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Embed code for: vMonitoring booklet - Task 1
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Lymm High School
Target Grade ________
Controlled Practical Assessment
Task 1 – 20% of final GCSE
‘There is a wide variety of dairy products available for chefs to use.
Using dairy products produce and serve two sweet and two savoury dishes that could be included on a menu.’
Controlled Practical Assessment Task 1 will be marked on the following:
Research and planning the task (10 marks)
Carrying out the task (20 marks)
Evaluating the task (10 marks)
Please note: There is a limit of 4 pages (8 sides) A4 for the research, planning and evaluation for Task 1.
Task 1 – Controlled Assessment – 20% of final grade
Type the brief out as a heading:-
‘There is a wide variety of dairy products available for chefs to use. Using dairy products produce and serve two sweet and two savoury dishes that could be included on a menu’.
Types of milk – Whole, semi-skimmed and skimmed – explain how they’re different
Pasteurization – what it is and why milk is pasteurized
Dishes that can be made using milk
Cost per litre
How cream is produced
Types of cream including sour cream and crème fraiche – which can be whipped and why?
Nutritive value – is it different from milk?
Dishes that can be made using cream
Categories of cheese e.g. hard, semi hard, soft, cream etc. Examples of each.
Brief description of how cheese is made.
How cheese can be used in cooking
How its made
Different types of butter – spreadable (what is done to butter to make it spreadable), salted
How it can be used in cooking
Brief description of how its made, types of yogurt, how it can be used in cooking.
Grade performance criteria for task 1
GRADE PERFORMANCE CRITERIA
3 - 6 G Has shown a limited understanding and interpretation of task. Lacks organisation. Has achieved limited investigation and planning skills resulting in a restricted level of competence and practical performance. Practical work lacks quality finish. Written information is poorly organised. Little or no use of specialist language.
7 - 10 F Has shown a limited understanding of the task. Support is required at most stages of the work. Is able to carry out the minimum requirements of the task i.e. produce four edible dishes. Shows limited competence and ability in practical skills. Outcome lacks quality finish. Limited conclusions drawn with only superficial analysis of the task undertaken. Information is poorly organised with only basic use of specialist language
11 - 17 E Has shown a basic understanding of the task and is able to apply some knowledge and plan a course of action. Dishes appropriate but show basic skills only. Some areas of competence especially with basic skills but still areas of weakness. Basic conclusions drawn with limited ability to assess and evaluate work. Limited organisational skills and methodology. Some use of specialist language but with errors in spelling, punctuation and grammar.
18 - 22 D Has shown an ability to analyse the task and carry out relevant investigation. Is able to apply knowledge and plan and carry out the task with reasonable competence. Food presented quite well. Has made a reasonable attempt at analysis of task with some ability to assess and evaluate work. Information shows evidence of structure and use of specialist language but with some errors in spelling, punctuation and grammar.
23 - 29 C Is able to understand and apply relevant knowledge to the task with some evidence of accuracy and precision. Investigation backs up choice of dishes. Has shown discrimination in choosing dishes relevant to the task. Logical plan although some points may be omitted. Little guidance is required. 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.
30 - 33 B Has shown an ability to identify and analyse the significant factors of the task. Has demonstrated a sound understanding of knowledge. Is able to plan a course of action and show 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. Evaluated results with a good attempt at analysis and justification related to the task
with reasoned conclusions. Good use of specialist language is evident with few errors in
spelling, punctuation and grammar.
34 - 37 A Has shown a detailed understanding and interpretation of the task recognising both the
possibilities and limitations of the task and requiring no support. 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 and confidence. Very high standard of presentation. Has shown evidence of critical evaluation to justify decisions taken in relation to the task. Written work is well structured, clearly expressed and largely error free. Very good use of specialist language.
38 - 40 A* Has shown a detailed understanding and interpretation of the task through the use of a wide
variety of resources, using knowledge and understanding in planning and developing the task. Is able to establish priorities for precision and control. Has shown an exceptionally high standard of competence with faultless presentation. Has demonstrated an application of high-level evaluation skills in assessing work and making reasoned judgements related to the task. Work is well organised. Excellent use of specialist language.
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 you carry out your 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
• 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.
• 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.
• If only basic-level skills are shown then a maximum of 8/20 (task 1) or 16/40 (task 2) should be awarded.
• If mostly medium-level skills are shown a maximum mark of 15/20 (task 1) or 26/40 (task 2)
should be awarded.
• If mostly high-level skills are shown a maximum mark of 20/20 or 40/40 should be awarded.
Research: Milk and Cream
Research: Butter and Yogurt
Possible choices – Sweet and Savoury
Pictures/ photos of possible ways of presenting dishes
Reasons for choice
Photo of practical work
Recording my success
Please use the table to record your marks as you progress:
Investigating and planning the task (10 marks)
Evaluating the task (10 marks)
Total = 40 marks
Task 1 TOTAL mark scheme:
Approximate mark scheme for Investigation and Planning of Task
Approximate mark scheme for Carrying Out the Task
Approximate mark scheme for Evaluating the Task
How many more marks I need to achieve my target grade
Investigation and Planning of Task
Carrying Out the Task
B to A* candidates are likely to choose dishes from the high and medium level skills