DCF Cymru Digital competence for Wales

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GCSE Food and Nutrition

Learners sit Unit 1 as a digital examination, and in the two non-examination assessments they research a brief, collect and present investigation results in tables, charts, star diagrams and annotated photographs, calculate nutritional values and produce a timed plan of work. The specification names no software, so most of this can be done by hand, but digital tools make it quicker and more accurate. The single biggest thing KS3 should build is collecting food test data and turning it into clear charts in Excel that pupils use to reach a conclusion.

Awarding body
WJEC
Level
Level 1 and Level 2
First taught
September 2025
Amount of digital 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 digital skills in this qualification

  1. Answering an on-screen examination with typed extended responses

    Assessed: In the exam

    Unit 1 is a digital examination with objective, quick-response, short and extended answers, so learners must navigate and type structured answers on screen under timed conditions.

    DCF: Creating digital content

    Getting pupils ready

    Year 7
    Pupils answer a short Microsoft Forms quiz on the Eatwell Guide that includes one typed explanation.
    Year 8
    Pupils type a timed extended answer in Word on preventing food poisoning, then use the spellchecker and reread to improve it.
    Year 9
    Pupils sit an on-screen end-of-unit test in Microsoft Forms with objective questions and a typed extended answer on nutrients across life stages.
    Show the specification wording and the DCF statements

    Where it is in the specification: Summary of assessment, page 5; Unit 1, page 11

    “Digital examination: 1 hour 30 minutes”
    Progression step 3

    • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

      • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
      • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

    • I can use keyboard commands such as shortcuts.

    Progression step 4

    • I can explore and develop a range of formal text document structures for different audiences and purposes.

    Progression step 5

    • I can create formal text documents for a professional audience, incorporating the use of collaborative review tools into activities.

  2. Researching a brief online, judging reliability and referencing sources

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

    Task 1 of Unit 3 requires learners to research and investigate the brief and choose a recipe, and Task 1 of Unit 2 requires research into the working characteristics, functional and chemical properties of ingredients.

    DCF: Sourcing, searching and planning digital content, Digital rights, licensing and ownership, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils search for a healthy snack recipe online, bookmark two sites and list where each recipe came from.
    Year 8
    Pupils compare a recipe from a trusted site such as Food a fact of life with one from a social media post and decide which is more reliable and why.
    Year 9
    Pupils research how a raising agent works using refined searches and reference each source in a short bibliography.
    Show the specification wording and the DCF statements

    Where it is in the specification: Section 3.2, Overview of arrangements for non-examination assessment, page 28

    “For Task 1, learners research and investigate the chosen task, choosing a recipe based on the brief.”
    Progression step 3

    • I can adjust keywords and search techniques to find relevant information.

    • I can begin to reference sources used in my work, and consider if content is reliable.

    • I can cite sources when researching and explain the importance of this, e.g. create simple lists for the referencing of digital and offline sources.

    Progression step 4

    • I can search a variety of sources using relevant search techniques with increased complexity.

    • I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.

    • I can understand copyright and can explain the legal and ethical dimensions of respecting creative work, e.g. exploring the ethical and legal ramifications of piracy and plagiarism and know that they are irresponsible and disrespectful, and I can apply my understanding of the rules and regulations to different scenarios.

    Progression step 5

    • I can search efficiently for information for my digital work and evaluate the reliability of sources of information, justifying opinions and reasons for choices, and I can reference work using appropriate methods.

    • I can refer appropriately to sources of information used in my digital work.

    • I can understand individuals' rights and responsibilities as creators and consumers of content, and I can think critically and make ethical decisions about the use of creative works in relation to fair use and reference using formal citation conventions, e.g. Harvard and Oxford.

  3. Capturing sensory and experiment data with digital forms and spreadsheets

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

    In the food investigation learners must collect results through observations, measurements and sensory testing, such as preference tests and star diagrams, with attention to validity and reliability.

    DCF: Data and information literacy

    Getting pupils ready

    Year 7
    Pupils rate two versions of a fruit salad for appearance, aroma, flavour and texture using a star rating in Microsoft Forms.
    Year 8
    Pupils record the rise height of scones made with different amounts of baking powder in an Excel table and calculate averages.
    Year 9
    Pupils design their own sensory test form linked to a hypothesis, collect class results into Excel and group them ready for analysis.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, 2.2.3, page 20; Unit 2, 2.3.2, page 21

    “Learners should be aware of the importance of validity and reliability when collecting results.”
    Progression step 3

    • I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.

    • I can use a range of spreadsheet formulae, e.g. + - / x, sum, average, max, min.

    Progression step 4

    • I can create a data capture form, capture data, search data and create a database and spreadsheet with appropriate data input method.

    • I can perform analysis on simple data sets including grouping data as appropriate.

    Progression step 5

    • I can use appropriate programs to produce statistical evidence based on my own collected data/identified scenario and justify reasoning.

    • I can use my data to explain and add validity to conclusions and, where possible, modify conclusions and/or hypothesis.

  4. Presenting and analysing investigation results in tables, charts and star diagrams

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

    Learners must present results for analysis using methods such as bar or pie charts, star diagrams and tables, analyse them, draw conclusions and evaluate the results.

    DCF: Data and information literacy, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils turn class taste test votes into a bar chart in Excel and write one sentence on what it shows.
    Year 8
    Pupils make a radar (star) chart in Excel comparing the sensory profiles of two bread recipes.
    Year 9
    Pupils choose the best chart type for their own experiment results and use the data to accept or reject their hypothesis.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, 2.3.2 and 2.3.3, page 21

    “Learners should be able to present results for analysis, using methods such as:”
    Progression step 3

    • I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.

    • I can ensure my output is appropriate for specific purposes.

    Progression step 4

    • I can perform analysis on simple data sets including grouping data as appropriate.

    • I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create.

    Progression step 5

    • I can use appropriate programs to produce statistical evidence based on my own collected data/identified scenario and justify reasoning.

    • I can use my data to explain and add validity to conclusions and, where possible, modify conclusions and/or hypothesis.

    • I can justify reasoning to critical audiences in terms of layout and content of my digital work.

  5. Photographing, styling and annotating food outcomes as evidence

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

    Annotated photographs are a named way to present investigation results, and in Unit 3 learners must present food in a manner suited to audience and purpose, including food styling and garnishing.

    DCF: Creating digital content, Digital rights, licensing and ownership, Evaluating and improving digital content, Health and well-being

    Getting pupils ready

    Year 7
    Pupils photograph their finished dish on a plain background with an iPad and label the skills used in PowerPoint.
    Year 8
    Pupils photograph cut apples treated in different ways side by side and annotate the differences in enzymic browning.
    Year 9
    Pupils style, photograph and crop a dish for a set audience, then compare it with an edited advert photo to discuss food image manipulation.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, 2.3.2, page 21; Unit 3, 3.2.2, page 23; Unit 3, 3.3.2 and 3.3.3, page 24

    “annotated photographs/illustrations”
    Progression step 3

    • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

      • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
      • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

    • I can understand that images can be edited digitally and can discuss rights and permissions associated with this.

    Progression step 4

    • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

      • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
      • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

    • I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create.

    Progression step 5

    • I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.

    • I can think critically about the different purposes and contexts of digital image editing, e.g. explore the benefits and negative points of photograph manipulation, evaluate digitally edited images in terms of context and purpose.

  6. Calculating and adapting the nutritional value of recipes with a spreadsheet or nutritional analysis program

    Assessed: In the exam and in coursework (NEA)

    Learners must know how to calculate energy and nutritional values in food, explore the nutritional value of their food outcome and suggest changes to ingredients and quantities to meet the audience's needs. No software is named.

    DCF: Data and information literacy, Problem-solving and modelling

    Getting pupils ready

    Year 7
    Pupils copy energy values from food labels into Excel and use SUM to total the energy in a packed lunch.
    Year 8
    Pupils analyse their pizza recipe in a nutritional analysis program, such as Explore Food, and compare it with reference intakes for their age.
    Year 9
    Pupils build an Excel model of a recipe that recalculates fat, sugar and salt when quantities change, then adapt it for a teenager with a specific need.
    Show the specification wording and the DCF statements

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

    “how to calculate the nutritional value in a food outcome”
    Progression step 3

    • I can use a range of spreadsheet formulae, e.g. + - / x, sum, average, max, min.

    • I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.

    Progression step 4

    • I can create a simple model or self-contained algorithm.

    • I can create a data capture form, capture data, search data and create a database and spreadsheet with appropriate data input method.

    Progression step 5

    • I can independently create and design models, and explain how they represent real-world problems, e.g. selecting and correctly using an appropriate method for illustrating a problem, such as a flowchart or spreadsheet.

    • I can use appropriate programs to produce statistical evidence based on my own collected data/identified scenario and justify reasoning.

  7. Sequencing a timed plan of work (computational thinking)

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

    Learners must produce a timed order of work for one or more food outcomes, covering ingredients and quantities, timings with contingency plans, hygiene and safety, sequencing, presenting and serving.

    DCF: Problem-solving and modelling

    Getting pupils ready

    Year 7
    Pupils drag jumbled recipe steps into the right order in a Word table and explain why the order matters.
    Year 8
    Pupils draw a flowchart in PowerPoint for cooking a pasta dish, including a decision such as checking the core temperature.
    Year 9
    Pupils write a timed plan in Excel or Word for two dishes cooked together, with hygiene checks and contingencies, and correct it after cooking.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 3, 3.2.1, page 23; Unit 3, 3.3.1, page 24

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

    • I can understand the importance of the order of statements within algorithms.

    • I can create and refine algorithms and flowcharts to solve problems, making use of features such as loops, Boolean values and formulae.

    Progression step 4

    • I can identify the different parts of an algorithm to determine their purpose.

    • I can detect and correct errors in algorithms.

    Progression step 5

    • I can develop logical solutions to determine the input, outputs and processes of a program, e.g. following pseudocode or a flowchart to come to an outcome, developing a written sequence of steps that could be followed.

  8. Thinking critically about online food trends, marketing and health claims

    Assessed: In the exam

    Unit 1 requires awareness of emerging trends in lifestyle choices and current dietary trends in Wales. The specification does not name social media, but Appendix B maps Digital Competence Citizenship to Unit 1 only.

    DCF: Health and well-being, Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils identify the marketing features on a cereal website or advert that are designed to attract children.
    Year 8
    Pupils check a viral diet claim from social media against NHS and Food Standards Agency advice.
    Year 9
    Pupils analyse an influencer's food post for edited images, stereotypes and health claims, and judge how trustworthy it is.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, 1.3.2 and 1.3.3, page 14; Appendix B, page 35

    “emerging trends in relation to lifestyle choices”
    Progression step 3

    • I can identify marketing elements designed to draw my attention.

    • I can begin to reference sources used in my work, and consider if content is reliable.

    Progression step 4

    • I can identify stereotypes and their impact in a range of media.

    • I can make informed choices while making online choices, including making in-app purchases and clicking on adverts.

    • I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.

    Progression step 5

    • I can think critically about the different purposes and contexts of digital image editing, e.g. explore the benefits and negative points of photograph manipulation, evaluate digitally edited images in terms of context and purpose.

    • I can search efficiently for information for my digital work and evaluate the reliability of sources of information, justifying opinions and reasons for choices, and I can reference work using appropriate methods.

  9. Learning from online demonstrations and making appropriate use of digital technology

    Assessed: Taught, but not assessed

    The specification lists cooking tutorials and demonstrations, including online ones, collaborative menu planning and making appropriate use of digital technology as learning experiences, and states these are not directly assessed.

    DCF: Creating digital content, Collaboration

    Getting pupils ready

    Year 7
    Pupils watch a short online knife skills demonstration, then film a 30-second clip of their own bridge hold on an iPad.
    Year 8
    Pupils plan a group menu in a shared PowerPoint in Teams, with each pupil editing a slide and commenting on others.
    Year 9
    Pupils record, trim and caption a short cooking demonstration video for Year 7 and collect feedback through Teams comments.
    Show the specification wording and the DCF statements

    Where it is in the specification: Opportunities for integration of learning experiences, page 26

    “make appropriate use of digital technology.”
    Progression step 3

    • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

      • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
      • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

    • I can work with others to create an online collaborative project for a specific purpose, sharing and appropriately setting permissions for other group members, e.g. editing, commenting, viewing.

    Progression step 4

    • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

      • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
      • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

    • I can independently select and use a range of online collaboration tools to create a project with others in one or more languages, e.g. making use of online technology to share and present ideas to others.

    Progression step 5

    • I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.

    • I can reflect on choices of collaboration solutions, use them appropriately and comment on how this could be improved to meet aims of tasks.

Good to know

Links with other qualifications

Planning variables, collecting results and testing a hypothesis overlap strongly with the Sciences, and charts and nutritional calculations overlap with Mathematics.

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