Name:
Controlled Practical Assessment
Task 2 – 40% of final GCSE
Workbook & Handout
Controlled Practical Assessment Task 2 will be marked
on the following:
1. � Investigating and planning the task (25 marks)
2. � Carrying out the task (40 marks)
3. � Evaluating the task (15 marks)
Deadlines and Important Dates:
The dates below are the submission dates and exam dates that
CANNOT BE MISSED.
Work to be
completed:
Date:
Signed by Pupil
on hand in/
completion:
Signed by
Teacher on hand
in / completion:
Investigation
Associated
Practical
Planning of Task
Carrying Out the
Task
Evaluating the
Task
Please note: There is a limit of 10 pages for the research, planning and
evaluation for Task 2.
Mark scheme
MARK
5 - 10
GRADE
G
11 – 20
F
21 - 30
E
31 - 41
D
42 – 52
C
53 - 62
B
63 - 73
A
74 – 80
A*
PERFORMANCE CRITERIA
Has shown a limited understanding and interpretation of task. Selection and application of
relevant knowledge is limited and poorly organised. Planning and selection and
development of ideas are very limited and often inappropriate for the task. Restricted
statements to support final chosen dishes evident. Limited manipulative skills resulting in a
restricted level of competence and finish in practical performance. Has achieved a very
limited task and is able to draw only simple conclusions in evaluating the task. Written
information is poorly organised. Little or no use of specialist language and frequent errors in
spelling, punctuation and grammar are evident.
Has shown a limited understanding and interpretation of the task. Support is required at
most stages of the work. Planning and development and selection of ideas are limited with
little evidence to support decisions. Is able to carry out the minimum requirements of the
task i.e. produce a two-course meal. Shows limited competence and ability in practical
skills. Outcome lacks quality finish. Has achieved a restricted task with a limited appraisal
of work undertaken. Information is poorly organised. Little use of specialist language is
evident with frequent errors in spelling, punctuation and grammar.
Has shown a basic understanding and interpretation of the task and is able to apply some
knowledge and plan a course of action. Planning and development and selection of ideas
are simple with a basic attempt to justify choices evident. Dishes chosen are appropriate
but show basic skills only. Some areas of competence especially with basic skills but still
areas of weakness and may need occasional assistance. Some presentation skills are
evident. Evaluation and analysis are rather general and lacking specific details with limited
suggestions for improvement. Written work shows some evidence of structure with limited
use of specialist language but with errors in spelling, punctuation and grammar.
Has shown a basic but individual interpretation of the task with some ability to show
understanding of the task. Has displayed ability to select relevant information with evidence
of background knowledge applied. Planning and development and selection of ideas are
appropriate to the task and supported by evidence. Can execute a range of skills with
reasonable competence. Food presented quite well. Has made a reasonable attempt at
analysis and evaluation of task with some suggestions for further improvements. Information
shows evidence of structure and use of specialist language but with some errors in spelling,
punctuation and grammar.
Has shown an individual approach to the task with evidence of the ability to interpret and
show understanding of the task. Has produced a range of ideas appropriate to the task with
evidence of discrimination in choosing dishes relevant to the task. Is well-prepared and able
to carry out the practical efficiently demonstrating a range of skills. Good standard of
presentation. Is able to make a reasoned and logical assessment of the completed task.
Good use of specialist language is evident with some errors in spelling, punctuation and
grammar.
Has shown an ability to identify and analyse the significant factors of the task. A good
selection of appropriate research is included and analysed to formulate a plan of action.
Has produced a logical plan for making and shown a high level of competence in its
execution, with the majority of tasks performed efficiently and competently, demonstrating a
range of skills. High standard of presentation. Has evaluated the task with a good attempt
at analysis and justification related to the task with reasoned and logical conclusions. Good
use of specialist language is evident with few errors in spelling, punctuation and grammar.
Has shown a detailed understanding and interpretation of the task and has demonstrated a
high level of research and application of knowledge. Ideas are realistic, imaginative and
reflect an individual approach. Is able to plan and use a wide variety of resources
competently, plan a logical sequence of work and carry out the practical task with precision
showing a high level of competence confidence. Very high standard of presentation. Has
shown evidence of critical evaluation to justify decisions taken in relation to the task with
sensible suggestions for improvement and possible further work. Written work is well
structured, clearly expressed and largely error free
Has shown a mature understanding and interpretation of the task. The task is thoroughly
researched and relevant information is selected prior to applying relevant knowledge to the
task. Has displayed an individual and inventive approach to the task. Has shown an
exceptionally high standard of competence with faultless presentation. Has comprehensively
assessed, justified and evaluated plans, methods and results drawing on relevant evidence.
Has demonstrated realistic proposals for improvement or modification and made several
suggestions for developing further work. Information is collated concisely and clearly and
displays excellent use of specialist language.
Please highlight your Target Minimum Grade (the Grade that the school thinks you should
achieve), then grade that you feel you can achieve and then please highlight a challenge grade
(should be at least 1 grade higher)
Recording my Success!
Please use the table to record your marks as you progress:
Remember:
1. Investigating and planning the task (25 marks)
2. Carrying out the task (40 marks)
3. Evaluating the task (15 marks)
Total = 80 marks
A*
74 – 80
A
63 – 73
Task 2 TOTAL mark scheme:
B
53 – 62
C
42 – 52
D
31 – 41
E
21 – 30
F
11 – 20
G
5 – 10
E
7-9
F
3-6
G
2–3
E
10 - 14
F
5-9
G
2–4
E
4-5
F
2 -3
G
1
Approximate mark scheme for Investigation and Planning of Task
A*
23 - 25
A
20 - 22
B
17 - 19
C
13 - 16
D
10 - 12
Approximate mark scheme for Carrying Out the Task
A*
37 - 40
A
32 - 36
B
27 - 31
C
21 - 26
D
15 - 20
Approximate mark scheme for Evaluating the Task
A*
14 - 15
A
12 - 13
B
10 – 11
Mark
C
8-9
Approx
Grade
D
6-7
How many more marks I need to
achieve my target / challenge
grade
Investigation
and Planning of
Task
Carrying Out the
Task
Evaluating the
Task
Task:2
Task 2 – 40%
This will be internally marked and externally moderated.
Design Brief
A. The local hotel in your area is holding an international week. As the
trainee chef you have been invited to take part and have been asked to
prepare a two course meal from a country of your choice.
Task 2 should take up to 30 hours.
To help with your research and to decide which County to choose and
which dishes to produce, use the space below to think of 10 questions to
record most popular, cost and flavours etc.
About food from other countries and cultures
1)
2)
3)
4)_____________________________________________________
5)_____________________________________________________
6)_____________________________________________________
7)_____________________________________________________
8)_____________________________________________________
9)_____________________________________________________
10)____________________________________________________
Task C Food from other countries and cultures
An example of the investigation that could be carried out for the
‘International Cuisine’ task.
Background Information
� How is ‘International Cuisine’ defined?
� What influences the cuisines (or cookery) of particular countries?
� Who or what promotes or affects international cuisine?
� What is the customer demand in the UK for international food (ethnic groups who
live in the UK, international travel, speed of importing goods)?
� Explain the impact that international cuisines have had in your area (range of food
outlets, food ranges in supermarkets). ( you could possibly use your questionnaire for
this and results showing local takaways and peoples preferences).
� Investigate the quality and range of manufactured international food available to
the caterer.
� Choose one country to investigate in more depth.
Nutritional Knowledge
� Show an understanding of the main nutrients (including fibre and water) and state
how the food from your chosen country meets Government guidelines for health.
� Look at the nutritional requirements for customers with special dietary needs,
including food allergies and intolerances.
Associated Practical Work
� Look at recipes and menus available in international restaurants (or dishes on
restaurant menus) in your area. ( we will use your photos from practical lessons and
research of sweet and savoury dishes )
� Adapt recipes when needed to reflect local produce or produce currently
unavailable in the UK.
� Plan a range of dishes that would reflect your chosen cuisine.
� Prepare, cook and serve a two-course meal to represent the country of your choice
in your practical task.
After reading through the tasks you will now carousel in groups the main
ideas for each task.
When you have completed the exercise please take 20 minutes to write
your initial ideas on the task you have chosen.
I have chosen the Dish 1........................................... Dish 2 ............................
Why have you chosen this task? Reasons for Choice
Using your knowledge on skills explain why your reasons for choice, include
 Country, taste, texture, colour, variety of flavour, portion, peoples
likes/dislikes, suitable for making in bulk, cost, see page attatched
Please use the following as a guide to the lay
out of your investigation course work
Page 1
 Introduction
to
investigation
 Background
Information
Page 2
Background
Information
You should copy the task that you are doing at the top of the
page. Then you need to introduce your investigation telling the
reader:
Why you have chosen this task, other countries and their dishes
What you need to investigate in order to complete the task
How you plan to investigate (internet, books, visits, etc)
This should take up ½ a page on the rest on the page you should
start your background information
2 tables of dishes, small mood board explaining dishes and ideas
This is all the information that you need to find out in order to
complete the task. But also think about information that you
need to find out that is unique to you and your task.



Page 3
Research




Page 4
Associated
Practical Work
Write Up
Information from books, magazines as well as the internet
Leaflets, menus, hand outs from the doctors
Taste test analysis stating you have visited local
supermarkets, etc with photographic evidence
Questionnaires, surveys, interviews
Looking at existing products (taste testing, variety
available etc...) super market survey/ price comparison
Visit food fairs, exhibitions, demonstrations
You need a section analysing this research and how it will
help you formulate a Plan of Action
Produce a list of starters, mains with accompaniments and
desserts that are suitable for the task.
Aim to cook at least three 2 course meals as trials for your
practical task and write up each one stating the suitability for
the task and any positives or negatives found in the trialling.
For each meal that you trial you need to sketch and label it to
show that you have considered colour, textures & flavours.
You need a section analysing this research and how it will help
you formulate a Plan of Action
Page 5
Nutritional
Information
You could also include graphs of the dishes that you plan to trial
to see if they have the appropriate nutritional value for your
task
You need a section analysing this research and how it will help
you formulate a Plan of Action

Page 6- 8
Plan of Action
Page 9 - 10
Evaluation of
Task
Should have 5 sections:
Dishes chosen with reasons for choice
 Ingredients & equipment list
 Time Plan
 Costing
Evaluation
Photos of finishes dishes
 The suitability of the meal chosen
 Any changes they would make to the choice of dishes if
task was repeated and why?
 Time management
 How customers (consumers) would regard the meal in
terms of appearance, flavour and texture (star chart)
 What improvements they would make and why
 The size, cost and selling price per portion
 The nutritional content of the meal with valid comments
A writing frame for this is on P33 of this booklet. A etemplate is available on fronter.
Appendixes
This is the section to put anything that is too big to go into your
10 pages, for example:
 Completed questionnaires, interviews and surveys
 Costing table
 Photo’s
 Leaflets, menus, etc...
 Graphs that are too big to include
Research Table
Please use the following table to help you think about the research that you need to
complete in order to write your background information section:
Secondary Research:
From the internet, books and magazines I aim to find out...
1._Nutritional information / guidelines __________________
2._____________________________________________
3.______________________________________________
4.______________________________________________
5.______________________________________________
Primary Research: (please chose at least three to complete)
I will complete:
To find out:
A visit to ...
A visit to ...
I will collect information leaflets
from...
I will collect menus from...
A questionnaire / survey asking
____ people questions about...
I will interview...
I will research existing products
that are suitable by...
You should now complete the first 4 pages of your coursework (introduction and
background information). You should aim to have this completed by:___________
Planning Your Investigation
Now that you have decided what you are going to research you need to make a plan to
manage your time. Everybody in the group will be completing a different investigation
so it is important that you plan your time effectively in order to make sure you
complete a wide range of research that will meet your target / challenge grade.
Your research plan will be a lesson by lesson guide. You need to include:

Time to complete all research

Time to complete any practical activities in school (eg taste tests)

Note when you will be going on visits outside of school to collect information

Note any resources that you need and let your teacher know in advance so they
can organise it for you (eg. Computers, cooking classrooms, etc)
Date
Number
of hours
To complete
Resources needed
Visits
Visit
1
2
Location and reason for visit
Needs to be completed by
Choosing appropriate dishes:
Now that you have completed your background information you
need to plan what you are going to cook for your practical
exam. You need to complete a table of suitable dishes:
Starter
Main
Accompaniment
Dessert
Please consider the following things when choosing dishes:
Food Preparation Skills
The following is a guide to the level of skill found in practical dishes. In order to
achieve high marks. You need to be aiming for the higher-level skills when they carry
out practical assessments.
Higher Level Skills:
• Pastry making – short
crust, pate sucre, choux.
• Roux based sauces
• Meringues and pavlovas
• Meat and fish cookery
(using high risk foods)
• Decorated cakes and
gateaux
• Rich yeast doughs
• Complex accompaniments
and garnishes
Medium Skills:
• Puff pastry items that
need shaping but use
ready-made pastry.
• Vegetable and fruit
dishes requiring even sizes
e.g. fruit salad, stir fry
which show competent
knife skills
• Cheesecakes and similar
desserts.
• Simple sauces e.g. red
wine sauce.
• Simple cakes, biscuits,
cookies and scones.
• Basic bread doughs
Basic Skills:
• Crumbles.
• Sandwiches.
• Pizza with ready-made
base.
• Jacket potatoes.
• Simple salads.
• Assembling products e.g.
using prepared sauces,
bought meringue nests,
etc.
G to E candidates are likely to choose dishes that show basic skills only
Examples: Apple crumble, baked apples, jacket potato with cheese, coleslaw or beans,
French bread pizzas, Spaghetti Bolognese or other pasta dishes using a ready made
sauce, sweet and sour dishes using a bought sauce, fruit platters, simple starters like
prawn cocktail, etc.
D to C candidates are likely to choose dishes from each of the skill levels but
will demonstrate
mainly medium level skills
Examples: Sausage rolls and other items using ready-made puff pastry, cheesecake,
all in one sauces, fresh fruit salads, stir fries, fairy cakes with simple decoration,
scones, melted method cakes, biscuits and cookies e.g. shortbread, bread rolls, simple
meat or fish cookery e.g. cooking fish, chops, steak or chicken pieces (without
stuffing or sauces), chicken in simple sauces e.g. chicken chasseur, cold curried
chicken salad, kebabs, simple rice and pasta dishes with home made sauces.
B to A* candidates are likely to choose dishes from the high and medium level
skills range
Examples: Quiche Lorraine (or similar) using short crust pastry, Bakewell tart (or
similar) using pate sucre, profiteroles or éclairs using choux pastry, decorated gateau
or roulade (whisking method cake),
Swiss buns or Chelsea buns made with rich yeast dough, lasagne with béchamel sauce,
fish pie, chicken and fish dishes with more elaborate sauces or stuffing, decorated
cakes and pastry items that require piping and decoration skills as well as shaping.
Look at the table above, highlight your target / challenge grade area and use this as
reference for the level of difficulty that needs to be shown in the dishes that you
will make.
Remember;
• If only basic-level skills are shown then a maximum of 16/40 should
be awarded.
• If mostly medium-level skills are shown a maximum mark of or 26/40 should be
awarded.
• If mostly high-level skills are shown a maximum mark of 40/40 should be awarded.
Sketching your chosen dishes:
You must choose a two-course meal that will reflect your skill as a cook and meet
nutritional guidelines.
Remember to use the checklist in the ‘food preparation skills’ section so that several
medium and high level skills are chosen.
On the following pages you need to draw out how you expect your final dishes to look;
in this way you can assess the range of colours, shapes and textures you have chosen.
Avoid using dishes that show too much cream, brown or green – they are known as
‘dead’ colours and too much of one colour will make food look dull and uninteresting
If you want to include this in your written up investigation they can be easily scanned!
Practical Trial 1:
Menu:
Comments on:
Colour:
Textures:
Flavour:
Could any of it be improved?
Practical Trial 2:
Menu:
Comments on:
Colour:
Textures:
Flavour:
Could any of it be improved?
Practical Trial 3:
Menu:
Comments on:
Colour:
Textures:
Flavour:
Could any of it be improved?
Analysing Cooking Trials:
TRIAL 1: STARTER / MAIN / DESSERT
Dish:
Skill level
Comments:
Low
Medium
High
Appearance
/10
Flavour
/10
Texture
/10
Time
Too quick
Just right
Too slow
What went well?
What went wrong?
How could it be improved?
TRIAL 1: STARTER / MAIN / DESSERT
Dish:
Skill level
Comments:
Low
Medium
High
Appearance
/10
Flavour
/10
Texture
/10
Time
Too quick
Just right
Too slow
What went well?
What went wrong?
How could it be improved?
TRIAL 2: STARTER / MAIN / DESSERT
Dish:
Skill level
Comments:
Low
Medium
High
Appearance
/10
Flavour
/10
Texture
/10
Time
Too quick
Just right
Too slow
What went well?
What went wrong?
How could it be improved?
TRIAL 2: STARTER / MAIN / DESSERT
Dish:
Skill level
Comments:
Low
Medium
High
Appearance
/10
Flavour
/10
Texture
/10
Time
Too quick
Just right
Too slow
What went well?
What went wrong?
How could it be improved?
TRIAL 3: STARTER / MAIN / DESSERT
Dish:
Skill level
Comments:
Low
Medium
High
Appearance
/10
Flavour
/10
Texture
/10
Time
Too quick
Just right
Too slow
What went well?
What went wrong?
How could it be improved?
TRIAL 3: STARTER / MAIN / DESSERT
Dish:
Skill level
Comments:
Low
Medium
High
Appearance
/10
Flavour
/10
Texture
/10
Time
Too quick
Just right
Too slow
What went well?
What went wrong?
How could it be improved?
Now that you have trialled your recipes
you need to decide which ones to use for
your practical exam.
This is an important choice. You need to
cook a two course meal that you are happy
with, that suits that task and shows enough
skill to meet your challenge grade.
YOU MUST DISCUSS THIS WITH YOUR
TEACHER
It is also important that you have your
recipes with you from now on...
Please make sure all of your recipes and
photographs are in your area at school’
Working out Costing
You need to know the detailed costing of each dish that you are making
as you need to comment on it in both the planning and evaluation in order
to achieve higher marks.
To work out the costing you need to have:
 Your recipes (with the ingredients & amounts needed)
 The internet on the Asda website
 A calculator
How to work out costing:
1. Use the website to work out the cost of each ingredient. Remember to work
out the price for the amount that you have used not the whole pack.
2. Input this into a costing table and add up the total (e-template on fronter)
eg.
Once you have the total price of the dish, you need
to calculate the price per portion:
Dish: Strawberry Gateau
Ingredient:
Amount:
Eggs
Caster sugar
Plain flour
Double cream
Punnet of
Strawberries
3
75g
75g
250ml
1
Cost:
£ p
45
09
03
75
1 99
TOTAL 3
SERVES 8
COST PER PORTION
SELLING PIRCE 1
31
42
05

The gateau made 8 portions, therefore the
price of 1 portion is:
The total price divided by 8

This then needs to be rounded up the
nearest penny!
Selling price is calculated by:
Food cost per portion x 100
divided by 40 = selling price
This price is the minimum that the establishment has to charge in order to have a
profit. As well as food costs the selling price has to take into account:
1) the actual food costs (the cost of the ingredients)
2)
3)
4)
5)
Now complete your costing for ALL dishes!!!
Plan of Action Template
Dishes Chosen with Reasons for Choice:
You SHOULD INCLUDE:
•
Reference to the task you are completing (in your own words or copy & paste
task) and a brief description of what you will be making.
•
Explain why the dishes you are chosen are suitable for the task in relation to:
•
•
Where it is going to be served (restaurant (type), home or school canteen,
etc)
•
•
•
The standard expected at the establishment.
•
•
How much is it going to cost (you to make & the customer)
•
Time limitations you have
Who is going to be eating it - age
nutritional guidelines of the people eating it and how your dishes meet this
need – this is VERY important
Where it is going to be cooked (restaurant (type), home or school canteen,
etc) and the facilities available to use.
Reference should be made to health & safety and hygiene.
Choice of Menu
You SHOULD INCLUDE:
Detailed description of what you are cooking, make it sound fancy! Think of the
Marks and Spencer adverts!
This is only a short paragraph. You should explain the reasons why you have chosen
each dish, for example if you were doing cottage pie for an old folks home if might be
because of the low cost, easy to eat and traditional.
And complete this table:
Dish
Suitability For Task
Shape /Size
Colour/ Attractive
Pizza
I think that this is a good
Its round and
Colours include reds, yellows,
choice of dish for this task
fairly thick It is
greens, browns and an olive colour
as it is a well known italian
big enough to
(black). This mixture of colours
dish and very popular.
serve six to eight
will make the pizza more
people.
attractive.
In table form for each dish served…
Ingredients and Equipment List
You need to produce a table that shows all of the ingredients that you will need for
all of your dishes. You could produce 1 table with it all in or individual tables for
individual dishes. You need to put the amount, what it is and which colour coded
category it is from, i.e.:
Fish
Raw Meat
Cooked Meat
Fruit & Salad
Dairy & Baked
Miscellaneous
Vegetables
Goods
Quantity
Ingredient
Category
1
Onion
Vegetables
250g
Minced Beef
Raw Meat
Equipment List:
List the equipment you need to carry out you assessment under 3 headings:
Preparation Special equipment Serving dishes
Preparation: List all the equipment needed to make and cook your dishes including
bowls, knives, piping bags, baking trays etc.
Special equipment: List any special equipment needed (especially as it is limited in
some rooms) e.g. microwave, toaster, hand held mixer, food processor, and fryer.
Serving dishes: List all the serving dishes, flats, plates, vegetable dishes, salad
bowls, etc. you need. Include paper doyleys and dish papers.
Time Plan
You must complete a table that shows our order of working for the full time of the
exam
For task 2 you have___________ mise en place and _____________ cooking..
Time
Action
Health & Safety / Special Points
START
MISE-EN-PLACE ___ MIN.
GOOD CONSIDERATION
TIME:
Marks should be allocated for preparation of
NEEDS TO BE SHOWN TO
self,
HEALTH & SAFETY TO GET
preparation of work area,
MAXIMUM MARKS…TRY TO
collection and weighing ingredients,
GET A HEALTH & SAFETY
collection of equipment, utensils and serving
POINT FOR EACH STAGE OF
dishes.
MAKING.
COOKING
START COOKING!
Reference should be made to
START
Sequence.
adjustments in oven
TIME:
Marks should be allocated to a candidate for
temperatures; check length of
showing a logical sequence of work reflecting
cooking time for vegetables to
methodical thinking, e.g. dishes which require
serve hot; meals should be
the longest cooking, or a lengthy time for
served in sequence; clearing up
setting, should be made first. Correct
should be mentioned at least
methods of preparation should be recorded;
once; use of seasoning; tests for
consistency of food, if applicable; cooking
readiness; use of oven gloves;
times
garnish and decoration.
HAVE A NEW ROW FOR EACH STAGE IT
Make each dish a different
HELPS YOU TO KEEP YOUR TIMINGS AND
colour to help distinguish each
HEALTH & SAFETY ORGANISED!
one!
Completion.
Always allow yourself 10 minutes
Marks should be allocated for presentation
for presentation, garnishing and
and serving of meal/foods, clean work
serving.
surfaces or units, clearing up generally,
turning off equipment, returning equipment
to correct storage place.
END
ALL NEEDS TO BE FINISHED, PRESENTED
TIME:
& CLEARED AWAY BY THIS TIME.
Remember to try to stick to the suggested
page layout as much as possible...YOU
MUST NOT GO OVER 8 PAGES FOR YOUR
INVESTIGATION & PLANNING!!!
Carrying out the task (40 marks)
In order to gain high marks in this section, candidates need to
demonstrate:
� High standards of personal hygiene e.g. wearing of apron / whites, hair back, no nail
varnish, no jewellery, etc.
� Good personal hygiene habits e.g. no licking fingers, tasting with a clean teaspoon,
etc.
� Safe use of equipment, especially knives, pans and electrical equipment
� Selection of the correct tools e.g. correct knife for chopping, peeling, etc.
� Use of a wide variety of commodities within the task chosen
� Good food hygiene e.g. perishable foods refrigerated and not left on work unit /
table, using temperature probes to ensure food is cooked
� Neat, organised work
� Safe use of cooker
� Working to time
� Independent working
� Good technical skills
� Little food waste
� Logical sequence of work e.g. food that needs to be cooked for a long time, be set
or served cold needs to be made first
� A wide variety of skills, including high level skills
� High standard of final presentation e.g. portion control, use of garnish and
decoration, good colour, correct temperature, correct texture, good flavour,
appropriate serving dishes
� Good sequencing and dove-tailing of dishes so that all elements of the meal are
served at the correct temperatures
� Appropriate serving of the meal
Presenting Food
The aim of a cook is to present food as near perfectly as possible. This involves:
• Consistency (how thin or how thick)
• Texture (includes crunchy, soft, crisp)
• Flavour (includes salty, sweet, sour, bitter, well seasoned)
• Seasoning (includes use of herbs, spices, salt and pepper)
• Colour (remember white, cream, brown and green are ‘dead’ colours)
• Decoration (used on sweet dishes – includes chocolate, cherries, fresh fruit etc
• Garnish (used on savoury dishes – includes tomato, parsley, lemon, cucumber, cress,
etc.)
• Accompaniments – these include colourful vegetables and sauces.
As a general rule, do not over season, over-decorate or over fill serving dishes.
Chefs gradually learn the skills of tasting food to check for flavour, texture and
seasoning.
Hot foods should be served hot and not warm, preferably on hot plates. Shaped and
dramatic coloured plates can add to the overall appearance and ‘drama’ of food.
Cold food should be served cold, but not frozen and always on cold plates.
Food probes can be used to check temperatures (if available).
Savoury food is usually served in oval dishes or on oval plates if appropriate (with
plain doyleys or dish papers)
Sweet food is usually served in round dishes or on round plates if appropriate (with
pretty doyleys)
Consistency:
The consistency of food will depend on the size of pan used, the cooking time, the
amount of thickener e.g. flour used and the quality of ingredients. It is easier to thin
a mixture like a soup or a sauce rather than thicken it.
Texture:
Tasting food is essential in order to test texture. This includes checking foods like
rice, pasta (cooked al dente), and vegetables to ensure they are not over-cooked.
Cooking alters the texture of food and an experienced cook will know when the right
amount of heat has been applied to give the correct texture e.g. cooking steaks.
Contrasting textures are important to give variety and interest to a meal e.g.
croutons with soup, wafers and ice cream, cheese and biscuits.
Flavour and seasoning:
Taste is very important. Good cooks know how to retain the flavour of food and how
to alter the flavour of food. To retain flavour chefs need to:
• Use food as fresh as possible
• Use the least amount of cooking liquid
• Use the cooking liquid where possible (for sauces, stocks and gravies)
• Use appropriate cooking methods
• Prepare, cook and serve in as short a time as possible
• Not over-season so that customers cannot taste the natural flavour
• Use herbs and strongly flavoured foods with care
• Adjust seasoning at the end.
YOU NEED TO COMPLETE THE
TABLES ON THE NEXT TWO
PAGES AS SOON AS YOU
FINISH YOUR PRACTICAL EXAM!
PRACTICAL EXAM: STARTER / MAIN / DESSERT
Dish:
Skill level
Comments:
Low
Medium
High
Appearance
/10
Flavour
/10
Texture
/10
Time
Too quick
Just right
Too slow
What went well?
What went wrong?
How could it be improved?
PRACTICAL EXAM: STARTER / MAIN / DESSERT
Dish:
Skill level
Comments:
Low
Medium
High
Appearance
/10
Flavour
/10
Texture
/10
Time
Too quick
Just right
Too slow
What went well?
What went wrong?
How could it be improved?
EVALUATION
The suitability of the meal chosen
What dishes did you make?
Why were they suitable for the task?
Did you include a variety of cooking skills e.g. sauce making, pastry making, bread
making, rubbing in, creaming, whisking? State what skills you used for each dish.
Did you include a variety of cooking methods i.e. boiling, baking, toasting, frying,
poaching, microwaving? State what methods of cooking you used for each dish.
Any changes they would make to the choice of dishes if task was repeated and
why?
If you would choose a different dish(es), say what you would choose and why.
Time management
Comment on your time management during the task.
Was food was hot, cold or set as needed
How customers (consumers) would regard the meal in terms of appearance, flavour
and texture
Customer acceptability: Make detailed comments about the appearance, flavour and
texture of each dish (you must taste your food),
Make a star diagram for each dish detailing appearance, flavour and texture and
comment on each
Did you have attractive garnish or decoration?
What was the effect of the ‘whole’ table?
Would your food be acceptable for paying customers?
What improvements they would make and why
Suggest any improvements you would make if given the same task again.
If you could improve the “making” say how and why.
If you would improve the presentation or change the order of work suggest how and
why.
The size, cost and selling price per portion
Did you have the correct number of portions, portion size, use of the correct sized
dishes for amounts of food?
Work out the selling price and comment on profit margins you would expect to make
if working in a commercial establishment.
Calculate and comment on cost per portion and portion size.
The nutritional content of the meal with valid comments
Work out the nutritional content of the meal (using food tables or a computer
programme).
Comment on the nutritional value of the dishes or meal as appropriate for the task.
For example if you are preparing a meal for a vegetarian explain the protein content
of the meal. Vegetarians often lack iron and vitamin B so explain how you could boost
their content.
Finished???
Well done...just need to check:
 10 pages or under?
 Included investigation, planning and evaluation?
 Meet your deadlines?
 Completed all work to a high standard?
Space for Notes: