Lisa Winnington, Subject Support Coordinator

For many teachers delivering GCSE Food Preparation and Nutrition, there has been some confusion surrounding how practical tasks should be conducted. In this blog I’ll share best practices on carrying out the practical tasks. I’ll also include some useful reminders about moderation ahead of the June 2025 series. 

A recent professional development (PD) session highlighted that some schools have been conducting the practical assessments under full exam conditions, with invigilators and strict regulations similar to written exams. However, this is not a requirement.

Understanding the guidance

The GCSE Food qualification specification sets clear expectations regarding practical tasks, focusing on: 

• Demonstrating a range of food preparation, cooking and presentation skills. 
• Using equipment safely and independently 
• Planning, preparing, and presenting dishes effectively.
• Following a timed plan and organising resources effectively.

The specification does not require these practical assessments to be carried out in the same conditions as a formal written exam. Unlike traditional examinations where invigilators must monitor students under strict conditions, practical tasks should be supervised in a controlled but supportive environment by the teacher(s) in a way that allows students to demonstrate their skills effectively.

Why exam conditions are not required

• Practical assessments are about skill demonstration, not memorisation. 
• Unlike a written exam, students are showcasing their ability to prepare and cook food.
• Students work best in an environment where they feel comfortable and confident rather than under the pressure of silence and invigilation. 
• Teachers should ensure assessments remain fair, consistent, and valid without adding unnecessary constraints.

Best practices for conducting practical tasks

Instead of full exam conditions, consider the following approaches to maintain integrity while supporting students: 

• Teachers should observe and assess students, ensuring they adhere to assessment criteria without imposing unnecessary restrictions. 
• Provide students with clear guidelines on what is expected while allowing them to work in a natural and productive environment. 
• Allowing students to work in a familiar, supportive setting will help them demonstrate their true potential. 

It’s essential that teachers adhere to the specification requirements but also recognise that exam-style conditions are not necessary so that students can focus on showcasing their culinary skills without unnecessary pressure.

Moderation reminders ahead of the June 2025 series

With the summer series quickly approaching, here are a couple of useful reminders regarding the moderation process. 

Using Submit for Assessment 

If you are submitting your students work for moderation via Submit for Assessment, here are a couple of reminders for the submission process: 

• Create one folder per student. 
• For ease of identification by the moderator, folders should be named as candidate number and then name. 
• Ensure that you double-check the marks tally on the candidate portfolio before input, to avoid clerical errors. 

Preparing student work for moderation 

• Double-check the adding up of marks on the Unit Recording Sheet to avoid clerical errors / transfer of marks.
• Ensure that one photograph is included of the three complete dishes – A4 in colour if possible. 
• Ensure sufficient annotation on the MC1 and MC2 forms to support the marks being awarded.

Stay connected

If you have any questions about supporting students with the food preparation task, please get in touch with Lisa Winnington at food@ocr.org.uk. You can also call us on 01223 553998 or message us @OCR_Food. You can also sign up to receive subject updates information about resources and support.

If you are considering teaching any of our qualifications, use our online form to let us know, so that we can help you with more information.

About the author

Lisa is a Subject Support Co-ordinator and has worked for Cambridge University Press & Assessment in various roles since 2000, most recently in Compliance. Lisa is responsible for a range of subjects including law, citizenship and the EPQ.

In her spare time, you’ll find her studying to be a Naturopathic Nutritionist, running or spending time with the family puppy.