CONTROLLED ASSESSMENT 1 INTRODUCTION TO DESIGNING AND MAKING

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1 CONTROLLED ASSESSMENT 1 INTRODUCTION TO DESIGNING AND MAKING The task for this unit is for you to produce a prototype product, capable of evaluation and a concise portfolio of work to support the designing and modelling process. You have 20 hours on this unit. It is worth 30% of your GCSE Food Technology

2 Written communication You must have good standard of communication, with all your work concise and in order. Make sure that your name centre number candidate number task title are all clearly shown on your front page of your coursework

3 Starting Point You must research a theme from OCR Design and Technology Food Technology GCSE Specification. Think carefully to identify a starting point associated with the chosen theme.

4 The theme starting point is: Special diets A product for a chosen special diet For example the starting point may be low fat or coeliacs.

5 There are 5 sections Cultural understanding Creativity Designing Making Evaluation Total (5 marks) (5 marks) (14 marks) (28 marks) (8 marks) (60 marks)

6 Cultural Understanding (5 marks) Assessment Criteria Identify how cultural issues have influence on food products Explanation Through research using internet, text books, newspapers, magazines, identify and record how changes in society, including cultural issues have influenced the range of food products available today. Identify how wise food choices can affect healthy lifestyles Through research using internet, text books, newspapers, magazines, how wise choice of food products can promote healthy lifestyles e.g. in terms of intake of fat, sugar, salt and fibre.

7 Cultural Understanding Trends in dietary advice Diet and health trends Increasing trends in obesity Dietary advice and the eatwell plate

8 Cultural Understanding Use data from newspapers/internet /text books/magazines to identify trends

9 Cultural Understanding Make sure that you state where all the information is from. To decide on my product I need to establish what the problems are with the health of the British population and what the current dietary recommendations are. I will do this by collecting data from the Internet; also I will use newspaper articles and government data. Facts About Obesity in the UK 46% of men in England and 32% of women are overweight (a body mass index of kg/m) 17% of men and 21% of women are obese (a body mass index of more than 30 kg/m) Overweight and obesity increase with age 28% of men and 27% of women aged are overweight or obese but 76% of men and 68% of women aged are overweight or obese Overweight and obesity are increasing. The percentage of adults who are obese has roughly doubled since the mid-1980's From this data I can see why I need to develop a new healthy dish. I need to target the dish at both women and men, and it is necessary for all age groups to eat healthily, especially as obesity is increasing rapidly in the UK.

10 Cultural Understanding Make sure that you state where all the information is from. Summary on Why Children are Obese Very few children become overweight because of an underlying medical problem Research indicates that children are more likely to be obese if their parents are obese. This could be because of genetic factors which the child inherits or because families tend to share eating and activity habits, or maybe a bit of both It's thought that most children put on excess weight because their lifestyles include an unhealthy diet and a lack of physical activity High-calorie foods, such as fast food and confectionery, are abundant, relatively cheap and promotions are directed specifically at children Exercise is no longer a regular part of everyone's day - some children never walk or cycle to school, or play any kind of sport. It is not unusual for children to spend hours in front of a television or computer In 2000, 4 out of 10 boys and 6 out of 10 girls do not do the minimum one hour a day of physical activity recommended by the then health education authority 10 per cent of UK children now diagnosed as overweight, and between 2 and 3 per cent as obese Most schools do little to offer healthy lunches From this information I can see that the way to get children to eat healthily is to target the food at their parents, as children often eat the same as their parents.

11 Creativity (5 marks) Assessment Criteria Use appropriate recording and drawing techniques including the use of ICT Undertake appropriate surveys, identifying and evaluating how existing products fulfill the needs of their intended users Identify complex associations linking principles of good design and technological knowledge Explanation Use a wide range of techniques when presenting information word processing, charts, graphs Through questionnaire/survey/interviews etc identify the target group, the qualities required in the design of a creative, innovative product and the area of current dietary advice. Analyse results and identify a clear and precise design brief. Using one method of research identify 4 appropriate existing products and evaluate them against the list of identified needs/wants of the intended user. Evaluate 4 in a chart with a conclusion, 1 in detail. Using at least one method of research, identify and record relevant data according to the design brief. Research from text books, Internet, leaflets, magazines etc.

12 Creativity Explore fully the needs of the user group to determine clearly identified needs Target Group Area of current dietary advice Qualities of the product

13 Target group identified Creativity Qualities of the product Warning!! Pasta will limit the skills that the candidate can do! Area of current dietary advice

14 Creativity Graphs and analysis of results This should give you the information to write a list of identified needs of the user group

15 Creativity Analysis of results and design brief I have collected data by creating a questionnaire and asking members of the public to complete them. From the results of the questionnaire I can see that my main meal product should be suitable for vegetarians, as the majority of people who filled in my questionnaire were vegetarian and I feel there is definitely a gap in the market for vegetarian main meals. Also the majority wanted a higher in fibre product. Also, from my data I have found that the most popular type of cuisine is Italian, closely followed by Indian, Mexican and Thai. This shows me that when I am deciding on recipes I should consider this and choose dishes in the style of this country s cuisine. The flavours that came out most popular are spicy, cheesy and creamy. This is very good outcome because these flavours compliment the styles of food that came out most popular (i.e. Italian, Indian, Mexican and Thai).

16 Creativity Analysis of results and design brief cont. From my results I have also found that most people prefer pasta as the filling part of the meal, although potatoes and rice also scored highly. This is also a very good outcome as these too complement the style of food that came out most popular. The most popular source of protein came out as tofu, closely followed by quorn and cheese. So, when choosing recipes I shall have to take this into account and make sure my recipes contain at least one of the three. The price bracket that came out most popular was the bracket. This is a great outcome because it gives me quite a bit of money to work with so I can choose good ingredients. The preferred storage method came out as chilling and the preferred reheating method as either oven or grill. This means my dish must be suitable for chilling, putting in the oven or the grill.

17 Creativity Identified Needs My main meal needs to be suitable for vegetarians. My product should be higher in fibre My dish should be in an Italian style. My recipes should have creamy, cheesy or spicy flavours. The filling part of my meal should be pasta, potatoes or rice. For the protein part of my meal I should use tofu or quorn. The optimum price for my meal is between 5.00 and My meal should be suitable for chilling. My meal should be suitable to be reheated in the grill or oven. My main meal must feed two people (i.e. Have two portions). Design brief Design and make a higher in fibre main meal product suitable for vegetarians.

18 It will help you to evaluate existing products if you have a list of identified needs Identified needs Aimed at everybody A lower in fat product For any occasion. Ready to eat Attractive appearance. Decorated or garnished Tasty, spicy flavour Good texture Individual portion priced up to 2 Sold chilled. Design Brief: Creativity Design and make a lower in fat ready meal product aimed at everybody

19 Creativity Evaluate 4 existing products against identified needs of the intended user 4 in a chart with a conclusion 1 in detail

20 Creativity Use your own chart with your identified needs These are the results of the questionnaire You must always include a conclusion

21 Creativity One product evaluated in detail Nutritional content is considered Candidate has considered the area of dietary need that they are improving Sensory analysis has been carried out This is a high level response Good communication skills shown

22 Creativity Relevant research from text books/leaflets /magazines The information must be relevant to your design brief It must be concise information You should state where the information is from

23 Developing designing skills (14 marks) Produce a detailed design specification Record creative design ideas using appropriate methods of presentation Use appropriate modelling/ trialling techniques to aid product development Analyse the brief and results from research to develop general criteria that products can be evaluated against Use a wide range of techniques when presenting information word processing, digital camera, scanning, tasting charts etc. Using ideas from research questionnaires, recipe books, Internet etc. Select 4 products to trial which will show a variety of skills. Test and evaluate each product marks for practical work awarded to the making section. Remember the products should be creative and innovative and show consideration of nutritional focus of the design brief. For each product to be trailed: - List ingredients and practical skills, explain adaptations. Any adaptations/modifications you suggest regarding the nutritional content of your ideas marks awarded to the making section. Tasting and testing 3 people. Evaluate each product against the design specification. Discuss any improvements taking into account users views

24 Developing designing skills Use ICT / nutritional analysis to support design development Analyse each product trialled according to the nutritional focus of the design brief marks are awarded to the making section Record chosen design idea using appropriate methods Chose the trialled idea that will be the final product and record this decision. Give reasoned decisions for any changes to the final product showing consideration to the comments when the product was originally trialled and the nutritional analysis. Any suggestions made to modify the nutritional content according to the focus of the design brief - marks awarded to the making section. Make reasoned decisions about final ingredients/components Applying relevant nutritional data Give reasoned decisions for the choice of final ingredients/components applying relevant nutritional data. Decisions re nutritional data marks awarded to the making section. Give reasoned decisions for the choice of equipment

25 Developing designing skills Analyse the design brief and results from your research to develop a design specification Nutritional data included Opportunity to show a wide range of skills Good range of specific criteria that products can be evaluated against

26 Developing designing skills Use recipe books to select 4 products to trial Remember products should be creative and innovative Think about a range of skills Don t forget the nutritional focus

27 Developing designing skills List of ingredients Adaptations Explanation Evaluation against design specification Taste Testing Product Photo ( ICT Discussion of improvements No skills listed

28 Developing designing skills Needs to list skills used Costing not required Good detailed evaluation

29 Developing designing skills Record chosen design idea using appropriate methods Choose the idea Testers comments are not considered. They should be included here Give reasoned decisions for any changes Any nutritional modification gains marks in the making section

30 Developing designing skills Make reasoned decisions about final ingredients and components applying nutritional data Details of final ingredients Equipment Details of nutrition

31 Demonstrate good making skills (28 marks) Criteria Plan and organise activities Apply nutritional knowledge to suggest possible modifications to design ideas Select and use appropriate ingredients and equipment safely and hygienically Prepare, shape, form, mix, assemble and finish products Produce quality outcomes Explanation An effective order for making the final product e.g. flowchart. Evidence from the designing section Nutritional analysis of the final product. Assessment of practical skills throughout choice and use of equipment/processes safely and hygienically. Assessment of practical skills throughout working skillfully, effectively and showing consideration of waste. Demonstrate an understanding of the methods and techniques used in the making of practical products. Use a wide range of skills. Standard of finished products, level of precision

32 Demonstrate good making skills Plan and organise activities An effective order for making the final product Any form of flow chart

33 Demonstrate good making skills Apply nutritional knowledge to suggest possible modifications to design ideas If you apply nutritional data in the designing section you will gain marks in the making section for this

34 Demonstrate good making skills Produce quality outcomes Fresh fruit traffic light biscuits Mushroom roulade Orange and lemon cakes

35 Critical evaluation skills (8 marks) Criteria Evaluate the food product through detailed testing against the design specification. Present meaningful conclusions leading to suggestions for possible improvements. Use of spelling, punctuation and grammar. Explanation Show evidence of testing by 5 tasters e.g. tasting chart, star profile. Critically evaluate the final product against the design specification. Accurate results from testing used as evidence to support conclusions. Suggestions for possible improvements to the final product. Assessed throughout the entire controlled assessment portfolio. Appropriate and correct use of specialist terms Information is presented in a structured format. Accurate use of spelling, punctuation and grammar.

36 Critical evaluation skills Nutritional evaluation Evaluate the product through detailed testing A detailed and critical evaluation 5 possible users Evaluate against the design specification