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Practical work and experimental science are at the heart of teaching and learning in science classrooms. The COVID-19 pandemic forces secondary school science teachers to make difficult decisions about how best to facilitate practical work safely. We present empirical evidence of the effectiveness of teacher demonstrations and videos in preparing students (n=1252) to answer practical-themed examination questions, in particular those usually taken at age 16 in England. Findings suggest that if circumstances prevent hands-on practical work, schools should deliver studentengaged teacher demonstrations that include purposeful discussion and questioning. Reliance solely upon videos or textbooks is likely to disadvantage students in examinations. The findings could inform practice in other countries and other age ranges.