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Skills that use Health and well-being

1. 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.

2. 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.

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