Sugar in cakes – how to do a star profile NEA 1

For NEA 1 you need to evaluate and annotate your results. Here’s how to do it using the Nutrition Program.

The Task – To discover what happens if you reduce the sugar in a sponge cake recipe.

We made cakes with full amount of 60g sugar and then did a batch with 50g, 40g, 30g.

You can evaluate the Functional properties of sugar in cakes – the purpose for which the ingredient is being used and can be linked to –  its structure, nutritional value, taste, texture, appearance, shelf life.

Star profile to show evaluation of results of reducing sugar in cakes.

How to do this

  1. Create a recipe for your sponge cake in My Recipes.
  2. Bake and compare your cakes and then click Star Profile
  3. Name the recipe ‘Star profile sponge cakes’.
  4. Choose descriptors – how the cake should look and taste. The descriptors we chose were – golden, yellow sponge, open texture, moist, dry.
  5. The Control cake was marked golden (5), yellow sponge (4), open texture (4), moist (4), dry (1) – this was our perfect cake.
  6. Taste the cakes and mark them on the chart – tip in the +Add Taster put the name of the cake – for example, full sugar, 50g sugar.
  7. The Nutrition Program Star Profile fills in – now you need to Evaluate the results under Evaluation – see our chart.
  8. To get extra exam marks you can annotate the Star profile.

This shows an example of annotating a Star Profile to show what the results mean.

Star profile of sugar in cakes with annotation

How to show RI Reference Intake for recipes for GCSE

Step by step on how to use Nutrition Program to show nutritional value of recipes for different age groups.

I’ve chosen Fish cakes made with salmon and potato and served with tartar sauce.

First create the recipe in My Recipes. The Nutrition Program shows the nutrition for 100g and a portion. You can get this image by clicking Print.

You may want the cost of the recipe – just click Costs and do a screen grab.

 

 

Nutrition Program shows Costs for 100g, per portion and for the recipe

If you want to look at RI Reference Intake, go to Nutrition, scroll to bottom of screen and the bar chart pops up for RI woman, RI man and RI 5-10 year old.

Reference Intake bar chart

If you are making the dish for a child, teenager or adult, and you need the nutrition for that age group, go to My Meals.

Create a new meal – you could call it Fish Cakes – My example is for 11-14 year olds, Male, Lunch

 

Nutrition analysis teenager

In Find Recipe, add Fish cakes with tartar sauce which you saved in My Recipes.

Click Nutrition and you will see how the Fish cakes meet the needs of a meal. In this cake they provide 63% of meal intake which is good as you would serve other vegetables and a dessert or starter.

You can see from the traffic lights that this dish is a bit high in fat, so you can change the recipe.

Reviews for NEA2 Food Preparation and Nutrition resources

Thankyou to all the teachers who have reviewed our Food Preparation Assessment NEA 2 resource

Here are reviews from teachers

‘A resource that is easy to use which incorporates the Nutrition program. I think all students should have a copy.’ M Finnikin

‘This has been a really helpful guide for my students of varying abilities to access the NEA2, really clear and concise with great illustrations.’ Emma Vaughan

‘Excellent resource – well laid out, great illustrations and easy to read. I have used it to prepare resources for my students to use throughout the NEA2.’ Adi Ezeh

‘A really useful resource to guide students through the requirements of the food preparation task, in a clear format that’s easy for learners of all abilities to access. Thank you!’ Suzanne George

 

 

Computers and wifi for NEA 2?

Can computers and the internet be used for NEA 2 Food Preparation and Nutrition?

These are responses I have received from Eduqas, AQA and OCR

Eduqas – my question and response from Allison Candy WJEC
Me – I wonder how the Nutrition Program can be used for NEA 2 for Eduqas.
Allison – I see no reason why the nutrition program cannot be used to do nutritional analysis if the brief requires it ( not all tasks will)
Me – If they are investigating how to make dishes healthier, can they use a nutritional analysis program or must they use a book to do the calculations?
Allison – Yes can use the program
Me –Portion control must be evident so how will they work out the kcals in a dish and the portion weight – again must this be done without access to the internet?
For sensory evaluation, descriptors are needed for sensory properties. The Nutrition Program has an online Star Profile – is this forbidden to be used and must they draw out the star profile by hand?
Allison – Yes can use the program, as they still need knowledge to analyse what they see.
Me – I have recently been on a food photography course on using a mobile phone but does the JCQ statement mean that mobile phones cannot be used to photograph dishes?
Allison – If centres are happy for learners to use phones in class that’s fine .

 

This is the response from AQA Customer service adviser

The NEA is not formally supervised (I understand this meaning a formal exam under exam conditions), the NEA is not under formal conditions.
Students are therefore permitted to:
– use the internet for research purposes
– use nutritional analysis software.
– use digital photography, whether this is a mobile or other devise.  This will be at the discretion of the centre’s policy on digital images etc.

This is the response from Gill Taylor, Subject Officer OCR

‘I am aware that the reference to resources and the information related to this in 4.3  in the JCQ guidance has caused some concerns amongst Food teachers. We have produced guidance for the NEA on page 20 of the OCR specification J309 GCSE (9-1) Food Preparation and Nutrition.
We have not stated in our guidance that the use of resources  is tightly prescribed  to candidates preparatory notes and access to the Internet is not permitted and candidates are not allowed to bring their own computers devices and phones.
I am aware that the JCQ statement  4.3 on resources (• the use of resources is always tightly prescribed and normally restricted to the candidate’s preparatory notes; • access to the internet is not permitted; • candidates are not allowed to bring their own computers or other electronic devices, e.g. mobile phones) does stand for other subjects  such as OCR GCSE Computing.
We would wish our candidates to use a nutritional analysis programme in NEA 1 to investigate the chemical (nutrient) structure of food commodities when they are researching. This is useful for candidates understanding and knowledge of the functional properties of food.

For the NEA Task 2 . Our expectation is that candidates use nutritional analysis for consideration and suitability of dishes in terms of nutritional choice. We expect candidates also to use nutritional analysis to assess the contribution a dish makes to a balanced  diet with reference to the governments guidelines for a healthy diet.

In our CPD training we suggest and recommend that teachers and candidates use the Nutrition program (Jenny Ridgwell) or Explore Food (BNF). We encourage the use of sensory profiling in both Task 1 and 2 as a format to convey results. Again we would find it acceptable for candidates to use your program or an excel program.

We require photographic evidence for Task 2 to include a photograph of 3 complete dishes in one photo  and 2 photographs illustrating skills that have been demonstrated. We are not encouraging large photographic journals.

In Task 1 photos can be used  as a format for displaying and demonstrating investigation results. Commentary is required to explain the photo. I think who takes the photos is dependent on individual school policy. We appreciate that teachers are now assessing large groups, it may well become the students responsibility to take the photos in some centres. I hope I have managed to explain our position at OCR in relation to the JCQ guidance on resources.’

The questions were generated due to a report from

These statements are from JCQ’s Instructions for conducting non-examination assessments (new GCE & GCSE specifications)
1 September 2017 to 31 August 2018 Instructions for conducting non-examination assessments 2017-2018(1)
4. 1
Work may be completed outside of the centre without direct supervision, provided that the centre is confident that the work produced is the candidate’s own. Candidates may normally:
• have unlimited access to electronic and printed resources;
• use the internet without restriction;
• work in groups.
Where candidates work in groups, the teacher should keep a record of each candidate’s contribution.

4.2 Advice and feedback
As appropriate to the subject and component, centres should advise candidates on aspects such as those listed below before work begins:
• sources of information;
• relevance of materials/concepts;
• structure of the response (for example, chapter titles and content);
• techniques of data collection;
• techniques of data presentation;
• skills of analysis and evaluation;
• health and safety considerations, including the use of equipment;
• potential ethical considerations;
• security of their work.
Centres must not provide model answers or writing frames specific to the task (such as outlines, paragraph headings or section headings).

 

Presenting dishes for the exams NEA2

What is my recipe for outstanding presentation? – by Carly Anderson Notre Dame School

As we all know, in light of the new GCSE, advanced presentation skills are essential for achieving the higher levels.  The NEA 2 focuses on presentation and awards marks for this skill (OCR).  This year I have been working hard with my pupils to develop a greater understanding of how crucial presentation is when creating dishes; after all, we eat with our eyes first.

‘’ A true artist is not one who is inspired, but one who inspires others.’’ – Salvador Dali

So how do I do this?

  • Firstly, I try to instil in pupils from an early stage (KS3) the importance of presentation and encourage them to research dishes to aid in developing this. I build this into the KS3 curriculum when assessing and evaluating a dish during the sensory analysis process.
  • At KS4/5 pupils are required to plan the presentation of the majority of the dishes they produce. A great way to do this is to give them a template planning sheet for presentation.  I use this tool as homework or as additional work for challenging higher level students.  This is usually in the planning stage, preparing timed plans before practical lessons.
  • Thirdly, plenty of resources based on presentation. There are many good books that pupils can use as references in aiding the creation of stunning dishes.  Pinterest is also an invaluable source for food presentation and fresh ideas.
  • Finally, it is essential to dedicate lessons to the understanding of presentation of food and when demonstrating such dishes, show pupils a variety of different ways to present them.

“Cookery is not chemistry. It is an art. It requires instinct and taste rather than exact measurements.” -Marcel Boulestin

When it comes to presentation I think encouragement and independent creative experimentation is key.  The pupils need to feel comfortable in making mistakes and evaluating how to improve the dish the next time around.

“I know that when I present my dishes, if I don’t like the way they look I have the confidence to just start again, to make it look perfect.” Georgia Year 11

Written by Carly Anderson Notre Dame School 

My thanks to Carly for this interesting Blog page – useful ideas – like Pinterest!