Project Management Skills for Coursework: A Practical Guide to Completing BGCSE Exam Coursework

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Unique to studying Art at A Level, you build up a very personal and continually evolving body of practical work, guided and supported by your teachers. Individual exploration and development of your personal skills and creative directions is a special aspect of this subject. A level Art prepares you to produce two major pieces of assessed work. The first is a Personal Investigation, which allows you to devise and put together a personal body of creative coursework, including extensive practical work, a 3, word illustrated essay and a fully developed and resolved Final Piece Project.

You do this without time limits, during the course. The second practical component is called the externally set Timed Test. On the 1st of February in your final year, the exam board publishes its Timed Test Paper which suggests a theme and possible starting points for you to work on. For the next three months you work extensively on your chosen theme, and you then sit a Timed Test, where you have a total of 15 hours under exam conditions to create and complete a personal, creative Final Piece. Whichever Art A level you take, the pattern of work and assessment is the same.

The exam boards have four Key Assessment Objectives that recognise the range of creative and practical skills students develop and refine throughout the Course. All A level Art courses introduce you to a wide range of media and processes. These will always include drawing, whatever specialism you choose, but can also include a range of other techniques and processes: painting, printmaking, collage, photography, digital work, mixed media, sculpture, film and performance.

The area you spend most time on will depend on the direction and focus of your chosen specialism. You will develop an extensive range of creative practical work, with some supporting 'contextual skills'. Please see section Food preparation assessment for more guidance. Students will carry out sensory evaluation and record the results for all of their practical dishes.


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For the final dishes, students will carry out and record nutritional analysis, costing and identify improvements to their dishes. Clear links should be evident from analysing the data and information when reviewing the completed work. This could include: nutrition, skills, sensory characteristics, presentation of the dishes.

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Secret Teacher: we need to look at the lack of rigour in exam marking

More information Accept. Subjects Qualifications Professional development Exams administration. Scheme of assessment Find past papers and mark schemes, and specimen papers for new courses, on our website at aqa. All materials are available in English only. Our GCSE exams in Food Preparation and Nutrition include questions that allow students to demonstrate their ability to: recall information draw together information from different areas of the specification apply their knowledge and understanding in practical and theoretical contexts.

AO1: Demonstrate knowledge and understanding of nutrition, food, cooking and preparation. AO2: Apply knowledge and understanding of nutrition, food, cooking and preparation.

The Curriculum

AO3: Plan, prepare, cook and present dishes, combining appropriate techniques. AO4: Analyse and evaluate different aspects of nutrition, food, cooking and preparation including food made by themselves and others. Taking the tasks In order for students to be fully prepared for the NEA, the school or college must ensure that they have delivered the content needed for students to be able to access all of the marks available for the assessments.

For Task 1, students are expected to produce a report of between 1, and 2, words.

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Authentication of tasks Practical investigations are a compulsory element of Task 1 and Task 2. In Task 2, the photographs are needed to provide evidence of the dishes produced. Marking the tasks When marking the tasks teachers must use the marking criteria in this specification. Marking support Teacher standardising will be available each year to give support in both the taking of the task and the application of the marking criteria. Using a level of response mark scheme Level of response mark schemes are broken down into levels, each of which has a descriptor.

Step 1: Determine a level Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the descriptor for that level.


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Step 2: Determine a mark Once you have assigned a level you need to decide on the mark. Marking criteria: Task 1 Food investigation The food investigation is assessed in three sections as shown below: Section Criteria Maximum marks A Research 6 B Investigation 15 C Analysis and evaluation 9 Total 30 Food investigation assessment Students will investigate the working characteristics and the functional and chemical properties of a particular ingredient through practical investigation.

Outcome: Written or electronic report including photographic evidence.

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Time: Not to exceed 10 hours. Section A: Research 6 marks Students carry out research into the ingredients to be investigated. The hypothesis should be a statement which may be proved or disproved. Mark Description 5—6 Relevant, detailed and concise research into how ingredients work and the reasons why. Detailed explanation shows a high level of understanding of how the research has been used to inform the practical investigation. Planned and justified a detailed investigation, related to the research with a clear and focused hypothesis or prediction. Explanation of how the research is used to inform the investigation.

Planned an investigation which relates to the research, some justification given. A hypothesis or prediction has been stated. Limited explanation of how the research may be used to inform the investigation. Limited evidence of planning, with a basic approach to the investigation. A basic hypothesis or prediction has been stated. Section B: Investigation 15 marks Students carry out practical investigations, related to the hypothesis or prediction, which demonstrate understanding of how ingredients work and why.

Students should: Investigate and evaluate how ingredients work and why through practical experimentation. Each investigation should be related to the research and have a clear aim which can then be concluded. The number of investigations will be determined by the complexity of the investigations. A range of appropriate testing methods should be identified and carried out to record the results eg annotated photographs, labelled diagrams, tables, charts, sensory testing methods, viscosity tests.

Mark Description 11—15 Practical investigations show detailed and high level knowledge and understanding of how ingredients work and why with a clear link to the hypothesis or prediction. A wide range of testing has been carried out to formulate the results.

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Practical investigations are recorded and meticulously explained using methods such as: graphs, tables, charts, sensory analysis methods, labelled diagrams, annotated photographic evidence. A range of testing has been carried out to formulate the results. Practical investigations are recorded with very good explanation using methods such as: graphs, tables, charts, sensory analysis methods, labelled diagrams, annotated photographic evidence.

Some testing has been carried out to formulate the results.

A Level Resits: The Complete Guide to Retaking A Levels

Practical investigations are recorded with limited explanation. Section C: Analysis and evaluation 9 marks Students will analyse and evaluate the results of the investigation and reflect upon their findings. Students should: analyse and interpret the results of the investigative work. The report demonstrates an in-depth and specialist understanding of how ingredients work and why.

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The report is communicated in a structured and coherent manner with accurate use of technical language. The report demonstrates good understanding of how ingredients work and why. Explanation and review of how the results can be applied when preparing and cooking food. The report demonstrates some understanding of how ingredients work and why. Limited explanation of how the results can be applied when preparing and cooking food. The report is communicated at a simplistic level with a limited use of technical vocabulary. Marking criteria: Task 2 Food preparation assessment 'The Food preparation assessment' is assessed in five sections as shown below: Section Criteria Maximum mark A Researching the task 6 B Demonstrating technical skills 18 C Planning for the final menu 8 D Making the final dishes 30 E Analyse and evaluate 8 Total 70 Food preparation assessment In this task, students will prepare, cook and present a final menu of three dishes to meet the needs of a specific context.

This demonstrates the execution of technical skills and processes to an excellent standard. Medium demand Make pasta dough, roll to the required thickness and make pasta sheets for a pasta dish. This demonstrates the execution of technical skills and processes to a good standard.

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