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1c.What are the key features of this specification? Developing an interest in the creative aspectand enjoyment of food. Developing confidence in using the high levelskills necessary in food preparation andcooking. Making connections between theory andpractice so that learners are able to apply theirunderstanding of food and nutrition and foodscience to practical cooking. Developing an informed approach that will helplearners to evaluate choices and decisionsabout their own diet and health. Support from industry experts and employers. Using a simple assessment model with clearmarking criteria.1d. How do I find out more information?If you are already using OCR specifications you cancontact us at: www.ocr.org.ukWant to find out more?If you are not already a registered OCR centre thenyou can find out more information on the benefits ofbecoming one at: www.ocr.org.ukEmail: Food@ocr.org.ukIf you are not yet an approved centre and would liketo become one go to: www.ocr.org.ukFax: 01223 552627 or 01223 553998Contact a Subject Advisor:Tel: 01223 553998Visit our Online Support Centre at support.ocr.org.ukCheck what CPD events are available:www.cpdhub.ocr.org.ukFollow us on Twitter: @ocr food OCR 2021GCSE (9–1) in Food Preparation and Nutrition31

2The specification overview2a. OCR’s GCSE (9–1) in Food Preparation and Nutrition (J309)There are two submission options for the non-examined assessment (NEA), postal submission or electronicupload via the OCR Repository.Repository option: Learners must take (01), (02) and (04).Postal option: Learners must take (01), (03) and (05).2Content OverviewThis content should be coveredthroughout all threecomponents.Section ANutritionSection BFood: food provenance andfood choiceSection CCooking and food preparationSection DSkills requirements: preparationand cooking techniquesAssessment OverviewFood Preparation andNutrition (01)*100 marks**1 hour 30 minuteswritten examination paperFood InvestigationTask (02 or 03)*45 marksNon-examinedassessment (NEA)Food PreparationTask (04 or 05)*105 marksNon-examinedassessment (NEA)50%of totalGCSE15%of totalGCSE35%of totalGCSE*Indicates inclusion of synoptic assessment.** Examination is weighted up to 150 marks to equal the total marks combined for the two tasks.4 OCR 2021GCSE (9–1) in Food Preparation and Nutrition

OCR 2021GCSE (9–1) in Food Preparation and Nutrition2b. Content of the OCR GCSE (9–1) in Food Preparation and Nutrition (J309)The range of foods studied within the content of the OCR GCSE (9–1) FoodPreparation and Nutrition will be based on the government’s current adviceon a healthy balanced diet.There are four sections covering the content – Section A: Nutrition, Section B:Food (food provenance and food choice), Section C: Cooking and foodThe range of foods and ingredients to be studied in ALLsectionsThe major commodity groupspreparation and Section D: Skill requirements (preparation and cookingtechniques). Content from all these sections may be tested in the examination.The following table explains the range of foods and ingredients that will need tobe studied and can be assessed in either the exam or non-examined assessment(NEA). Any content stating food relates to food and drink.Learners should be ableto demonstrate and apply theirknowledge and understanding of:Points to coverBread, rice, potatoes, pasta and otherstarchy foodsPBread, rice, potatoes, pasta, flour and cereals(including wheat, oats, maize, barley, rye)Fruit and vegetablesPFresh, frozen, dried, canned and juiced fruitand vegetablesMilk and dairy foodsPMilk, cream, cheese and yoghurtMeat, fish, eggs, beans and other non-dairysources of proteinPMeat, fish, eggs, beans, nuts, seeds andalternative protein foods (Quorn , soya:textured vegetable protein TVP , tofu)Foods and drinks high in fat and/or sugar.PButter, margarine, spreads, plant oils, sugarand syrup.52

262b. Content of Section A: NutritionTopic12 OCR 2021GCSE (9–1) in Food Preparation and Nutrition3The relationship betweendiet and healthNutritional and dietaryneeds of different groups ofpeopleNutritional needs whenselecting recipes fordifferent groups of peopleLearners should be able to demonstrate andapply their knowledge and understanding of:Points to coverA balanced diet to provide the correct combinationof food and nutrients for good healthPPThe importance of a healthy dietHow to use the major commodity groups to make a balancedfood choiceThe government’s guidelines for a healthy diet andthe inclusion of new regulations as they are issuedPThe application of the eight tips for healthy eatingMajor diet-related health issuesPDiet-related diseases and conditions: obesity (weight loss andgain), cardiovascular, coronary heart disease (CHD), diabetes,diverticulitis, bone health (osteoporosis), dental health, anaemiaand high blood pressureDietary needs for different stages of lifePBalanced combinations of food, nutrients and correct portionsizes for babies, toddlers, pre-school children, school-agedchildren, adolescents, adults, older people, pregnant andlactating womenFood allergies and intolerancesPPFoods that may cause an allergic reactionFood intolerance: lactose and gluten (coeliacs)The dietary reference values (DRVs)Macronutrients and micronutrientsCalculation of nutritional valuesPRecommended daily amounts of macro and micro nutrientsand energyPlan recipes, meals and diets based on nutritional analysisModifying recipes and meals to follow currentdietary guidelinesPPAltering or substituting ingredients, changing the method ofcooking or process and changing the portion size

OCR 2021GCSE (9–1) in Food Preparation and NutritionTopic4Energy balanceLearners should be able to demonstrate andapply their knowledge and understanding of:Points to coverThe relationship between food intake and physicalactivity and how to maintain a healthy body weightthroughout lifePBasal metabolic rate (BMR) and physical activity level (PAL) andtheir importance in determining energy requirementsHow to calculate energy values and the mainsources of energy in the dietPPPRecommended percentage of daily energy intakeSources of energy: protein, fat, carbohydrate and alcoholUnits (kcal and kJ) for measuring energyThe main factors that influence an individual’senergy requirementsPGender, life stage, pregnancy/lactation, size/body weight,genetics, occupation and lifestyleDeficiency and s)Types and functionsPTypes and structure: High biological value (HBV) and lowbiological value (LBV)Functions and deficiencySourcesPAnimal and vegetableTypes and functionsPPTypes and structure: fats and oils (saturated, unsaturated andpolyunsaturated)Functions and deficiencySourcesPAnimal and vegetable: visible and invisibleTypes and functionsPPSugar: monosaccharides, disaccharides, starch: complexcarbohydrates and fibreFunctions and deficiencySourcesPSugar, starch and fibreTypes and functionsPPPFat soluble vitamins: A (retinol and carotene), D, E, KWater soluble vitamins: B1 (thiamine), B2 (riboflavin), B3 (niacin),B9 (Folate/Folic acid), B12 (cobalamin), C (ascorbic acid)Functions and deficiencyPFood sources of vitaminsSourcesP72

al content of themain commodity groupsLearners should be able to demonstrate andapply their knowledge and understanding of:Points to coverTypes and functionsPPCalcium, iron, sodium, fluoride, iodine, phosphorusFunctions and deficiencySourcesPFoods that supply mineralsImportance of waterPPFunctions and deficiencyRecommended guidelines for daily intake of waterSourcesPSources and foods that give us waterBread, rice, potatoes, pasta and other starchy foodsFruit and vegetablesMilk and dairy foodsMeat, fish, eggs, beans and other non-dairysources of proteinFoods and drinks high in fat and/or sugarPNutritional content of each commodity group OCR 2021GCSE (9–1) in Food Preparation and Nutrition

OCR 2021GCSE (9–1) in Food Preparation and Nutrition2b. Content of Section B: Food (food provenance and food choice)Topic1FOOD PROVENANCE:Food source and supplyLearners should be able todemonstrate and apply theirknowledge and understanding of:Food sources and how they are:PPPAdvantages and disadvantages of locally produced and seasonal foodsWhere and how they are grown: organic and non-organic farmingClassification of fruits and vegetablesPPWhere and how they are reared: intensive farming methods, free-rangeproducts, rearing of the animalsClassification of meat, poultry and gamec) caught: fishPPWhere and how they are caught: sustainable fish supplyClassification of fishPrimary stages of food processingPPHow wheat is milled and processed to produce flourHeat treatment of milkSecondary stages of food processingand productionPPPThe processes that raw food undergoes to transform it into a food productHow milk is processed to produce butter, cream, yoghurt and cheeseHow flour is used to produce bread and pastaFood processing and preservingmethods: industrial and domesticPHigh temperatures: pasteurisation, sterilisation (ultra heat treated (UHT) andcanning)Cold temperatures: chilling, freezing, cook-freeze/blast chilling and acceleratedfreeze-drying (AFD)Drying and smokingUsing acids, salt and sugarControlled atmosphere packaging (CAP)/modified atmosphere packaging (MAP)and vacuum packinga) grown: cereals, sugars, fruits andvegetablesb) reared: meat and poultry2Food processing andproductionPoints to coverPPPP92

210Topic3Food securityLearners should be able todemonstrate and apply theirknowledge and understanding of:The impact of food and food securityon society, local and global marketsand the environmentPPPPPPThe availability of food, the access to food, the individual’s ability to utilise foodMoral issues: how Fairtrade affects food producers and workersEthical issues: relating to the development of genetically modified (GM) foodEnvironmental issues: food wasteCarbon footprint and the transportation of materials and goodsSustainability of resourcesFortificationPThe advantages and disadvantages of fortificationUse of additivesPPreservatives, colourings, flavourings and sweeteners, emulsifiers and stabilisersand thickeners, antioxidantsNew and emerging foodsPProbiotics and prebioticsMoral/ethical and environmentalissues involved in food production4Technologicaldevelopments tosupport better healthand food productionPoints to cover OCR 2021GCSE (9–1) in Food Preparation and Nutrition5Development ofculinary traditions(learners must studyBritish cuisine and aminimum of TWOinternational cuisines)Features and characteristics ofindividual cuisinesPPPPRecognise traditional ingredientsUnderstand religious or cultural factors affecting the cuisineUnderstand traditional cooking methods, presentation and eating patternsRecognise how the traditional recipes have been adapted to suit today’s society6Factors influencing foodchoicePersonal, social and economic factors,medical reasonsPFood choice can be affected by cost, enjoyment, preference, seasonality,availability, time of day, activity, celebration or occasionConsumer information, food labelling, marketingPReligious and cultural beliefsPFood choice can be affected by related beliefs of major religions: Buddhism,Hinduism, Islam, Judaism, Rastafarianism and SikhismEthical and moral beliefsPVegetarians (lacto-ovo, lacto, ovo and vegans), animal welfare, local produce,organic food

OCR 2021GCSE (9–1) in Food Preparation and Nutrition2b. Content of Section C: Cooking and food preparationTopic12Food ScienceSensory propertiesLearners should be able todemonstrate and apply theirknowledge and understanding of:Points to coverThe reasons why food is cookedPPMaking food safe to eatMaking food more digestible/palatableHeat transfer through cookingmethodsPConduction, convection and radiationHow preparation and cookingmethods/processing affect the nutritional value improve the sensory propertiesPPEnrichment/loss, increase/reduce calorific value, vitamin lossesTexture, flavour, appearance, aromaWorking characteristics and thefunctional and chemical properties ofingredient groupsPPPPPCarbohydrates: gelatinisation, dextrinisation, caramelisationFats/oils: shortening, aeration, plasticity, emulsificationProtein: coagulation, foam formation, gluten formation, acid denatureFruit and vegetables: enzymic browning/oxidisationRaising agents: yeast, chemical agents, air and steamThe senses (organoleptic properties)PChanges that happen when food is cooked: texture, appearance, colourtaste, sound and aromaSensory systemsPThe importance of the senses of sight, taste, touch, smell and hearing andhow they work when making food choicesThe five basic tastes recognised by receptors (sweetness, sourness,bitterness, saltiness and umami)PPreferential and sensory testing panelsPPHow to set up a testing panelStyles and forms of rating, ranking and profiling systems with the use ofappropriate descriptive terminology112

212Topic3Food safetyLearners should be able todemonstrate and apply theirknowledge and understanding of:Points to coverConditions and control for bacterialgrowthPThe role of time, temperature, moisture and food availabilityGrowth conditions and control formould growth and yeast productionPThe role of time, temperature, moisture and food availabilitySigns of food spoilagePNatural decay, enzyme action and yeast productionHelpful properties of micro-organismsin food productionPTypes of micro-organisms and key pointsBuying foodPPPLabelling and date marksVisual checksReputable supplierStoring foodPTypes of storage and how to store foods correctlyPreparing foodPPreventing cross contamination and food poisoning: direct and indirectmethodsCooking and serving foodPHigh-risk foods, critical temperatures OCR 2021GCSE (9–1) in Food Preparation and Nutrition

OCR 2021GCSE (9–1) in Food Preparation and Nutrition2b. Content of Section D: Skills requirements (preparation and cooking techniques)This section shows skills requirements: preparation and cooking techniques that can be applied and combined to achieve specific outcomes and how they relate to theknowledge and understanding from Sections A, B and C.Throughout this section learners should be able to: demonstrate accurate weighing and measurement of liquids and solids grease/oil, line, flour flan rings or tins evenly select and adjust the cooking process and length of time to suit the ingredient test for readiness (use of temperature probe, skewer/knife, finger or ‘poke’ test, ‘bite’, visual colour or sound test) use specialist equipment where appropriate (different knives, food processor, mixer, blender, microwave, potato ricer and pasta machine) understand the functions of ingredients in basic recipes.No.1Skill groupKnife skillsTechniques 2Preparation andtechniques 3Cooking methods Meat, fish or alternatives: fillet a chicken breast, portion a chicken, remove fat and rinds, fillet fish, slice raw and cookedmeat and fish or alternatives (such as tofu and halloumi) evenly and accuratelyFruits and vegetables: bridge hold, claw grip, peel, slice, dice and cut into evenly sized pieces (i.e. batons, julienne)Tenderise and marinate (when preparing vegetables, meat, fish, and alternatives): acids to denature protein, marinate toadd flavour and moistureMeat, fish or alternatives: roll, wrap, skewer, mix, coat, layer meat, fish and alternatives and shape and bind wet mixtures(such as falafels, meat balls, fish cakes) while demonstrating the technical skill of preventing cross-contamination andhandling high-risk foods correctlyFruits and vegetables: mash, shred, scissor-snip, scoop, crush, grate, peel, segment, de-skin, deseed, blanch, shape, pipe,blend, juice and prepare garnishes whilst demonstrating the technical skills of controlling enzymic browning and spoilageand preventing food poisoning (wash and dry, where appropriate)Water-based methods using the hob: steaming, boiling and simmering, blanching and poachingDry heat and fat based methods using the hob: dry-frying, pan (shallow frying), stir-fryingUsing the grill: char, grill or toastUsing the oven: baking, roasting, casseroles and/or tagines, braising132

214No.4Skill groupSaucesTechniques Make a blended white sauce (starch gelatinisation), such as a roux, and an all-in-one blended sauce, infused sauce, veloute,bechamel, to demonstrate understanding of how liquid:starch ratios affect the viscosity and how conduction andconvection work to cook the sauce and the need for agitationMake a reduction sauce such as pasta sauce, curry sauce, gravy, meat sauce (including meat alternatives such as mycoprotein and textured vegetable protein) to demonstrate how evaporation concentrates flavour and changes the viscosity ofthe sauceMake an emulsion sauce such as a salad dressing, mayonnaise, hollandaise to demonstrate the technical skill of how tomake a stabilised emulsion OCR 2021GCSE (9–1) in Food Preparation and Nutrition5Set a mixture Removal of heat (gelation): use starch to set a mixture on chilling for layered desserts such as custard or cheesecakeHeating (coagulation): use protein to set a mixture on heating such as denatured protein in eggs for quiche, choux pastry6Raising agents Use egg (colloid foam) as a raising agent – create a gas-in-air foam – whisking egg whites, whisked sponge,Use chemical raising agents – self-raising flour, baking powderUse steam in a mixture (choux pastry, batter)7Dough Use the technical skills of shortening, gluten formation, fermentation (proving) for bread, pastry, pastaRoll out pastry, use a pasta machine, create layers (palmiers), proving/restingGlazing and finishing such as pipe choux pastry, bread rolls, pasta, flat breads, pinwheels, pizza, calzone8Judge and manipulatesensory properties Taste and season during the cooking process, change the taste and aroma through the use of infusions, herbs and spices,paste, jus, reductionChange texture and flavour, use browning (dextrinisation) and glazing, add crust, crisp and crumbsPresentation and food styling – use garnishes and decorative techniques to improve the aesthetic qualities, demonstrateportioning and presenting

2c.Content of non-examined assessment (NEA)These are the components of the qualification that will be assessed by the teacher.Food Investigation Task (02, 03)2This task is worth 15% of the qualification andassesses th

make better food choices and understand healthy eating. OCR learners will discover the essentials of food science, nutrition and how to cook. In addition to this, learners will understand the huge challenges that we face globally to supply the world with nutritious and safe food. OCR sees this qualification as another step towards