Lisa Winnington, Subject Support Coordinator

The eagerly awaited Curriculum and Assessment Review (CAR) was published on 5 November. In this blog I’ll summarise the recommendations relating to food, cooking and nutrition in the review, and what this means for our GCSE Food Preparation and Nutrition teachers.

The review highlighted: 

• At Key Stages 1-3 there are no plans for cooking and nutrition to be separated out from the statutory design and technology programmes of study. This is in spite of calls from the food teaching sector for cooking and nutrition to become a standalone subject and removed from design and technology. 
• At Key Stage 4, GCSE Food Preparation and Nutrition will continue as a separate qualification and not form part of the design and technology entitlement.

Changes to the programme of study at Key Stage 1-3

The review emphasised the importance of cooking and nutrition because it teaches students how to cook and understand healthy eating – essential skills for life. However, very little time is currently spent on it: only about 0.7-0.8% of all school hours at Key Stage 3. 

The way that schools schedule classes, often on a rotation or carousel system, provides barriers for students to learn cooking and nutrition properly. Many teachers would like it to be its own subject, separate from design and technology, so that there can be more focus and consistent teaching time. 

Although cooking and nutrition will not be made into a separate subject at Key Stages 1-3, due to time restrictions and to avoid additional burdens on teachers, the review highlighted that the curriculum needs to be clearer and more detailed. It needs to be taught consistently to enable students to learn key skills, with the hope that this addresses the skills shortages in the UK food sector. 

Teachers and stakeholders are keen for the curriculum to include topics like food hygiene, healthy eating and sustainability so that the focus isn’t just on cooking. There is only an 8% take-up of the standalone GCSE in Food Preparation and Nutrition (8% in 2017/18 and unchanged in 2024/25). Since most students stop learning about cooking and nutrition at Key Stage 3 it’s important that early key stages prepare students properly for learning at Key Stage 4. 

The review stresses that Key Stage 3 must provide a strong foundation for those students who take GCSE Food Preparation and Nutrition, including secure practical skills and a better understanding of topic areas such as nutrition, hygiene and sustainability, so that there is less reliance on GCSE teachers ‘starting from scratch’. In essence, earlier key stages should prepare pupils for GCSE Food Preparation and Nutrition where it is offered.

Post-16 options

There is growing concern about post-16 options in food-related subjects. The removal of A Levels in Food Technology and Food and Nutrition in 2016 has significantly reduced clear progression routes into careers such as food science, nutrition, dietetics and food technology.

 At present, most Level 3 qualifications in this area are focused on hospitality and catering rather than the scientific and nutritional aspects of food. As a result, the government is being urged to review and strengthen Level 3 provision, potentially through the introduction of new V Levels, to ensure better progression into higher education and food-related careers.

Summary of the recommendations

The CAR recommends that the government: 

• Renames ‘Cooking and Nutrition’ to ‘Food and Nutrition’ and gives it clear aims and a defined purpose to reflect its full scope and distinct role within design and technology. 
• Strengthens curriculum guidance so there are clear expectations of what should be taught at each key stage and how the subject develops both life skills and preparation for further study. 
• Reviews Level 3 vocational options for food science to ensure they meet learners’ needs and provide strong progression routes into higher education and related careers.

Join our CAR briefing webinar 

We’ll be running a free CAR briefing webinar on 5 February 2026 to explain the impact of the Curriculum and Assessment Review on food preparation and nutrition. You’ll have a chance to ask questions and pass on your thoughts about the proposed changes. You can join any of our subject briefings by signing up on our teacher networks page.

Stay connected

At Cambridge OCR we’re committed to making assessment straightforward and are here to support teachers and students at every step of the way. Contact us if you have any specific questions about the CAR, or what it means for you and your students. You can always join our teacher panels to help us shape the development of these qualifications as we go through reform.

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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, sustainability and the Extended Project Qualification.