GCSE Aims and Objectives

GCSE Food Technology Aims and Objectives

The materials and accompanying tasks on this website fulfil many of OCR, WJEC, EDEXCEL and AQA examination board specifications for GCSE Food Technology syllabi.
 

OCR

OCR Examination Board, 2009 onwards. GCSE Food Technology.

Area of Specification
Relevant activities that use the Teach Vegetarian website
Promote design and technology capability in students through activities which involve a range of contexts, materials and processes and to lead to practical outcomes.
Cooking tasks which get students to make vegetarian and vegan equivalents of traditional meat/dairy/egg dishes.
Cook vegetarian meals which expand student knowledge about different foods.
 
Give opportunities to develop practical abilities and the confidence to design, make and modify products for identified purposes, selecting and using resources effectively.
‘Veganise’ traditional dishes by replacing animal-sourced ingredients with alternatives, eg TVP, tofu, tempeh or pulses.
Cook vegan dishes using new or under-used ingredients, eg tofu, pulses etc
Learn how to make dishes (eg cakes, pancakes, cheese dishes) with vegan alternatives
Encourage the development of students' critical and aesthetic abilities, enabling them to evaluate design and technology activity, including their own, in the context of an identified need.
Cook vegetarian/vegan and non-vegetarian versions of same recipe. Compare and evaluate each one according to a set of criteria.
Make dishes that are nutritious, attractive and tasty – and which are suitable for all or some of these groups:
meat and fish-eaters
vegetarians
vegans
coeliacs
wheat intolerant
lactose-intolerant
Encourage students to combine their designing and making skills with knowledge and understanding, in order to design and make quality products
Experiment with a range of ingredients and vegetarian/vegan dishes to provide healthy, tasty and environmentally sustainable food.
Encourage the development of students' understanding of the needs and values of a range of users; including spiritual, moral, social, and cultural considerations.
Learn about the needs and values of different types of vegetarians, including vegans. Understand the reasons for people becoming vegetarian, whether they be ethical, social or cultural. Understand the economic growth of the vegetarian and vegan food market and its impact on mainstream food production and outlets.
Promote the keys skills of communication, application of number, IT, working with others, improving learning and performance and problem solving.
Discuss vegetarian issues as whole-class discussion or groups; use Teach Vegetarian website to develop and improve learning about food issues; improve learning outcomes via the above; problem-solve by planning suitable meals and menus for different dietary needs.
Encourage the development of students' thinking skills, financial capability
Cook, taste, analyse and evaluate vegetarian/vegan recipes. Cost them and compare cost with a similar meat/fish/egg/dairy dish
Provide for activities which give students opportunities to work both individually and as a member of a team.
Do individual research and practical work emerging from Teach Vegetarian website; trial recipes individually or in teams; problem-solve in teams (eg quizzes); devise menus for dietary diversity in families (eg 2 veggies, 2 meat-eaters); test new dishes on other people and evaluate the feedback

 


WJEC

WJEC Examination Board, 2009 onwards. GCSE Food Technology.

Area of Specification
Relevant activities that use the Teach Vegetarian website
Combine skills with knowledge and understanding in order to design and make
quality products
Experiment with a range of vegetarian/vegan dishes to provide healthy, tasty and environmentally sustainable food.
Develop and sustain their own innovation, creativity and design and technology
capability
Compare a vegetarian company’s old and recent food packaging design; devise and design a different package design for a designated consumer group
Recognise the moral, cultural and environmental issues inherent in design and
technology, from a historical perspective and in current practice
Learn about the needs and values of different types of vegetarians, including vegans. Understand the reasons for people becoming vegetarian, whether they be ethical, social or cultural. Understand the reasons for people becoming vegetarian, whether they be ethical, social or cultural. Understand the economic growth of the vegetarian and vegan food market and its impact on mainstream food production and outlets.
Engage in strategies for developing ideas, planning and producing products;
 
Plan and cook meals which are vegetarian/ equivalents of traditional meat/dairy/egg dishes.
Develop capability through focused tasks which involve a range of contexts,
materials and processes, including industrial practices
Plan and cook other meals and menus from the Teach Vegetarian website. Use a range of cooking techniques and equipment. Evaluate and write up analysis of the dishes cooked.
Analyse and evaluate products and processes
Cook, taste, analyse and evaluate vegetarian/vegan recipes and their cooking methods. Cost the dishes and compare the cost with a similar meat/fish/egg/dairy dish
Use information and communication technology (ICT) to enhance their design
and technological capability
Use Teach Vegetarian website to develop and improve learning about food issues; improving learning outcomes by this process.
Develop as discerning consumers able to make informed choices
Learn about the implications of different diets and their impact on animals; the environment; human health; the developing world
Develop positive attitudes of co-operation and citizenship and to work
collaboratively
 Learn about the impact of different food choices and their potential or actual impact on the environment; human health; the developing world. Work in pairs and groups co-operatively

 


EDEXCEL

EDEXCEL Examination Board, 2012 onwards. GCSE Food Technology.
UNIT 2 KNOWLEDGE AND UNDERSTANDING OF FOOD TECHNOLOGY

TOPIC 1: NUTRITION

Area of Specification

How Teach Vegetarian provides relevant resources

Topic 1.1
What students need to learn
The dietary function and sources of the following fats:
• saturated
• unsaturated
- polyunsaturated
- essential fatty acids
Lesson plans on nutrients and disease which discuss the function of fat, different types of fat and how they fit into a vegetarian/vegan diet.
Topic 1.2 Carbohydrates
What students need to learn
The dietary function and sources of the following carbohydrates:
• sugar
• starch
• fibre/NSP (non-starch polysaccharides).
Lesson plans on nutrients and disease which discuss the different kinds of carbohydrates within a vegetarian/vegan diet.
Topic 1.3 Protein
What students need to learn
The dietary function, sources and deficiency of the following proteins:
• HBV (high biological value) protein
• LBV (low biological value) protein.
Protein quiz and lesson plans on eatwell plate plus nutrients.
Topic 1.4 Vitamins
What students need to learn
The dietary function, sources and deficiency of the following vitamins:
• fat soluble
- A
- D
• water soluble
- B1
- B2
- folate/folic acid
- C
Lesson plans on nutrients discuss the importance of these vitamins, which are also explained in the ‘Veggie Vitamins’ table in the ‘Health and Nutrition’ section.
Topic 1.5 Minerals
What students need to learn
The functions, sources and deficiency of the following minerals:
• calcium
• iron
• sodium
• fluoride.
Lesson plans on nutrients and disease discuss the role of these minerals in a vegetarian/vegan diet.
Topic 1.7 Dietary guidelines
What students need to learn
Knowledge and understanding of the following nutritional concepts of
healthy eating:
• eat less sugar
• eat less saturated and hydrogenated fat
• eat more fibre, starchy, low GI (glycaemic index) foods
• eat less salt.
Lesson plans on disease discuss these aspects of healthy eating within the context of a vegetarian/vegan diet.
Topic 1.8 Government recommendations
What students need to learn
Knowledge and understanding of the following nutritional concepts:
• five-a-day
• nutritional labelling
• ‘eat-well-plate’ (current UK food choice model)
Lesson plans, classroom tasks and information in the ‘Health and Nutrition’ section relating to these concepts in the context of a vegetarian/vegan diet.
Topic 1.10 Special diets
What students need to learn
Knowledge and understanding of the following diets, nutritional
requirements, good food sources of nutrients and modification of
ingredients and recipes to suit user needs:
• vegetarian
- vegan
- lacto-ovo
- lacto
- ovo
• intolerances
- lactose
• medical
- diabetes mellitus/diabetic
- CHD (coronary heart disease)
- obesity
- allergy: nut, celiac.
Lesson plans providing definitions and information about these different aspects of vegetarian and vegan diets, including information within the disease lesson plan relevant to the stated medical conditions.

 

TOPIC 4: PRODUCT MANUFACTURE

Area of Specification

How Teach Vegetarian provides relevant resources

TOPIC 4.3

What students need to learn

Knowledge and understanding of technological development within the

food industry. Modern/novel/smart materials:

• specially developed

 meat analogues: […] tofu, soya

‘Soya’ section provides useful information on how meat analogues are manufactured in the food industry.

Topic 4.5

What students need to learn

Knowledge and understanding of issues within the food industry:

• moral

- factory farming

- GM

- Fairtrade

- organic

• environmental

- food miles

- sustainability

- pollution

- packaging

• cultural

- religious beliefs

- vegetarianism.

Information in the ‘Why Vegetarian?’ section and in the ‘Films’ section on the website about how moral, environmental and cultural issues influence vegetarians/vegans.

 


AQA

AQA Examination Board, 2012 onwards. GCSE Food Technology.

UNIT 1: WRITTEN PAPER

UNDERSTANDING THE NUTRITIONAL PROPERTIES OF FOOD

Area of Specification

How Teach Vegetarian provides relevant resources

Examine the nutritional properties of ingredients/

food products. An understanding of the nutritional

characteristics of the main nutrients: proteins,

fats, carbohydrates – sugars and starches,

vitamins and minerals – Vitamins A, B, C and D,

Calcium, Iron

Comprehensive information is provided within lesson plans, classroom tasks and the ‘Health and Nutrition’ section of the website regarding the characteristics of these main nutrients and how they fit into a vegetarian/vegan diet.

Have knowledge of nutritional advice. Interpret and

apply current nutritional/healthy eating guidelines,

e.g. apply the recommendations of the ‘Eat well

plate’, 5 a day, high fibre (NSP)

Lesson plans, classroom tasks and information on the ‘Health and Nutrition’ section of the website help to explain why vegetarian/vegan diets follow these healthy eating guidelines so well.

Be able to apply the nutritional advice when

analysing existing food products. Understand

that diets with deficiencies or excesses of

particular nutrients may lead to health related

problems

Lesson plans on disease plus information in the ‘Health and Nutrition’ section of the website explain how nutrient deficiencies or excesses can lead to health problems plus how vegetarian/vegan diets can help to avoid these.

Investigate nutritional and dietary needs of

different target groups: including vegetarians

Lesson plans and ‘Health and Nutrition’ section of the website explain the nutritional and dietary requirements for vegetarians/vegans.

Through the making of products and meals,

demonstrate a wide variety of cooking skills/

processes including:

fruit/vegetable preparation: peeling, slicing,

grating, chopping;

[… use of] alternative

proteins (myco-protein, tofu, TVP)

Videos of cookery demonstrations linked to on the ‘Vegetarian Recipe Club’ website teach these skills involved in fruit/vegetable preparation.

‘Soya’ section explains how to use alternative proteins made from soya e.g. tofu, TVP.

 

 INVESTIGATE THE DESIGN OPPORTUNITIES

Area of Specification

How Teach Vegetarian acts as a relevant resource

Using existing recipes, generate a wide range of ideas for food products which meet the design criteria.

The many recipes on the Teach Vegetarian and Vegetarian Recipe Club websites can help students to generates a wide range of ideas for food products which meet various design criteria e.g. for vegetarian or vegan meals high in certain nutrients.

 

SOCIAL, ECONOMIC, CULTURAL AND ENVIRONMENTAL CONSIDERATIONS

Area of Specification

How Teach Vegetarian provides relevant resources

Understand how multi-cultural factors have influenced food production;

The ‘Ethics and Religion’ section discusses why different cultures have chosen to consume vegetarian/vegan diets and so have influenced food production in this way.

Consider the use of scarce resources, transport

costs, sustainability, quality, religious and cultural preferences, genetically modified foods, organic and free range foods, Fairtrade, Farm Assured, on food production and the environment;

The ‘Environment’ section gives detailed information on how vegetarian/vegan diets have a reduced environmental impact plus the ‘Ethics and Religion’ section explains religious and cultural preferences for vegetarian/vegan food.

Assess the implication of food issues in product development, e.g. food miles.

The ‘Environment’ section explains how vegetarian/vegan diets on average have a lower number of food miles.

 


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Lesson plans

Download our easy to use lesson plans.

Classroom tasks

Use our great classroom activities.

 

Films

Interesting, informational films to show in class.

Health & nutrition

Lots of info on vegetarian/vegan health and nutrition.

Why vegetarian?

Info on the many reasons why people go vegetarian/vegan.

School speakers

Book one for your school or train to become a school speaker.

 

GCSE aims & objectives

How they relate to the resources on Teach Vegetarian.

Recipes

Cooking inspiration to use in your classroom.

Soya

More info on this versatile food.

 

Free advice

Contact details for more free info and advice.

Glossary

A-Z of animal substances.

 

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