gcse food and nutrition coursework

• International
• Schools directory
• Resources Jobs Schools directory News Search

GCSE AQA Food, Preparation and Nutrition Nea 1 & 2 Coursework Guidance & Exam Preparation / Food Revision

Last updated

22 April 2024

• Share through email
• Share through twitter
• Share through linkedin
• Share through facebook
• Share through pinterest

Resources included (17)

GCSE Food Revision: Mock Question with Model Answers

GCSE Food Revision: Mock Questions with Model Answers - Food Provenance

GCSE Food Revision: Mock Questions with Model Anwers - Food Choices

GCSE Food Revision: Mock Questions with Model Answers - Food Safety

GCSE Food Revision: Mock Questions with Model Answers - Food Science

GCSE Food Revision: Mock Questions with Model Answers - Food, Nutrition and Health

Food Revision: GCSE Written Exam Preparation

GCSE Food Revision: NEA 2 Food Practical Cooking Exam Preparation

Nea 2 Food Workbook - How to write a Shopping List, Equipment List and Table Display

NEA 1 Food Workbook & Guidance Booklet - Covering all areas of the Nea 1 Write Up

NEA 1 Food Workbook & Guidance Booklet - Covering all areas of the NEA 1 Write Up

NEA 2 Food Workbook - Time Plan

Nea 2 Food Workbooks - Introduction, Plan of Action for Research and the Research Section

Food Subject Knowledge Tracker

Nea 2 Food Booklet AQA

Nea 1 Food AQA Booklet

Food, Preparation and Nutrition NEA 1 & 2 Coursework Guidance and Revision BUNDLE; suitable for GCSE students. These high quality resources have been designed to prepare and guide students throughout their Food, Preparation and Nutrition GCSE - AQA Exam board . These resources have been delivered by a specialist teacher in class, remote learning and set as part of a cover lesson.

The Food tracker is presented as a booklet, and identifies all the topics students need to learn before their final written exam. NEA 1 & 2 workbooks, guidance booklets and a Practical Exam Guidance PowerPoint will support students throughout their coursework completion. Student friendly, high quality exam questions with model answers will prepare students for the written exam!

These resources are clearly presented and include reliable subject content. Please explore each resource by simply clicking above.

Questions you may consider - What will students learn and take away from these resources? Written Exam Practice: There is a huge wealth of subject content for students to learn. The revision mock questions with model answers, provide students with an exemplary answer as inspiration, including over 100+ questions . This allows students to read an excellent answer and learn how they can adapt their own answers to receive full marks; for all mock questions provided. Students can read both long and short model answers covering - Food Provenance, Food Choices, Food Science, Food, Nutrition and Health, Adapting and Analysing a dish/recipe; and more… Students can track their learning using the Tracker - logging areas of strength and those areas that need further revision - **a great progress tool too! **

Coursework Guidance: NEA 1 and 2 Coursework Guidance is presented as workbooks, booklets and a Powerpoint. The NEA 1 and 2 workbooks provide a mock title and a walk through, helping students to complete sections of the coursework as a practice, before starting the offical brief. There are two mock briefs for student to work on/choose from. The workbooks are clearly structured and have been designed so students learn the content independently - **they explore and cover all areas expected in their year 11 coursework write up! **

Students will benefit from the NEA 2 Cooking Practical Exam Powerpoint. This prepares students for the year 11 final cooking exam, providing them with tips, advise and guidance on what to expect and how to prepare, encouraging them to showcase their best cooking!

Lastly, students will receive NEA 1 and NEA 2 Guidance booklets - these assist students when writing their final year 11 coursework. Structured into the relevant sub-sections, with guidance tips on what to include in each section. This is informative and clearly presented.

How will students learn this content? Mock questions with answers, subject content, guidance booklets, guidance workbooks and tracker.

Are the resources presented clearly? Yes the Powerpoints are presented clearly, as they aims to be student friendly and independently.

Can these resources be followed independently as a remote learning task for students? Yes, these resources are very easy to navigate. All the learning content can be accessible, so independently learning can happen.

Additional high quality resources: Interactive Food Quiz KS3/KS4

Food Written Exam/Mock Questions and Revision suitable for all exam boards (Larger Bundle

GCSE Food Exam/Mock Questions with Model Answers BUNDLE suitable for all exam boards (smaller Bundle)

Food Cover Worksheets

GCSE Food Cover BUNDLE

KS3/KS4 Food Cover BUNDLE

Cover work - Food BINGO Tasks

Tes paid licence How can I reuse this?

Your rating is required to reflect your happiness.

It's good to leave some feedback.

Something went wrong, please try again later.

This resource hasn't been reviewed yet

To ensure quality for our reviews, only customers who have purchased this resource can review it

Report this resource to let us know if it violates our terms and conditions. Our customer service team will review your report and will be in touch.

Not quite what you were looking for? Search by keyword to find the right resource:

OCR homepage

Administration

• Active Results
• Interchange
• Submit for Assessment
• Teach Cambridge
• ExamBuilder
• Online Support Centre

Main navigation

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

Resource materials

Information, getting started, case studies and support

Example planning guides, teaching activities and more.

Practice papers, example answers, past papers and mark schemes

Upcoming professional development

Starting to teach: gcse food preparation and nutrition j309 (webinar).

CPD course •   Online webinar • FREE •  GCSE Food Preparation and Nutrition (9-1) - J309

Date: 27 Jun 2024 4pm-5pm

Ready to choose this qualification?

• Eduqas Home chevron_right
• Qualifications

GCSE Food Preparation and Nutrition

For help with e-submission process click here.

• Key Documents
• Past Papers / Mark Schemes

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.

Why choose Eduqas?

• Pre-recorded online training is available to teachers who may have missed our 'Preparing to Teach' training courses. The online training is available on or website, and also includes a question and answer session  with subject specialist, Allison Candy.
• The opportunity to receive centre visits from our  Regional Support Team.  Our representatives will visit your centre and offer face-to-face support and guidance with our specifications.
• Direct access to our subject specialists, who are on hand to give guidance and advice, with no call centres.

Important information, past papers, marking schemes, entry/amendment uploads & make post-results enquiries.

Grade boundaries are the minimum number of marks needed to achieve each grade.

View the grade boundaries for past exam series

• Digital Resources
• Online Exam Review

Discover FREE Digital Resources!

Unlock your learners’ potential with an impressive range of FREE digital resources, teaching tools and materials.

View resources

WJEC/EDUQAS ENDORSED TITLES

WJEC/EDUQAS NON-ENDORSED TITLES

Online Exam Review – gain access to general data, exam questions, marking schemes and examiner comments.

Visit OER website

• Upcoming Courses
• On Demand Courses
• Materials from previous events

Download your free Guide to Switching! 

This is a hidden field that will be populated via javascript in preparation for submission to Campaign Monitor letting you know the name of the document the user downloaded

This website works best with JavaScript switched on. Please enable JavaScript

• Centre Services
• Associate Extranet
• All About Maths

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

• Specialists Cardiologists Chiropractors Dermatologists ENT Doctors Eye Doctors Family Doctors Get Listed » Internists Massage Naturopaths OBGYN Oncologists Pediatricians Physical Therapists Podiatrists Surgeons Urologists Search by Name More Specialists > Healthy Living Dietitians Fitness Health Food Salons Spas Yoga Dental Health Dentists Oral Surgeons Orthodontists Providers A-Z # A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Mental Health Counselors Psychiatrists Psychologists Senior Care Assisted Living Hospice Nursing Homes Other Animal Hospitals Hospitals Medical Supplies Pharmacies Veterinarians
• Health Allergies Conditions Diagnostics Therapies Lifestyle Beauty Diet Fitness Health Nutrition Food Herbs Recipes Vitamins Wellness Features What Is Wellness? Wellness News Featured Articles Wellness Extras Discount Health Benefits Product Sponsors Insurance Health Insurance Life Insurance
• Interact Blogs Goals Members Podcasts Contribute Write For Us List Your Business Publishing Rules Join Featured Contributors Featured Authors Featured Providers Horoscopes Daily Horoscope
• Sign Up Free | Log In
• Phone Numbers & Directions

Moscow Food Cooperative

Health and diet foods, general nutrition center, nikken independent wellness consultant, nikken independent wellness consultant - marlin smith, slender you of moscow, health and diet food.

• New comments
• Military Photos
• Russian Military
• Anti-Aircraft
• SA-21/S-400 Triumf

92N6E Radar, S-400

• Oct 18, 2010

Media information

Share this media.

• This site uses cookies to help personalise content, tailor your experience and to keep you logged in if you register. By continuing to use this site, you are consenting to our use of cookies. Accept Learn more…