Level 1 / Level 2 Examiners' Report

Vocational Award Hospitality and Catering

Level 1/2
Summer 2024

© WJEC CBAC Ltd.

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Introduction

Our Principal examiners’ report provides valuable feedback on the recent assessment
series. It has been written by our Principal Examiners and Principal Moderators after the
completion of marking and moderation, and details how candidates have performed in each
unit.

This report opens with a summary of candidates’ performance, including the assessment
objectives/skills/topics/themes being tested, and highlights the characteristics of successful
performance and where performance could be improved. It then looks in detail at each unit,
pinpointing aspects that proved challenging to some candidates and suggesting some
reasons as to why that might be.1

The information found in this report provides valuable insight for practitioners to support their
teaching and learning activity. We would also encourage practitioners to share this
document – in its entirety or in part – with their learners to help with exam preparation, to
understand how to avoid pitfalls and to add to their revision toolbox.

Further support

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For unitised specifications grade boundaries are Boundaries and
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Grade boundaries are published on results day.

1
Please note that where overall performance on a question/question part was considered good, with no particular
areas to highlight, these questions have not been included in the report.

© WJEC CBAC Ltd.

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Contents

Page

Executive summary 5

Unit 1 The Hospitality and Catering Industry 7

Unit 2 Hospitality and Catering in Action 13

Supporting you – useful contacts and links 22

© WJEC CBAC Ltd.

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Executive Summary

Candidates entered in this year's external assessment demonstrated an improved

understanding of critical topics such as allergens, HACCP, and customer service, resulting in
a strong performance in related questions. However, while many excelled, there remains a
need for candidates to ensure they understand the specific command words used in each
question (such as discuss, explain, and describe) to accurately address the requirements of
the questions.

Candidates need to maintain focus on the main topic of each question and avoid including
irrelevant details or going off on tangents, as this can detract from the clarity and
effectiveness of their responses. Providing candidates with a variety of practice questions
covering different aspects of the specification helps them prepare comprehensively for the
range of topics and scenarios they may encounter in the exam. Encouraging candidates to
include relevant examples in their responses can enhance their explanations and
demonstrate a deeper understanding of key concepts. Offering constructive feedback on
practice assessments helps candidates identify specific areas for improvement, such as the
depth of their responses and the accuracy of their use of terminology. Candidates should
manage their time effectively during the exam to ensure they have sufficient opportunity to
address all parts of each question within the allocated timeframe.

Candidates who face challenges with handwriting are encouraged to apply for access to a
scribe or where this is unavailable should be allowed to utilise the E-assessment exam
paper, which permits typed responses. This year, there were numerous cases where
candidates' handwriting posed issues.

This summer saw the third, and largest, cohort to complete the Internal assessment Unit 2:
Hospitality and Catering in Action. It was pleasing to see that the unit catered for the full
range of abilities.

Most centres uploaded candidate NEA work alongside relevant authentication

documentation as a single pdf. Some centres provided a zip file containing the candidate
NEA work, the Mark Record Sheet, the Time Sheet, and the Candidate Declaration. Both
methods aided moderation.

A few centres uploaded an unwieldy number of documents per candidate; the WJEC has a
help desk to guide centres with the process of uploading documents to IAMIS.

Areas for Classroom Brief description of resource

improvement resources
Understanding Interactive Interactive exercises or games to familiarise
command Command Word candidates with different command words used in
words in Exercise exam questions, enhancing their ability to interpret
questions and respond appropriately.
Maintaining focus Sample Provide practice questions aligned with different
on the main topic Questions and command words (discuss, explain, describe) and
of each question Marking marking schemes to help candidates understand
Schemes how to structure their responses effectively

© WJEC CBAC Ltd.

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 Managing time Time Classroom activities and techniques to help
effectively Management candidates learn effective time management skills
during the Strategies during assessments, ensuring they can complete all
exam questions within allocated timeframes.

Including relevant Example-based Case studies and examples illustrating how to apply
examples in Learning theoretical knowledge to practical scenarios, helping
responses Materials candidates develop a deeper understanding of key
concepts. Structured sessions providing constructive
feedback on practice assessments, focusing on
areas such as response depth, terminology
accuracy, and avoiding tangential information.
Use of correct Word versions on https://www.wjec.co.uk/umbraco/surface/blobstorage
marksheets the website. /download?nodeId=48743

Clerical errors N/A Assessors must ensure that the mark total on the
Mark Record Sheet matches the mark put into the
IAMIS platform.

Resource controls Resource https://www.wjec.co.uk/umbraco/surface/blobstorage

controls /download?nodeId=50113
PowerPoint.

© WJEC CBAC Ltd.

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 HOSPITALITY AND CATERING

Level 1 / Level 2

Summer 2024

UNIT 1 THE HOSPITALITY AND CATERING INDUSTRY

Overview of the Unit

Candidates in this year's assessment demonstrated an improved understanding of critical

topics such as allergens, HACCP, and customer service, resulting in strong performance in
related questions. However, while many excelled, there remains a need for candidates to
ensure they understand the specific command words used in each question (such as
discuss, explain, and describe) to accurately address the requirements of the questions.

Candidates need to maintain focus on the main topic of each question and avoid including
irrelevant details or going off on tangents, as this can detract from the clarity and
effectiveness of their responses. Providing candidates with a variety of practice questions
covering different aspects of the specification helps them prepare comprehensively for the
range of topics and scenarios they may encounter in the exam. Encouraging candidates to
include relevant examples in their responses can enhance their explanations and
demonstrate a deeper understanding of key concepts. Offering constructive feedback on
practice assessments helps candidates identify specific areas for improvement, such as the
depth of their responses and the accuracy of their use of terminology. Candidates should
manage their time effectively during the exam to ensure they have sufficient opportunity to
address all parts of each question within the allocated timeframe.

Candidates who face challenges with handwriting are encouraged to apply for access to a
scribe or where this is unavailable should be allowed to utilise the E-assessment exam
paper, which permits typed responses. This year, there were numerous cases where
candidates' handwriting posed issues.

Comments on individual questions/sections

Q.1 Identify which hospitality and catering establishments are commercial, and which are
non-commercial.

Many candidates have demonstrated a strong understanding of the differences

between commercial and non-commercial provisions, with a large proportion receiving
the full 4 marks for this question.

Q.2 (a) Explain the benefits of Jo being on a permanent contract.

It was encouraging to see that candidates understood the benefits of being on a

permanent contract. However, some candidates lost marks by simply listing the
answers rather than 'explain,' as required by the command word of the question.
Candidates need to grasp the command word to understand what is expected in
their response. A straightforward list of correct answers could earn up to 2 marks,
while a well-explained response could achieve the full four marks. Most
candidates earned 2 or more marks for this question.

© WJEC CBAC Ltd.

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Q.2 (b) Name three dress code rules Jo would have to follow as an executive chef.

Many candidates received 2 or 3 marks for this question. While many responses
included basic hygiene rules, such as removing jewellery, wearing an apron, or
tying hair up, fewer candidates mentioned the specific requirements of wearing
chef whites or other specialised apparel.

Q.3 (a) Discuss the basic costs that the Michael’s would need to consider.

This was a banded AO3 question, indicating a higher level of difficulty. Candidates
were asked to "discuss" the basic costs for a B&B. For the top band of 5-6 marks,
examiners were looking for a thorough discussion of the basic costs the Michaels
will need to consider when opening their B&B, demonstrating a developed
understanding relevant to the question's demands, providing examples, and using
precise terminology. Ideally, candidates would discuss a range of costs such as
overheads, labour, and materials. A few candidates achieved the top band of
marks by showing a strong understanding and applying their knowledge to meet
the question's demands. However, many candidates received marks within the 1
or 2 band of the mark scheme. These responses often mentioned rent/mortgage
and utility costs, along with a list of other expenses such as beds, bedding, and
towels. These responses were limited and did not demonstrate a clear
understanding of the comprehensive costs that a business needs to consider.
Candidates should have a good overview of the factors contributing to the success
of hospitality and catering provisions. Most candidates received 2-4 marks for this
question.

Q.3 (b) Discuss how the Michael family can use new technology in the B&B.

Most candidates attempted the question regarding the use of new technology in
the B&B, but responses varied greatly. Some candidates demonstrated a strong
understanding of new technology, mentioning the use of QR codes, devices for
ordering, Alexa, smart TVs, smart CCTV, Ring doorbells, and robot hoovers.
These candidates received 3-4 marks for their responses. However, many
responses were limited, with several candidates simply listing the addition of TVs
and phones in the rooms, which did not warrant any marks.

To help candidates better understand this question, it may be beneficial to assign

an independent at-home task where they create a collage of all the new
technology currently available for businesses.

Q.3 (c) Explain how the B&B can meet the needs of the following customers.

(i) A couple celebrating their wedding anniversary.

Most candidates understood the demands of the question of how to meet

customer needs. A majority could explain two or more valid points to
accommodate a couple celebrating their wedding anniversary. Many
responses covered the decoration of the room to create a romantic setting.
Candidates who fully grasped the question provided detailed explanations,
suggesting additions like swan towels, rose petals on the bed, setting lights in
the room, and offering champagne. Most candidates received 2 or more
marks for this question, and overall, the responses were pleasing.

(ii) A person staying on business.

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 For a person staying on business, the responses were even better. Many
candidates addressed the importance of offering earlier check-out times or
providing an early breakfast. Most responses included the necessity of having
good Wi-Fi in the B&B, a quiet space or room, a desk in the room, and
facilities for the businessperson to hold meetings.

Q.4 (a) List two ways the restaurant can advertise their opening day.

Nearly all candidates gained at least 1 mark for this question, with many
mentioning billboards, posters, and online advertising. This response was well
received and demonstrated a clear understanding of how to effectively promote
and advertise a business. It's evident that candidates grasp the importance of
marketing strategies aimed at increasing business visibility and attracting
customers.

Q.4 (b) Name two job roles needed in the front of the house of the restaurant.

Candidates responded well by naming two job roles, although some confused job
roles with responsibilities. Many responses mentioned roles such as manager and
wait staff. Interestingly, there were very few candidates who mentioned back-of-
house roles, marking a shift from previous years in the H&C exam series. This
indicates that candidates are gaining a deeper understanding of the various areas
and roles within hospitality and catering provision.

Q.4 (c) Describe the safety training that new staff would need to complete to work in the
front of house of the restaurant.

This question wasn't answered as anticipated, with many candidates discussing

the safety aspects of carrying out orders without referring to safety training, and
briefly touching on helping customers in emergencies without mentioning specific
"first aid" training. A significant number of candidates listed job responsibilities that
did not link back to safety training, which was the primary focus of the question.

However, some candidates clearly understood the question's demands and

discussed topics such as first aid, CPR, fire safety, COSHH, and HACCP,
emphasising the importance of these safety trainings. These candidates
demonstrated a thorough understanding of the safety requirements in hospitality
and catering provisions.

Candidates should have a clearer understanding of safety training requirements

for working in H&C provisions and grasp what "safety" encompasses. Many
responses focused on using tills and computers without addressing the safety
aspect of the question, resulting in a loss of marks due to misinterpretation of the
question's intent.

Q.4 (d) Fill in the missing stages of the workflow for front of house.

The question concerning the workflow for front of house was generally well
understood by the majority of candidates. However, where marks were lost was in
the initial stage of the workflow, where candidates didn't grasp that the first action
of wait staff upon a customer's arrival to an establishment is to welcome them. A
few candidates mistakenly responded by checking bookings or availability, which
would typically occur after the initial greeting stage.

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Q.5 (a) State two control measures for each hazard in the HACCP table.

The responses to the HACCP question varied significantly among candidates.

Many used incorrect terminology for kitchen equipment, such as referring to a
"food thermometer" instead of the correct term "food probe" for checking the core
temperature of meat. Additionally, several candidates misunderstood the question
and focused on the complaints and how to deal with them in their answers. Those
who carefully read the question demonstrated their understanding through more
comprehensive and accurate responses.

In the first section of the HACCP form, which addressed preventing foreign
contaminants, many candidates correctly discussed the use of hair nets or
removing jewellery. However, some incorrectly mentioned storage practices,
which were not relevant to the question focusing on preparation and contamination
prevention.

In the second section concerning checking core temperatures, most candidates

correctly discussed this step, with some mentioning the appropriate temperatures
and focusing on the internal colour of meat. Some basic responses were “making
sure that it was cooked thoroughly”, however with no reference to the control
point.

The third part of the form, related to serving and microbiological safety, received
better responses overall. Candidates generally understood the importance of
serving food immediately to avoid the danger zone. Some candidates with a clear
understanding also mentioned hot holding and correct temperatures for
maintaining food safety.

Overall, the responses to the HACCP question highlighted a range of

understanding levels among candidates. To improve performance in this area, it is
suggested that dedicated lessons be focused solely on understanding HACCP
documentation, identifying hazards, and establishing correct control points for
each segment. Practical sessions where candidates fill out HACCP forms or
simulate Environmental Health Officer (EHO) inspections could significantly
enhance their learning and comprehension of these critical concepts outlined in
the specification.

Q.5 (b) Describe how the front of house staff should deal with the complaint.

The responses indicated that candidates grasped the importance of effective

complaint handling in maintaining customer satisfaction. Most demonstrated a
clear understanding of the steps involved in resolving issues promptly and
courteously, which was pleasing to see evident.

Q.5 (c) Describe why it is important to complete a HACCP document when dealing with
food.

The importance of the HACCP question again highlighted that many candidates
lack a clear understanding of this topic. While some correctly identified the
meaning of Hazard Analysis Critical Control Point (HACCP), they often did not
elaborate on their response. This indicated a lack of true understanding of what
constitutes HACCP events or controls. Many candidates received 1 mark for
briefly explaining the need to prevent incidents from recurring.

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 The intended focus of the Mark Scheme was to outline actions for managing
hazards to prevent, remove, or mitigate incidents. Candidates could have
discussed the legal requirements associated with HACCP and emphasised that
Environmental Health Officers (EHOs) review these forms during inspections.
They should have also highlighted how completing HACCP forms ensures food
safety by protecting against chemical, physical, and biological contamination,
thereby preventing foodborne illnesses and safeguarding customers.

To improve, candidates should prioritise learning and comprehending the

importance of HACCP forms in hospitality and catering provisions. Understanding
these forms ensures public safety and minimises the risk of foodborne illnesses.

Q.6 (a) Identify three nutrients found in the dish below and describe the function of each.

This question was prominently addressed by some centres who initially assumed it
was not covered in Unit 1 of the "new" Hospitality and Catering specification.
However, the revised specification mandates coverage of all topics and
Assessment Objectives (AOs) throughout the qualification lifespan. In AO 1.2.3,
which focuses on understanding customer requirements/needs including lifestyle,
nutritional needs, and dietary needs, candidates are expected to comprehend
basic nutrient requirements and their functions in the body. Understanding these
aspects is fundamental to comprehending what constitutes a healthy diet. By
asking candidates to label the nutrients in a dish and explain their functions, the
question directly assesses their ability to apply theoretical knowledge in practical
scenarios. Understanding the functions of nutrients is crucial for creating balanced
meals that meet the dietary needs of specific groups, such as the children in a
nursery.

Overall, this question was well-received and widely attempted, particularly when
compared to others that were left "Not Attempted." This suggests that candidates
generally found this question more accessible. Interestingly, many lower-ability
candidates, who may have struggled with higher-band questions, achieved full
marks on this question, underscoring its accessibility.

Q.6 (b) Identify two food allergies.

The question on food allergens consistently receives positive feedback, with

candidates demonstrating a strong understanding of food allergens and the
associated symptoms of reactions. However, where candidates lost marks was in
confusing food intolerance with food allergy. It's important to emphasise to
candidates that a food allergy involves the immune system's response to a
specific food protein, whereas a food intolerance arises from difficulties in
digesting certain foods or ingredients. Unlike allergies, food intolerances typically
do not provoke severe or life-threatening reactions. Lessons could also include a
reference to Natasha’s Law, which pertains to allergen labelling. In contrast, food
intolerances generally cause milder symptoms and can often be managed by
avoiding the triggering food or ingredient. Clarifying these distinctions in lessons
would help candidates better understand the importance of accurate allergen,
which will aid them when these topics are covered in the question paper.

Q.6 (c) State two visible symptoms of an allergic reaction.

A high proportion of candidates achieved full marks on this question. Marks were
deducted only for responses that did not classify visible symptoms. The most
common correct responses included swelling and hives.

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Q.6 (d) Explain how the nursery can prevent cross-contamination when preparing foods.

The question on how the nursery can prevent cross-contamination was well
received by candidates, with many earning at least one mark for mentioning the
use of colour-coded chopping boards. Candidates who delved deeper into the
question provided more comprehensive answers, addressing separate areas for
food preparation, utilising different storage areas, emphasising hygiene practices
among food handlers, and ensuring that the food preparation area remains clean
and free from contamination.

Overall, Question 6 was where candidates gained the most marks in this year's
exam paper. This was largely attributed to their focused understanding of
allergens, symptoms, and prevention measures associated with this hazard. This
comprehensive understanding enabled candidates to respond effectively to all
related questions.

Q.7 Discuss the job role and responsibilities of the Environmental Health Officer (EHO).

Each year, the responses to the EHO question have shown significant improvement.

This year, the question carried 8 marks, banded, with band 4 (7-8 marks) requiring
candidates to discuss both the job role and responsibilities while addressing the
scenario (rider) related to a food poisoning outbreak. Many candidates focused on two
specific responsibilities and often veered off track in their explanations. Commonly
highlighted points included issuing corrective actions and potentially closing down the
establishment.

However, candidates who focused narrowly on these areas may have limited their
potential band placement because they did not cover a good range of EHO
responsibilities. To address this, candidates should consider creating a bullet point
plan before attempting the question. This approach ensures coverage of all aspects of
the EHO role and helps maintain focus throughout their response. Candidates MUST
go on to explain each bullet point, as bullet points or lists alone will only access band 1
of the banding criteria.

Candidates can prepare by outlining key areas of EHO responsibilities such as

Inspection and Monitoring, enforcement of regulations, investigation and risk
assessment, education and guidance, communication findings, documentation and
reporting, emergency response (including closure), and professional development.
This structured planning, possibly done on the back sheet of the question paper, can
aid in delivering a comprehensive and cohesive response that aligns with the demands
of the question and maximises candidate’s marks, keeping focus and on track.

© WJEC CBAC Ltd.

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 HOSPITALITY AND CATERING

Level 1 / Level 2

Summer 2024

UNIT 2 HOSPITALITY AND CATERING IN ACTION

Overview of the Unit

This summer saw the third, and largest, cohort to complete Unit 2: Hospitality and Catering
in Action for the new Level 1/2 Vocational Award Hospitality and Catering (Technical Award);
it was pleasing to see that the unit catered for the full range of abilities.

IAMIS

Most centres uploaded candidate NEA work alongside relevant authentication

documentation as a single pdf. Some centres provided a zip file containing the candidate
NEA work, the Mark Record Sheet, the Time Sheet, and the Candidate Declaration. Both
methods aided moderation.

A few centres uploaded an unwieldy number of documents per candidate; the WJEC has a
help desk to guide centres with the process of uploading documents to IAMIS.

Centres who upload an unwieldy number of documents will be asked to amalgamate

the candidate evidence and resubmit before moderation will take place.

Administration

Annotation by the centre plays an important part in the moderation process. Annotation is
used to pinpoint where grades have been justified by the centre and as a record of the
observations made of a candidate’s proficiency during the practical element of the NEA. It
cannot be emphasised enough that without these assessment/observation records, and
without detailed annotation, candidate work may be awarded moderators grades instead.

Each candidate should have the following signed paperwork attached to his or her NEA
work:

• Candidate time record sheet

• Candidate Declaration
• Observation Record
• Mark Record Sheet

These documents are required to ensure the authenticity of evidence produced for
summative assessment. Digital signatures are acceptable.

Some centres used a non-standard mark sheet which made moderation extremely difficult
as marks for each section were difficult to find and the marksheet had no section for an
overall total. In future, this marksheet will not be accepted and centres will be asked to
resubmit their marks and comments on the prescribed authentication documentation
before moderation can take place. The prescribed authentication documentation has been
amalgamated for ease of use and can be found here:

https://www.wjec.co.uk/umbraco/surface/blobstorage/download?nodeId=48743

© WJEC CBAC Ltd.

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Photographic evidence

Candidate NEA must include colour photographs of the final two dishes. If a complex or
medium skill demonstrated by a candidate is not fully evident from the finished dish,
supporting evidentiary photographs, in colour, must be provided.
Photographs should be integrated into the candidate work and not uploaded as
individual jpegs. Colour photographs must be evident to support the awarding of
marks in Task 3.

Clerical Errors

The new Unit 2: Hospitality and Catering in Action is mark based. Assessors must ensure
that the mark total on the Mark Record Sheet matches the mark put into the IAMIS platform.
There were numerous clerical errors evident this series; some errors were the
difference between one grade boundary and another.

Internal standardisation

Where more than one teacher in the centre is involved in marking candidate work, it is
important that all teachers involved in the assessment of a unit mark to a common standard.
This is to ensure that there are consistent marking standards by all teachers for all learners.
Centres must ensure that the internal standardisation of marks across assessors and
teaching groups takes place.
Internal standardisation was not apparent in the work of some centres in this series.

Learner Assignment Brief

A new scenario (assignment brief) will be released in September of each year for awarding
at the end of the academic year (March or August)
Previous briefs and SAMs are not eligible for awarding.
Candidates will play a role in the scenario (assignment brief) as the commis chef of the
named provision. The candidates will need to:

• Analyse the assignment brief and recommend two dishes, one for each of the customers
named in the brief. Each dish may be either a starter, a main course or a dessert and
each dish should include any appropriate accompaniments.
• Produce a production plan to show how the practical preparation, cooking and
presentation will be completed in the allotted time.
• Complete the preparation and cooking of each dish.
• Evaluate and review the dishes.
• Review their own performance.

Each year, the tasks will remain the same; only the named population groups and the
provision will change.
There was evidence of centres using previous briefs and SAMs. A few centres used
Legacy specification briefs.

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Time

The specification makes clear that Unit 2 is assessed through summative controlled
assessment when teaching and learning have been completed. Best practice is to complete
the tasks in order during an 8 to 12-week block. Suggested times for each task are given in
the Candidate Pack. Learners can review and redraft evidence independently within the time
and resource controls for the NEA.

Candidates are allowed 12 hours to complete all tasks.

There was evidence of some centres completing Task 3 first, with candidates
completing Task 1 and 2 in past tense. Candidates need to utilise all 12 hours to fully
address the tasks.

Resource Controls

Centres should be familiar with the different levels of control prescribed for each task.
Evidence of non-adherence to controls will lead to a referral to Compliance for malpractice.

The WJEC has produced a PowerPoint to explain controls in detail. It can be found here:

https://www.wjec.co.uk/umbraco/surface/blobstorage/download?nodeId=50113

Task 1

Centres are reminded that Task 1 must be completed without access to resources.
Resources include class notes, textbooks, internet access, AI assistance, mobile phones,
wall displays, collaboration, feedback, and mock/model assessments. Candidates are
allowed to redraft Task 1 within the time of the controlled assessment, but centres must
ensure that controls are in place.

Evidence of use of resources will be classed as non-compliance of the specification.

These restrictions have been stipulated by JCQ.

It is disheartening to see that centres would risk non-compliance with the controls for 10% of
the overall marks available in the NEA.

There was evidence in the work from some centres that controls for Task 1 had not
been adhered to. AI assistance and internet access was apparent in the work of some
candidates; Americanised spelling, highly technical vocabulary and a style of writing
completely at odds with the remainder of a candidate’s work were key indicators that
work had not been produced under the prescribed controls. There was evidence of
teacher feedback in the work of some candidates. There was evidence of use of notes
and centre-generated writing frames and scaffolding in the work of some candidates.
There was evidence in the work from some centres that model/mock tasks had been
used with some candidates referring to young adults and the elderly or pregnant
women and toddlers. Many candidates included images in Task 1. Images carry no
marks, suggest use of resources, and take up time that would be better used applying
knowledge and understanding of nutrients against the content of the chosen dishes
and the needs of the clients.

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Tasks 2 – 4

Candidates are permitted to use prescribed resources during the completion of these tasks;
model answers are not allowed.
There was evidence in the work from some centres that model/mock tasks had been
used with some candidates referring to young adults and the elderly or pregnant
women and toddlers. Some candidates named WOW or Thirsty Camel as the
provision.

Deadline dates

Unit 2 NEA can be submitted for moderation in December or May of the year of awarding.
The deadline dates for Unit 2 are:

• 10th December
• 5th May.

These dates will not change in the future.

Work must be with the moderator by this date. The WJEC might request a second sample
after the initial sample of 10 has been provided; all candidate work must be ready to be
uploaded onto the IAMIS platform to within an agreed time frame.

Thank you to the centres who uploaded their coursework before the deadline date; this aided
the moderation process.

Unit 2 NEA overview

All aspects of the NEA are applied to:

• two named population groups (customers)

• two chosen dishes (one for each of the named groups)
• a specified catering provision.

Candidates must address each task by applying their knowledge and understanding to:

• the needs of the two population groups

• the suitability of the chosen dishes
• the needs of the provision

General information, no matter how detailed, limits candidates to awarding in the lower
bands for each task.

The task for 2024 was a lunchtime swimming club at the Lagoon Leisure Centre. The
swimming package included a lunch at the Blue Parrot Cafe. The two named population
groups were Adults and Toddlers.

© WJEC CBAC Ltd.

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Comments on individual questions/sections

Task 1
The importance of nutrition
1a – Analyse the brief and recommend one dish for each customer.
Assess how the dish meets the nutritional needs of the customer - 8 marks.
Candidates were asked to analyse the assignment brief and recommend one dish for each
customer. Candidates were asked to assess how each dish met the macronutrient and
micronutrient need of each customer.
Many candidates approached this task by highlighting the key words in the brief and mind
mapping or listing possible dishes for each customer.
Candidates who then named their chosen dishes went on to discuss the nutritional content
of their chosen dishes analysing how each dish met the nutritional needs of the customer.

Candidates who followed this approach and who gave a detailed analysis of the
macronutrients and micronutrients in their chosen dishes were able to access the top two
bands for this task.
Many candidates discussed the nutritional needs of the named groups but did not relate the
information to the nutritional content of their chosen dishes. Other candidates discussed the
nutritional content of the dishes but did not relate the information to the named groups.
Some candidates included detailed information on SDN and discussed "too much/too little"
in the style of the Legacy specification. This is not an area assessed in this specification; the
time would be better spent making very clear links between the nutritional content of the
ingredients and how the function of the nutrients specifically benefits each of the client
groups.
An interesting range of dishes were chosen by the candidates.

1b – Explain the impact of cooking methods on the nutritional value of the chosen
dishes - 4 marks.

Candidates were asked to explain how the cooking methods used to produce the chosen
dishes might affect the nutritional content of each dish.

Many candidates struggled with this section and presented a general discussion of the effect
of a range of cooking methods on the nutritional content of food. Some candidates discussed
processes such as emulsification which are not part of the assessment for this task. Some
candidates addressed this task in the style of the legacy specification by covering all key
cooking methods whether they were to be used in the production of their chosen dishes or
not. Candidates in the top two bands for this task were able to give developed explanations
of the impact of cooking methods on the nutritional value of their chosen dishes.

Some candidates correctly surmised that the preparation of certain dishes, for example raw
salads, sushi and cheesecake would have little loss of nutritional value.

© WJEC CBAC Ltd.

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Task 2
Menu Planning

2a – Discuss the factors which affected your choice of dishes – 8 marks.

Candidates were asked to discuss the factors that affected their choice of dishes. Th factors
included cost, portion control, balanced diets, time of day, customer, equipment available,
techniques of the chef, time available, environmental issues, time of year and organoleptic
qualities.

It was pleasing to see that many candidates were able to analyse and evaluate a range of
factors whilst fully considering how the factors affected their choice of dishes, the needs of
the named groups and the suitability for the provision thereby gaining marks in the top two
bands. Candidates in this band put themselves into the role of the commis chef and made
clear links to the brief. There were excellent considerations including discussion of
replenishing energy expended during swimming, value for money for the adult clients and for
the provision, the skills that the commis chef would demonstrate in the preparation, cooking
and presentation of each dish and clear links to the time of day (lunch).

Some candidates presented a combination of partial consideration of how some of the

factors affected their choice of dishes, the needs of the named groups and the suitability for
the provision, whilst discussing other factors generally.

Some candidates discussed factors generally in the style of the Legacy specification with no
links to their choice of dishes, the needs of the groups or the suitability for the provision.

2b – Plan to produce your two dishes – 10 marks.

Candidates were asked to complete a detailed time plan which covered all aspects of the
preparation, cooking and serving of their two chosen dishes.

Candidates presented a wide range of responses to this task.

Candidates who produced highly effective production plans for both dishes as well as the
appropriate accompaniments were awarded the top band. Production plans in this band
showed detailed quantities of commodities, detailed equipment lists, health, safety and
hygiene, contingencies, quality points, and sequencing (dovetailing) with logical timings
showing a clear start and finish time rather than a time for the completion of each task. Plans
awarded the top band included detailed mise en place, cooking/cooling/hot holding, and
storage instructions, and detailed presentation and serving. The plans would enable a third
party to create identical dishes.

Many candidates produced a good response to this task and presented plans that had gaps
in some of the evidence points but would still allow a third party the opportunity to recreate
the dishes.

Some candidates presented two or more recipes alongside a time plan with instructions that
would mean that the third party had to turn to the recipe and method to be able to recreate
that element; examples included “make the pasta” or “make bread”. To award the top bands,
all points must be incorporated into a single production plan cover mise en place at the start
of the plan and end with serving and cleaning away.

Some candidates presented two or more recipes only, limiting those candidates to awarding
at the bottom band for this task.

© WJEC CBAC Ltd.

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Task 3 – The techniques of preparation, cooking, and presentation of dishes – 66
marks.

• Task 3a is marked holistically; it assesses the safe and hygienic work of the candidate
from the start to finish of the practical session.
• Tasks 3b, 3c and 3d are marked per dish to give a total overall mark for each task.

Candidates presented a wide range of appropriate dishes including starters, main dishes,
and desserts. Hot and cold dishes were evident.

3a – Demonstrate how to work safely and hygienically – 8 marks.

Most candidates were able to access the top two bands for this task.

3b – Prepare the dishes demonstrating a range of basic, medium, and complex

preparation and knife techniques – 2 x 12 marks – 24 marks.

Most centres provided evidentiary photographs of candidates demonstrating medium and

complex preparation and knife skills. Examples included deboning, filleting, lamination of
pastry, and pasta making. Some candidates were awarded marks erroneously, for example,
the preparation of shortcrust pastry does not include lamination. Marks should reflect the
quality of the execution of skills, not just the range attempted.

It was distressing to see that some candidates deboned an entire chicken when only a small
amount was needed to produce a dish; 1-2 chicken thighs would have demonstrated the skill
just as effectively at a portion of the cost and leaving candidates time to demonstrate other
skills linked to suitable accompaniments.

3c - Cook the dishes demonstrating a range of basic, medium, and complex cooking
techniques – 2 x 13 marks – 26 marks.

Most centres provided evidentiary photographs of candidates demonstrating medium and

complex cooking skills. Examples included blind baking, deep frying, and sugar work. Some
candidates were awarded marks erroneously, for example, melting chocolate in a bain-marie
is not the same as tempering chocolate. Marks should reflect the quality of the execution of
skills, not just the range attempted.

3d – Present the dishes in a way that is appropriate for the brief – 2 x 4 marks – 8
marks.

Candidates used a range of different plates, including children’s plates and cutlery, to
enhance the presentation of their dishes. Many dishes included appropriate
accompaniments. However, in many cases, the portion sizes for the toddler dishes were as
large as, or larger, than that produced for the adult.

Most dishes were presented in a way that was appropriate for the provision named in the
brief, though some seemed more suited for a restaurant in a luxury spa than for a café in a
leisure centre.

Candidates should be reminded that placement and cleaning the sides of the plates and
dishes can enhance seemingly simple presentation.

© WJEC CBAC Ltd.

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Task 4
Evaluating cooking skills

4a - Assess the production of the presented dishes – 12 marks.

Candidates were asked to provide a review of the planning, preparation, and cooking of their
chosen dishes. Candidates were tasked with evaluating:

• the selection of dishes

• the organoleptic qualities of the dishes
• presenting clear conclusions relating to areas of success, improvements, and future
developments.

Candidates also needed to consider their management of:

• health, safety, and hygiene

• food waste

during the practical session.

Candidates awarded marks in the top band fully considered the planning, preparation, and
cooking of their chosen dishes. Many discussed the suitability of the chosen dishes and
offered alternatives that may have been more appropriate to the client groups and the
provision named in the brief. Areas of success, improvements and future developments were
highlighted regarding the selection, preparation, cooking and/or presentation of the chosen
dishes.

Most candidates provided clear judgement of the organoleptic qualities of their dishes; many
using sensory star diagrams to support their judgements.

Many candidates focused on the organoleptic properties of their dishes and discussed the
management of health, safety, hygiene, and food waste with limited analysis of areas of
success, improvements, and areas of future development.

Some candidates wrote a description of the practical session, providing little or no analysis.

It is important that clear conclusions relating to areas of success, improvements, and future
developments are clearly identified to award top bands for this task.
A few candidates did not complete this task.
4b – Review your own performance – 12 marks.
It is good practice to encourage candidates to review their decision making, organisation,
planning, and time management as demonstrated throughout the 12-hour NEA window,
covering both written and practical tasks. Candidates should draw on their analysis of these
points to discuss their strengths and weaknesses and to summarise and conclude their
findings. This reflective process allows candidates to gain insights into their performance and
make informed considerations for future improvements.
Some candidates gave an effective review of their performance throughout the entire NEA
task giving clear conclusions linked to their overall performance.
Some candidates reiterated information already presented in 4a or gave a basic analysis of
their performance with little identification of advantages and disadvantages, and strengths
and weaknesses.

© WJEC CBAC Ltd.

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A few candidates did not complete this task.
Summary of key points

• Candidates must address each task by applying their answers to the needs of the two
population groups, the suitability of the chosen dishes, and the needs of the provision.
• Candidates need to plan, prepare, cook, and present two dishes with accompaniments if
appropriate. Candidates provide an assessment of the production of the chosen dishes
and a review of their own performance.
• All required authentication documentation must be signed and uploaded with candidate’s
work; digital signatures are acceptable. Only the WJEC prescribed authentication
documents will be accepted. These have been amalgamated for ease of use and are
available here:
https://www.wjec.co.uk/umbraco/surface/blobstorage/download?nodeId=49765
• Mark Record Sheets and Observation forms or candidate work must be annotated to
support marks awarded.
• Internal standardisation: Where more than one teacher in the centre is involved in
marking candidate work, it is important that all teachers involved in the assessment of a
unit mark to a common standard.
• Colour photographs of final dishes must be included; evidentiary photographs of the
demonstration of medium and/or complex skills must be provided if the skill is not evident
from the final dish.
• Coursework can be typed or handwritten. Where work is handwritten, writing should be
neat and clear using black or blue pen. When work is typed the font should be no bigger
than size 12 using the following font types: Calibri, Times New Roman, Comic Sans or
Arial.
• The WJEC has produced a template which can be used by centres to present candidate
work. It can be found here: Template
• Task 1 Controls: Centres are reminded that Task 1 must be completed without access to
resources. Resources include class notes, textbooks, internet access, AI assistance,
mobile phones, wall displays, collaboration, mock/model assessments, or feedback.
Candidates are allowed to redraft Task 1 within the time of the controlled assessment,
but centres must ensure that controls are in place. Evidence of use of resources will be
classed as non-compliance of the specification. These restrictions have been stipulated
by JCQ.
• For further information on controls, please refer to pages 22 - 24 in Level 1/2 Hospitality
and Catering (Technical Award) Guidance for Teaching Unit 2 Guide and/or the Controls
Explained PowerPoint:
https://www.wjec.co.uk/umbraco/surface/blobstorage/download?nodeId=39162
https://www.wjec.co.uk/umbraco/surface/blobstorage/download?nodeId=50113
• For further information on malpractice, please refer to Page 18 in the Level 1/2
Vocational Awards (Technical Awards) Administration Guide.
https://www.wjec.co.uk/umbraco/surface/blobstorage/download?nodeId=38882

© WJEC CBAC Ltd.

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Supporting you

Useful contacts and links

Our friendly subject team is on hand to support you between 8.30am and 5.00pm, Monday
to Friday.
Tel: 029 2240 4266
Email: [email protected]
Qualification webpage: Level 1/2 Vocational Award in Hospitality and Catering (wjec.co.uk)

See other useful contacts here: Useful Contacts | WJEC

CPD Training / Professional Learning

Access our popular, free online CPD/PL courses to receive exam feedback and put
questions to our subject team, and attend one of our face-to-face events, focused on
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Please find details for all our courses here: https://www.wjec.co.uk/home/professional-

learning/

WJEC Qualifications

As Wales’ largest awarding body, WJEC supports its education community by providing
trusted bilingual qualifications, specialist support, and reliable assessment to schools and
colleges across the country. This allows our learners to reach their full potential.

With more than 70 years’ experience, we are also amongst the leading providers in both
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© WJEC CBAC Ltd.

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Tel No 029 2026 5000
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E-mail: [email protected]
website: www.wjec.co.uk

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