VTCT Level 2 Diploma in Food, Beverage and … of...2 The qualification Introduction National Occupational Standards (NOS) VTCT Level 2 Diploma in Food, Beverage and Professional Cookery

AT20502F_v5

VTCT Level 2 Diploma in Food, Beverage and Professional Cookery StudiesOperational start date: 1 January 2014Credit value: 49Total Qualification Time (TQT): 490Guided learning hours (GLH): 321-330Qualification number: 601/2105/1

Statement of unit achievementBy signing this statement of unit achievement you are confirming that all learning outcomes, assessment criteria and range statements (if/where applicable) have been achieved under specified conditions, and that the evidence gathered is authentic.

This statement of unit achievement table must be completed prior to claiming certification.

Unit code Date achieved Learner signature

Assessor initials

IQA signature (if sampled)

Mandatory units

UV21096

UV21097

UV21093

UV21080

UV21095

UV21137

UV21159

UV21152

UV21086

UV21495

UV21082

Optional units

2

The qualification

Introduction National Occupational Standards (NOS)

VTCT Level 2 Diploma in Food, Beverage and Professional Cookery Studies is a preparation for work qualification that can be assessed in the workplace or a realistic working environment (RWE). The qualification has been designed to meet the requirements of a Study Programme.

This qualification will develop your knowledge and understanding of the food and beverage service industry as well as the skills needed to start a career as a professional chef.

You will learn about health and safety and food safety in the hospitality and catering, food and beverage service and customer service skills. You will also learn how to prepare and cook meat, offal, fish and shellfish, poultry, fruit and vegetables.

The optional units will give you the opportunity to develop your skills, knowledge and understanding on a range of subject areas including providing counter and take away service, handling payments, maintaining the payment point, menu knowledge and design, service of hot drinks, fermented dough products and hot and cold desserts and puddings.

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Units in this qualification have been mapped to the relevant NOS (where applicable). This qualification is regulated on the Regulated Qualifications Framework.

This qualification is approved and supported by People 1st, the sector skills council for hospitality, leisure, travel and tourism.

Prerequisites

There are no formal prerequisite qualifications that you must have prior to undertaking this qualification.

Your centre will have ensured that you have the required knowledge, understanding and skills to enrol and successfully achieve this qualification.

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Progression

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On completion of this qualification you may choose to undertake further study; qualifications you could progress to include:• VTCT Level 2 NVQ Diploma in Hospitality

Services • VTCT Level 2 Diploma in Professional

Cookery • VTCT Level 2 Diploma in Professional

Cookery Studies • VTCT Level 2 NVQ Diploma in Food and

Beverage Service • VTCT Level 2 NVQ Diploma in Food

Production and Cooking • VTCT Level 3 Diploma in Advanced

Professional Cookery (Kitchen and Larder)• VTCT Level 3 Diploma in Food and

Beverage Service Supervision

You could also choose to undertake an intermediate level apprenticeship in:• Hospitality and Catering - Food and

Beverage Service• Hospitality and Catering - Professional

Cookery (Preparation and Cooking)• Professional Cookery

Alternatively, you may wish to seek employment as:• Waiting staff in a restaurant/café/coffee

shop/brasserie/pub/bar• Cellar person in a pub/bar• Trainee chef/cook in a restaurant/café/

coffee shop/brasserie/pub

44

Qualification structure

Mandatory units - 43 creditsVTCT unit code

Ofqual unit reference Unit title Credit

value GLH Level

UV21096 H/500/8935 Health and safety in catering and hospitality 3 12 2

UV21097 H/502/0132 Food safety in catering 1 9 2

UV21093 F/600/4269 Legislation in food and beverage service 2 12 2

UV21080 A/601/2144 Prepare and cook meat and offal 8 60 2

UV21095 F/601/2159 Prepare and cook fish and shellfish 5 40 2

UV21137 M/601/2142 Prepare and cook fruit and vegetables 6 40 2

UV21159 Y/601/2152 Prepare and cook poultry 5 40 2

UV21152 T/600/1059 Principles of customer service in hospitality, leisure, travel and tourism 1 10 2

UV21086 D/600/0617 Giving customers a positive impression 2 18 2

UV21495 T/504/4581 Food service 6 50 2

UV21082 D/500/8934 Investigate the catering and hospitality industry 4 20 2

Total credits required - 49 (minimum)

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All mandatory units must be completed. A minimum of 44 must be achieved at Level 2 or above.

Optional units - 6 (minimum) creditsVTCT unit code

Ofqual unit reference Unit title Credit

value GLH Level

UV21489 D/504/4607 Drinks service 2 15 2

UV21114 J/600/8243 Barista skills 2 20 2

UV21094 F/600/4272 Services of hot beverages 5 34 2

UV21078 A/600/4271 Principles of beverage product knowledge 4 34 2

UV11422 L/601/5016 Provide a counter and takeaway service 3 30 1

UV21131 M/502/8296 Principles of providing a buffet and carvery service 1 6 2

UV21128 L/600/4274 Handling payments and maintaining the payment point 3 24 2

UV21156 Y/502/8311 Principles of promoting additional services or products to customers 2 10 2

UV21153 T/600/4270 Menu knowledge and design 3 21 2

UV21081 A/601/6503 Produce biscuit, cake and sponge products 4 28 2

UV21079 A/601/2130 Catering operations, costs and menu planning 6 40 2

UV21115 J/601/2163 Prepare and cook rice, pasta, grains and egg dishes 6 20 2

UV21160 Y/601/6508 Produce paste products 3 20 2

UV21116 J/601/6505 Produce fermented dough products 4 28 2

UV21129 L/601/6506 Produce hot and cold desserts and puddings 3 24 2

UV21136 M/601/2139 Prepare and cook stocks, soups and sauces 6 40 2

UV21117 K/500/8936 Healthier food and special diets 1 7 2

UV21146 T/500/8938 Applying workplace skills 3 25 2

UV11070 Y/600/0616 Effective Teamwork 2 19 1

555

6

Guidance on assessment

66

This book contains the mandatory units that make up this qualification. Optional units will be provided in additional booklets (if applicable). Where indicated, VTCT will provide assessment materials. Assessments may be internal or external. The method of assessment is indicated in each unit.

Internal assessment (any requirements will be shown in the unit)

Assessment is set, marked and internally quality assured by the centre to clearly demonstrate achievement of the learning outcomes. Assessment is sampled by VTCT external quality assurers.

Assessment explained

VTCT qualifications are assessed and quality assured by centre staff. Work will be set to improve your practical skills, knowledge and understanding. For practical elements, you will be observed by your assessor. All your work must be collected in a portfolio of evidence and cross-referenced to requirements listed in this record of assessment book.

Your centre will have an internal quality assurer whose role is to check that your assessment and evidence is valid and reliable and meets VTCT and regulatory requirements.

An external quality assurer, appointed by VTCT, will visit your centre to sample and quality-check assessments, the internal quality assurance process and the evidence gathered. You may be asked to attend on a different day from usual if requested by the external quality assurer.

This record of assessment book is your property and must be in your possession when you are being assessed or quality assured. It must be kept safe. In some cases your centre will be required to keep it in a secure place. You and your course assessor will together complete this book to show achievement of all learning outcomes, assessment criteria and ranges.

External assessment (any requirements will be shown in the unit)

Externally assessed question papers completed electronically will be set and marked by VTCT.

Externally assessed hard-copy question papers will be set by VTCT, marked by centre staff and sampled by VTCT external quality assurers.

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Creating a portfolio of evidence

As part of this qualification you are required to produce a portfolio of evidence. A portfolio will confirm the knowledge, understanding and skills that you have learnt. It may be in electronic or paper format.

Your assessor will provide guidance on how to prepare the portfolio of evidence and how to show practical achievement, and understanding of the knowledge required to successfully complete this qualification. It is this booklet along with the portfolio of evidence that will serve as the prime source of evidence for this qualification.

Evidence in the portfolio may take the following forms:

• Observed work• Witness statements• Audio-visual media • Evidence of prior learning or attainment• Written questions• Oral questions• Assignments• Case studies

All evidence should be documented in the portfolio and cross referenced to unit outcomes. Constructing the portfolio of evidence should not be left to the end of the course.

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88

Unit assessment methods

8

This section provides an overview of the assessment methods that make up each unit in this qualification. Detailed information on assessment is provided in each unit.

Mandatory units External Internal

VTCT unit code Unit title Question

paper(s) Observation(s) Portfolio of Evidence

UV21096 Health and safety in catering and hospitality 0 û

UV21097 Food safety in catering 0 û

UV21093 Legislation in food and beverage service 0 û

UV21080 Prepare and cook meat and offal 0 UV21095 Prepare and cook fish and shellfish 0

UV21137 Prepare and cook fruit and vegetables 0

UV21159 Prepare and cook poultry 0

UV21152Principles of customer service in hospitality, leisure, travel and tourism

0 û

UV21086 Giving customers a positive impression 0 û

UV21495 Food service 0

UV21082 Investigate the catering and hospitality industry 0 û

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Unit assessment methods

Optional units External Internal

VTCT unit code Unit title Question

paper(s) Observation(s) Portfolio of Evidence

UV21489 Drinks service 0 UV21114 Barista skills 0 UV21094 Services of hot beverages 0

UV21078 Principles of beverage product knowledge 0 û

UV11422 Provide a counter and takeaway service 0

UV21131 Principles of providing a buffet and carvery service 0 û

UV21128 Handling payments and maintaining the payment point 0

UV21156 Principles of promoting additional services or products to customers 0 û

UV21153 Menu knowledge and design 0 û

UV21081 Produce biscuit, cake and sponge products 0

UV21079 Catering operations, costs and menu planning 0 û

UV21115 Prepare and cook rice, pasta, grains and egg dishes 0

UV21160 Produce paste products 0 UV21116 Produce fermented dough products 0

UV21129 Produce hot and cold desserts and puddings 0

UV21136 Prepare and cook stocks, soups and sauces 0

UV21117 Healthier food and special diets 0 û UV21146 Applying workplace skills 0 UV11070 Effective Teamwork 0 û

99

Unit glossary

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Description

VTCT product code

All units are allocated a unique VTCT product code for identification purposes. This code should be quoted in all queries and correspondence to VTCT.

Unit title The title clearly indicates the focus of the unit.

National Occupational Standards (NOS)

NOS describe the skills, knowledge and understanding needed to undertake a particular task or job to a nationally recognised level of competence.

LevelLevel is an indication of the demand of the learning experience; the depth and/or complexity of achievement and independence in achieving the learning outcomes.

Credit valueThis is the number of credits awarded upon successful achievement of all unit outcomes. Credit is a numerical value that represents a means of recognising, measuring, valuing and comparing achievement.

Guiding Learning hours (GLH)

The activity of a learner in being taught or instructed by - or otherwise participating in education or training under the immediate guidance or supervision of - a lecturer, supervisor, tutor or other appropriate provider of education or training.

Total qualification time (TQT)

The number of hours an awarding organisation has assigned to a qualification for Guided Learning and an estimate of the number of hours a learner will reasonably be likely to spend in preparation, study, or any other form of participation in education or training. This includes assessment, which takes place as directed - but, unilke Guided Learning, not under the immediate guidance or supervision of - a lecturer, supervisor, tutor or other appropriate provider of education or training.

Observations This indicates the minimum number of competent observations, per outcome, required to achieve the unit.

Learning outcomes

The learning outcomes are the most important component of the unit; they set out what is expected in terms of knowing, understanding and practical ability as a result of the learning process. Learning outcomes are the results of learning.

Evidence requirements This section provides guidelines on how evidence must be gathered.

Observation outcome

An observation outcome details the tasks that must be practically demonstrated to achieve the unit.

Knowledge outcome

A knowledge outcome details the theoretical requirements of a unit that must be evidenced through oral questioning, a mandatory written question paper, a portfolio of evidence or other forms of evidence.

Assessment criteria

Assessment criteria set out what is required, in terms of achievement, to meet a learning outcome. The assessment criteria and learning outcomes are the components that inform the learning and assessment that should take place. Assessment criteria define the standard expected to meet learning outcomes.

Range The range indicates what must be covered. Ranges must be practically demonstrated in parallel with the unit’s observation outcomes.

UV21096Health and safety in catering and hospitality

The aim of this unit is to develop your knowledge and understanding of health and safety legislation and its impact within the catering and hospitality industry. You will have the opportunity to explore potential benefits and the operational implementation in the workplace.

You will learn about the responsibilities of both employers and employees, and understand the role of enforcement officers. You will identify the common causes of ill health and accidents, explore ways to reduce injuries and identify correct procedures for lifting objects.

You will learn the process for correct risk assessment, the benefits of carrying out risk assessments and controlling risks. You will learn the legal importance of reporting injuries and disease, and the function of the accident book. You will explore the function of personal protective equipment (PPE) and the impact this can have on accident and injury prevention.

UV21096_v6

Observation(s)

GLH

Credit value

Level

External paper(s)

0

12

3

2

0

On completion of this unit you will:

Learning outcomes Evidence requirements

UV21096

1. Understand the importance of health and safety in the catering and hospitality industry

2. Be able to identify hazards in the catering and hospitality workplace

3. Understand how to control hazards in the workplace

4. Understand how to maintain a healthy and safe workplace

1. Knowledge outcomes There must be evidence that you possess all the knowledge and understanding listed in the Knowledge section of this unit. In most cases this can be done by professional discussion and/or oral questioning. Other methods, such as projects, assignments and/or reflective accounts may also be used.

2. Tutor/Assessor guidance You will be guided by your tutor/assessor on how to achieve learning outcomes in this unit. All outcomes must be achieved.

3. External paper There is no external paper requirement for this unit.

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Health and safety in catering and hospitality

Achieving knowledge outcomes

Developing knowledge

You will be guided by your tutor and assessor on the evidence that needs to be produced. Your knowledge and understanding will be assessed using the assessment methods listed below*:

• Projects• Observed work• Witness statements• Audio-visual media • Evidence of prior learning or attainment• Written questions• Oral questions• Assignments• Case studies• Professional discussion

Where applicable your assessor will integrate knowledge outcomes into practical observations through professional discussion and/or oral questioning.

When a criterion has been orally questioned and achieved, your assessor will record this evidence in written form or by other appropriate means. There is no need for you to produce additional evidence as this criterion has already been achieved.

Some knowledge and understanding outcomes may require you to show that you know and understand how to do something. If you have practical evidence from your own work that meets knowledge criteria, then there is no requirement for you to be questioned again on the same topic.

*This is not an exhaustive list.

UV2109614

Knowledge

UV21096 15

Learning outcome 1

Understand the importance of health and safety in the catering and hospitality industry

You can: Portfolio reference

a. Identify the groups who have responsibilities in current legislation

b. Identify the legal responsibilities of employers and employees

c. Discuss the power of enforcement officers

d. Identify the action available to the enforcement officers in the event of non-compliance

e. State regulations covering specific safety issues

f. Identify common causes of ill health and accidents

g. List the potential costs of non-compliant health and safety practices

h. List the potential benefits of compliant health and safety practices

UV2109616

Learning outcome 2

Be able to identify hazards in the catering and hospitality workplace


a. List causes of slips, trips and falls in the workplace

b. State the steps to minimise the risk of slips, trips and falls

c. Identify the main injuries from manual handling

d. State ways to reduce the risk of injury from lifting, carrying and handling

e. Identify the correct lifting procedure

f. Identify ways machinery/equipment can cause injuries

g. List control measures to avoid accidents from machinery/equipment

h. State types of hazardous substances

i. List control methods for hazardous substances to prevent exposure and ensure protection of employees

j. Indicate the main causes of fire and explosions

k. State how elements of the fire triangle can be used to extinguish a fire

l. Identify dangers associated with electricity

m. Identify the measures to prevent electrical dangers

n. State methods to deal with electrical dangers

UV21096 17

Learning outcome 3

Understand how to control hazards in the workplace


a. Define the term ‘hazard’

b. Define the term ‘risk’

c. List the steps in the risk assessment process

d. Identify the benefits of risk assessment

e. State the control measures to reduce risk

f. State the reasons for reporting accidents

g. Explain the legal requirement for accident reporting

h. Outline the information to be recorded in the accident book

i. State the functions of PPE

j. State the employers’ and employees’ responsibilities regarding provision, use, care and maintenance of PPE

k. State how the main types of safety signs can be identified

UV2109618

Learning outcome 4

Understand how to maintain a healthy and safe workplace


a. Briefly describe the sources of information which can assist in developing health and safety systems in the workplace

b. Identify the features in the food preparation area which will affect safe working practices

c. Identify the welfare facilities required for the staff in catering and hospitality operations

d. Define incident reporting

e. Outline the procedure to be followed when an incident is reported

f. Identify situations where emergency procedures must be followed

g. State the emergency procedure in the event of a serious accident/incident

Outcome 1: Understand the importance of health and safety in the catering and hospitality industry

Unit content

This section provides guidance on the recommended knowledge and skills required to enable you to achieve each of the learning outcomes in this unit. Your tutor/assessor will ensure you have the opportunity to cover all of the unit content.

UV21096 19

Groups who have responsibilities: Authorities (local councils, environmental health officers, health and safety executive, health and safety inspectors), employers (directors, senior managers), employees (managers, supervisors, staff), contractors (self-employed, companies, individuals).

Legal responsibilities: Employers (health and safety and related policies, health and safety statement, certificate of insurance displayed, staff training, risk assessment, equipment maintenance, health and safety of visitors), employees (responsibility for own health and safety, responsibility for others, safe and secure environment, reporting spillages/threats/accidents, attend training and updates).

Power of enforcement officers: Visits (entry to premises announced, entry unannounced, routine, advice and support), investigate (premises, individuals, organisation, seize records, seize equipment, collect samples, destroy stock, take photographic evidence, arrest individuals).

Action available to the enforcement officers: Issue (prohibition notices, improvement notices, closure), prosecution (magistrate court, crown court, fines, imprisonment), advice.

Regulations covering specific safety issues: Control of substances hazardous to health, manual handling, PPE, fire precautions, safe use of equipment.

Common causes of ill health and accidents: Unsafe practice (manual handling, use of chemicals and substances, equipment, inexperience of staff, supervision, inadequate training, inadequate enforcement, inadequate risk assessment), premises (inadequate lighting, excessive noise, temperature, inadequate ventilation), behaviour (inappropriate, inadequate concentration, excessive workload, excessive hours).

Potential costs of non-compliance: Prosecution (fines, imprisonment), notices (improvement, prohibition, closure), costs (legal, upgrades, compensation to staff and customers), poor reputation (customer perceptions, staff, contractors, industry), increased accident levels, staff (illness, incapacity to work, sickness, stress, turnover), visits.

Potential benefits of compliance: Enhanced reputation (staff, customers, industry peers, contractors), increased profitability (financial, productivity), reduced costs (legal, upgrades, compensation to staff and customers), staff (motivated, safe and secure), reduced accident levels.

Outcome 2: Be able to identify hazards in the catering and hospitality workplace

UV2109620

Causes of slips, trips and falls: Regulations and procedures (legal and organisational non-compliance), defects (report to supervisor or manager), signage (non-compliance in usage), human error (loss of concentration, practice), poor training, workplace conditions (dirty and untidy), equipment (design, incorrect usage, defective, leads and flex storage), premises.

Steps to minimise slips, trips and falls: Regulations and procedures (legal and organisational, risk assess task, reporting defects enforcement), PPE (training, correct use, reporting of defects), training (correct technique, use of safety notification, procedures, updates), workplace conditions (well lit, adequate ventilation, clean and tidy), equipment (correctly maintained, flex and leads stored correctly), enforcement (management, health and safety representative, monitoring), correct levels of signage (spillage warnings, cleaning in progress, defective equipment, maintenance in progress).

Main injuries from manual handling: Injuries (muscular, back and spinal, breaks, fractures, sprains, bruises and cuts).

Ways to reduce the risk of injury from lifting, carrying and handling: Training (technique, updates), preparation (visual risk assessment, weight and size, proposed safe route, assess assistance required, agree on planned approach, additional lifting equipment, check visibility, clear route), carry out task (correct technique, good communication, adhere to agreed approach), completing task (position object safely, visual risk assessment, ensure secured).

Correct lifting procedure: Preparation (visual risk assessment, weight and size, proposed safe route, assess assistance required, agree on planned approach, additional lifting equipment, check visibility, clear route), carry out task (correct technique and posture, keep object close to torso, maintain good communication, adhere to agreed approach), completing task (ensure posture and technique are correct, position object safely, visual risk assess, ensure secured).

Ways machinery and equipment can cause injuries: Equipment (defective, maintenance, entanglement, trapped leads or wires, incorrect use of equipment, unsafe use), location (site, visibility problems).

Control measures to avoid accidents: Training (correct use, updates, safe working procedures), PPE (correct use, correct equipment), reporting (defects in equipment and environmental conditions).

Types of hazardous substances: Substances (cleaning chemicals, bleach, drain cleaner, oven cleaner, gases, gels, spirit).

Control methods for hazardous substances: Training (correct use, updates, records, safe working procedures), PPE (correct use, correct equipment), reporting (defects in equipment and environmental conditions).

Main causes of fire and explosions: Equipment (electrical faults, defective equipment, overheating, incorrect site, poor ventilation), gas (leaks, defective equipment, build up), smoking, chemicals and substances (incorrect use, incorrect mixing), naked flame (tools, maintenance).

Outcome 2: Be able to identify hazards in the catering and hospitality workplace (continued)

UV21096 21

How elements of the fire triangle can be used: Heat (remove, reduce, eliminate), oxygen (restrict, remove), fuel (remove, reduce, eliminate).

Dangers associated with electricity: Death, shock, burns, fire, affect self and others.

Measures to prevent electrical dangers: Training (correct use, when not to use equipment, updates, safe working procedures), PPE (correct use, correct equipment), reporting (defects in equipment and environmental conditions, use of defective equipment), maintenance (testing, use of qualified electricians), visual checks (staff, managers, supervisors, safe storage of cables and flex).

Methods to deal with electrical dangers: Regulations and procedure (legal and organisational), power supply (switch off if safe), raise alarm (call emergency services, evacuate building, first aider).

Outcome 3: Understand how to control hazards in the workplace

UV2109622

Steps in the risk assessment process: Process (identify hazard, identify who is at risk, calculate the risk, implement control measures, record the review and file, periodically review and re-assess risk).

Benefits of risk assessment: Working within regulations (legal, compliance), process (reduces likelihood of accidents and injury, identify control methods, inform health and safety policy review, inform training updates and needs), non-compliance (prosecution – self and organisation, closure, warnings, loss of employment).

Control measures to reduce risk: Organisational (documented standards of performance, safe working practice), training (risk assessment, updates), enforcement (management, supervisors, coaching and mentoring), working groups (employee contribution, raise concerns, involvement), personal protection equipment (provide, upgrade).

Reasons for reporting accidents: Investigation analysis (provide evidence and information, conclusion as to why accident occurred, recommendations), prevention of accidents (implement revised control measures).

Legal requirement for accident reporting: Employer (reporting of injuries, disease and dangerous occurrences regulations, maintain accident book, keep records, complete reports), employee (report accidents/incidents to management, report concerns of potential hazards).

Information to be recorded in the accident book: Information (date, time, name of person affected, description of accident summary, witness names, action

taken by those involved, resulting action).

Function of PPE: Protection (individual, other staff, customers), hazards (control of self and others).

Employer’s and employees responsibilities regarding provision, use, care and maintenance of PPE: Employers (working within legal and organisational regulations, policies and procedures, risk assessment, medical access), equipment (provision of PPE, facilities (staff changing, washing, storage, disposal), employees (working within legal and organisational regulations and procedures), reporting (defects in equipment and environmental conditions), policy compliance (use of PPE).

Main types of safety signs: Mandatory, hazard warning signs, safety signs, prohibition signs, fire-fighting signs.

Outcome 4: Understand how to maintain a healthy and safe workplace

UV21096 23

Sources of information which can assist in developing health and safety systems: Acts of Parliament (laws, regulations, procedures), European Union (directives), Health and Safety Executive (regulations, procedures, inspectors, advisory and information channels), local authorities (environmental health officers, enforcement officers, advisory and information channels).

Features in the food preparation area which can affect safe working: Working practice (inadequate standards of performance, clearing of rubbish and obstacles), premises (working layout, design of building, workflow, floor material, door location, stair location and type, lighting, ventilation, temperature, inadequate maintenance), equipment (inadequate maintenance, repairs).

Welfare facilities required for staff: Facilities (basins for handwashing, toilets, showers, dryers, changing areas, changing storage, PPE storage, rest rooms, drinking water).

Definition of incident reporting: Working within regulations and procedures (legal and organisational), communication (manager or supervisor, verbal, written, electronic), types (security threats, physical and verbal abuse, assault).

Procedure to be followed when an incident is reported: Working within regulations and procedures (legal and organisational), incident record (electronic, written), investigation (recorded), incident risk assessed (recorded), implementation of controls, periodic review, training (updates).

Situations where emergency procedures must be followed: Situations (accidents, incidents, deaths, fire, security threats, serious injury).

Emergency procedure in the event of a serious accident/incident: Procedure (raise alarm, contact emergency services, locate appointed first aider, remove casualty from danger if safe to do so).

UV2109624

Notes Use this area for notes and diagrams

UV21097Food safety in catering

In this unit you will learn about the importance of food safety in catering. You will develop knowledge on the responsibilities of individuals, the significance of personal hygiene, the importance of keeping work areas clean and hygienic, and how to keep food safe.

UV21097_v8

Observation(s)

GLH

Credit value

Level

External paper(s)

0

9

1

2

0



UV21097

1. Understand how individuals can take personal responsibility for food safety

2. Understand the importance of keeping yourself clean and hygienic

3. Understand the importance of keeping the work areas clean and hygienic

4. Understand the importance of keeping food safe




27

Food safety in catering









UV2109728

Knowledge

UV21097 29

Learning outcome 1

Understand how individuals can take personal responsibility for food safety


a. Outline the importance of food safety procedures, risk assessment, safe food handling and behaviour

b. Describe how to report food safety hazards

c. Outline the legal responsibilities of food handlers and food business operators

UV2109730

Learning outcome 2

Understand the importance of keeping yourself clean and hygienic


a. Explain the importance of personal hygiene in food safety including its role in reducing the risk of contamination

b. Describe effective personal hygiene practices, for example protective clothing, hand washing, personal illnesses, cuts and wounds

UV21097 31

Learning outcome 3

Understand the importance of keeping the work areas clean and hygienic


a. Explain how to keep the work area and equipment clean and tidy to include cleaning and disinfection methods, safe use and storage of cleaning chemicals and materials, and waste disposal

b. State how work flow, work surfaces and equipment can reduce contamination risks and aid cleaning

c. Outline the importance of pest control

UV2109732

Learning outcome 4

Understand the importance of keeping food safe


a. State the sources and risks to food safety from contamination and cross-contamination to include microbial, chemical, physical and allergenic hazards

b. Explain how to deal with food spoilage including recognition, reporting and disposal

c. Describe safe food handling practices and procedures for storing, preparing, cooking, chilling, reheating, holding, serving and transporting food

d. Explain the importance of temperature controls when storing, preparing, cooking, chilling, reheating, holding, serving and transporting food

e. Describe stock control procedures including deliveries, storage, date marking and stock rotation

Outcome 1: Understand how individuals can take personal responsibility for food safety

Unit content


UV21097 33

Importance of food safety procedures, risk assessment, safe food handling and behaviour: Potential to harm customers/staff, legal compliance, risk of legal action (against business, against self), impact on reputation.

Food safety procedures: Legal requirements/compliance, storage, preparation, follow organisational guidelines.

Risk assessment: Assess hazards, plan action according to risk, take preventative action to minimise risk.

Safe food handling: Follow organisational guidelines, prevent cross-contamination, wear gloves when required.

Behaviour: Personal hygiene (washed and clean clothes/uniform, clean hair tied back if necessary, avoid overpowering perfume/aftershave, short clean nails, minimal or no jewellery, discreet or no make-up, comfortable clean shoes, cover cuts with blue plaster, wash hands after coughing, sneezing, touching face, nose, touching raw food waste products, cleaning materials, toilet breaks, smoking breaks), follow organisational guidelines, impact behaviour has on food preparation (transfer of bacteria, cross-contamination, creating hazards).

Report food safety hazards: Report to supervisor or line manager, report to health and safety officer.

Food safety hazards: Broken equipment, broken or cracked tools, unsafe working

practices, non-compliance issues (incorrect storage of foods, passed the sell-by date, unacceptable behaviour by colleagues).

Legal responsibilities of food handlers: Personal hygiene, illness (reporting in line with current legislation), knowledge of food hygiene, food poisoning prevention.

Legal responsibilities of food business operators: Compliance with current legislation, food hygiene regulations, local authority registration.

Outcome 2: Understand the importance of keeping yourself clean and hygienic

UV2109734

The importance of personal hygiene in food safety including its role in reducing the risk of contamination: Prevention of transmission, cross-contamination of pathogenic, physical and chemical.

Personal hygiene practices: Clothes/uniform (washed, clean, fit for purpose), hair (clean, tied back, hair nets), avoid overpowering perfume/aftershave, short clean nails, minimal or no jewellery, discreet or no make-up.

Hand washing: Prevent cross-contamination (after coughing, sneezing,

touching face, nose, touching raw food waste products, cleaning materials, toilet breaks, smoking breaks), separate sink for hand washing.

Personal illnesses: Report illness to supervisor/line manager, stay off work until fit and fully covered.

Cuts and wounds: Reporting cuts and wounds, cover cuts with blue plaster, report septic cuts and wounds.

Outcome 3: Understand the importance of keeping the work areas clean and hygienic

Keep the work area and equipment clean and tidy: Cleaning (correct use of chemicals, use of health and safety signs, follow equipment manufacturer’s instructions, schedules for daily, weekly and monthly cleaning), disposal of waste, disinfection methods (correct dilution, correct storage of chemicals), waste disposal (food, other items, recycling, in line with organisational policy), compliance with COSHH and current regulations/guidelines, washing, wiping, sanitising, sterilising.

Reducing contamination risks: Use of correct equipment (cutting boards, knives, cleaning cloths), cleaning (high water temperature, use of detergence) work flow (cyclical, linear), care of work surfaces (porous, non-porous).

Importance of pest control: Prevent food contaminations, prevent infestation, comply with current food hygiene and health and safety regulations, customer satisfaction, business reputation.

UV21097 35

Outcome 4: Understand the importance of keeping food safe

Sources and risks to food safety from contamination and cross-contamination to include microbial, chemical, physical and allergenic hazards: Microbial (bacteria, yeasts, moulds, cross-contamination), chemical (use of cleaning materials, use of poisons and insect repellent/treatment), physical (dirt from unclean produce, dirt from production area, food packaging, hair, insects), allergens (all nuts, gluten, dairy products, shellfish).

How to deal with food spoilage including recognition, reporting and disposal: Check delivery (against order, for quality), recognise spoilage (sight, odour, colour, damaged packaging), disposal of unsafe food.

Food spoilage: Recognition of unsafe food (sight, smell, temperature), reporting procedures (line manager, supplier), returning to supplier, informing EHO.

Food practices: Storage – comply with current legislation, prevent cross-contamination, use-by dates, packaging and wrapping, length of storage, defrosting, correct temperatures.

Preparation – comply with current legislation, appropriate surfaces, cleaning and hygiene practices, correct use of equipment.

Chilling – correct temperature, chill within suitable timeframe.

Cooking – correct cooking temperatures, correct cooking time for food item.

Reheating – comply with current regulations, reach appropriate temperature for recommended time.

Holding – comply with current regulations, monitor temperature, monitor length of time

food held for.

Serving – wear appropriate clothing (hat, hair net, gloves, overalls), clean serving area, clean dished and serving equipment.

Transporting – at correct temperature, monitor temperature, correct storage while transporting.

Importance of temperature controls – minimise bacteria growth, prevent cross-contamination, reduce risk of illness.

Stock control procedures – check order on arrival (quality, quantity), store item immediately, store items correctly, follow organisations guidelines for stock control.

UV2109736


UV21093Legislation in food and beverage service

The aim of this unit is to develop your knowledge and understanding of the legal aspects of serving food and beverages. You will learn the laws that affect the service and the consequences of not obeying them.

UV21093_v6

Observation(s)

GLH

Credit value

Level

External paper(s)

0

12

2

2

0



UV21093

1. Understand how legislation impacts on the service of food and beverages




39

Legislation in food and beverage service









UV2109340

Knowledge

UV21093 41

Learning outcome 1

Understand how legislation impacts on the service of food and beverages


a. Explain the purpose and requirements of legislation in the service of food and beverages

b. Identify law enforcement bodies and the consequences to the employee/employer of non-compliance

Outcome 1: Understand how legislation impacts on the service of food and beverages

Unit content


UV2109342

Legislation: Weights and measures (intoxicating liquor), price marking (food and drink), data protection, smoke-free legislation, licensing, sale and supply of goods, trade descriptions, health and safety, food hygiene, fire regulations.

The purpose and requirements of legislation: Health and safety of staff and customers, customer satisfaction, protection of minors, consumer protection.

Law enforcement bodies: Environmental health office, police, fire brigade, revenue and customs, health and safety executive, trading standards department.

The consequences of non-compliance: Employer (poor reputation, loss of customers, improvement notice, loss of licence, fine, closure of business, imprisonment), employee (fine, loss of employment, imprisonment).

UV21080Prepare and cook meat and offal

The aim of this unit is to develop your knowledge, understanding and practical skills in preparing and cooking meat and offal. You will learn to recognise the quality points of meat and offal, and the most commonly used cuts.

Emphasis will be placed on the development of practical skills in the preparation and cooking of meat and offal dishes. These practical skills focus on the production of meat and offal dishes using the correct equipment and ingredients, and by demonstrating preparation, cooking and finishing skills. You will learn how to finish dishes using these skills and by working in a safe and hygienic manner.

UV21080_v5

Observation(s)

GLH

Credit value

Level

External paper(s)

2

60

8

2

0


Learning outcomes

Evidence requirements

UV21080

1. Be able to prepare meat and offal

2. Be able to cook meat and offal

4. Range All ranges must be practically demonstrated or other forms of evidence produced to show they have been covered.


6. Tutor/Assessor guidance You will be guided by your tutor/assessor on how to achieve learning outcomes and cover ranges in this unit. All outcomes and ranges must be achieved.


1. Environment Evidence for this unit may be gathered within the workplace or realistic working environment (RWE).

2. Simulation Simulation may be used in this unit, where no naturally occurring evidence is available.

3. Observation outcomes Competent performance of Observation outcomes must be demonstrated on at least two occasions. Assessor observations, witness testimonies and products of work are likely to be the most appropriate sources of performance evidence. Professional discussion may be used as supplementary evidence for those criteria that do not naturally occur. Assessed observations should not be carried out on the same day for the same learning outcome. There should be sufficient time between assessments for reflection and personal development. You need to meet the same standard on a regular and consistent basis. Separating the assessments by a period of at least two weeks is recommended as competence must be demonstrated on a consistent and regular basis.

45

Prepare and cook meat and offal

Achieving observation outcomes Achieving range

Achieving observations and range

UV21080

Your assessor will observe your performance of practical tasks. The minimum number of competent observations required is indicated in the Evidence requirements section of this unit.

Criteria may not always naturally occur during a practical observation. In such instances you will be asked questions to demonstrate your competence in this area. Your assessor will document the criteria that have been achieved through professional discussion and/or oral questioning. This evidence will be recorded by your assessor in written form or by other appropriate means.

Your assessor will sign off a learning outcome when all criteria have been competently achieved.

The range section indicates what must be covered. Ranges should be practically demonstrated as part of an observation. Where this is not possible other forms of evidence may be produced. All ranges must be covered.

Your assessor will document the portfolio reference once a range has been competently achieved.

46

Learning outcome 1

Observations

You can:

UV21080

Observation 1 2 Optional OptionalCriteria questioned orally

Date achieved

Portfolio reference

Learner signature

Assessor initials

*May be assessed by supplementary evidence.

Be able to prepare meat and offal

47

a. Demonstrate the correct use of tools and equipment to prepare meat and offal

b. Demonstrate preparation skills for meat and offal, according to dish specifications

c. Demonstrate portion control with cuts of meat and offal

d. Apply flavourings to joints/cuts of meat and offal

e. Line appropriate moulds/basins, or shape pastes according to dish specifications

f. Apply coatings to cuts of meat and types of offal

g. Demonstrate safe and hygienic practices*h. Undertake correct storage procedures for

meat and offal

Learning outcome 2

You can:

UV21080


Date achieved

Portfolio reference

Learner signature

Assessor initials

a. Select correct tools and equipment used in the cooking and/or use of fresh/preserved meat and offal

b. Apply appropriate cooking methods and principles to meat and offal

c. Make sauces, coulis, gravies and jus for meat and offal dishes

d. Prepare dressings for meat and offal dishes

e. Make appropriate flavoured butters/oils for meat and offal dishes

f. Prepare garnishes for meat and offal dishes

g. Apply finishing skills to meat and offal dishes

h. Assemble dishes according to dish specifications

i. Demonstrate safe and hygienic practices*

Be able to cook meat and offal

48


Range

You must practically demonstrate that you have:

UV21080 49

Prepared a minimum of 2 types of meat Portfolio reference

Lamb

Beef

Pork

Veal

Prepared a minimum of 2 types of offal Portfolio reference

Liver

Kidney

Tongue

Heart

Oxtail

Used a minimum of 5 preparation methods Portfolio reference

Skinning

Boning

Trimming

Dicing

Mincing

Stuffing

Slicing

Tying/securing

It is strongly recommended that all range items are practically demonstrated. Where this is not possible, other forms of evidence may be produced to demonstrate competence.


UV21080

Used a minimum of 5 cooking methods Portfolio reference

Roast

Grill

Shallow fry

Deep fry

Boil

Poach

Steam

Stew

Braise

Used a minimum of 4 accompaniments Portfolio reference

Sauce

Coulis

Gravy

Jus

Dressings

Flavoured butters/oils

Garnish


50


UV21080 51








Knowledge

UV2108052

Be able to prepare meat and offal


i. Identify types of meat and offal

j. Explain the quality points of meat and offal

k. State the most commonly used joints and cuts of meat and offal

l. Describe methods used for preservation of meat and offal

m. Describe the advantages/disadvantages of preservation methods

n. Explain portion sizes/weights of meat and offal

o. State the correct temperature for storing meat and offal

Learning outcome 1

UV21080 53

Learning outcome 2

Be able to cook meat and offal


j. Evaluate the finished dish/dishes

k. Identify tools and equipment used in the cooking of meat and offal

l. Explain suitable cooking methods for joints or cuts of meat and offal

m. Explain reasons for applying cooking principles to meat and offal

n. Explain how to determine when meat and offal are cooked

o. Describe the skills needed to check and finish the dish to specification

Outcome 1: Be able to prepare meat and offal

Unit content


UV2108054

Tools and equipment: Knives, boning knives, colour-coded chopping boards, trays, bowls, moulds.

Types of meat: Lamb, beef, pork, veal.

Types of offal: Liver, kidney, tongue, heart, oxtail.

Preparation skills:Meat – skinning, boning (shoulder of lamb, loin of pork), trimming (removing excess fat, removal of connective tissue, removing sinew), dicing (stews, pies, casserole), mincing (forcemeats), stuffing (shoulder of lamb), slicing (braised steaks), tying/securing (loin of pork, beef olives).

Offal – skinning (liver, kidneys), boning (tongue, trotters, segmenting oxtail), trimming (fat, gristle), slicing (liver), dicing (kidney for pies and suet puddings), mincing (pâtés, faggots), stuffing (hearts, kidneys).

Portion control: Individual portions, whole joints, dish specification, portioning by weight, scales.

Flavourings: Seasoning, marinating, herbs/spices.

Moulds/basins or shape pastes: Suet paste, short paste, puff paste, individual pudding basins, large moulds, pie dishes.

Coatings: Seasoned flour, milk and flour, flour and egg and breadcrumbs, batters.

Demonstrate safe and hygienic practices: Avoiding cross-contamination, wearing correct personal protective equipment (PPE), working area clean and

tidy, following organisational procedures, applying hazard analysis and critical control points (HACCP) policies, current food safety legislation.

Correct storage procedures: Precise labelling, dating, refrigerated below 5°C, below any cooked foods, avoid any blood spillage, applying HACCP policies, current food safety legislation.

Quality points: Use-by date, colour, appearance, no stickiness, aroma, no rancidity, texture, firmness, ratio of fat, marbling.

Most commonly used joints and cuts: Beef (sirloin, fillet, rump, forerib, topside, chuck), lamb (legs, shoulder, loins, rack/best end), pork (loin, leg, shoulder, fillet), bacon (back, streaky, gammon), veal (cushion, loin, cutlets), liver (sliced), kidney (whole, trimmed, diced), heart (stuffed).

Preservation of meats and offal: Freezing, smoking, canning, salting, pickling, vacuum packing, chilling.

Advantages/disadvantages of preservation methods: Slow down spoilage, prevent growth of bacteria, change in texture, change in nutritional value, change in appearance, change in aroma, change in taste, amount of storage space needed, manage glut in produce, prepare food items in advance, buy food items in season (spring lamb, milk lamb, venison).

Outcome 2: Be able to cook meat and offal

UV21080 55

Correct tools and equipment: Stoves, salamanders, chargrills, ovens, deep-fryer, hot plates, bain-marie, pans, lids, pots, frying pans, sauté pans, roasting trays, spatulas, whisks, strainers, tongs, spoons, ladles.

Cooking methods and principles: Combination cooking methods.

Dry methods – roast (best ends of lamb, rolled and stuffed belly of pork, topside of beef), grill (lamb cutlets, chops, steaks, lambs liver, lambs kidneys), shallow fry (stir fried beef and pork, pork and veal escalopes, lambs liver, lambs kidneys, pork kidneys), deep-fry (sweet and sour pork, kromeskies), bake (pies, pasties, pâtés).

Wet method – boil (silverside of beef, ham/gammon joints, tongue), poach (fillet of beef), steam (steak and kidney puddings, terrines), stew (navarins, ragoûts, blanquettes, fricassées, curries), braise (carbonade of beef, Lancashire hotpot, casseroles, hearts, oxtail, ox liver, ox tongue).

Sauces, coulis, gravies and jus: Roast gravy, jus roti, béchamel sauces, velouté sauces, demi-glace, jus lié, emulsified sauces, reduction sauces, purées, fruit-based sauces, adding wine, adding cream.

Dressings for meat and offal dishes: Vinaigrettes, raitas, chutneys, pickles, jellies, confits, salsa, pesto, tapenade.

Flavoured butters/oils for meat and offal dishes: Compound butters, herb butters/oils, spices, garlic, parsley.

Garnishes: Vegetables (French cuts, turned, shaped, mash/purées, salads), herbs (picked and chopped), fruits, pulses, Yorkshire puddings, tartlets, pastas, polenta, gnocchi, dumplings, potatoes

(straw, chips, game chips, mash, turned, shaped), bread (breadcrumbs, stuffing, croutons), grains, seeds, nuts, rice.

Finishing skills: Resting, carving, portioning, serving, plating, garnishing, saucing, dish specification, appropriate accompaniments.

Dish specifications: Temperature, portioning, carving, slicing, demoulding, plating, appropriate garnishes, correct accompaniments, saucing (drizzle, mask, nape, glaze), ensure plates/serving dishes are clean and at the correct temperature.

Safe and hygienic practices: Avoiding cross-contamination, wearing correct PPE, using correct equipment, keeping cooked separate from raw, following organisational standards, current food safety legislation.

Evaluate the finished dish/dishes: Checking for seasoning, colour, texture, flavour, tasting.

Apply cooking principles to meat and offal: Type of meat, type of offal, size of cut of meat or offal, not overcooking, not undercooking, menu style, customer requirements.

How to determine when meat and offal are cooked: Temperature above 75°C, temperature probe, degree of cooking (rare, medium, well done), customer requirements.

Skills needed to check and finish: Adjusting consistency, adding stock, adding cream, “monte au beurre”, reducing, tasting, adjusting seasoning, adding flavour, carving, slicing, assembling, plating, garnishing, checking temperature, checking with appropriate staff member (head chef).

UV2108056


UV21095Prepare and cook fish and shellfish

The aim of this unit is to develop your knowledge, understanding and practical skills in producing fish and shellfish dishes, which are becoming more popular in catering establishments. You will learn preparation and cooking techniques, how to check the quality of fish and shellfish, and how to fillet and portion fish into appropriate cuts. Fish and shellfish can be very expensive and it is therefore extremely important that you can produce these dishes well, without waste.

You will study the different types of fish and shellfish and the best methods of cooking. You will also be studying the types of sauces and garnishes that complement the different types of fish and shellfish.

UV21095_v6

Observation(s)

GLH

Credit value

Level

External paper(s)

2

40

5

2

0


Learning outcomes


UV21095

1. Be able to prepare fish and shellfish

2. Be able to cook fish and shellfish








59

Prepare and cook fish and shellfish



UV21095






60

Learning outcome 1

Observations

You can:

UV21095


Date achieved

Portfolio reference

Learner signature

Assessor initials


Be able to prepare fish and shellfish

61

a. Demonstrate the correct use of tools and equipment to prepare fish and shellfish

b. Demonstrate preparation skills for fish and shellfish, according to dish specifications

c. Demonstrate portion control with cuts of fish

d. Apply flavourings to fish and shellfish

e. Line appropriate moulds or basins, or shape pastes according to dish specifications

f. Apply coatings to fish and shellfish

g. Demonstrate safe and hygienic practices*h. Undertake correct storage procedures for

fish and shellfish

Learning outcome 2

You can:

UV21095


Date achieved

Portfolio reference

Learner signature

Assessor initials

a. Demonstrate the correct use of tools and equipment in cooking or use of fresh or preserved fish and shellfish

b. Apply appropriate cooking methods and principles to fish and shellfish

c. Make appropriate sauces or coulis for fish and shellfish

d. Prepare dressings for fish and shellfish dishes

e. Make suitable flavoured butters/oils for fish and shellfish dishes

f. Prepare garnishes for fish and shellfish dishes

g. Apply finishing skills to fish and shellfish dishes

h. Assemble dishes according to dish specification


Be able to cook fish and shellfish

62


Range


UV21095 63

Used all types of equipment Portfolio reference

Knives

Fish scissors

Chopping boards

Trays

Bowls

Prepared a minimum of 2 types of fish Portfolio reference

Flat

Round

Oily

Used a minimum of 2 filleting techniques Portfolio reference

Removing pin bone

Removing rib bones

Removing spine

Trimming

Skinning



UV21095

Used a minimum of 2 cuts of fish Portfolio reference

Darne

Goujon

Supreme

Tronçon

Délice

Paupiette

Flavoured fish using all preparation methods Portfolio reference

Coating

Marinating

Prepared a minimum of 2 types of shellfish Portfolio reference

Crustacea

Molluscs

Cephalopods

Used all types of equipment to cook fish and shellfish Portfolio reference

Pans

Trays

Ladles

Spoons

Tongs

Conical strainer

Palate knife


64


UV21095 65


Roast

Grill

Sauté

Deep-fry

Boil

Poach

Steam

Used a minimum of 3 finishing products Portfolio reference

Sauces

Coulis

Dressings

Flavoured butter/oils

Garnishes










UV2109566

Knowledge

UV21095 67

Learning outcome 1

Be able to prepare fish and shellfish


i. Identify types of fish and shellfish

j. Explain the quality points of fish and shellfish

k. State the most commonly used cuts of fish

l. Describe methods used to preserve fish and shellfish

m. Describe the advantages and disadvantages of the preservation methods

n. Explain portion sizes/weights for cuts of fish and shellfish for dish requirements

o. State the correct storage procedures and temperatures for fish and shellfish

UV2109568

Learning outcome 2

Be able to cook fish and shellfish


j. Evaluate the finished dish/dishes

k. Identify tools and equipment used in the cooking of fish and shellfish

l. Explain suitable cooking methods for fish and shellfish

m. Explain reasons for applying cooking principles to fish and shellfish

n. Explain how to determine when fish and shellfish are cooked


Outcome 1: Be able to prepare fish and shellfish

Unit content


UV21095 69

Tools and equipment: Knives, fish scissors, chopping boards, trays, bowls.

Preparation skills: Trimming, skinning, filleting, stuffing, cleaning, removing shell, washing.

Cuts of fish: Darne, tronçon, fillet, délice, supreme, goujon, paupiette.

Flavourings: Herbs, spices, wine, vinegar, oils, lemon, soy sauce, marinades.

Moulds, basins or shaping pastes: Dariole moulds, pudding basins, suet paste, short paste, puff paste.

Coatings: Flour, egg and breadcrumb, batter.

Safe and hygienic practices: Appropriate protective clothing, clean working conditions, organisational standards.

Fish and shellfish: Flat (plaice, sole, turbot), round (cod, haddock, whiting), oily (trout, salmon, mackerel), crustacea (shrimp, prawn, crab), molluscs (mussel, scallop, whelk), cephalopods (squid).

Quality points: Eyes bright, flesh not slimy, no fishy smell, red gills, closed shells for shellfish.

Preservation methods: Freezing, refrigeration, vacuum packing, smoking, salting.

Advantages and disadvantages of preservation methods: Freezing damages flesh, refrigeration (short time span), smoking affects flavour, salting affects flavour, vacuum packing (long time span).

Portion sizes for fish and shellfish: Consistent, starter size, main course size.

Storage procedures and temperatures: Refrigeration 5ºC, freezing -20ºC, label with date, stock rotation.

Outcome 2: Be able to cook fish and shellfish

UV2109570

Tools and equipment: Pans, trays, grills, ovens, stoves, friture, knives, ladles, spoons, tongs, conical strainer, palate knife.

Cooking methods and principles: Roast, grill, sauté, deep-fry, boil, poach, steam, browning, searing, reducing sauces, thickening sauces, simmer, baste, glaze.

Appropriate sauces or coulis: Béchamel derivatives, velouté derivatives, hollandaise derivatives, reductions.

Dressings for fish and shellfish: Vinaigrette, mayonnaise derivatives.

Flavoured butters/oils: Parsley butter, Maitre d’hotel, beurre noisette, beurre noir.

Garnishes for fish and shellfish: Batter, breadcrumbs, mashed potatoes, fried potatoes, parsley, lemon wedges.

Finishing skills: Skinning, shelling, removing bones, adjust seasoning, sauce consistency.

Assemble dishes: Portioning, plating, garnishing, coating, appearance, temperature.

Safe and hygienic practices: Appropriate protective clothing, clean working conditions, organisational standards.

Evaluate finished dishes: Appearance, flavour, aroma, temperature.

Determine when fish and shellfish are cooked: Texture, appearance, probing.

Skills to check and finish dish: Meeting organisational standards, customer expectations.

UV21137Prepare and cook fruit and vegetables

The aim of this unit is to develop your knowledge, understanding and practical skills in preparing and cooking fruit and vegetables to produce dishes at a professional level.

UV21137_v6

Observation(s)

GLH

Credit value

Level

External paper(s)

2

40

6

2

0


Learning outcomes


UV21137

1. Be able to prepare fruit and vegetables

2. Be able to cook fruit and vegetables








73

Prepare and cook fruit and vegetables



UV21137






74

Learning outcome 1

Observations

You can:

UV21137


Date achieved

Portfolio reference

Learner signature

Assessor initials


Be able to prepare fruit and vegetables

75

a. Check that fruit, vegetables and accompanying ingredients are of the correct type, quantity and quality

b. Demonstrate the correct use of tools and equipment to prepare fruit and vegetables

c. Peel, wash or trim fruit and vegetables and prepare according to dish specifications

d. Store prepared fruit and vegetables appropriately prior to cooking if required*

e. Assemble vegetables prior to cooking

f. Demonstrate safe and hygienic practices*

Learning outcome 2

You can:

UV21137


Date achieved

Portfolio reference

Learner signature

Assessor initials

a. Demonstrate the correct use of tools and prepare equipment to cook fruit and vegetables

b. Cook and assemble fruit and vegetables to dish specifications, using appropriate skills

c. Hold and serve cooked fruit and vegetables

d. Store vegetables safely after cooking, if appropriate*

e. Demonstrate safe and hygienic practices*

Be able to cook fruit and vegetables

76


Range


UV21137 77

Prepared a minimum of 7 types of vegetable Portfolio reference

Root

Tuber

Bulb

Leaf/brassica

Pod/seed

Nuts

Vegetable fruit

Stem and shoot/sprouting

Fungi and mushrooms

Flower

Squash

Vegetable protein

Seaweed/sea vegetables

Used a minimum of 2 preparation methods for vegetables Portfolio reference

Peel

Wash

Trim



UV21137

Used a minimum of 3 tools and equipment when preparing vegetables Portfolio reference

Knives

Boards

Trays

Bowls

Graters

Mandolin

Moulds

Assembled vegetables prior to cooking using a minimum of 3 methods Portfolio reference

Segment

Coat

Stuff

Layer and mix

Blanch

Concassé

Marinade

Tie and portion


78


UV21137 79

Prepared a minimum of 3 types of fruit Portfolio reference

Soft

Hard

Stoned

Citrus

Tropical

Used a minimum of 2 preparation methods for fruit Portfolio reference

Peel

Wash

Trim

Used a minimum of 3 tools and equipment when preparing fruit Portfolio reference

Knives

Boards

Trays

Bowls

Mandolin

Moulds



UV21137

Assembled fruit prior to cooking using a minimum of 2 methods Portfolio reference

Segment

Stuff

Layer and mix

Marinade

Used a minimum of 3 types of cooking equipment Portfolio reference

Fryers

Braising pots

Saucepans

Oven

Grill

Trays


80


UV21137 81


Boiling

Poaching

Steaming

Braising

Stewing

Roasting

Grilling

Shallow and deep-fried

Baking

Used a minimum of 2 finishing methods Portfolio reference

Correcting seasoning

Garnishing

Gratinate

Glaze










UV2113782

Knowledge

UV21137 83

Learning outcome 1

Be able to prepare fruit and vegetables


g. Identify commonly used fruit and vegetables

h. Identify the seasons for commonly used fruit and vegetables

i. Group fruit and vegetables into classifications

j. Identify the quality points for fruit and vegetables

k. Identify correct storage procedures for fruit and vegetables to maintain quality, nutrients and the reduction of waste

l. State the most commonly used preparation methods for fruit and vegetables

m. Identify additions and coatings used when preparing vegetables for cooking

n. State the preservation methods for fruit and vegetables

UV2113784

Learning outcome 2

Be able to cook fruit and vegetables


f. Identify suitable tools and equipment to cook fruit and vegetables

g. Identify cooking methods for fruit and vegetables

h. Identify cooking liquids and sauces

i. Explain the cooking principles for fruit and vegetables

j. Explain the actions to be carried out to check the quality of fruit and vegetable dishes

k. Describe finishing and garnishing requirements for fruit and vegetable dishes

l. Explain how cooked fruit and vegetables should be held correctly for service

m. Explain how cooked fruit and vegetables should be stored correctly after cooking

Outcome 1: Be able to prepare fruit and vegetables

Unit content


UV21137 85

Fruit: Soft (strawberry, raspberry, blackberry, red/blackcurrants, gooseberry), hard (apple, pear), stoned (plum, damson, peach, apricot), citrus (orange, lemon, grapefruit), tropical and other (banana, pineapple, mango, melon, pawpaw).

Vegetables: Root (carrot, turnip, parsnip, swede, celeriac), tuber (potato, sweet potato), bulb (onion, garlic, leek), leaf and brassica (lettuce, cabbage, sprout), pod and seed (pea, bean, sweetcorn), nuts (almond, walnut, hazel, brazil, coconut), vegetable fruit (tomato, cucumber, pepper), stem and shoot/sprouting (asparagus, celery, bean sprouts), fungi and mushrooms (wild and cultivated), flower (cauliflower, broccoli), squash (courgette, pumpkin), vegetable protein (soya, tofu, tempeh), mycoprotein (quorn), seaweed/sea vegetables (kelp, laver, wakame, arame, nori, dulse).

Tools and equipment: Knives, boards, trays, bowls, graters, mandolin, moulds.

Safe and hygienic practices: Clean as you go, organisational standards, legislation, uniform, personal protective equipment (PPE), use correct equipment, use equipment correctly.

Seasons: Spring, summer, autumn, winter, all year round.

Classifications: Vegetables (roots, tubers, bulbs, leaves and brassicas, pods and seeds, nuts, vegetable fruits, fruits, stems and shoots, fungi, flower, squash, vegetable protein, mycoprotein, seaweed/sea vegetables), fruits (soft, hard, stoned,

citrus, tropical and other).

Quality points: Clean, mould and blemish free, firm or crisp, correct colour, even size and shape, age and tenderness, undamaged packaging.

Storage procedures: Temperature, date, labelling, covering, position, stock rotation.

Preparation methods: Wash and sort, peel skin (raw and cooked), trim, scrape, shape, dice, slice, cut, chop, grate, crush, score, shred, deseed, core, segment, coat, stuff, layer and mix, blanch, soak, concassé, season, marinade, tie and portion.

Additions and coatings: Additions (stuffing/duxelles, rice, nuts, fruit, herbs, spices, oils), coatings (milk and flour/flour, egg and breadcrumbs, batters).

Preservation methods: Chilling, vacuum packing, blanching, freezing, drying, pickling, canning, bottling.

Outcome 2: Be able to cook fruit and vegetables

UV2113786

Fruit: Soft (strawberry, raspberry, blackberry, red/blackcurrants, gooseberry), hard (apple, pear), stoned (plumb, damson, peach, apricot), citrus (orange, lemon, grapefruit), tropical and other (banana, pineapple, mango, melon, pawpaw).

Vegetables: Root (carrot, turnip, parsnip, swede, celeriac), tuber (potato, sweet potato), bulb (onion, garlic, leek), leaf and brassica (lettuce, cabbage, sprout), pod and seed (pea, bean, sweetcorn), nuts (almond, walnut, hazel, brazil, coconut), vegetable fruit (tomato, cucumber, pepper), stem and shoot/sprouting (asparagus, celery, bean sprouts), fungi and mushrooms (wild and cultivated), flower (cauliflower, broccoli), squash (courgette, pumpkin), vegetable protein (soya, tofu, tempeh), mycoprotein (quorn), seaweed/sea vegetables (kelp, laver, wakame, arame, nori, dulse).

Safe and hygienic practices: Clean as you go, organisational standards, legislation, uniform, PPE, use correct equipment, use equipment correctly.

Tools and equipment: Fryers, braising pots, trays, saucepans, oven, grill, trays.

Cooking methods: Wet – boiling (whole, portioned, cut), poaching (whole, portioned), steaming (whole, portioned, cut), braising (whole, trimmed, white-celery, brown onion), stewing (whole, halved, cut).

Dry – roasting (whole, portioned, cut), grilling (sliced, halved, stuffed), shallow and deep-frying (whole, portioned, cut), baking (whole, portioned, stuffed, cut).

Liquids and sauces: Fruit (syrup, wine, water), vegetables (béchamel derivatives, oils, vinegars, lemon juice, tomato, jus lié).

Cooking principles: Methods of cookery, temperature control, cooking times, holding times and temperature, visual checks (colour of cooked vegetables), testing to see if vegetables are cooked (flavour, texture), portioning.

Actions: Tests to see if cooked (touch, temperature and visual).

Finishing and garnishing: Correcting seasoning, checking the consistency of an accompanying sauce, garnishing appropriately, gratinate, glaze, meeting recipe requirements.

Held correctly for service: Hot, cold, reheat.

Stored correctly after cooking: Temperature, date, labelling, covering, position, stock rotation.

UV21159Prepare and cook poultry

The aim of this unit is to develop your knowledge, understanding and practical skills in preparing and cooking poultry dishes. You will learn to recognise the quality points of poultry and the most commonly used cuts.

Emphasis will be placed on the development of practical skills in the preparation, cooking and production of dishes. You will learn how to use the correct equipment and ingredients, and to adhere to relevant hygiene and working practices.

UV21159_v5

Observation(s)

GLH

Credit value

Level

External paper(s)

2

40

5

2

0


Learning outcomes


UV21159

1. Be able to prepare poultry

2. Be able to cook poultry








89

Prepare and cook poultry



UV21159






90

Learning outcome 1

Observations

You can:

UV21159


Date achieved

Portfolio reference

Learner signature

Assessor initials


Be able to prepare poultry

91

a. Demonstrate the correct use of tools and equipment to prepare poultry

b. Demonstrate preparation skills for poultry, according to dish specification

c. Demonstrate portion control with cuts of poultry

d. Apply flavourings to cuts of poultry

e. Apply coatings to cuts of poultry

f. Demonstrate safe and hygienic practices*g. Undertake correct storage procedures for

poultry

Learning outcome 2

You can:

UV21159


Date achieved

Portfolio reference

Learner signature

Assessor initials

a. Demonstrate correct use of tools and equipment to cook poultry

b. Apply appropriate cooking methods and principles to poultry

c. Make sauces, coulis, gravies and jus for poultry dishes

d. Prepare dressings for poultry dishes

e. Make appropriately flavoured butters/oils for poultry dishes

f. Prepare garnishes for poultry dishes

g. Apply finishing skills to poultry dishes

h. Assemble dish according to dish specifications


Be able to cook poultry

92


Range


UV21159 93

Cooked a minimum of 2 types of poultry Portfolio reference

Whole birds

Portions of poultry meat

Coated poultry products

Raw poultry products

Prepared poultry using a minimum of 4 methods (a minimum of 2 must be from the cutting section) Portfolio reference

Cleaning

Checking and preparing cavity

Seasoning/marinating

Trimming

Cutting• portion • dice• cut for sautéing

Stuffing/filling

Coating

Tying and trussing

Batting out



UV21159

Cooked using a minimum of 4 methods Portfolio reference

Grilling

Griddling

Roasting

Poaching

Frying (deep/shallow/sautéing/stir)

Steaming

Braising

Combining cooking methods


94


UV21159 95








Knowledge

UV2115996

Be able to prepare poultry


h. Identify different types of poultry

i. Explain the quality points of poultry

j. State the most commonly used cuts of poultry

k. Describe methods used for preservation of poultry

l. Describe the advantages/disadvantages of preservation methods

m. Explain portion sizes/weights of poultry

n. State the correct temperature for storing poultry

Learning outcome 1

UV21159 97

Learning outcome 2

Be able to cook poultry


j. Evaluate the finished dish

k. Identify tools and equipment used to cook different types of poultry

l. Identify suitable cooking methods for poultry

m. Explain reasons for applying cooking principles to poultry

n. Explain how to determine when poultry is cooked


Outcome 1: Be able to prepare poultry

Unit content


UV2115998

Correct use of tools and equipment to prepare poultry: Knives, boards, trays, bowls, moulds, trussing needles.

Preparation skills for poultry, according to dish specification: Trussing, checking the cavity, seasoning, marinating, cutting, portioning, skinning, dicing, boning, stuffing, coating.

Portion control and commonly used cuts of poultry: Size and weight, whole bird, breast, supreme, leg, thigh, drumstick, cut for sauté, escalope, dice, strips.

Flavourings to cuts of poultry: Seasonings (herbs, spices), vegetables, fruits, ethnic influences, marinades (alcohol, vinegars, oils, yoghurt).

Coatings to cuts of poultry: Seasoned flour, breadcrumbs, marinades.

Safe and hygienic practices: Avoiding cross-contamination, correct PPE, using correct equipment, keeping raw separate from cooked, organisational standards, food safety legislation.

Correct storage procedures for poultry: Refrigerated immediately at correct temperature between 0°C and 5°C, raw below cooked, correctly covered, strictly labelled and dated, strict stock rotation.

Different types of poultry: Chicken, poussin, duck, turkey, goose, guinea fowl.

Quality points of poultry: No bruising/blemishes/cuts in the skin, not slimy or sticky, firm flesh, pliable breastbone in whole birds, odourless, no damage to

packaging, covered, correctly labelled and dated, stored below 6°C.

Methods used for preservation of poultry: Smoking, curing, freezing, vacuum packing, marinating, canning, confit.

Advantages/disadvantages of preservation methods: Cost, specialist equipment required, practicality.

Portion sizes/weights of poultry: Visual check, scales, electric scales, dish specifications.

Correct temperature for storing poultry: Between 0°C and 5°C.

Outcome 2: Be able to cook poultry

UV21159 99

Correct use of tools and equipment to cook poultry: Appropriate size, appropriate type, suitable material, roasting trays, pans, lids, sauté pans, frying pans, deep-fryer.

Appropriate cooking methods and principles to poultry: Roast, grill, shallow fry, bake, poach, boil, stew, braise, deep-fry, combination methods, searing, browning, deglazing, simmering, basting, glazing, thickening sauces, reducing.

Sauces, coulis, gravies and jus for poultry dishes: Roast gravy, jus roti, velouté derivatives, reduction sauces, butter sauces, cream sauces, vegetable purées, emulsified butter sauces.

Dressings for poultry dishes: Vinaigrettes, chutneys, pickles, salsa, pesto, mayonnaise, mayonnaise derivatives.

Flavoured butters/oils for poultry dishes: Compound butters, herb butters, spices, herb oils.

Garnishes for poultry dishes: Vegetables (cuts, turned, shaped, purée), herbs (picked, chopped), potatoes, pasta, rice, croutes.

Finishing skills to poultry dishes: Portioning, plating, garnishing, resting, carving, saucing, nappe.

Assemble dish, according to dish specifications: Following dish specifications, specification photographs, carving, slicing, correct temperature, saucing, wiping plates, correct garnishing (size, cooked correctly).

Safe and hygienic practices: Avoiding cross-contamination, wearing correct PPE, using correct equipment, keeping cooked

separate from raw, following organisational standards, food safety legislation.

Evaluate the finished dish: Checking for seasoning, colour, texture, flavour, tasting.

Reasons for applying cooking principles to poultry: Type of poultry, size of cut of poultry, not overcooking, not undercooking, menu style, customer requirements.

Determine when poultry is cooked: Temperature above 75°C, temperature probe, clear juices, no blood.

Skills needed to check and finish the dish to specification: Adjusting consistency, adding stock, adding cream, “monte au beurre” reducing, tasting, adjusting seasoning, adding flavour, carving, slicing, assembling, plating and garnishing, checking temperature, checking with appropriate staff member (head chef).

UV21159100


UV21152Principles of customer service in hospitality, leisure, travel and tourismThe aim of this unit is to develop your knowledge and understanding of customer service in hospitality, leisure, and travel and tourism. You will develop an understanding of why it is important to provide excellent customer service, and of the importance of the role you can play as an individual to deliver effective customer service.

You will develop the skills required to respond to internal and external customers’ needs and expectations, whether you are part of the hospitality, leisure or travel and tourism industries.

UV21152_v7

Observation(s)

GLH

Credit value

Level

External paper(s)

0

10

1

2

0



UV21152

1. Understand the importance to the organisation in providing excellent customer service in the hospitality, leisure, travel and tourism industries

2. Understand the role of the individual in delivering customer service in the hospitality, leisure, travel and tourism industries

3. Understand the importance of customers’ needs and expectations in the hospitality, leisure, travel and tourism industries




103

Principles of customer service in hospitality, leisure, travel and tourism









UV21152104

Knowledge

UV21152 105

Learning outcome 1

Understand the importance to the organisation in providing excellent customer service in the hospitality, leisure, travel and tourism industries


a. Describe the role of the organisation in relation to customer service

b. Identify the characteristics and benefits of excellent customer service

c. Give examples of internal and external customers in the industries

d. Describe the importance of product knowledge and sales to organisational success

e. Describe the importance of organisational procedures for customer service

UV21152106

Learning outcome 2

Understand the role of the individual in delivering customer service in the hospitality, leisure, travel and tourism industries


a. Identify the benefits of excellent customer service for the individual

b. Describe the importance of positive attitude, behaviour and motivation in providing excellent customer service

c. Describe the importance of personal presentation within the industries

d. Explain the importance of using appropriate types of communication

e. Describe the importance of effective listening skills

UV21152 107

Learning outcome 3

Understand the importance of customers’ needs and expectations in the hospitality, leisure, travel and tourism industries


a. Identify what is meant by customer needs and expectations in the industries

b. Identify the importance of anticipating and responding to varying customers’ needs and expectations

c. Describe the factors that influence the customers’ choice of products and services

d. Describe the importance of meeting and exceeding customer expectations

e. Describe the importance of dealing with complaints in a positive manner

f. Explain the importance of complaint handling procedures

Outcome 1: Understand the importance to the organisation in providing excellent customer service in the hospitality, leisure, travel and tourism industries

Unit content


UV21152108

Role of the organisation in relation to customer service: Provide a range of services and products to customers, consistently monitor and evaluate and continually improve customer service standards within the organisation through customers’ feedback, analyse data and records, comply with key legislation (current health and safety, data protection, equality, food safety, consumer, sale of goods, supply of goods and services, trade descriptions, consumer protection, consumer credit).

Characteristics of excellent customer service: Meet customer needs, exceed customer expectations, establish a rapport with customers, consistently meet customer service standards, effectively respond to changes in customers’ needs, actively collect customer feedback and act upon if appropriate.

Benefits of excellent customer service: Repeat business, customer loyalty, customer satisfaction, increase in usage, sales and demand, increase in customers, increased staff morale, lower staff turnover, increased job satisfaction, reputation, fewer complaints.

Internal customers in the industries: Colleagues (from within the same department, organisation, group), supplier, contractors.

External customers in the industries: Groups (affinity, non-affinity), individuals, with specific needs (dietary, disability, non-

English speaking, health issues, cultural difference), age range (children, young adults, adults, older adults).

Importance of product knowledge and sales to organisational success: Offer best possible advice and guidance, be able to answer questions, create a professional environment, cross-selling, up-selling, match products and services to customer needs, encourage secondary spend, provide excellent customer service.

Product knowledge: Price (discounts, offers, concessions), availability (opening times, stock levels, how long for delivery if ordered, room/table occupancy), suitable alternatives (similar products, later or earlier availability), product information (double/twin room, table by window, vegetarian menu, menu specials), special requirements (disabled room, babysitting service booking, ground floor room, early/late check-out).

Importance of organisational procedures for customer service: Standard approach, standards of care, consistent service levels, confident and well-trained staff, ensure safe and secure environment.

Organisational procedures: Implementation of customer charter (dealing with complaints, standard service levels), collection and monitoring of complaints and feedback, emergency/evacuation, monitoring of health and safety and security legislation and codes of practice.

UV21152 109

Outcome 2: Understand the role of the individual in delivering customer service in the hospitality, leisure, travel and tourism industries

Benefits of excellent customer service for the individual: Job satisfaction, motivation, increase in sales, monetary rewards, acknowledgment from organisation (employee of the month), build relationships with customer, possible promotion.

Importance of positive attitude, behaviour and motivation in providing excellent customer service: Create a positive first impression, create helpful and approachable environment, make customer feel important and valued, create positive relationship with customer.

Positive attitude, behaviour and motivation: Open body language, friendly and polite, professional approach, helpful, knowledgeable, excellent communication skills, behaviour (conduct, attitude, timekeeping, dependability), presentation of work area and equipment.

Importance of personal presentation: Create positive first impression of self and organisation, present a professional image, to comply with health and safety, to meet job requirements, to maintain the organisation’s brand image.

Importance of using appropriate types of communication: Meet the needs of the customer, be understood, most appropriate for situation (formal letter, informal letter, email, text, telephone call, face to face situation).

Communication types: Verbal (face to face, telephone), non-verbal (body language, written).

Appropriate: Positive, no jargon, clear and concise, adapted to customer’s needs (talking to a child or an adult), polite,

reinforced by positive body language (eye contact, smiling, listening), in line with organisation’s guidance (letter style, font, standard content), follow a verbal script.

Importance of effective listening skills: Establish customer’s needs, engage with customer, be able to repeat information given by customer, quickly and effectively respond to customer.

Listening skills: Look like you are listening, eye contact, positive body language, do not interrupt, respond in appropriate places during conversation, look for customers’ body language to judge situation, focus on the customer, verifying, summarising.

Outcome 3: Understand the importance of customers’ needs and expectations in the hospitality, leisure, travel and tourism industries

UV21152110

Customer needs in the industries: Information (price, availability, product knowledge), guidance (where to go for additional information), advice (product best suited to their needs), health and safety and security.

Customer expectations in the industries: Level of service (information given is correct and reliable), value for money, assistance when needed (help with luggage), reliable (products and services available when promised).

Importance of anticipating and responding to varying customers’ needs and expectations: Meet customer’s individual needs, repeat business, customer loyalty.

Factors that influence the customer’s choice of products and services: Price, value for money, levels of service received, organisation’s reputation, referral from friends, existing customer.

Importance of meeting and exceeding customer expectations: Customer experience, customer satisfaction reputation, advertising via word of mouth, increase in sales.

Importance of dealing with complaints in a positive manner: Turn a negative situation into a positive one if dealt with correctly, customer satisfaction, create a positive impression, alter customer’s perception of organisation or staff.

Importance of complaint handling procedures: Standard approach, deal with each situation fairly, follow guidance for compensation.

UV21086Giving customers a positive impression

The aim of this unit is to develop your knowledge to enable you to give customers a positive impression through the establishment of relationships and the use of clear, polite and confident communication.

You will learn how to establish positive relationships with customers through correct appearance and behaviour and the recognition of their needs and expectations.

You will investigate the importance of organisations having set standards and procedures, and how these support the ways in which products and services are delivered to the customer to meet their needs.

You will also learn how staff should communicate information to customers effectively and within the limits of their own authority.

UV21086_v7

Observation(s)

GLH

Credit value

Level

External paper(s)

0

18

2

2

0



UV21086

1. Know how to establish positive relationships with customers

2. Understand why organisations have standards and procedures

3. Know how to communicate information to customers




113

Giving customers a positive impression









UV21086114

Knowledge

UV21086 115

Learning outcome 1

Know how to establish positive relationships with customers


a. Identify the importance of correct appearance and behaviour

b. Describe the importance of recognising customer needs and expectations

c. State the importance of product knowledge when relating to customers

d. Identify signs of when a customer is angry or confused

UV21086116

Learning outcome 2

Understand why organisations have standards and procedures


a. Describe the legal frameworks by which organisations provide goods and services to customers

b. State the importance of contractual agreements that customers have with organisations

c. State the importance of codes of practice and standards that affect the way products and services are delivered to customers

UV21086 117

Learning outcome 3

Know how to communicate information to customers


a. State why there are limits to an individual’s responsibilities when dealing with customers

b. State the importance of clear, polite and confident communication

c. Identify different methods of communication

d. Describe when the different methods of communication are used

Outcome 1: Know how to establish positive relationships with customers

Unit content


UV21086118

Appearance and behaviour: Appearance (uniform, dress, hair, make-up, jewellery), personal hygiene, behaviour (conduct, attitude, timekeeping, dependability), presentation of work area and equipment.

Importance of correct appearance and behaviour: To present a professional image to colleagues and customers, to demonstrate personal pride, to develop self-confidence, to promote health and safety, to comply with workplace legislation, to maintain the organisation’s brand image, to meet job requirements.

Customer needs and expectations: Accommodation (type of room, disabled facilities, extra beds), special requests (ground floor, sea view, interconnecting, quiet, ground floor), business facilities (wireless internet, photocopying, fax machine), food and beverage (special diets, children’s menus, inclusive packages), leisure facilities (spa, gym, swimming pool), external facilities (local attractions, taxis, theatre, pharmacy, church), prices (special offers, discounts, inclusive packages).

Importance of recognising customer needs and expectations: To meet the needs of the customer, to provide excellent customer service, to boost sales opportunities, to encourage repeat business, to maintain the organisation’s brand image, to meet job requirements, improved profit, reputation.

Importance of product knowledge: To ensure customers receive accurate

information about products and services, staff are able to present the product and answer any questions related to it confidently, to promote sales opportunities, to demonstrate a professional and caring image to customers, to boost customers’ confidence in the product.

Signs of an angry or confused customer: Angry (clenched jaw, volume of voice may increase, not listening, talking over staff, aggressive in speech and manner, insulting, threatening, dismissive, rude, red-faced, jabbing finger), confused (scratching head, fiddling with paperwork or pen, hesitant when asking questions, furrowed eyebrows, frowning).

Outcome 2: Understand why organisations have standards and procedures

UV21086 119

Legal frameworks: Consumer protection, supply of goods, law of contract, health and safety and security, equal opportunity.

Types of contractual agreement: Written, verbal, for goods or services purchased in advance, credit agreement, registration form.

Importance of contractual agreements: To ensure terms and conditions are agreed, to assist in the case of a dispute between the customer and the organisation, so that charges can be made in the case of a non-arrival, to comply with the organisation’s legal obligations.

Codes of practice and standards: Covering legal obligations (health, safety and security, equality and diversity, consumer protection and legislation), to set out a particular way of doing a task (check-in, check-out, taking a food order, accepting payment, cleaning a room).

Importance of codes of practice and standards: Provide consistency, as a tool for training, to ensure customer expectations are met, ensure organisation complies with legislation, staff complete tasks as they should be completed.

Outcome 3: Know how to communicate information to customers

Limits to an individual’s responsibilities: To ensure staff do not offer things which cannot be delivered due to budget constraints, to safeguard from breaches in the law, to ensure offers are made in line with the organisation’s policies and procedures, to ensure staff are not expected to make decisions where they do not have enough information to do so, to maintain staff morale.

Importance of clear, polite and confident communication: To meet customer needs, avoid confusion in carrying out tasks, ensure consistency, to maintain standards, to comply with workplace legislation, to present a professional image to customers, staff morale and motivation.

Different methods of communication: Formal and informal, written, face to face, telephone, verbal, non-verbal, electronic,

urgent and non-urgent.

Using different methods of communication: Telephone, face to face, email, written communication (letters, messages, fax).

UV21086120


UV21495Food service

The aim of this unit is to develop the knowledge, understanding and practical skills required to prepare areas and equipment for table service and silver service. You will check stock levels and ensure waste food containers are ready for use. You will learn how to silver serve various foods including soups and sauces, bread rolls, potatoes, meat and poultry, vegetables, and desserts.

You will also learn how to prepare customer and dining areas and clear these areas after service and the important of clearing finished courses including cutlery, crockery and other table items such as glassware.

UV21495_v7

Observation(s)

GLH

Credit value

Level

External paper(s)

2

50

6

2

0


Learning outcomes


UV21495

1. Be able to greet customers and take orders

2. Be able to silver serve food

3. Be able to serve customers’ orders at the table

4. Be able to clear finished courses and maintain the dining area

5. Understand how to serve food at the table

You need to meet the same standard on a regular and consistent basis. Separating the assessments by a period of at least two weeks is recommended as competence must be demonstrated on a consistent and regular basis.







3. Observation outcomes Competent performance of Observation outcomes must be demonstrated on at least two occasions. Assessor observations, witness testimonies and products of work are likely to be the most appropriate sources of performance evidence. Professional discussion may be used as supplementary evidence for those criteria that do not naturally occur. Assessed observations should not be carried out on the same day for the same learning outcome. There should be sufficient time between assessments for reflection and personal development.

123

Food service



UV21495






124

Learning outcome 1

Observations

You can:

UV21495


Date achieved

Portfolio reference

Learner signature

Assessor initials


Be able to greet customers and take orders

125

a. Greet customers, identify their requirements and check any booking records as appropriate to the service operation

b. Provide customers with assistance when they arrive

c. Check customers have access to the correct menu

d. Give accurate information on individual dishes according to customer requirements

e. Use sales techniques to increase sales as appropriate

f. Assist customers to make a choice where appropriate

g. Identify, record and deal with orders promptly

Learning outcome 2

You can:

UV21495


Date achieved

Portfolio reference

Learner signature

Assessor initials

a. Check that service equipment is clean, undamaged and ready for service according to the service operation

b. Check that the food to be served is of the type and quantity required and that it is arranged allowing for easy service

c. Portion, serve and arrange the food items using the recommended service equipment

d. Deal with surplus food items and used service equipment correctly

e. Carry out work with the minimum of disturbance to customers

Be able to silver serve food

126


Learning outcome 3

You can:

UV21495


Date achieved

Portfolio reference

Learner signature

Assessor initials

a. Provide customers with correct table items for the food to be served at appropriate times

b. Serve food with clean and undamaged service equipment of the appropriate type

c. Serve food of the type, quality and quantity required using the appropriate service method

d. Remove and replace used table items as required and maintain the correct stocks

e. Remove leftover food items, condiments and accompaniments from the table when required and deal with them correctly

f. Carry out work with the minimum of disturbance to customers

Be able to serve customers’ orders at the table

127


Learning outcome 4

You can:

UV21495


Date achieved

Portfolio reference

Learner signature

Assessor initials

a. Clear finished courses, crockery and cutlery systematically from the table at the appropriate time according to the service operation

b. Check crockery, cutlery and other table items and replace or remove them as appropriate

c. Clear waste and food debris from the table in line with the service operation

d. Keep customer area tidy and clean

Be able to clear finished courses and maintain the dining area

128


Range


UV21495 129

Dealt with a minimum of 1 type of customer Portfolio reference

With special requirements

Without special requirements

Dealt with a minimum of 2 types of customer requirement Portfolio reference

Correct number of place settings

Dietary requirements

Special seating requirements

Used a minimum of 1 service operation Portfolio reference

Table service

Function service

Given a minimum of 2 pieces of information Portfolio reference

Dishes available

Dish composition and method of cooking

Prices

Special offers and promotions

Placed and cleared a minimum of 3 table items Portfolio reference

Crockery

Cutlery and silverware

Glassware

Napkins

Condiments and accompaniments



UV21495130

Used a minimum of 2 types of service equipment Portfolio reference

Dishes/liners/flats

Service cutlery/silverware

Service cloths/linen

Performed a minimum of 2 types of silver service operation Portfolio reference

Function silver service

Restaurant silver service

Buffet/carvery silver service

Served a minimum of 5 types of food items Portfolio reference

Soups

Gravies/sauces

Bread rolls/potatoes/other solid items

Sliced meat/poultry

Rice/vegetables/other small chopped items

Pies/tarts/flans/gateaux

Puddings/spooned desserts

Cheese

Cleared all finished courses Portfolio reference

Starter

Main course

Dessert



UV21495 131

Used a minimum of 3 types of service equipment Portfolio reference

Dishes or linens

Flats

Trays/trolley service

Cutlery and silverware

Service cloths or linen

Used a minimum of 1 service method Portfolio reference

Plated items

Served items

Cleared a minimum of 1 service operation Portfolio reference

Function silver service

Restaurant silver service

Buffet or carvery silver service

Cleared a minimum of 2 table items Portfolio reference

Glassware

Condiments

Table decorations










UV21495132

Knowledge

UV21495 133

Learning outcome 5

Understand how to serve food at the table


a. Describe safe and hygienic working practices when serving food

b. Explain the importance of greeting customers appropriately

c. Explain the importance of being familiar with the available menu items

d. Describe the operational procedures for serving courses for both table service and silver service

e. Explain the importance of arranging and presenting food in line with menu specifications

f. List correct condiments, accompaniments and service equipment for different menu items

g. Explain the importance of maintaining the dining and service area

h. Describe how to provide appropriate assistance to customers with different needs

i. Describe how to respond to types of unexpected situations that may occur while serving food at the table and during silver service

Outcome 1: Be able to greet customers and take orders

Unit content


UV21495134

Greet customers: Correct welcome (good morning, good afternoon, good evening), provide excellent customer service (polite, appropriate body language, displaying good product knowledge, identify requirements, taking the time to explain products and services, check availability of products and services requested, offer alternatives if first request is unavailable, deal with requests promptly, give accurate information, promote special offers and promotions if appropriate, follow organisation’s guidelines and standards of performance), up-sell if appropriate to do so.

Assistance on arrival: Confirm reservation (if appropriate), take coats, show to table, move and reset tables to accommodate numbers, give correct menus.

Menus: Breakfast, lunch, afternoon tea, dinner, specials, à la carte, plat du jour, snack, bar.

Accurate information: Ingredients, how dish is prepared, cooked and served, side dishes, specials, dishes that meet dietary requirements (gluten free, vegetarian, kosher, dairy free), price.

Sales techniques: Promote special offers and promotions if appropriate, offer additional side dishes, suggesting wine to accompany dishes, match products and services to customer needs.

Assist customers: Likes, dislikes, dietary needs.

Orders: Follow organisation’s procedure for process of orders.

Outcome 2: Be able to silver serve food

UV21495 135

Service equipment: Serving dishes, serving liners, serving flats, service cutlery, silverware, service cloths, service linen.

Service operation: Function, restaurant, buffet, carvery.

Food items: Types – soups, gravies/sauces, bread rolls, potatoes, rice, pasta, meat, fish, poultry, game, vegetables, salads, pies, tarts, flans, gateaux, puddings, spooned desserts, cheese.

Quality – taste, aroma, presentation, dish requirements.

Quantity – portion size, number of covers, menu type, dish requirements, customer requirements.

Ease of service: Main item first, vegetables, accompaniments, dishes not too full.

Portion: In accordance to guidelines, same size, pre-portioned.

Surplus food items: Waste food disposed of in line with organisational procedure.

Minimum disturbance: Quietly, discreetly, without fuss.

Outcome 3: Be able to serve customers’ orders at the table

Correct table items: Serving cutlery, plates, accompaniments.

Service equipment: Service cutlery, service cloths, linen, service dishes (liners, flats), plate warmer, salvers, trays, trolleys, side tables, service tables.

Types of food: Soups, gravies/sauces, bread rolls, potatoes, rice, pasta, meat, fish, poultry, game, vegetables, salads, pies, tarts, flans, gateaux, puddings, spooned desserts, cheese.

Quality: Taste, aroma, presentation, dish requirements.

Quantity: Portion size, number of covers, menu type, dish requirements, customer requirements.

Replace or remove: All unused glasses before starter service, clear side plates with starter, make sure correct cutlery ready for each course (soup spoon, fish knife, steak

knife, dessert spoon/fork, cake fork), clear all accompaniments with main course, all dishes and empty glasses with pudding.

Leftover food items, condiments and accompaniments: Only clear course when all customers have finished eating, clear side plates with starter, clear all accompaniments with main course, all dishes and empty glasses with pudding.

Minimum of disturbance: Quietly, discreetly, without fuss.

Outcome 4: Be able to clear finished courses and maintain the dining area

Clear crockery and cutlery systematically: Clear from the right, clear using organisational procedures (onto tray, on station, straight into kitchen), only when all customers have finished eating.

Replace or remove: All unused glasses before starter service, clear side plates with starter, make sure correct cutlery is ready for each course (soup spoon, fish knife, steak knife, dessert spoon/fork, cake fork), clear all accompaniments with main course, all dishes and empty glasses with pudding.

Waste and food debris: Onto one main plate on arm, straight from the table to tray or kitchen, into correct waste bins in line with the service operation.

Customer area tidy and clean: Free from clutter, remove cleared plates immediately, keep station tidy, clean as you go, comply with current health and safety regulations.

UV21495136

UV21495 137

Outcome 5: Understand how to serve food at the table

Safe and hygienic working practices: Wash hands before service and at regular and frequent intervals, personal hygiene (cleanliness, appearance), staff uniform (correct and clean), safe use of physical resources (equipment, crockery, cutlery, glassware, manual handling of furniture), identifying hazards (sources of bacteria, chemical, physical, cross-contamination), correct temperature of food.

Types of customers: Internal, external, unexpected, expected, those with specific or special needs.

Greeting procedures: First impressions, verbal and non-verbal communication, formal and informal, confirmation of reservation (diary, electronic), seating procedure (table allocation, organisational procedures).

Importance of greeting: First impression, improved business image, reduce customer complaints, increase customer satisfaction.

Menu items: Bread rolls, soups, sauces, potatoes, meat, poultry, vegetables, desserts, dish composition, cooking methods (roasting, braising, boiling, grilling, poaching, deep-frying, shallow-frying, baking, stewing), prices, accompaniments.

Importance of being familiar with the available menu items: Availability of dishes, specials, up-selling of menu items, increased customer satisfaction, reduce complaints, improve efficiency, allergies (nuts, dairy), coeliac disease.

Operational procedures for serving courses: Clean and undamaged service equipment, ready for service, clean and safe working environment, menu knowledge, take food orders from customers, pass orders through to

kitchen immediately, timely delivery, serve food at the correct temperature, meet customer needs, customer service levels, organisational standard, build customer relations and loyalty (recognise regular customers, use customer’s name).

Arranging and presenting food in line with menu specifications: Importance of presentation (colour, appearance), meet customer expectations and needs, maintain organisation’s quality standards.

Condiments: Salt, pepper, mustard, oils, vinegars.

Accompaniments for food items: Sauces (mint, horseradish, tartare, cranberry, tomato), lamb (mint sauce), beef (horseradish sauce), fish (tartare sauce), turkey (cranberry), pasta dishes (parmesan cheese, ground black pepper), burger types (relish, chutney, tomato).

Service equipment: Service cutlery, service cloths, linen, service dishes (liners, flats), plate warmer, salvers, trays, trolleys, side tables, service tables.

Importance of maintaining dining and service areas: Organisational image, cleanliness, health and safety (reporting of broken equipment, fixtures and fittings, hazard spotting), standards (departmental procedures, pest control), improve customer satisfaction, reducing costs.

Appropriate assistance to customers with different needs: Correct menu information (food allergies, food intolerances, religious, medical, personal preferences), disabilities (access, large print menus, braille), special seating arrangements (large groups, babies and children).

Outcome 5: Understand how to serve food at the table (continued)

Unexpected situations: Unexpected customers, late or early customers, unavailable items on menu, special requests, individual needs (dietary), errors and omissions with order, waiting time for order (too long, too quick), accidents (staff, customer), emergencies.

Dealing with unexpected situations: Organisational procedures, apologise, remain calm (tone of voice, body language), limit of authority (provide alternative solution, request assistance, contact line manager), explain situation (inform and update), accidents (alert first aider, business reporting procedure), fire evacuation (evacuation procedure, raising the alarm).

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UV21082Investigate the catering and hospitality industry

The aim of this unit is to develop your knowledge and understanding of the size, scope and scale of the catering and hospitality industry. You will learn about the different sectors of the industry and investigate key factors that have impacted on its development.

You will investigate the national and international employment opportunities available in the hospitality industry and the differences in job roles and working conditions between sectors.

UV21082_v6

Observation(s)

GLH

Credit value

Level

External paper(s)

0

20

4

2

0



UV21082

1. Understand the hospitality and catering industry

2. Understand the national and international employment opportunities available in the hospitality industry




141

Investigate the catering and hospitality industry









UV21082142

Knowledge

UV21082 143

Learning outcome 1

Understand the hospitality and catering industry


a. Compare and contrast the features of establishments in hospitality and catering by explaining the different features of the different sectors

b. Assess the impact of key influences on the industry by describing the key influences

c. Describe the terms ‘hospitality’ and ‘catering’

d. Identify the structure, scope and size of the hospitality and catering industry

e. Describe the key influences on the development of the hospitality and catering industry

f. Explain the differences between types of operations

g. Explain the different features of the commercial and service sectors

h. Explain the importance of the industry to the national economy

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Learning outcome 2

Understand the national and international employment opportunities available in the hospitality industry


a. List the main job roles in catering establishments

b. Explain the difference in staff roles and conditions in the industry including legal requirements

c. Describe the main job roles in a catering establishment

d. Describe the differences in staff roles and conditions in the different sectors

e. Identify the legal requirements to work within the law

f. Identify sources of information about the hospitality and catering industry

g. Describe the functions of professional associations related to catering occupations and describe their functions in relation to national and international context

Outcome 1: Understand the hospitality and catering industry

Unit content


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Hospitality and catering sectors: Contract food service providers (education, defence, healthcare, business and industry), events (festivals, sporting events, conferences and exhibitions, corporate hospitality, holiday parks), hospitality services (transport catering, visitor attraction catering), hostels, hotels (budget, one-five star, boutique, branded, independent), membership clubs (sporting clubs, employment or association clubs), pubs, bars and nightclubs, restaurants (fine dining, fast food, branded, ethnic), self-catering accommodation.

Features of establishments: Size of business, ownership (independent, national, international), staffing, diversity of products and services offered (food and beverage, accommodation), leisure service, prices charged, range of customer, opening times, differences between different types of operation.

Terms ‘catering’ and ‘hospitality’: Definition of catering and of hospitality.

Structure of the hospitality industry: Commercial sector, public sector, hospitality and catering sectors (hotels, restaurants, contract catering services), types and size of company within each sector (regional, national, international, partnership, independent, franchise, limited company).

Size and scope of the hospitality industry: Size of the industry, number of businesses, numbers employed, economic value of the industry, turnover.

Key influences on the industry: Political (legislation, tax policy, government type and stability), economic (inflation, unemployment and employment rates, interest rates, exchange rates, monetary policy), social and cultural (demographics, lifestyle changes, fashions and fads, health and welfare), technology (new discoveries and development, the internet, reduced costs of materials), influence of the media, impact on the catering and hospitality industry.

Different features of the commercial and service sectors: Aims and objectives, purpose, types of customer, products and services offered, pricing considerations.

Importance of the industry to the national economy: Economic value, employment opportunities, contribution to GDP and taxation, transferability of skills, contribution to the tourism product.

Outcome 2: Understand the national and international employment opportunities available in the hospitality industry

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Main job roles in catering establishments: Manager, supervisor, craft roles, waiter, chef, room attendant, receptionist, bartender, room service attendant, reservation clerk, porter, restaurant manager, housekeeper, executive chef, reception manager, concierge, patisserie, chocolatier, duties and responsibilities, hours of work.

Difference in staff roles and conditions in the industry: Level of responsibility, level of authority, qualifications and entry requirements, working conditions, pay scales, progression opportunities, working hours, type of contract (salary, hourly paid, job perks, permanent, live-in, seasonal, full-time, part-time, freelance, agency staff), personal qualities and skills.

Legal requirements to work within the law: Equal opportunities, working time regulations, health and safety at work, control of substances hazardous to health legislation, data protection, visa requirements.

Sources of information: Professional magazines, local and national newspapers, the internet and company websites, job centres and employment agencies, job fairs.

Functions of professional associations: Associations (Institute of Hospitality, British Hospitality Association, British Institute of Innkeeping), functions (promoting the industry, providing advocacy for the profession).

Documents

VTCT Level 2 Diploma in Food, Beverage and … of...2 The qualification Introduction National Occupational Standards (NOS) VTCT Level 2 Diploma in Food, Beverage and Professional Cookery