student needs to complete some work outside of the classroom environment, for example, as part of a homework task such as sensory testing or primary research, you’ll need to be confident that the quality of work subsequently submitted is of an identical standard to that seen in the classroom. Don’t forget to consider time allocations for homework and how this affects the overall timing of the students’ work.

How to provide effective feedback

Students are free to revise and redraft a piece of work before submitting the final piece.

At this point, you can review their draft work and provide generic advice to ensure that the work is appropriately focused.

This should be before the students submit their final piece (as students can’t revise their work after that time). You can also refer to the JCQ guidance on conducting NEA

What you can’t do when providing feedback

• Provisionally assess work and then allow the student to revise it.
• Give advice on specific improvements to meet the criteria.
• Give detailed feedback on errors or omissions.
• Indicate how specific improvements to presentation or content can be made.
• Revise work once it’s been submitted for final assessment.
• Provide model answers or writing frames specific to the task, such as outlines, paragraph headings or section headings.

The final step

The marks for both tasks should be submitted to AQA by 7 May.

A sample of work will then be requested for moderation.

Read more information on how sampling works

Document URL https://www.aqa.org.uk/resources/food/gcse/food-preparation-and-nutrition/teach/teaching-guide-nea

Last updated 10 May 2021