LNF Cymru Literacy and numeracy for Wales

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GCSE Food and Nutrition

Learners type objective, short and extended answers in an on-screen examination worth 40%, then complete two written assessments: a food science investigation built around a hypothesis, and a researched, planned and evaluated cooking task, both needing analysis, justification and precise sensory description. Numeracy is applied throughout: weighing and measuring, key temperatures, scaling and adapting recipe quantities, calculating energy and nutritional values, timing a plan of work, and presenting results in tables and charts. The single biggest thing Key Stage 3 should build is the fair-test habit: change one variable, measure and record the results in a table or chart, and write a conclusion that uses the evidence.

Awarding body
WJEC
Level
Level 1 and Level 2
First taught
September 2025
Amount of literacy work
High
Amount of numeracy work
Medium
Specification
Open the specification
How this qualification is assessed
  • Unit 1: Principles of Food and Nutrition: Digital examination 1 hour 30 minutes, 40%, 80 marks
  • Unit 2: Food Investigation: Non-examination assessment, 8 hours, 20%, 40 marks, set by WJEC, marked by the centre and moderated by WJEC
  • Unit 3: Food and Nutrition in Action: Non-examination assessment, 12 hours, 40%, 80 marks, set by WJEC, marked by the centre and moderated by WJEC

The literacy and numeracy skills in this qualification

  1. Short and extended answers in the on-screen examination

    Assessed: In the exam

    Unit 1 combines objective, quick-response, short and extended questions, typed on screen, and carries 10% of the qualification for analysis and evaluation (AO3). Learners must explain and evaluate topics such as diet and health or food miles in structured prose.

    Literacy: Planning and organising for different purposes, audiences and context, Connectives and syntax

    Getting pupils ready

    Year 7
    After a practical, pupils write four sentences explaining why we cook food, using the connectives 'because', 'so' and 'this means'.
    Year 8
    Pupils write a timed paragraph explaining how one nutrient helps the body and what happens if a teenager does not get enough, using a point, explain, example frame.
    Year 9
    Pupils type a timed extended answer on screen evaluating the advantages and disadvantages of buying local Welsh food, marked against a GCSE-style levelled mark scheme.
    Show the specification wording and the LNF statements

    Where it is in the specification: Summary of assessment, page 5; Assessment objectives, page 27

    “Questions requiring objective responses, quick-response, short and extended answers.”
    Progression step 3

    • I can write a comprehensive account of a topic, theme or viewpoint.

    • I can use paragraphs and make links between them.

    • I can use an increasing range of connectives to organise my ideas in sentences, paragraphs and whole texts.

    Progression step 4

    • I can adapt my writing style, choosing and using the best structures for different contexts and purposes, e.g. to successfully describe, explain, persuade, discuss.

    • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

    • I can use a range of connectives specifically when organising my ideas in whole texts for different purposes.

    Progression step 5

    • I can write extended pieces which include detailed evidence and information for different purposes and audiences within and across different disciplines.

    • I can organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections, developing and sustaining ideas coherently.

    • I can convey objectivity and impartiality on complex topics, using a range of linguistic devices.

  2. Sensory descriptors and food science vocabulary

    Assessed: In the exam and in coursework (NEA)

    Learners must apply sensory descriptors appropriately when testing and evaluating food, and use technical terms such as gelatinisation, coagulation, emulsification and the Maillard reaction.

    Literacy: Vocabulary, spelling, grammar, Understanding, response and analysis, Clarity and vocabulary

    Getting pupils ready

    Year 7
    Pupils taste three biscuits and describe each with words from a sensory descriptor bank, such as crumbly, crisp and chewy, spelling them correctly.
    Year 8
    Pupils label photographs of their practical work with technical terms such as gelatinisation and coagulation and write one sentence explaining each change.
    Year 9
    Pupils run a blind tasting panel and write up the results using at least five precise sensory descriptors and three food science terms.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, 2.1.3 and 2.2.3, pages 19 to 20; Unit 3, 3.3.4, page 25

    “Learners should be aware of how to apply sensory descriptors appropriately.”
    Progression step 3

    • I can use varied, appropriate and precise vocabulary including area of learning and experience/discipline-specific words for different purposes.

    • I can use strategies to correctly spell polysyllabic, complex and irregular words in the context of each area of learning and experience.

    • I can read to build my vocabulary and develop sentence structures, and use these in my own communication.

    Progression step 4

    • I have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.

    • I can use a variety of strategies and resources to spell familiar and unfamiliar vocabulary and area of learning and experience/discipline-specific words correctly.

    • I have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.

    Progression step 5

    • I can use a range of discipline-specific and general academic vocabulary accurately and precisely.

    • I can use strategies to spell discipline-specific and general academic words in appropriate contexts.

    • I can use a range of discipline-specific and general academic vocabulary in my own communication.

  3. Researching a brief and justifying choices

    Assessed: In coursework (non-examination assessment, NEA)

    In Unit 3 learners research and investigate a pre-released brief and choose a recipe, and in Unit 2 they research the working characteristics and properties of ingredients. They must justify food choices for themselves and others.

    Literacy: Understanding, response and analysis, Reading strategies

    Getting pupils ready

    Year 7
    Pupils read two recipes for the same dish, pick out the differences, and write two sentences saying which suits a packed lunch and why.
    Year 8
    Pupils use the Eatwell Guide and a Food Standards Agency page to research a dietary need such as coeliac disease and summarise three facts that affect recipe choice.
    Year 9
    Pupils research a mini brief from at least three sources and write a paragraph justifying their chosen recipe against the brief, with evidence from the sources.
    Show the specification wording and the LNF statements

    Where it is in the specification: Arrangements for non-examination assessment, page 28; Unit 3, 3.1.2, page 22

    “learners research and investigate the chosen task, choosing a recipe based on the brief”
    Progression step 3

    • I can make use of reference/digital sources to select, summarise and synthesise information, referencing as appropriate.

    • I can collate and make connections, e.g. prioritising, categorising, between information and ideas from different sources including digital and audio-visual texts.

    • I can use a range of strategies for finding information, e.g. skimming for gist, scanning for detail.

    Progression step 4

    • I can research a wide range of reference and digital sources to develop a full understanding of a topic or issue.

    • I can evaluate the usefulness and reliability of texts.

    • I can summarise, synthesise and analyse information to gain in-depth understanding, e.g. of causes, consequences, patterns, using different sources.

    Progression step 5

    • I can independently research a wide range of sources to develop an understanding of an increasingly complex topic or issue.

    • I can use printed and digital texts to search selectively, assessing the reliability, significance and accuracy of what I find.

    • I can synthesise and analyse information to gain a broad and balanced understanding from sources which may have conflicting views.

  4. Planning an investigation around a hypothesis

    Assessed: In coursework (non-examination assessment, NEA)

    In Unit 2 learners cook a control, research the ingredients, develop a hypothesis and plan tasks to prove or disprove it, setting out a research question, variables, controls and equipment.

    Literacy: Planning and organising for different purposes, audiences and context, Proofreading, editing and improving

    Getting pupils ready

    Year 7
    Pupils write a simple prediction before a practical, such as 'bread made with more yeast will rise higher', and check it afterwards.
    Year 8
    Pupils plan a fair test on thickening a sauce with different amounts of cornflour, writing the research question, hypothesis, the variable they change and two controls.
    Year 9
    Pupils draft a full investigation plan for a raising agent experiment, then redraft it after peer feedback so that another group could follow it exactly.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, 2.2.1 and 2.2.2, page 20; Arrangements for non-examination assessment, page 28

    “a hypothesis is developed. The remaining tasks are centred around proving or disproving the hypothesis.”
    Progression step 3

    • I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.

    • I can explore different ways to plan, draft and present my work appropriately.

    • I can reflect on, edit and redraft to improve the quality of my expression, and use a range of strategies to ensure greater clarity.

    Progression step 4

    • I can select and use appropriate strategies to plan and develop my writing for different purposes and audiences.

    • I can use paragraphs and sections to give coherence to longer pieces of writing.

    • I can improve writing through independent review and redrafting.

    Progression step 5

    • I can select and use appropriate strategies to plan and develop my writing for a challenging range of different purposes and audiences.

    • I can organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections, developing and sustaining ideas coherently.

    • I can improve the content, structure and accuracy of my writing through critical reflection, review and editing, responding constructively to feedback.

  5. Evaluating outcomes and drawing conclusions

    Assessed: In coursework (non-examination assessment, NEA)

    Learners must draw conclusions and evaluate results in the investigation, and evaluate the success of their Unit 3 food outcome against factors including recipe selection, time management, nutritional benefits, adaptations and tasting.

    Literacy: Planning and organising for different purposes, audiences and context, Connectives and syntax

    Getting pupils ready

    Year 7
    Pupils evaluate their pizza toast using a frame with headings for taste, appearance, hygiene and time, and write one improvement.
    Year 8
    Pupils evaluate a dish they adapted to reduce sugar, comparing it with the original using tasters' comments and saying whether the change worked.
    Year 9
    Pupils write an extended evaluation of a two-dish practical under the GCSE headings, including time management, nutritional benefits and suitability for the audience, supported by evidence.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, 2.3.3, page 21; Unit 3, 3.3.4, page 25

    “Learners should be able to evaluate the success of food”
    Progression step 3

    • I can adapt my writing style and structure to suit the audience, purpose and context, e.g. suitable balance between facts and viewpoints, a precise conclusion.

    • I can write an effective introduction that establishes context and purpose, a suitable balance between facts and viewpoints, and a precise conclusion.

    • I can use simple, compound and complex sentence structures for emphasis and effect.

    Progression step 4

    • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

    • I can organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.

    • I can select and use a variety of different sentence structures (simple, compound and complex sentences) with grammatical accuracy in my writing.

    Progression step 5

    • I can write extended pieces which include detailed evidence and information for different purposes and audiences within and across different disciplines.

    • I can organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections, developing and sustaining ideas coherently.

    • I can vary sentence structures to engage and sustain the reader’s interest and write with grammatical accuracy.

  6. Weighing, measuring and key temperatures

    Assessed: In the exam and in coursework (NEA)

    Learners must weigh and measure ingredients accurately, both listed as techniques in Appendix A, and know the key temperatures for food safety, storage, cooking and reheating.

    Numeracy: Measurement, Strategic competence, Conceptual understanding, Communicating with symbols

    Getting pupils ready

    Year 7
    Pupils weigh flour on digital and dial scales and measure milk in a jug for scones, recording each amount with the correct unit.
    Year 8
    Pupils use a food probe to check the core temperature of a cooked dish and record fridge and freezer readings, including negative numbers.
    Year 9
    Pupils convert a recipe given in cups and ounces into grams and millilitres, then weigh it out accurately to within 5 g.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, 1.5.1 and 1.5.2, page 16; Appendix A, pages 31 to 32

    “key temperatures for food safety, storage and cooking”
    Progression step 3

    • I can read and interpret scales or divisions on a range of measuring instruments.

    • I can record measurements in different ways, e.g. 1.3kg = 1kg 300g, 4.2cm = 4cm 2mm.

    • I can measure and record temperatures involving positive and negative readings.

    Progression step 4

    • I can read and interpret scales on a range of measuring instruments.

    • I can use the common units of measure, convert between related units of the metric system and carry out calculations.

    • I can use rough metric equivalents of imperial units in daily use.

    Progression step 5

    • I can identify, measure or obtain required information to complete the task.

    • I can interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible.

    • I can use appropriate notation, symbols and units of measurement, including compound measures.

  7. Scaling and adapting recipe quantities

    Assessed: In coursework (non-examination assessment, NEA)

    Learners must select and adapt recipes for a single outcome or a number of outcomes, change ingredient quantities to meet an audience's needs, and treat quantities as a variable in experiments.

    Numeracy: Calculation, Relationships within the number system, Strategic competence, Conceptual understanding

    Getting pupils ready

    Year 7
    Pupils halve a recipe for four muffins to make two, and double it to make eight, writing the new quantities in a table.
    Year 8
    Pupils scale a soup recipe for four people up to serve a class of 30 using ratio, and round the quantities sensibly for weighing.
    Year 9
    Pupils reduce the sugar in a cake recipe by 25% and the fat by 20% using multipliers, then bake and compare the result with the original.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, 2.2.2, page 20; Unit 3, 3.3.1 and 3.3.3, page 24

    “suggest changes to ingredients and quantities to meet the needs of the audience”
    Progression step 3

    • I can use ratio and proportion to calculate quantities.

    • I can halve 3-digit numbers in the context of number, money and measures.

    • I can use understanding of simple fraction, decimal and percentage equivalences, e.g. find 25% of 60cm and know that this is equivalent to ¼ of 60cm.

    Progression step 4

    • I can use ratio and proportion including map scales.

    • I can calculate a percentage increase or decrease.

    • I can use efficient methods for multiplication and division of whole numbers and decimals, including decimals such as 0.6 or 0.06.

    Progression step 5

    • I can use multipliers as an efficient method when working with percentages, e.g. multiply by 1.2 to increase an amount by 20%.

    • I can recognise, model and apply the underlying mathematical structures and ideas within problems, in order to formulate and solve them.

    • I can interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible.

  8. Calculating energy and nutritional values

    Assessed: In the exam and in coursework (NEA)

    Unit 1 learners should know how to calculate energy and nutritional values in food. In Unit 3 learners explore the nutritional value of their dish and suggest changes to quantities to meet the audience's needs.

    Numeracy: Calculation, Measurement, Strategic competence, Fluency, Conceptual understanding

    Getting pupils ready

    Year 7
    Pupils read the per 100 g column on two cereal packets and work out which gives more sugar in a 30 g bowl.
    Year 8
    Pupils add up the energy in kilocalories of each ingredient in their pasta salad from a nutrition table and divide by the number of portions.
    Year 9
    Pupils calculate the energy, fat and sugar per portion of their dish, express each as a percentage of a teenager's reference intake, and adapt the recipe to lower one value.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, 1.2.3, page 13; Unit 3, 3.3.3, page 24

    “Learners should know how to calculate energy and nutritional values in food.”
    Progression step 3

    • I can calculate a percentage, fraction and decimal of any quantity with a calculator where appropriate.

    • I can multiply numbers and decimals by a multiple of 10, e.g. 15 x 30, 1.4cm x 20.

    • I can add and subtract numbers using whole numbers and decimals.

    Progression step 4

    • I can express one quantity as a percentage of another.

    • I can use efficient methods for multiplication and division of whole numbers and decimals, including decimals such as 0.6 or 0.06.

    • I can represent and use compound measures, using standard units.

    Progression step 5

    • I can recognise, model and apply the underlying mathematical structures and ideas within problems, in order to formulate and solve them.

    • I can use a scientific calculator effectively and efficiently to carry out calculations using the available range of function keys.

    • I can interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible.

  9. Recording and presenting investigation results

    Assessed: In coursework (non-examination assessment, NEA)

    Learners must collect results through observations, measurements and sensory tests, consider validity and reliability, and present them for analysis in tables, bar or pie charts and star diagrams before drawing conclusions.

    Numeracy: Representing data, Interpreting data, Collecting data

    Getting pupils ready

    Year 7
    Pupils record the height of three bread rolls made with different flours in a table and draw a bar chart with a labelled scale.
    Year 8
    Pupils score three yoghurts out of five for five sensory qualities in a taste panel and draw a star diagram to compare them.
    Year 9
    Pupils measure the spread of biscuits made with different fats, repeat each test, present the mean results in a table and chart, and comment on how reliable the results are.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, 2.2.3 and 2.3.2, pages 20 to 21

    “Learners should be able to present results for analysis,”
    Progression step 3

    • I can select and construct appropriate charts, diagrams and graphs with suitable scales.

    • I can represent data using:

      • lists, tally charts, tables, diagrams and frequency tables
      • bar charts, grouped data charts, line graphs and conversion graphs
      • pictograms where one symbol represents more than one unit using a key
      • Venn and Carroll diagrams.

    • I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

    Progression step 4

    • I can construct and interpret graphs and diagrams (including pie charts) to represent discrete or continuous data, choosing an appropriate scale.

    • I can interpret mathematical information; drawing inferences from graphs, diagrams and data, including discussion on limitations of data.

    • I can collect both quantitative and qualitative data.

    Progression step 5

    • I can select and construct appropriate charts, diagrams and graphs with suitable scales.

    • I can interpret mathematical information; drawing inferences from graphs, diagrams and data, including discussion on limitations of data.

    • I can collect data in a suitable way according to my hypothesis.

  10. Timing a plan of work

    Assessed: In coursework (non-examination assessment, NEA)

    Learners must produce a timed order of work for a single food outcome and for a number of outcomes, including sequencing, timings and contingency plans, and later evaluate their time management.

    Numeracy: Measurement, Strategic competence, Logical reasoning

    Getting pupils ready

    Year 7
    Pupils write a simple time plan for a 50 minute practical with a clock time for each step, including washing up.
    Year 8
    Pupils plan pasta and a sauce cooked at the same time, using a time plan in 5 minute steps that shows when to start each part.
    Year 9
    Pupils write a dovetailed time plan for two dishes in a 90 minute lesson, including a contingency, then record actual times and calculate how far they drifted.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, 3.2.1, page 23; Unit 3, 3.3.4, page 25

    “Learners should be able to produce a timed order of work to”
    Progression step 3

    • I can use and interpret calendars, timetables and schedules to plan events and activities, and make calculations as part of the planning journey.

    • I can carry out practical activities involving timed events and explain which unit of time is the most appropriate.

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

    Progression step 4

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

    • I can select, trial and evaluate a variety of possible approaches and break complex problems into a series of tasks.

    • I can justify my procedures, predictions and conjectures.

    Progression step 5

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

    • I can select, trial and evaluate a variety of possible approaches and break complex problems into a series of tasks.

    • I can justify my procedures, predictions and conjectures.

Good to know

Links with other qualifications

Food investigations use the same fair-test, variables and results-table skills as The Sciences, and recipe scaling and percentage of reference intake overlap with Mathematics and Numeracy.

Source: WJEC GCSE Food and Nutrition specification, Version 2, February 2025, teaching from 2025, for award from 2027 (© WJEC CBAC Ltd. 2024).