Food Preparation and Nutrition

    OCR
    GCSE

    This subject will help you develop key knowledge and skills required for exam success.

    31

    Topics

    0

    Objectives

    124

    Exam Tips

    108

    Pitfalls

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    Study Guides

    31 revision guides for OCR GCSE Food Preparation and Nutrition

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    Key Features

    • Master key concepts
    • Develop exam technique
    • Apply knowledge effectively

    Assessment Objectives

    AO1
    20%

    Demonstrate knowledge and understanding of food, cooking and nutrition

    AO2
    30%

    Apply knowledge and understanding of food, cooking and nutrition

    AO3
    30%

    Plan, prepare, cook and present dishes, combining appropriate techniques

    AO4
    20%

    Analyse and evaluate different aspects of food, cooking and nutrition, including food made by themselves and others

    What Gets Top Grades

    A*/Grade 9

    Knowledge & Understanding

    Demonstrates comprehensive and accurate knowledge

    • Uses correct subject-specific terminology
    • Shows detailed understanding of concepts
    • Makes accurate connections between topics
    • Demonstrates depth beyond surface-level knowledge

    Application

    Applies knowledge effectively to new contexts

    • Selects relevant knowledge for the question
    • Adapts understanding to unfamiliar scenarios
    • Uses examples appropriately
    • Shows awareness of context

    Analysis & Evaluation

    Develops sophisticated analytical arguments

    • Constructs logical chains of reasoning
    • Considers multiple perspectives
    • Weighs evidence to reach justified conclusions
    • Acknowledges limitations and nuances

    Key Command Words

    OCR
    State
    1 mark

    Give a single fact or term

    Identify
    1 mark

    Name or select

    Describe
    2-4 marks

    Account of process or features

    Explain
    3-6 marks

    Give reasons with BUSINESS-FACING outcomes

    Analyse
    6-9 marks

    Examine methodically showing cause→effect→outcome

    Evaluate
    9-12 marks

    Judge, weigh up evidence, reach SYNOPTIC conclusion

    Common Exam Mistakes

    Pitfalls to avoid in your exams

    • •Describing fats or sugars generically as 'bad' without specifying the type (saturated vs. unsaturated, free sugars vs. intrinsic).
    • •Confusing the function of micronutrients (vitamins/minerals) with macronutrients (energy provision).
    • •Stating that protein provides energy as its primary function (it is a secondary function after growth and repair).
    • •Failing to quantify 'excess' or 'deficiency' when discussing health risks.
    • •Confusing the functions of Calcium (bone density) and Vitamin D (calcium absorption).
    • •Stating generic sources like 'fruit' or 'vegetables' instead of specific high-value sources (e.g., 'citrus fruits' for Vitamin C, 'spinach' for Iron).
    • •Failing to distinguish between 'haem' iron (animal sources, easily absorbed) and 'non-haem' iron (plant sources, requires Vitamin C).
    • •Describing 'blindness' as a primary symptom of Vitamin A deficiency rather than the progressive 'night blindness'.

    Top Examiner Tips

    Expert advice for exam success

    • •When asked to 'Assess' a diet, always compare the provided nutritional data against the Reference Intake (RI) or Eatwell Guide proportions.
    • •In 8-10 mark extended responses, structure your answer using the 'Fact-Explanation-Consequence' chain for each nutrient discussed.
    • •Do not just list sources; categorize them (e.g., 'Oily fish such as mackerel' is better than just 'fish').
    • •Allocate 1 minute per mark; ensure time is saved for the final extended response question which often focuses on diet and health.
    • •When justifying meal choices for specific groups (e.g., pregnant women), explicitly link Folate/Folic Acid to the prevention of neural tube defects like spina bifida.
    • •Use the term 'fortified' when citing processed foods (cereals, spreads) as sources of B-vitamins or Vitamin D.
    • •In extended responses, structure your answer by pairing the nutrient with its function, then its source, then the consequence of imbalance.
    • •Memorise the daily requirements relative to life stages; e.g., increased Iron needs for teenage girls due to menstruation.

    Specification Topics

    31 topics

    Macronutrients

    0 objectives4 tips4 pitfalls

    Micronutrients

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    Dietary Reference Values (DRVs)

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    Energy balance and its relationship to weight management.

    0 objectives4 tips4 pitfalls

    Balanced diet principles

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    Special dietary needs

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    Nutritional needs of different groups

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    Diet-related health issues

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    Food labelling regulations

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    Food miles and sustainability

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    Food preservation methods

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    Microorganisms

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    Safe food handling practices

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    Food additives

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    Sensory evaluation

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    Functional and chemical properties of ingredients

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    Knife skills

    0 objectives4 tips4 pitfalls

    Cooking methods

    0 objectives4 tips3 pitfalls

    Sauce making

    0 objectives4 tips3 pitfalls

    Pastry making

    0 objectives4 tips3 pitfalls

    Bread making

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    Meat and fish preparation

    0 objectives4 tips3 pitfalls

    Vegetable preparation

    0 objectives4 tips4 pitfalls

    The effect of heat on food

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    Use of equipment e.g. blender, food processor, slow cooker and microwave.

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    Food production methods

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    Food security and global food challenges.

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    Food culture and traditions.

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    Food marketing and advertising.

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    Ethical considerations and Fair Trade

    0 objectives4 tips4 pitfalls

    Environmental impact

    0 objectives4 tips4 pitfalls

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