Edexcel Level 2 Diploma in Craft Cuisine (QCF)€¦ · Key Features of the Edexcel level 2 Diploma in Craft Cuisine (QCF) 2 ... Unit 3: Maintain Food Safety When Storing, Preparing

Edexcel Level 2 Diploma in Craft Cuisine (QCF)

Specification

Edexcel competence-based qualification

For first teaching August 2011

Issue 4

Pearson Education Ltd is one of the UK’s largest awarding organisations, offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning, both in the UK and internationally. Qualifications offered include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications, ranging from Entry Level to BTEC Higher National Diplomas.

Through initiatives such as onscreen marking and administration, Pearson is leading the way in using technology to modernise educational assessment, and to support teachers and learners.

This specification is Issue 4. Key changes are sidelined. We will inform centres of any changes to this issue. The latest issue can be found on the Edexcel website: www.edexcel.com

References to third party material made in this specification are made in good faith. We do not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

Authorised by Martin Stretton Prepared by Cheryl Bott

Publications Code BA035187

All the material in this publication is copyright © Pearson Education Limited 2013

http://www.edexcel.com/�

Contents

Qualification title covered by this specification 1

Key features of the Edexcel Level 2 Diploma in Craft Cuisine (QCF) 2

Key Features of the Edexcel level 2 Diploma in Craft Cuisine (QCF) 2

What is the Purpose of this qualification? 2

Who is this qualification for? 2

What are the benefits of this qualification to the learner and the employer? 3

What are the potential Job roles 5

What progression opportunities are available to learners who achieve this qualification? 5

What is the qualification structure for the Edexcel Level 2 Diploma in Craft Cuisine (QCF)? 6

How is the qualification graded and assessed? 8

Assessment for Units 1-33 8

Assessment requirements/strategy 8

Types of evidence 9

Assessment for Units 34-35 10

Centre recognition and approval 10

Centre recognition 10

Approvals agreement 11

Quality assurance 11

What resources are required? 11

Unit format 12

Units 13

Unit 1: Maintenance of a Safe, Hygienic and Secure Working Environment 15

Unit 2: Working Effectively as Part of a Hospitality Team 21

Unit 3: Maintain Food Safety When Storing, Preparing and Cooking Food 29

Unit 4: Maintain, Handle and Clean Knives 43

Unit 5: Prepare Fish for Basic Dishes 49

Unit 6: Prepare Shellfish for Basic Dishes 53

Unit 7: Prepare Meat for Basic Dishes 57

Unit 8: Prepare Poultry for Basic Dishes 61

Unit 9: Prepare Game for Basic Dishes 65

Unit 10: Prepare Offal for Basic Dishes 69

Unit 11: Prepare Vegetables for Basic Dishes 73

Unit 12: Cook and Finish Basic Fish Dishes 77

Unit 13: Cook and Finish Basic Shellfish Dishes 81

Unit 14: Cook and Finish Basic Meat Dishes 85

Unit 15: Cook and Finish Basic Poultry Dishes 89

Unit 16: Cook and Finish Basic Game Dishes 93

Unit 17: Cook and Finish Basic Offal Dishes 97

Unit 18: Cook and Finish Basic Vegetable Dishes 101

Unit 19: Prepare, Cook and Finish Basic Hot Sauces 105

Unit 20: Prepare, Cook and Finish Basic Soups 111

Unit 21: Make Basic Stock 117

Unit 22: Prepare, Cook and Finish Basic Rice Dishes 123

Unit 23: Prepare, Cook and Finish Basic Pasta Dishes 127

Unit 24: Prepare, Cook and Finish Basic Pulse Dishes 131

Unit 25: Prepare, Cook and Finish Basic Vegetable Protein Dishes 135

Unit 26: Prepare, Cook and Finish Basic Egg Dishes 139

Unit 27: Prepare, Cook and Finish Basic Bread and Dough Products 143

Unit 28: Prepare, Cook and Finish Basic Pastry Products 147

Unit 29: Prepare, Cook and Finish Basic Cakes, Sponges, Biscuits and Scones 151

Unit 30: Prepare, Cook and Finish Basic Grain Dishes 157

Unit 31: Prepare, Cook and Finish Basic Cold and Hot Desserts 163

Unit 32: Prepare and Present Food for Cold Presentation 169

Unit 33: Employment Rights and Responsibilities in the Hospitality, Leisure, Travel and Tourism Sector 173

Unit 34: Practical Skills for a Craft Chef 177

Unit 35: Preparing for Career Progression as a Craft Chef 181

Further information 184

Useful publications 184

How to obtain National Occupational Standards 184

Professional development and training 185

Annexe A: Progression pathways 187

The Edexcel qualification framework for the hospitality industry 187

Annexe B: Quality assurance 193

Key principles of quality assurance 193

Quality assurance processes 193

Annexe C: Centre certification and registration 195

What are the access arrangements and special considerations for the qualifications in this specification? 195

Annexe D: Assessment requirements/strategy 197

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

1

Qual

ific

atio

n t

itle

cov

ered

by

this

spec

ific

atio

n

This

spec

ific

atio

n g

ives

you t

he

info

rmation y

ou n

eed t

o o

ffer

the

Edex

cel Le

vel 2 D

iplo

ma in C

raft

Cuis

ine

(QC

F):

Qu

alifi

cati

on

tit

le

Qu

alifi

cati

on

Nu

mb

er

(QN

) A

ccre

dit

ati

on

st

art

date

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

600/2

004/0

01/0

8/2

011

This

qual

ific

atio

n h

as

bee

n a

ccre

dited

within

the

Qual

ific

ations

and C

redit F

ram

ework

(Q

CF)

and is

elig

ible

for

public

fundin

g a

s det

erm

ined

by

the

Dep

artm

ent

for

Educa

tion (

DfE

) under

Sec

tion 9

6 o

f th

e Le

arnin

g a

nd S

kills

Act

2000.

The

qual

ific

atio

n t

itle

lis

ted a

bove

fea

ture

s in

the

fundin

g lis

ts p

ublis

hed

annual

ly b

y th

e D

fE a

nd t

he

regula

rly

updat

ed w

ebsi

te.

You s

hould

use

the

QCF

Qualif

icat

ion N

um

ber

(Q

N),

when

you w

ish t

o s

eek

public

fundin

g f

or

your

lear

ner

s. E

ach

unit w

ithin

a

qual

ific

ation w

ill a

lso h

ave

a u

niq

ue

QC

F re

fere

nce

num

ber

, w

hic

h is

liste

d in t

his

spec

ific

ation.

The

QCF

qual

ific

atio

n t

itle

and u

nit r

efer

ence

num

ber

s w

ill a

ppea

r on t

he

lear

ner

s’ f

inal

cer

tifica

tion d

ocu

men

t. L

earn

ers

nee

d t

o

be

made

aw

are

of th

is w

hen

they

are

rec

ruited

by

the

centr

e an

d r

egis

tere

d w

ith E

dex

cel.

BA035187 – Specification – Edexcel Level 2 Diploma in Craft Cuisine (QCF) – Issue 4 – April 2013 © Pearson Education Limited 2013

2

Key features of the Edexcel Level 2 Diploma in Craft Cuisine (QCF)

Key Features of the Edexcel level 2 Diploma in Craft Cuisine (QCF)

This qualification:

is nationally recognised

is based on the Hospitality National Occupational Standards (NOS) for Professional Cookery. The NOS, assessment requirements/strategy and qualification structures are owned by People 1st

has two routes.

Route 1: 'Craft Cuisine Endorsed by AAA' is supported by People 1st in conjunction with the Applied Ability Awards (AAA) National Committee, the governing body for the AAA. It includes the competency component of the Craft Cuisine Intermediate Apprenticeship as well as an integrated route to meeting the requirements of the AAA Foundation Chef certificate – please see AAA website for more details and associated fees www.aaawards.org.uk

Route 2: 'Craft Cuisine' is also supported by People 1st and equally includes the competency component of the Craft Cuisine Intermediate Apprenticeship.

There are different features, resources and fees associated with each of the two routes. Please see page 3 for details.

What is the Purpose of this qualification?

This qualification is designed for learners employed in hospitality roles such as Commis-Chefs, Demi-Chefs or Chefs-de-Partie who need to develop or consolidate their skills. Learners are required to take mandatory units which cover aspects of maintaining a safe, hygienic and secure working environment, working effectively as part of a hospitality team, maintaining, handling and cleaning knives, maintaining food safety in a hospitality environment, and preparing, cooking and finishing a wide range of basic dishes using a different ingredients, methods and techniques.

Two further mandatory units, to be taken at the end of the programme (Units 34 and 35), bring together the skills developed in the preceding units and the combination of these are assessed through an independent assessment.

Who is this qualification for?

This qualification is for all learners aged 16 and above who are capable of reaching the required standards.

Edexcel’s policy is that the qualification should:

be free from any barriers that restrict access and progression

ensure equality of opportunity for all wishing to access the qualification.


3

This qualification is applicable for people working in a wide range of hospitality and catering businesses, for example:

restaurants

gastro-pubs

hotels

cafés

contract caterers.

What are the benefits of this qualification (Route1 and Route 2) to the learner and the employer?

This is a work-based qualification which will allow learners to develop the wider range of craft cuisine skills that are essential for working as a chef under supervision in a professional kitchen. It will also independently assess the learner’s ability to demonstrate a combination of these skills in a professional kitchen environment as well as assessing a number of employability skills such as organisational skills, problem solving, communication skills and taking an interest in their own career development. This will provide evidence for both learners and employers as to the suitability for working in a professional kitchen under supervision.

Both routes 1 and 2 for the qualification provide the full range of skills and underpinning knowledge to meet the competency component of the BTEC Intermediate Apprenticeship in Craft Cuisine.

Both routes will require independent assessment of the Units 34 and 35. 'Practical Skills for a Craft Chef' and 'Preparing for Career Progression as a Craft Chef'. The assessment guidance linked to both QCF units on the Register for Regulated Qualifications stipulates that assessors must:

have current or previous experience as a senior, professional chef;

have had no involvement in the learner's training programme;

have had no known contact with the learner prior to the assessment;

operate independently of the learning provider.

Practical Skills for a Craft Chef (Unit 34), will require learners to demonstrate their knowledge of cooking skills through a practical cooking assessment, at a set time, and within given timescales.

Unit 35: Preparing for Career Progression as a Craft Chef, will require learners to demonstrate their commitment to working with food and cooking and to demonstrate their aptitude and ability for working under supervision in a professional kitchen.

Please note, assessments should take place in a professional kitchen. Where assessments cannot take place in a professional Kitchen, then a Realistic Working Environments (RWE) is also acceptable, in line with People 1st Assessment Strategy.


4

Additional Features/Benefits for Route 1: Craft Cuisine endorsed by AAA

Route 1 provides a joined up approach for aspiring chefs that wish to gain a BTEC Apprenticeship and the AAA approval and certificate. (This negates the need for learners to do the apprenticeship and then go to AAA independently which reduces duplication of presenting evidence and assessment).

Route 1 includes supporting materials that can be used by the learner, provider, employer and mentor to help create a smoother delivery throughout the apprenticeship.

Learners will have access to the AAA online resources which may be used to develop knowledge associated with professional cookery and craft cuisine skills as well as comprehensive, generic support materials to assist centres delivering competence qualifications available from the Edexcel website http://www.edexcel.com/

Providers will be provided with a comprehensive syllabus of recipes that demonstrate a combination of the skills developed throughout Units 1-33 to help prepare learners for the independent assessment.

Providers will be supported in assigning an in-house mentor for the aspiring chef to support the learners' skills and knowledge acquisition throughout their Apprenticeship programme, including Skills Scan documents to assess learner’s progress at the beginning and during their journey.

Learners will have their performance in a work-based situation in a specified time period assessed independently by two Chef Examiners appointed by the AAA National Committee.

Providers will have the convenience of the independent assessment of the two units being arranged for them.

Upon successful completion of the BTEC Apprenticeship in Craft Cuisine Route 1, learners will achieve the Apprenticeship Certificate* AND the Applied Ability Award (AAA) Certificate for Foundation Chef. Learners will also have the option to be listed on the AAA website as successful completers of the AAA Award.

The cost of Route 1 will cover standard Edexcel registration fees for the competence based qualification plus fees for the AAA assessment – please see the link in the Key Features section for more details on AAA.

Route 2: Craft Cuisine

Route 2 provides the competency component of the Craft Cuisine Intermediate apprenticeship.

Learners will have access to comprehensive, generic support materials to assist centres delivering competence qualifications available from the Edexcel website http://www.edexcel.com/

Upon successful completion of the BTEC Apprenticeship in Craft Cuisine Route 2, learners will be eligible for the Apprenticeship Certificate.*



5

The cost of Route 2 will cover standard Edexcel registration fees for the competence based qualification.

Providers will be responsible for ensuring the assessment of Units 34 and 35 meet the assessment requirements linked to both QCF units on the Register for Regulated Qualifications. Please note, providers will be expected to meet the costs associated with independent assessment.

* For claims against the SASE frameworks (those that include Functional Skills), centres will need to apply via the ACE Online Apprenticeship Certification System for the overarching Apprenticeship Certificates for their learners at ace.apprenticeships.org.uk. For claims against other frameworks, such as the Welsh Frameworks that include Essential Skills Wales, centres should apply direct to the SSC, People 1st.

What are the potential Job roles

The qualification is designed for learners working or intending to work as a Commis Chef, Demi Chef or Chef de Partie.

What progression opportunities are available to learners who achieve this qualification?

Learners will be able to progress onto the Edexcel Level 3 Diploma in Craft Cuisine (QCF).

Learners will also be able to progress onto the Edexcel Level 3 qualifications in the Hospitality suite and the Edexcel BTEC Level 3 Nationals in Hospitality.

Further information is available in Annexe A.


6

What is the qualification structure for the Edexcel Level 2 Diploma in Craft Cuisine (QCF)?

Individual units can be found in the Units section. The QCF level and credit value are given below.

To achieve the full Edexcel Level 2 Diploma in Craft Cuisine (QCF), learners must attain all 35 mandatory units, a total of 132 credits.

Units Level Credit GLH

Unit 1 F/601/4218 – Maintenance of a Safe, Hygienic and Secure Working Environment

1 3 25

Unit 2 T/601/4216 – Working Effectively as Part of a Hospitality Team

1 3 22

Unit 3 D/601/6980 – Maintain Food Safety When Storing, Preparing and Cooking Food

2 4 32

Unit 4 K/601/5041 – Maintain, Handle and Clean Knives

1 3 25

Unit 5 H/601/5328 – Prepare Fish for Basic Dishes 2 4 33

Unit 6 M/601/5333 – Prepare Shellfish for Basic Dishes 2 3 25

Unit 7 A/601/5335 – Prepare Meat for Basic Dishes 2 4 33

Unit 8 J/601/5354 – Prepare Poultry for Basic Dishes 2 4 33

Unit 9 H/601/5359 – Prepare Game for Basic Dishes 2 4 35

Unit 10 H/601/5362 – Prepare Offal for Basic Dishes 2 3 28

Unit 11 J/601/5368 – Prepare Vegetables for Basic Dishes

2 4 33

Unit 12 H/601/5376 – Cook and Finish Basic Fish Dishes 2 4 32

Unit 13 A/601/5383 – Cook and Finish Basic Shellfish Dishes

2 4 34

Unit 14 A/601/5402 – Cook and Finish Basic Meat Dishes

2 5 48

Unit 15 R/601/5390 – Cook and Finish Basic Poultry Dishes

2 5 42

Unit 16 M/601/5395 – Cook and Finish Basic Game Dishes

2 5 40

Unit 17 L/601/5405 – Cook and Finish Basic Offal Dishes

2 5 40

Unit 18 H/601/5412 – Cook and Finish Basic Vegetable Dishes

2 4 32

Unit 19 A/601/5416 – Prepare, Cook and Finish Basic Hot Sauces

2 4 33

http://www.accreditedqualifications.org.uk/unit/F6014218.seo.aspx?OwnerRef=�

http://www.accreditedqualifications.org.uk/unit/T6014216.seo.aspx?OwnerRef=�

http://www.accreditedqualifications.org.uk/unit/D6016980.seo.aspx?OwnerRef=�

http://www.accreditedqualifications.org.uk/unit/K6015041.seo.aspx?OwnerRef=�

http://www.accreditedqualifications.org.uk/unit/H6015328.seo.aspx?OwnerRef=�

http://www.accreditedqualifications.org.uk/unit/M6015333.seo.aspx?OwnerRef=�

http://www.accreditedqualifications.org.uk/unit/A6015335.seo.aspx?OwnerRef=�

http://www.accreditedqualifications.org.uk/unit/J6015354.seo.aspx?OwnerRef=�







http://www.accreditedqualifications.org.uk/unit/R6015390.seo.aspx?OwnerRef=�


http://www.accreditedqualifications.org.uk/unit/L6015405.seo.aspx?OwnerRef=�




7

Units Level Credit GLH

Unit 20 K/601/5671 – Prepare, Cook and Finish Basic Soups

2 4 30

Unit 21 A/601/5674 – Make Basic Stock 2 3 26

Unit 22 L/601/5680 – Prepare, Cook and Finish Basic Rice Dishes

2 4 33

Unit 23 A/601/5688 – Prepare, Cook and Finish Basic Pasta Dishes

2 4 33

Unit 24 M/601/5719 – Prepare, Cook and Finish Basic Pulse Dishes

2 4 33

Unit 25 M/601/5722 – Prepare, Cook and Finish Basic Vegetable Protein Dishes

2 4 33

Unit 26 A/601/5724 – Prepare, Cook and Finish Basic Egg Dishes

2 3 27

Unit 27 J/601/5774 – Prepare, Cook and Finish Basic Bread and Dough Products

2 5 39

Unit 28 R/601/5325 – Prepare, Cook and Finish Basic Pastry Products

2 5 43

Unit 29 L/601/5355 – Prepare, Cook and Finish Basic Cakes, Sponges, Biscuits and Scones

2 5 39

Unit 30 D/601/5358 – Prepare, Cook and Finish Basic Grain Dishes

2 4 30

Unit 31 D/601/5361 – Prepare, Cook and Finish Basic Cold and Hot Desserts

2 4 36

Unit 32 M/601/5364 – Prepare and Present Food for Cold Presentation

2 4 35

Unit 33 T/601/7214 – Employment Rights and Responsibilities in the Hospitality, Leisure, Travel and Tourism Sector

2 2 16

Unit 34 A/504/3493 – Practical Skills for a Craft Chef 2 1 8

Unit 35 M/504/3431 – Preparing for Career Progression as a Craft Chef

2 1 8

http://www.accreditedqualifications.org.uk/unit/K6015671.seo.aspx?OwnerRef=�








http://www.accreditedqualifications.org.uk/unit/R6015325.seo.aspx?OwnerRef=�





http://www.accreditedqualifications.org.uk/unit/T6017214.seo.aspx?OwnerRef=�


8

How is the qualification graded and assessed?

The overall grade for this qualification is a ‘pass’. The learner must achieve all the required units.

To pass a unit the learner must:

achieve all the specified learning outcomes

satisfy all the assessment criteria by providing sufficient and valid evidence for each criterion

show that the evidence is their own.

The qualification is designed to be assessed:

in the workplace or

in conditions resembling the workplace, as specified in the assessment requirements/strategy for the sector, or

as part of a training programme.

Assessment for Units 1-33

Assessment requirements/strategy

The assessment requirements/strategy for Units 1-33 have been included in Annexe D. They have been developed by People 1st in partnership with employers, training providers, awarding organisations and the regulatory authorities. The assessment strategy includes details on:

criteria for defining realistic working environments

roles and occupational competence of assessors, expert witnesses, internal verifiers and standards verifiers

quality control of assessment

evidence requirements.

Evidence of competence may come from:

current practice where evidence is generated from a current job role

a programme of development where evidence comes from assessment opportunities built into a learning/training programme whether at or away from the workplace

the Recognition of Prior Learning (RPL) where a learner can demonstrate that they can meet the assessment criteria within a unit through knowledge, understanding or skills they already possess without undertaking a course of learning. They must submit sufficient, reliable and valid evidence for internal and standards verification purposes. RPL is acceptable for accrediting a unit, several units or a whole qualification

a combination of these.


9

It is important that the evidence is:

Valid relevant to the standards for which competence is claimed

Authentic produced by the learner

Current sufficiently recent to create confidence that the same skill, understanding or knowledge persist at the time of the claim

Reliable indicates that the learner can consistently perform at this level

Sufficient fully meets the requirements of the standards.

Types of evidence

To successfully achieve a unit the learner must gather evidence which shows that they have met the required standard in the assessment criteria. Evidence can take a variety of different forms including the examples below. Centres should refer to the assessment strategy for information about which of the following are permissible.

direct observation of the learner’s performance by their assessor (O)

outcomes from oral or written questioning (Q&A)

products of the learner’s work (P)

personal statements and/or reflective accounts (RA)

outcomes from simulation, where permitted by the assessment strategy (S)

professional discussion (PD)

assignment, project/case studies (A)

authentic statements/witness testimony (WT)

expert witness testimony (EPW)

evidence of Recognition of Prior Learning (RPL).

The abbreviations may be used for cross-referencing purposes.

Learners can use one piece of evidence to prove their knowledge, skills and understanding across different assessment criteria and/or across different units. It is, therefore, not necessary for learners to have each assessment criterion assessed separately. Learners should be encouraged to reference the assessment criteria to which the evidence relates.

Evidence must be made available to the assessor, internal verifier and Edexcel standards verifier. A range of recording documents is available on the Edexcel website www.edexcel.com. Alternatively, centres may develop their own.



10

Assessment for Units 34-35

Both routes 1 and 2 will require independent assessment of the units 34 and 35. 'Practical Skills for a Craft Chef' and 'Preparing for Career Progression as a Craft Chef'. The assessment guidance linked to both QCF units on the Register for Regulated Qualifications stipulates that assessors must:





Unit 34: Practical Skills for a Craft Chef, will require learners to demonstrate their knowledge of cooking skills through a practical cooking assessment, at a set time, and within given timescales.

Unit 35: Preparing for Career Progression as a Craft Chef, will require learners to demonstrate their commitment to working with food and cooking and to demonstrate their aptitude and ability for working under supervision in a professional kitchen.

Please note, assessments can take place in a professional kitchen or in Realistic Working Environments (RWE) in line with People 1st Assessment Strategy.

Centre recognition and approval

Centre recognition

Centres that have not previously offered Edexcel qualifications need to apply for and be granted centre recognition as part of the process for approval to offer individual qualifications. New centres must complete both a centre recognition approval application and a qualification approval application.

Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by the new qualification and the conditions for automatic approval are met. Centres already holding Edexcel approval are able to gain qualification approval for a different level or different sector via Edexcel online.


11

Approvals agreement

All centres are required to enter into an approvals agreement which is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any linked codes or regulations. Edexcel will act to protect the integrity of the awarding of qualifications, if centres do not comply with the agreement. This could result in the suspension of certification or withdrawal of approval.

Quality assurance

Detailed information on Edexcel’s quality assurance processes is given in Annexe B.

For Route 1, centres will need to arrange for independent assessment of units 33 and 34 by AAA Chef Examiners/assessors who meet the requirements linked to each of the QCF units. The qualification will be externally quality assured by the Standards Verification process.

For Route 2, centres will need to arrange for independent assessment by assessors who meet the requirements linked to each of the QCF units. The qualification will be externally quality assured by the Standards Verification process.

What resources are required?

This qualification is designed to support learners working in the hospitality industry. Physical resources need to support the delivery of the qualifications and the assessment of the learning outcomes and must be of industry standard. Centres must meet any specific resource requirements outlined in Annexe D: Assessment requirements/strategy.


12

Unit format

Each unit in this specification contains the following sections.

Unit title:

Unit code:

Unit reference number:

QCF level:

Credit value:

Guided learning hours:

Unit summary:

Assessment requirements/evidence requirements:

Assessment methodology:

Learning outcomes:

Assessment criteria:

Evidence type:

Portfolio reference:

Date:

The unit title is accredited on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).

This is the unit owner’s reference number for the specified unit.

This code is a unique reference number for the unit.

All units and qualifications within the QCF have a level assigned to them, which represents the level of achievement. There are nine levels of achievement, from Entry level to level 8. The level of the unit has been informed by the QCF level descriptors and, where appropriate, the NOS and/or other sector/professional.

All units have a credit value. The minimum credit value is one, and credits can only be awarded in whole numbers. Learners will be awarded credits when they achieve the unit.

A notional measure of the substance of a qualification. It includes an estimate of the time that might be allocated to direct teaching or instruction, together with other structured learning time, such as directed assignments, assessments on the job or supported individual study and practice. It excludes learner-initiated private study.

This provides a summary of the purpose of the unit.

The assessment/evidence requirements are determined by the SSC. Learners must provide evidence for each of the requirements stated in this section.

Learning outcomes state exactly what a learner should know, understand or be able to do as a result of completing a unit.

The assessment criteria of a unit specify the standard a learner is expected to meet to demonstrate that a learning outcome, or a set of learning outcomes, has been achieved.

Learners must reference the type of evidence they have and where it is available for quality assurance purposes. The learner can enter the relevant key and a reference. Alternatively, the learner and/or centre can devise their own referencing system.

This provides a summary of the assessment methodology to be used for the unit.

The learner should use this box to indicate where the evidence can be obtained eg portfolio page number.

The learner should give the date when the evidence has been provided.


13

Units


14


15

Unit 1: Maintenance of a Safe, Hygienic and Secure Working Environment

Unit code: 1GEN1/09

Unit reference number: F/601/4218

QCF level: 1

Credit value: 3

Guided learning hours: 25

Unit summary

This unit is about basic health, hygiene, safety and security. This includes maintaining a clean and hygienic personal appearance, getting any cuts and grazes treated and reporting illness and infections. The unit also covers safety and security in your workplace – helping to spot and deal with hazards and following emergency procedures when necessary.

Assessment methodology

This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

16

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to m

ainta

in

per

sonal

hea

lth a

nd

hyg

iene

1.1

W

ear

clea

n,

smar

t and a

ppro

priat

e cl

oth

ing,

footw

ear

and h

eadgea

r

1.2

Kee

p h

air n

eat

and t

idy

and w

ear

it in lin

e w

ith

org

anis

atio

nal

sta

ndard

s

1.3

M

ake

sure

any

jew

elle

ry,

per

fum

e an

d c

osm

etic

s w

orn

are

in lin

e w

ith o

rgan

isat

ional

sta

ndar

ds

1.4

G

et a

ny

cuts

, gra

zes

and w

ounds

trea

ted b

y th

e ap

pro

priat

e per

son

1.5

Rep

ort

illn

ess

and infe

ctio

ns

pro

mptly

to t

he

appro

priat

e per

son

2

Know

how

to m

ainta

in

per

sonal

hea

lth a

nd

hyg

iene

2.1

Sta

te o

wn r

esponsi

bili

ties

under

the

Hea

lth a

nd

Saf

ety

at

Work

Act

2.2

Sta

te g

ener

al r

ule

s on h

ygie

ne

that

must

be

follo

wed

2.3

Sta

te c

orr

ect

cloth

ing,

footw

ear

and h

eadgea

r th

at

should

be

worn

at

all tim

es

2.4

Sta

te t

he

import

ance

of m

ainta

inin

g g

ood p

erso

nal

hyg

iene

2.5

D

escr

ibe

how

to d

eal w

ith c

uts

, gra

zes

and w

ounds

and w

hy

it is

import

ant

to d

o s

o

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

17

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Be

able

to h

elp m

ainta

in a

hyg

ienic

, sa

fe a

nd s

ecure

w

ork

pla

ce

3.1

Id

entify

any

haz

ard

s or

pote

ntial haz

ard

s and d

eal

with t

hes

e co

rrec

tly

3.2

Rep

ort

any

acci

den

ts o

r nea

r acc

iden

ts q

uic

kly

and

accu

rate

ly t

o t

he

pro

per

per

son

3.3

Fo

llow

hea

lth,

hyg

iene

and s

afe

ty p

roce

dure

s during w

ork

3.4

Pra

ctis

e em

ergen

cy p

roce

dure

s co

rrec

tly

3.5

Fo

llow

org

anis

atio

nal

sec

urity

pro

cedure

s

4

Know

how

to m

ainta

in a

hyg

ienic

, sa

fe a

nd s

ecure

w

ork

pla

ce

4.1

Sta

te t

he

import

ance

of w

ork

ing in a

hea

lthy,

safe

an

d h

ygie

nic

way

4.2

Sta

te w

her

e in

form

ation a

bout

hea

lth a

nd s

afet

y in

yo

ur

work

pla

ce c

an b

e obta

ined

4.3

D

escr

ibe

the

types

of haz

ard

in t

he

work

pla

ce t

hat

m

ay o

ccur

and h

ow

to d

eal w

ith t

hes

e

4.4

Sta

te h

azard

s th

at c

an b

e dea

lt w

ith p

erso

nal

ly a

nd

haz

ards

that

must

be

report

ed t

o s

om

eone

else

4.5

Sta

te h

ow

to w

arn o

ther

peo

ple

about

haz

ards

and

why

this

is

import

ant

4.6

Sta

te w

hy

acci

den

ts a

nd n

ear

acc

iden

ts s

hould

be

report

ed a

nd w

ho t

hes

e sh

ould

be

report

ed t

o

4.7

D

escr

ibe

the

type

of

emer

gen

cies

that

may

hap

pen

in

the

work

pla

ce a

nd h

ow

to d

eal w

ith t

hes

e

4.8

Sta

te w

her

e to

fin

d f

irst

-aid

equip

men

t an

d w

ho t

he

regis

tere

d f

irst

-aid

er is

in t

he

work

pla

ce

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

18

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.9

Sta

te s

afe

lifting a

nd h

andlin

g t

echniq

ues

that

sh

ould

be

follo

wed

4.1

0

Sta

te o

ther

way

s of

work

ing s

afe

ly t

hat

are

rel

evan

t to

ow

n p

osi

tion a

nd w

hy

thes

e are

im

port

ant

4.1

1

Des

crib

e org

anis

ational

em

ergen

cy p

roce

dure

s, in

par

ticu

lar

fire

, an

d h

ow

thes

e sh

ould

be

follo

wed

4.1

2

Sta

te t

he

poss

ible

cause

s fo

r fire

in t

he

work

pla

ce

4.1

3

Des

crib

e how

to m

inim

ise

the

risk

of

fire

4.1

4

Sta

te w

her

e to

fin

d f

ire

alarm

s an

d h

ow

to s

et t

hem

off

4.1

5

Sta

te w

hy

a fire

should

nev

er b

e ap

pro

ached

unle

ss

it is

safe

to d

o s

o

4.1

6

Sta

te t

he

import

ance

of

follo

win

g fir

e sa

fety

law

s

4.1

7

Des

crib

e org

anis

ational

sec

urity

pro

cedure

s an

d

why

thes

e are

im

port

ant

4.1

8

Sta

te t

he

corr

ect

pro

cedure

s fo

r dea

ling w

ith

cust

om

er p

roper

ty

4.1

9

Sta

te t

he

import

ance

of re

port

ing a

ll usu

al/

non-r

outine

inci

den

ts t

o t

he

appro

priate

per

son

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

19

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


20

Assessment requirements/evidence requirements

Maintain personal health and hygiene

The assessor must assess assessment criteria 1.1 and 1.2 by directly observing the learner’s work.

The assessor may assess assessment criteria 1.3, 1.4 and 1.5 through questioning or witness testimony if no naturally occurring evidence is available.

Help to maintain a hygienic, safe and secure workplace

The assessor must assess assessment criteria 3.1, 3.3, 3.4 and 3.5 by directly observing the learner’s work.

The assessor may assess assessment criterion 3.2 through questioning, witness testimony or simulation if no naturally occurring evidence is available.

There must be performance evidence, gathered through observing the learner’s work for:

at least one from hazards

a) relating to equipment

b) relating to areas where you work

c) relating to personal clothing

none from ways of dealing with hazards

a) putting them right yourself

b) reporting them to appropriate colleagues

c) warning other people

at least one from emergency procedures

a) fire

b) threat

c) security.

Evidence for the remaining assessment criteria may be assessed through questioning, witness testimony or simulation.


21

Unit 2: Working Effectively as Part of a Hospitality Team

Unit code: 1GEN4/09

Unit reference number: T/601/4216

QCF level: 1

Credit value: 3


Unit summary

This unit assesses learners’ skills and knowledge when working as part of a team. Teams include line managers, supervisors as well as other people in the same team and those working at the same level. The unit includes planning and organising work, working effectively as part of a team and getting feedback from others to support his/her own learning and development.



BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

22

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to p

lan a

nd

org

anis

e ow

n w

ork

1.1

M

ake

sure

the

requirem

ents

of th

e w

ork

are

under

stood

1.2

Ask

ques

tions

if t

he

requirem

ents

of

the

work

are

not

clea

r

1.3

Acc

ura

tely

follo

w inst

ruct

ions

1.4

Pl

an w

ork

and p

riori

tise

tas

ks in o

rder

of

import

ance

1.5

Kee

p e

very

thin

g n

eeded

for

the

work

org

anis

ed a

nd

avai

lable

1.6

Kee

p w

ork

are

as

clea

n a

nd t

idy

1.7

Kee

p w

ast

e to

a m

inim

um

1.8

Ask

for

hel

p fro

m t

he

rele

vant

per

son if it is

nee

ded

1.9

Pr

ovi

de

work

on t

ime

and a

s ag

reed

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

23

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2

Be

able

to w

ork

effec

tive

ly

with t

eam

mem

ber

s 2.1

G

ive

team

mem

ber

s hel

p w

hen

they

ask

for

it

2.2

Ensu

re t

he

hel

p g

iven

to t

eam

mem

ber

s is

within

th

e lim

its

of ow

n job r

ole

2.3

Ensu

re t

he

hel

p g

iven

to t

eam

mem

ber

s does

not

pre

vent

ow

n w

ork

bei

ng c

om

ple

ted o

n t

ime

2.4

Pa

ss o

n im

port

ant

info

rmat

ion t

o t

eam

mem

ber

s as

soon a

s poss

ible

2.5

M

ainta

in g

ood w

ork

ing r

elat

ionsh

ips

with t

eam

m

ember

s

2.6

Rep

ort

any

pro

ble

ms

with w

ork

ing r

elat

ionsh

ips

to

the

rele

vant

per

son

2.7

Com

munic

ate

clea

rly

and e

ffec

tive

ly w

ith t

eam

m

ember

s

3

Be

able

to d

evel

op o

wn

skill

s 3.1

See

k fe

edbac

k on o

wn w

ork

and d

eal w

ith t

his

fe

edback

posi

tive

ly

3.2

Id

entify

with t

he

rele

vant

per

son a

spec

ts o

f ow

n

work

whic

h a

re u

p t

o s

tandar

d a

nd a

reas

that

could

be

impro

ved

3.3

Agre

e w

hat

has

to b

e done

to im

pro

ve t

hei

r w

ork

3.4

Agre

e a

lear

nin

g p

lan w

ith t

he

rele

vant

per

son

3.5

See

k opport

unitie

s to

rev

iew

and d

evel

op lea

rnin

g

pla

n

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

24

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4

Know

how

to p

lan a

nd

org

anis

e ow

n w

ork

4.1

Sta

te w

hy

it is

esse

ntial

to u

nder

stand t

he

requirem

ents

of

the

work

4.2

Li

st t

he

ben

efits

of

pla

nnin

g a

nd o

rganis

ing w

ork

4.3

D

escr

ibe

how

to m

ake

the

most

eff

icie

nt

use

of

tim

e an

d a

void

thin

gs

that

may

cau

se u

nnec

essa

ry

dis

ruptions

4.4

Li

st t

he

ben

efits

of

keep

ing e

very

thin

g n

eeded

for

ow

n w

ork

org

anis

ed a

nd a

vaila

ble

4.5

Sta

te w

hy

it is

import

ant

to k

eep w

ork

are

as

clea

n

and t

idy

4.6

Sta

te w

hy

it is

import

ant

to k

eep w

aste

to a

m

inim

um

4.7

Sta

te w

hen

to a

sk f

or

hel

p a

nd w

ho c

an b

e ask

ed

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

25

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5

Know

how

to w

ork

ef

fect

ivel

y w

ith t

eam

m

ember

s

5.1

Sta

te t

he

import

ance

of ef

fect

ive

team

work

5.2

Sta

te t

he

peo

ple

in o

wn t

eam

and e

xpla

in h

ow

they

fit

into

the

org

anis

atio

n

5.3

Li

st t

he

resp

onsi

bili

ties

of

the

team

and w

hy

it is

import

ant

to t

he

org

anis

atio

n a

s a w

hole

5.4

D

escr

ibe

how

to m

ainta

in g

ood w

ork

ing

rela

tionsh

ips

with t

eam

mem

ber

s

5.5

Sta

te h

ow

to d

eter

min

e if h

elpin

g a

tea

m m

ember

w

ill p

reve

nt

ow

n w

ork

fro

m b

eing c

om

ple

ted o

n

tim

e

5.6

Sta

te t

he

limits

of ow

n job r

ole

and w

hat

can

and

cannot

be

done

when

hel

pin

g t

eam

mem

ber

s

5.7

Sta

te w

hy

esse

ntial

info

rmation n

eeds

to b

e pass

ed

on t

o a

tea

m m

ember

as

soon a

s poss

ible

5.8

Li

st t

he

types

of beh

avio

ur

that

hel

p t

eam

s to

work

ef

fect

ivel

y an

d b

ehavi

ours

that

do n

ot

5.9

Sta

te w

hy

pro

ble

ms

with w

ork

ing r

elat

ionsh

ips

should

be

report

ed t

o t

he

rele

vant

per

son

5.1

0

Des

crib

e how

to c

om

munic

ate

clea

rly

and w

hy

it is

import

ant

to d

o s

o

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

26

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6

Know

how

to d

evel

op o

wn

skill

s 6.1

Sta

te t

he

import

ance

of im

pro

ving o

wn k

now

ledge

and s

kills

6.2

D

escr

ibe

how

to g

et fee

dbac

k fr

om

tea

m m

ember

s an

d h

ow

this

is

hel

pfu

l

6.3

D

escr

ibe

how

a lea

rnin

g p

lan c

an im

pro

ve o

wn

work

6.4

Sta

te w

hy

it is

import

ant

to r

egula

rly

revi

ew o

wn

lear

nin

g p

lan

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


27


Learning outcomes Example assessment methods

Examples of evidence

Plan and organise your work

Observation

Witness testimony

Questioning

Observation sheets

Notes of meetings with line manager

Witness assessment criteria

Work effectively with team members

Observation

Witness testimony

Questioning

Records of oral questioning

Question/answer sheets

Records of professional discussion

Cross-reference to outcome 1

Develop your own skills Observation

Witness testimony

Questioning

Observation sheets

Notes of meetings with line manager

Witness assessment criteria

Should evidence for the following contingency assessment criteria not occur during the period of assessment, alternative assessment methods may be used.

Contingencies Alternative assessment methods

Examples of evidence

Ask for help from the relevant person if you need it

Simulation

Oral questions

Written questions

Professional discussion

Observation sheet

Question/answer sheets

Records of professional discussion


28


29

Unit 3: Maintain Food Safety When Storing, Preparing and Cooking Food

Unit code: 2GEN3/10

Unit reference number: D/601/6980

QCF level: 2

Credit value: 4


Unit summary

This unit covers the main competencies needed for preparing and cooking food safely, and focuses on the four main areas of control – cooking, cleaning, chilling and preventing cross-contamination, in addition to supplies being satisfactory. It provides staff with a broad understanding of reviewing hazards and hazard procedures such that they are part of a team maintaining food safety. This unit is appropriate to staff that directly prepare and cook food.



BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

30

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to k

eep y

ours

elf

clea

n a

nd h

ygie

nic

1.1

W

ear

clea

n a

nd h

ygie

nic

clo

thes

appro

priat

e to

the

jobs

bei

ng u

nder

take

n

1.2

Tie

hai

r back

and/o

r w

ear

appro

priat

e hai

r co

vering

1.3

O

nly

wea

r je

wel

lery

and o

ther

acc

esso

ries

that

do

not

cause

food s

afet

y haz

ards

1.4

Chan

ge

cloth

es w

hen

nec

essa

ry

1.5

W

ash h

ands

thoro

ughly

at

appro

priat

e tim

es

1.6

Avo

id u

nsa

fe b

ehav

iour

that

could

conta

min

ate

the

food w

ork

ing w

ith

1.7

Rep

ort

any

cuts

, boils

, gra

zes,

illn

ess

and infe

ctio

ns

pro

mptly

to t

he

appro

priat

e per

son

1.8

M

ake

sure

any

cuts

, boils

, sk

in infe

ctio

ns

and

gra

zes

are

trea

ted a

nd c

ove

red w

ith a

n a

ppro

priat

e dre

ssin

g

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

31

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2

Know

how

to k

eep

yours

elf cl

ean a

nd

hyg

ienic

2.1

Sta

te w

hy

clea

n a

nd h

ygie

nic

clo

thes

must

be

worn

2.2

Sta

te w

hy

hai

r m

ust

be

tied

bac

k or

an a

ppro

priat

e hai

r co

vering b

e w

orn

2.3

Sta

te t

he

diffe

rent

types

of pro

tect

ive

cloth

es

appro

priat

e fo

r diffe

rent

jobs

in s

tora

ge,

pre

par

ation a

nd c

ooki

ng food

2.4

D

escr

ibe

the

food s

afe

ty h

azard

s th

at jew

elle

ry a

nd

acce

ssories

can

cau

se

2.5

Sta

te w

hen

clo

thin

g s

hould

be

chan

ged

2.6

Sta

te t

he

import

ance

of

chan

gin

g c

loth

es

2.7

Sta

te w

hy

han

ds

must

be

was

hed

aft

er g

oin

g t

o t

he

toile

t, b

efore

goin

g into

food p

repar

atio

n a

nd

cooki

ng a

reas

, aft

er t

ouch

ing r

aw

food a

nd w

aste

, bef

ore

han

dlin

g r

eady-

to-e

at f

ood

2.8

D

escr

ibe

how

to w

ash h

ands

safe

ly

2.9

Sta

te t

he

import

ance

of not

han

dlin

g food w

hen

open

cuts

are

pre

sent

2.1

0

Des

crib

e w

hat

to d

o if

anyo

ne

has

an o

pen

cut

2.1

1

Sta

te t

he

import

ance

of

report

ing illn

esse

s an

d

infe

ctio

ns

pro

mptly

2.1

2

Sta

te w

hy

stom

ach

illn

esse

s ar

e par

ticu

larl

y im

port

ant

to r

eport

2.1

3

Sta

te t

he

import

ance

of

avoid

ing t

ouch

ing,

face

, nose

or

mouth

, blo

win

g n

ose

, ch

ewin

g g

um

, ea

ting,

smoki

ng w

hen

work

ing w

ith food

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

32

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Be

able

to k

eep w

ork

ing

area

cle

an a

nd h

ygie

nic

3.1

M

ake

sure

surf

ace

s and e

quip

men

t ar

e cl

ean a

nd in

good c

onditio

n

3.2

U

se c

lean

and s

uitab

le c

loth

s an

d e

quip

men

t fo

r w

ipin

g a

nd c

lean

ing b

etw

een t

asks

3.3

Rem

ove

fro

m u

se a

ny

surf

ace

s an

d e

quip

men

t th

at

are

dam

aged

or

hav

e lo

ose

par

ts

3.4

Rep

ort

dam

aged

surf

aces

and e

quip

men

t to

the

per

son r

esponsi

ble

for

food s

afet

y

3.5

D

ispose

of

was

te p

rom

ptly,

hyg

ienic

ally

and

appro

priat

ely

3.6

Id

entify

and t

ake

appro

priate

act

ion o

n a

ny

dam

age

to w

alls

, floors

, ce

ilings,

furn

iture

and fittings

3.7

Rep

ort

any

dam

age

to w

alls

, floors

, ce

ilings,

fu

rniture

and fittings

to t

he

appro

priate

per

son

3.8

Id

entify

and t

ake

appro

priate

act

ion o

n a

ny

signs

of

pes

ts

3.9

Rep

ort

any

signs

of

pes

ts t

o t

he

appro

priate

per

son

4

Know

how

to k

eep

work

ing a

rea

clea

n a

nd

hyg

ienic

4.1

Sta

te w

hy

surf

ace

s and e

quip

men

t m

ust

be

clea

n,

hyg

ienic

and s

uitab

le for

the

inte

nded

use

bef

ore

beg

innin

g a

new

tas

k

4.2

D

escr

ibe

how

to e

nsu

re t

hat

surf

aces

and

equip

men

t ar

e cl

ean,

hyg

ienic

and s

uitab

le for

the

inte

nded

use

bef

ore

beg

innin

g a

new

tas

k

4.3

Sta

te t

he

import

ance

of only

usi

ng c

lean

and

suitab

le c

loth

s w

hen

cle

anin

g b

efore

task

s

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

33

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.4

Sta

te h

ow

to e

nsu

re t

hat

cle

an a

nd s

uitab

le c

loth

s ar

e use

d b

efore

task

s

4.5

Exp

lain

why

surf

ace

s an

d e

quip

men

t th

at a

re

dam

aged

or

have

loose

par

ts c

an b

e haz

ard

ous

to

food s

afe

ty

4.6

Li

st t

he

types

of dam

aged

surf

aces

or

equip

men

t th

at c

an c

ause

food s

afet

y haz

ards

4.7

D

escr

ibe

how

to d

eal w

ith d

am

aged

surf

ace

s an

d

equip

men

t

4.8

Sta

te t

he

import

ance

of cl

earing a

nd d

isposi

ng o

f w

aste

pro

mptly

and s

afel

y

4.9

D

escr

ibe

how

to s

afe

ly d

ispose

of w

ast

e

4.1

0

Des

crib

e how

dam

age

to w

alls

, floors

, ce

ilings,

fu

rniture

, fo

od e

quip

men

t an

d fittings

can c

ause

fo

od s

afe

ty h

azard

s

4.1

1

Sta

te t

he

types

of dam

age

that

should

be

looke

d

out

for

4.1

2

Sta

te t

he

types

of pes

ts t

hat

could

be

found in

cate

ring o

per

atio

ns

4.1

3

Sta

te h

ow

to r

ecognis

e th

e si

gns

that

pes

ts m

ay b

e pre

sent

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

34

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5

Be

able

to s

tore

food

safe

ly

5.1

Chec

k th

at food is

undam

aged

, at

appro

priat

e te

mper

ature

and w

ithin

‘use

-by

dat

e’ o

n d

eliv

ery

5.2

Lo

ok

at a

nd r

etain

any

import

ant

label

ling

info

rmat

ion

5.3

Pr

epare

food f

or

stora

ge

5.4

Pl

ace

food in s

tora

ge

as q

uic

kly

as n

eces

sary

to

mai

nta

in its

saf

ety

5.5

M

ake

sure

sto

rage

are

as a

re c

lean

, su

itable

and

mai

nta

ined

at

the

corr

ect

tem

per

ature

for

the

type

of

food

5.6

Sto

re food s

o t

hat

cro

ss-c

onta

min

atio

n is

pre

vente

d

5.7

Fo

llow

sto

ck r

ota

tion p

roce

dure

s

5.8

Saf

ely

dis

pose

of fo

od t

hat

is

bey

ond ‘use

-by

date

’

5.9

Kee

p n

eces

sary

rec

ord

s up-t

o d

ate

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

35

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6

Know

how

to s

tore

food

safe

ly

6.1

Sta

te t

he

import

ance

of m

aki

ng s

ure

food d

eliv

erie

s ar

e undam

aged

, at

the

corr

ect

tem

per

atu

re a

nd

within

use

-by-

date

6.2

Sta

te t

he

import

ance

of pre

par

ing food f

or

stora

ge

6.3

Sta

te w

hy

food m

ust

be

put

in t

he

corr

ect

stora

ge

area

6.4

Sta

te t

he

tem

per

atu

re food s

hould

be

store

d a

t

6.5

Sta

te t

he

import

ance

of ke

epin

g s

tora

ge

area

s cl

ean a

nd t

idy

6.6

D

escr

ibe

what

to d

o if st

ora

ge

area

s are

not

clea

n

and t

idy

6.7

Sta

te t

he

import

ance

of

storing f

ood a

t th

e co

rrec

t te

mper

ature

6.8

D

escr

ibe

how

to s

tore

food a

t th

e co

rrec

t te

mper

ature

6.9

Sta

te w

hat

typ

es o

f fo

od a

re r

aw

6.1

0

Sta

te w

hy

types

of

food a

re r

eady-

to-e

at

6.1

1

Sta

te w

hy

stock

rota

tion p

roce

dure

s ar

e im

port

ant

6.1

2

Sta

te w

hy

food b

eyond its

‘use

-by

dat

e’ m

ust

be

dis

pose

d o

f

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

36

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7

Be

able

to p

repar

e, c

ook

and h

old

food s

afel

y 7.1

Chec

k fo

od b

efore

and d

uring o

per

atio

ns

for

any

haz

ards

7.2

Fo

llow

corr

ect

pro

cedure

s fo

r dea

ling w

ith f

ood

haz

ards

7.3

Fo

llow

org

anis

atio

nal

pro

cedure

s fo

r item

s th

at m

ay

cause

alle

rgic

rea

ctio

ns

7.4

Pre

vent

cross

-conta

min

atio

n b

etw

een d

iffe

rent

types

of

food

7.5

U

se m

ethods,

tim

es,

tem

per

ature

s an

d c

hec

ks t

o

mak

e su

re food is

safe

follo

win

g o

per

ations

7.6

Kee

p n

eces

sary

rec

ord

s up t

o d

ate

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

37

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

8

Know

how

to m

ainta

in

food s

afe

ty

8.1

D

escr

ibe

how

to o

per

ate

a food s

afet

y m

anag

emen

t sy

stem

8.2

Exp

lain

the

conce

pt

of haza

rds

to f

ood s

afe

ty in a

ca

tering o

per

atio

n

8.3

Sta

te t

he

nec

essi

ty o

f co

ntr

olli

ng h

azar

ds

to f

ood

safe

ty in o

rder

to r

emove

or

keep

ris

ks t

o a

saf

e le

vel

8.4

D

escr

ibe

what

may

hap

pen

if haz

ards

are

not

contr

olle

d

8.5

Sta

te t

he

types

of haza

rds

that

may

occ

ur

in a

ca

tering o

per

atio

n

8.6

D

escr

ibe

how

to c

ontr

ol haza

rds

by

cooki

ng,

chill

ing,

clea

nin

g a

nd t

he

avo

idan

ce o

f cr

oss

-co

nta

min

ation

8.7

Sta

te w

hy

monitoring is

import

ant

8.8

Sta

te t

he

key

stages

in t

he

monitoring p

roce

ss

8.9

Sta

te t

he

import

ance

of kn

ow

ing w

hat

to d

o w

hen

th

ings

go w

rong

8.1

0

Sta

te w

hy

som

e haz

ard

s ar

e m

ore

im

port

ant

than

oth

ers

in t

erm

s of

food s

afet

y

8.1

1

Sta

te w

ho t

o r

eport

to if th

ere

are

food s

afe

ty

haz

ards

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

38

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

9

Know

how

to p

repar

e,

cook

and h

old

food s

afe

ly

9.1

Sta

te w

hy

it is

nec

essa

ry t

o d

efro

st f

oods

bef

ore

co

oki

ng

9.2

Sta

te w

hen

it

is n

eces

sary

to d

efro

st f

oods

bef

ore

co

oki

ng

9.3

D

escr

ibe

how

to s

afe

ly a

nd t

horo

ughly

def

rost

food

bef

ore

cooki

ng

9.4

D

escr

ibe

how

to r

ecognis

e co

nditio

ns

lead

ing t

o

safe

ty h

azar

ds

9.5

Sta

te w

hat

to d

o if an

y fo

od s

afe

ty h

aza

rds

are

dis

cove

red

9.6

Sta

te t

he

import

ance

of kn

ow

ing t

hat

cer

tain

foods

cause

alle

rgic

rea

ctio

ns

9.7

D

escr

ibe

org

anis

ational

pro

cedure

s to

dea

l w

ith

foods

capable

of

causi

ng a

llerg

ic r

eact

ions

9.8

Sta

te w

hat

to d

o if a

cust

om

er a

sks

if a

par

ticu

lar

dis

h is

free

fro

m c

erta

in f

ood a

llerg

en

9.9

D

escr

ibe

how

cro

ss-c

onta

min

ation c

an h

appen

bet

wee

n d

iffe

rent

food t

ypes

9.1

0

Des

crib

e how

to a

void

cro

ss-c

onta

min

atio

n b

etw

een

diffe

rent

food t

ypes

9.1

1

Exp

lain

why

thoro

ugh c

ooki

ng a

nd r

ehea

ting

met

hods

should

be

use

d

9.1

2

Sta

te c

ooki

ng,

rehea

ting,

tem

per

ature

s an

d t

imes

to

use

for

food b

eing w

ork

ed w

ith

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

39

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

9.1

3

Des

crib

e how

to c

hec

k th

at

food is

thoro

ughly

co

oke

d o

r sa

fely

reh

eate

d

9.1

4

Sta

te t

he

import

ance

of

maki

ng s

ure

that

food is

at

the

corr

ect

tem

per

ature

bef

ore

and d

uring h

old

ing,

prior

to s

ervi

ng it

to t

he

cust

om

er

9.1

5

Sta

te t

he

types

of

foods

that

may

nee

d t

o b

e ch

illed

or

froze

n b

ecau

se t

hey

are

not

for

imm

edia

te

consu

mption

9.1

6

Des

crib

e how

to s

afe

ly s

tore

food n

ot

for

imm

edia

te

consu

mption

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


40


Keep yourself clean and hygienic


The assessor may assess assessment criteria 1.4, 1.6, 1.7 and 1.8 through questioning or witness testimony if no naturally occurring evidence is available.


at least four from clothes

a) trousers

b) tops/jackets

c) coats

d) disposable gloves

e) shoes

f) headgear

g) aprons

at least five from appropriate times to wash your hands

a) after going to the toilet or in contact with faeces

b) when going into food preparation and cooking areas including after any work breaks

c) after touching raw food and waste

d) before handling raw food

e) after disposing of waste

f) after cleaning

g) changing dressings or touching open wounds

none from unsafe behaviour

a) failure to wash hands thoroughly when necessary

b) touching your face, nose of mouth, blowing your nose

c) chewing gum

d) eating

e) smoking

f) scratching.

Evidence for the remaining assessment criteria may be assessed through questioning or witness testimony.


41

Keep your working area clean and hygienic




at least two from surfaces and equipment

a) surfaces and utensils for preparing, cooking and holding food

b) surfaces and utensils used for displaying and serving food

c) appropriate cleaning equipment.


Store food safely

The assessor must assess assessment criteria 5.1, 5.2, 5.3, 5.4, 5.5, 5.6 and 5.7 by directly observing the learner’s work.

The assessor may assess assessment criteria 5.8 and 5.9 through questioning or witness testimony if no naturally occurring evidence is available.


at least two from storage areas

a) ambient temperature

b) refrigerator

c) freezer.


Prepare, cook and hold food safely

The assessor must assess assessment criteria 7.4 and 7.5 by directly observing the learner’s work.



42


at least four from operations

a) defrosting food

b) preparing food, including washing and peeling

c) cooking food

d) reheating food

e) holding food before serving

f) cooling cooked food not for immediate consumption

g) freezing cooked food not for immediate consumption

none from hazards

a) bacteria and other organisms

b) chemical

c) physical

d) allergenic.



43

Unit 4: Maintain, Handle and Clean Knives

Unit code: 1GEN7/10

Unit reference number: K/601/5041

QCF level: 1

Credit value: 3


Unit summary

This unit is about using and caring for knives within professional kitchens. Knives may include both straight and serrated bladed, from small vegetable knives to cleavers.

The unit also refers to the use of scissors and secateurs.



BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

44

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to m

ainta

in,

han

dle

and c

lean

kniv

es

1.1

Pr

ioritise

work

and c

arr

y it o

ut

in a

n o

rgan

ised

and

effici

ent

man

ner

1.2

Ensu

re k

niv

es a

re c

lean

1.3

Shar

pen

kniv

es u

sing s

afe

shar

pen

ing m

ethods

1.4

Sel

ect

kniv

es a

ppro

priat

e to

the

task

to b

e under

take

n

1.5

Ensu

re t

hat

the

cutt

ing e

dge

is f

irm

and s

ecure

and

appro

priat

e fo

r th

e ta

sk

1.6

Saf

ely

han

dle

kniv

es w

hile

under

taki

ng t

ask

s

1.7

Cle

an a

nd s

tore

kniv

es a

ccord

ing t

o o

rgan

isat

ional

re

quirem

ents

1.8

Rep

ort

dam

age

to k

niv

es t

o t

he

appro

priat

e per

son

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

45

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2

Know

how

to m

ainta

in,

han

dle

and c

lean

kniv

es

2.1

Sta

te w

hy

kniv

es s

hould

be

kept

sharp

2.2

Sta

te w

hy

kniv

es s

hould

be

store

d s

afe

ly

2.3

Exp

lain

why

and t

o w

hom

all

acc

iden

ts s

hould

be

report

ed

2.4

Exp

lain

why

the

appro

priat

e kn

ife

should

be

sele

cted

for

spec

ific

tas

k

2.5

Sta

te w

hy

han

dle

s of

kniv

es s

hould

be

not

be

allo

wed

to b

ecom

e gre

asy

during u

se

2.6

Exp

lain

why

kniv

es s

hould

be

handle

d a

nd c

arried

co

rrec

tly

2.7

Sta

te w

hy

cutt

ing s

urf

aces

should

be

firm

and

secu

re

2.8

Exp

lain

why

kniv

es s

hould

be

clea

ned

bet

wee

n

dea

ling w

ith d

iffe

rent

food g

roups

2.9

D

escr

ibe

what

ris

ks t

her

e ar

e of

conta

min

atio

n f

rom

poorl

y m

ainta

ined

kniv

es

2.1

0

Sta

te w

hy

surf

ace

s sh

ould

be

clea

n

2.1

1

Exp

lain

why

dam

aged

kniv

es s

hould

not

be

use

d

2.1

2

Des

crib

e w

hat

act

ion c

an b

e ta

ken t

o p

reve

nt

alle

rgen

ic r

eact

ions

am

ong c

onsu

mer

s w

hen

han

dlin

g a

nd c

lean

ing k

niv

es

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

46

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


47


The assessor must assess assessment criteria 1.1, 1.2, 1.3, 1.4, 1.5, 1.6 and 1.7 by directly observing the learner’s work.

The assessor may assess assessment criterion 1.8 through questioning or witness testimony if no naturally occurring evidence is available.


at least two from knives

a) straight bladed knives and cleavers

b) serrated blades

c) scissors/secateurs

at least five from tasks

a) preparing basic vegetable cuts

b) preparing meat, poultry and fish

c) preparing bread

d) opening packaging

e) sharpening

f) washing and cleaning knives after use.



48


49

Unit 5: Prepare Fish for Basic Dishes

Unit code: 2FP1/10

Unit reference number: H/601/5328

QCF level: 2

Credit value: 4


Unit summary

This unit is about preparing fresh, semi-prepared fish for basic dishes. The unit covers various preparation methods and fish types.



BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

50

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to p

repar

e fish

for

bas

ic d

ishes

1.1

Chec

k fish

mee

ts d

ish r

equirem

ents

1.2

Choose

and u

se t

ools

and e

quip

men

t co

rrec

tly

1.3

Pre

pare

fis

h t

o m

eet

dis

h r

equirem

ents

1.4

Saf

ely

store

any

pre

par

ed f

ish n

ot

for

imm

edia

te

use

2

Under

stan

d h

ow

to

pre

par

e fish

for

basi

c dis

hes

2.1

Sta

te t

he

diffe

rent

types

of

com

monly

use

d fla

t,

round a

nd o

ily fis

h a

nd h

ow

to iden

tify

them

2.2

D

escr

ibe

how

to c

hec

k th

at

the

fish

mee

ts

requirem

ents

2.3

Sta

te w

hat

qual

ity

poin

ts t

o look

for

in f

resh

fis

h

2.4

D

escr

ibe

what

to d

o if th

ere

are

any

pro

ble

ms

with

the

fish

or

oth

er ingre

die

nts

2.5

Sta

te t

he

corr

ect

tools

and e

quip

men

t re

quired

to

carr

y out

diffe

rent

pre

par

atio

n m

ethods

2.6

Sta

te w

hy

it is

import

ant

to u

se t

he

corr

ect

tools

, eq

uip

men

t an

d t

echniq

ues

2.7

D

escr

ibe

how

to c

arr

y out

rele

vant

pre

par

atio

n

met

hods

corr

ectly

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

51

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.8

Sta

te t

he

reas

ons

for

coat

ing a

nd m

arin

adin

g fis

h

2.9

D

escr

ibe

the

text

ure

of diffe

rent

types

of fish

and

what

this

mea

ns

in t

erm

s of han

dlin

g t

he

fish

during p

repar

atio

n

2.1

0

Sta

te h

ow

to s

tore

pre

par

ed fis

h c

orr

ectly

2.1

1

Sta

te h

ealthy

eating o

ptions

when

pre

par

ing fis

h

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


52


The assessor must assess assessment criteria 1.1–1.4 by directly observing the learner’s work.


at least two from fish

a) white fish – round

b) white fish – flat

c) oily fish

at least four from prepare by, which must include a minimum of three from cutting

a) filleting

removing pin bone

removing rib bones

removing spine

b) cutting

darne

goujons

supreme

tronçon

délice

paupiette

c) trimming

d) skinning

e) coating

f) marinading.



53

Unit 6: Prepare Shellfish for Basic Dishes

Unit code: 2FP2/10

Unit reference number: M/601/5333

QCF level: 2

Credit value: 3


Unit summary

This unit is about preparing shellfish for basic dishes. It covers various preparation methods and types of shellfish.



BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

54

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to p

repar

e sh

ellfis

h f

or

basi

c dis

hes

1.1

Chec

k th

e sh

ellfis

h m

eets

req

uirem

ents

1.2

Choose

and u

se t

he

corr

ect

tools

and e

quip

men

t

1.3

Pr

epare

the

shel

lfis

h t

o m

eet

dis

h r

equirem

ents

1.4

Saf

ely

store

any

pre

par

ed s

hel

lfis

h n

ot

for

imm

edia

te u

se

2

Under

stan

d h

ow

to

pre

par

e sh

ellfis

h for

bas

ic

dis

hes

2.1

D

escr

ibe

how

to c

hec

k sh

ellfis

h m

eets

req

uirem

ents

2.2

D

escr

ibe

what

qual

itie

s to

look

for

in f

resh

shel

lfis

h:

pra

wns,

shrim

ps,

muss

els,

cock

les

and c

lam

s

2.3

D

escr

ibe

what

to d

o if th

ere

are

pro

ble

ms

with t

he

shel

lfis

h

2.4

Sta

te t

he

corr

ect

tools

and e

quip

men

t re

quired

to

carr

y out

diffe

rent

pre

par

atio

n m

ethods

2.5

D

escr

ibe

how

to c

arr

y out

diffe

rent

pre

par

atio

n

met

hods

corr

ectly

2.6

Sta

te t

he

import

ance

of

usi

ng t

he

corr

ect

tools

, eq

uip

men

t an

d t

echniq

ues

corr

ectly

2.7

D

escr

ibe

what

qual

ity

poin

ts t

o look

for

in p

repar

ed

shel

lfis

h

2.8

Sta

te h

ow

to s

tore

pre

par

ed s

hel

lfis

h c

orr

ectly

2.9

Sta

te h

ealthy

eating o

ptions

when

pre

par

ing

shel

lfis

h

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

55

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


56




at least two from shellfish

a) prawns

b) shrimps

c) mussels, cockles and clams

at least three from prepare by

a) trimming

b) shelling

c) washing

d) coating

e) cutting.



57

Unit 7: Prepare Meat for Basic Dishes

Unit code: 2FP3/10

Unit reference number: A/601/5335

QCF level: 2

Credit value: 4


Unit summary

This unit is about preparing meat (other than poultry) for basic dishes. The unit covers various preparation methods.



BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

58

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to p

repar

e m

eat

for

bas

ic d

ishes

1.1

Chec

k m

eat

mee

ts d

ish r

equirem

ents

1.2

Choose

and u

se t

ools

and e

quip

men

t co

rrec

tly

1.3

Pr

epare

mea

t to

mee

t dis

h r

equirem

ents

1.4

Saf

ely

store

any

pre

par

ed m

eat

not

for

imm

edia

te

use

2

Under

stan

d h

ow

to

pre

par

e m

eat

for

bas

ic

dis

hes

2.1

D

escr

ibe

how

to c

hec

k m

eat

mee

ts r

equirem

ents

2.2

D

escr

ibe

what

qual

ity

poin

ts t

o look

for

in fre

sh

mea

t

2.3

D

escr

ibe

what

to d

o if th

ere

are

pro

ble

ms

with t

he

mea

t or

oth

er ingre

die

nts

2.4

Sta

te t

he

corr

ect

tools

, kn

ives

and e

quip

men

t re

quired

to c

arry

out

diffe

rent

pre

par

atio

n m

ethods

2.5

D

escr

ibe

how

to c

arr

y out

diffe

rent

pre

par

atio

n

met

hods

corr

ectly

2.6

Sta

te t

he

import

ance

of

usi

ng t

he

corr

ect

tools

, kn

ives

, eq

uip

men

t and t

echniq

ues

2.7

D

escr

ibe

how

to s

tore

pre

par

ed m

eat

2.8

Sta

te h

ealthy

eating o

ptions

when

pre

par

ing m

eat

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

59

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


60




at least three from prepare by, which must include a minimum of two from cutting

a) cutting

dice

slice

portion

b) basic boning of joints

c) seasoning/marinading

d) trimming

e) tying

f) tenderising.



61

Unit 8: Prepare Poultry for Basic Dishes

Unit code: 2FP4/10

Unit reference number: J/601/5354

QCF level: 2

Credit value: 4


Unit summary

This unit is about preparing poultry for basic dishes. The unit covers various preparation methods and poultry types.



BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

62

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to p

repar

e poultry

fo

r bas

ic d

ishes

1.1

Chec

k poultry

mee

ts d

ish r

equirem

ents

1.2

Choose

and u

se t

he

corr

ect

tools

and e

quip

men

t

1.3

Pr

epare

poultry

to m

eet

dis

hes

req

uirem

ents

1.4

Saf

ely

store

any

pre

par

ed p

oultry

not

for

imm

edia

te u

se

2

Under

stan

d h

ow

to

pre

par

e poultry

for

bas

ic

dis

hes

2.1

D

escr

ibe

how

to c

hec

k poultry

mee

ts r

equirem

ents

2.2

D

escr

ibe

what

qual

ity

poin

ts t

o look

for

in a

ran

ge

of

fres

h p

oultry

2.3

D

escr

ibe

what

to d

o if th

ere

are

pro

ble

ms

with t

he

poultry

or

oth

er ingre

die

nts

2.4

Sta

te t

he

corr

ect

tools

and e

quip

men

t re

quired

to

carr

y out

diffe

rent

pre

par

atio

n m

ethods

2.5

D

escr

ibe

how

to c

arr

y out

rele

vant

pre

par

atio

n

met

hods

corr

ectly

2.6

Sta

te t

he

import

ance

of

usi

ng t

he

corr

ect

tools

, kn

ives

, eq

uip

men

t and t

echniq

ues

2.7

D

escr

ibe

how

to s

tore

pre

par

ed p

oultry

2.8

Sta

te h

ealthy

eating o

ptions

when

pre

par

ing

poultry

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

63

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


64




all from poultry

a) whole birds

b) portions of poultry meat

at least four from prepare by, which must include a minimum of two from cutting

a) cleaning

b) checking and preparing cavity


d) trimming

e) cutting (portion/dice/cut for sautéing)

f) stuffing/filling

g) coating

h) tying and trussing

i) batting out.



65

Unit 9: Prepare Game for Basic Dishes

Unit code: 2FP5/10


QCF level: 2

Credit value: 4


Unit summary

This unit is about preparing game for basic dishes. The unit covers various preparation methods and game types.



BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

66

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to p

repar

e gam

e fo

r bas

ic d

ishes

1.1

Chec

k gam

e m

eets

dis

h r

equirem

ents

1.2

Choose

and u

se t

ools

and e

quip

men

t co

rrec

tly

1.3

Pr

epare

gam

e to

mee

t dis

h r

equirem

ents

1.4

Saf

ely

store

any

pre

par

ed g

ame

not

for

imm

edia

te

use

2

Under

stan

d h

ow

to

pre

par

e gam

e fo

r bas

ic

dis

hes

2.1

D

escr

ibe

how

to c

hec

k gam

e m

eets

req

uirem

ents

2.2

D

escr

ibe

what

qual

ity

poin

ts t

o look

for

in fre

sh

gam

e: s

kinned

and p

luck

ed

2.3

D

escr

ibe

what

to d

o if th

ere

are

pro

ble

ms

with t

he

gam

e or

oth

er ingre

die

nts

2.4

Sta

te t

he

corr

ect

tools

and e

quip

men

t re

quired

to

carr

y out

diffe

rent

pre

par

atio

n m

ethods

2.5

D

escr

ibe

how

to c

arr

y out

rele

vant

pre

par

atio

n

met

hods

corr

ectly

2.6

Sta

te t

he

import

ance

of

usi

ng t

he

corr

ect

tools

, eq

uip

men

t an

d t

echniq

ues

2.7

D

escr

ibe

how

to s

tore

pre

par

ed g

ame

2.8

Sta

te h

ealthy

eating o

ptions

when

pre

par

ing g

ame

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

67

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


68




both from game

a) skinned

b) plucked

at least three from prepare by, which must include one from cutting

a) checking and preparing the cavity

b) checking for and removing shot


d) trimming

e) cutting (portioning, dicing, trimming)

f) stuffing/filling

g) tying.



69

Unit 10: Prepare Offal for Basic Dishes

Unit code: 2FP6/10


QCF level: 2

Credit value: 3


Unit summary

This unit is about preparing offal for basic dishes. The unit covers various preparation methods and types of offal.



BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

70

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to p

repar

e offal

fo

r bas

ic d

ishes

1.1

Chec

k off

al m

eet

requirem

ents

1.2

Choose

and u

se t

he

corr

ect

tools

and e

quip

men

t

1.3

Pr

epare

offal

to m

eet

requirem

ents

for

the

dis

h

1.4

Saf

ely

store

any

pre

par

ed o

ffal not

for

imm

edia

te

use

2

Under

stan

d h

ow

to o

ffal

fo

r bas

ic d

ishes

2.1

D

escr

ibe

how

to c

hec

k offal m

eets

req

uirem

ents

2.2

D

escr

ibe

what

qual

ity

poin

ts t

o look

for

in fre

sh

off

al:

liv

er,

kidney

and s

wee

tbre

ad

2.3

D

escr

ibe

what

to d

o if

ther

e ar

e pro

ble

ms

with o

ffal

or

oth

er ingre

die

nts

2.4

Sta

te t

he

corr

ect

tools

and e

quip

men

t re

quired

to

carr

y out

the

diffe

rent

pre

par

atio

n m

ethods

2.5

D

escr

ibe

how

to c

arr

y out

diffe

rent

pre

par

atio

n

met

hods

corr

ectly

2.6

Sta

te t

he

import

ance

of

usi

ng t

he

corr

ect

tools

, eq

uip

men

t an

d t

echniq

ues

corr

ectly

2.7

D

escr

ibe

how

to s

tore

pre

par

ed o

ffal

2.8

Sta

te h

ealthy

eating o

ptions

when

pre

par

ing o

ffal

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

71

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


72




at least two from offal

a) liver

b) kidney

c) sweetbread

at least four from prepare by

a) cutting and slicing

b) marinading/seasoning

c) coating with flour

d) skinning

e) trimming and de-veining

f) blending and mincing.



73

Unit 11: Prepare Vegetables for Basic Dishes

Unit code: 2FP7/10


QCF level: 2

Credit value: 4


Unit summary

This unit is about preparing vegetables for basic dishes. The unit covers various preparation methods and types of vegetables.



BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

74

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to p

repar

e ve

get

able

s fo

r basi

c dis

hes

1.1

Chec

k ve

get

able

s m

eet

requirem

ents

1.2

Choose

and u

se t

he

corr

ect

tools

and e

quip

men

t

1.3

Pr

epare

veg

etab

les

to m

eet

dis

h r

equirem

ents

1.4

Saf

ely

store

any

pre

par

ed v

eget

able

s not

for

imm

edia

te u

se

2

Under

stan

d h

ow

to

pre

par

e ve

get

able

s fo

r bas

ic d

ishes

2.1

D

escr

ibe

how

to c

hec

k ve

get

able

s m

eet

requirem

ents

2.2

D

escr

ibe

what

qual

ity

poin

ts t

o look

for

in fre

sh

veget

able

s

2.3

Li

st w

hat

diffe

rent

fres

h v

eget

able

s ar

e av

aila

ble

dep

endin

g o

n s

easo

n

2.4

D

escr

ibe

what

to d

o if th

ere

are

pro

ble

ms

with

veget

able

s or

oth

er ingre

die

nts

2.5

Sta

te t

he

corr

ect

tools

and e

quip

men

t re

quired

to

carr

y out

diffe

rent

pre

par

atio

n m

ethods

2.6

D

escr

ibe

how

to c

arr

y out

rele

vant

pre

par

atio

n

met

hods

corr

ectly

2.7

Sta

te t

he

import

ance

of

usi

ng t

he

corr

ect

tools

, eq

uip

men

t an

d t

echniq

ues

2.8

D

escr

ibe

how

to m

ainta

in t

he

appea

rance

and

text

ure

of

veget

able

s during p

repar

atio

n

2.9

D

escr

ibe

how

to s

tore

pre

par

ed v

eget

able

s

2.1

0

Sta

te h

ealthy

eating o

ptions

when

pre

par

ing

veget

able

s

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

75

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


76




at least seven from vegetables

a) roots

b) bulbs

c) flower heads

d) fungi

e) seeds and pods

f) tubers

g) leaves

h) stems

i) vegetable fruits

at least six from prepare by, which must include at least two traditional French cuts

a) washing

b) peeling

c) re-washing

d) chopping

e) traditional French cuts (julienne, brunoise, macédoine, jardinière and paysanne)

f) slicing

g) trimming

h) grating.



77

Unit 12: Cook and Finish Basic Fish Dishes

Unit code: 2FC1/10


QCF level: 2

Credit value: 4


Unit summary

This unit is about cooking and finishing basic fish dishes. The unit covers various cooking and finishing methods and fish types.



BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

78

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to c

ook

basi

c fish

dis

hes

1.1

Chec

k fish

mee

t dis

h r

equirem

ents

1.2

Choose

and u

se t

he

right

tools

and e

quip

men

t co

rrec

tly

1.3

Com

bin

e fish

with o

ther

ingre

die

nts

1.4

Cook

fish

to m

eet

dis

h r

equirem

ents

2

Under

stan

d h

ow

to c

ook

bas

ic f

ish d

ishes

2.1

D

escr

ibe

how

to c

hec

k fish

mee

ts d

ish

requirem

ents

2.2

D

escr

ibe

what

qual

ity

poin

ts t

o look

for

in fis

h

2.3

D

escr

ibe

what

to d

o if th

ere

are

any

pro

ble

ms

with

the

fish

or

oth

er ingre

die

nts

2.4

Sta

te t

he

corr

ect

tools

and e

quip

men

t to

car

ry o

ut

diffe

rent

cooki

ng m

ethods

2.5

Sta

te w

hy

it is

import

ant

to u

se t

he

corr

ect

tools

an

d e

quip

men

t

2.6

D

escr

ibe

how

to c

arr

y out

diffe

rent

cooki

ng

met

hods

acc

ord

ing t

o d

ish r

equirem

ents

2.7

Sta

te w

hy

it is

import

ant

to u

se t

he

corr

ect

tech

niq

ues

for

each

typ

e of fish

2.8

Sta

te t

he

corr

ect

tem

per

ature

for

cooki

ng fis

h a

nd

why

thes

e are

im

port

ant

to c

ook

fish

2.9

Sta

te h

ealthy

eating o

ptions

when

cooki

ng fis

h

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

79

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Be

able

to f

inis

h b

asi

c fish

dis

hes

3.1

G

arnis

h a

nd p

rese

nt

dis

h t

o m

eet

requirem

ents

3.2

M

ake

sure

dis

h h

as t

he

corr

ect

flav

our,

colo

ur,

co

nsi

sten

cy a

nd q

uan

tity

3.3

M

ake

sure

dis

h is

at t

he

corr

ect

tem

per

ature

for

hold

ing a

nd s

ervi

ng

3.4

Saf

ely

store

any

cooke

d fis

h n

ot

for

imm

edia

te u

se

4

Under

stan

d h

ow

to f

inis

h

bas

ic f

ish d

ishes

4.1

D

escr

ibe

how

to c

arr

y out

diffe

rent

finis

hin

g

met

hods

4.2

D

escr

ibe

how

to c

orr

ect

a fish

dis

h t

o m

ake

sure

it

has

corr

ect

colo

ur,

consi

sten

cy a

nd f

lavo

ur

4.3

Sta

te t

he

corr

ect

tem

per

ature

s fo

r hold

ing a

nd

serv

ing f

ish d

ishes

4.4

Sta

te h

ealthy

eating o

ptions

when

fin

ishin

g fis

h

dis

hes

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


80


The assessor must assess assessment criteria 1.1–1.4 and 3.1, 3.2 by directly observing the learner’s work.

For assessment criterion 3.3, where there is no naturally occurring evidence for both ‘holding’ and ‘serving’, the assessor may assess the learner through questioning or witness testimony for one of them, ie either holding or serving, but must observe the other.



at least two from fish

a) white fish – round

b) white fish – flat

c) oily

d) pre-portioned fish

at least three from cooking by

a) cutting

dice

slice

b) grilling

c) poaching

d) baking

e) steaming.



81

Unit 13: Cook and Finish Basic Shellfish Dishes

Unit code: 2FC2/10


QCF level: 2

Credit value: 4


Unit summary

This unit is about cooking and finishing basic shellfish dishes. The unit covers various cooking and finishing methods and shellfish types.



BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

82

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to c

ook

basi

c sh

ellfis

h d

ishes

1.1

Chec

k th

e sh

ellfis

h m

eets

dis

h r

equirem

ents

1.2

Choose

and u

se t

ools

and e

quip

men

t co

rrec

tly

1.3

Com

bin

e sh

ellfis

h w

ith o

ther

ingre

die

nts

1.4

Cook

shel

lfis

h t

o m

eet

requirem

ents

of th

e dis

h

2

Under

stan

d h

ow

to c

ook

bas

ic s

hel

lfis

h d

ishes

2.1

D

escr

ibe

how

to c

hec

k th

at

shel

lfis

h m

eets

dis

h

requirem

ent

2.2

Sta

te w

hat

qual

ity

poin

ts t

o look

for

in s

hel

lfis

h

2.3

D

escr

ibe

what

to d

o if th

ere

are

any

pro

ble

ms

with

the

shel

lfis

h o

r oth

er ingre

die

nts

2.4

Sta

te t

he

corr

ect

tools

and e

quip

men

t to

car

ry o

ut

diffe

rent

cooki

ng m

ethods

2.5

Sta

te w

hy

it is

import

ant

to u

se t

he

corr

ect

tools

, eq

uip

men

t an

d t

echniq

ues

2.6

D

escr

ibe

how

to c

arr

y out

diffe

rent

cooki

ng

met

hods

2.7

Sta

te t

he

corr

ect

tem

per

ature

s fo

r co

oki

ng v

ario

us

shel

lfis

h

2.8

Sta

te w

hy

it is

import

ant

to u

se t

he

corr

ect

cooki

ng

tech

niq

ues

2.9

Sta

te h

ealthy

eating o

ptions

when

cooki

ng w

ith

shel

lfis

h

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

83

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Be

able

to f

inis

h b

asi

c sh

ellfis

h d

ishes

3.1

G

arnis

h a

nd p

rese

nt

the

dis

h t

o m

eet

requirem

ents

3.2

M

ake

sure

the

dis

h is

at t

he

corr

ect

tem

per

ature

for

hold

ing a

nd s

ervi

ng

3.3

M

ake

sure

dis

h h

as c

orr

ect

flav

our,

colo

ur,

co

nsi

sten

cy a

nd q

uan

tity

3.4

Saf

ely

store

any

cooke

d s

hel

lfis

h n

ot

for

imm

edia

te

use

4

Under

stan

d h

ow

to f

inis

h

bas

ic s

hel

lfis

h d

ishes

4.1

D

escr

ibe

how

to c

arr

y out

diffe

rent

finis

hin

g

met

hods

4.2

D

escr

ibe

how

to e

nsu

re t

hat

a s

hel

lfis

h d

ish h

as t

he

corr

ect

colo

ur,

consi

sten

cy a

nd f

lavo

ur

4.3

Sta

te t

he

corr

ect

tem

per

ature

s fo

r hold

ing a

nd

serv

ing s

hel

lfis

h d

ishes

4.4

Sta

te h

ealthy

eating o

ptions

when

fin

ishin

g s

hel

lfis

h

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


84


The assessor must assess assessment criteria 1.1–1.4, 3.1 and 3.2 by directly observing the learner’s work.




at least two from shellfish

a) prawns

b) shrimps

c) mussels, cockles and clams

at least two from cooking by (learners are only required to be observed on one from frying – either deep or shallow)

a) boiling

b) frying (deep/shallow)

c) grilling.



85

Unit 14: Cook and Finish Basic Meat Dishes

Unit code: 2FC3/10


QCF level: 2

Credit value: 5


Unit summary

This unit is about cooking and finishing basic meat dishes. The unit covers various cooking and finishing methods and meat types.



BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

86

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to c

ook

basi

c m

eat

dis

hes

1.1

Chec

k m

eat

for

type,

cut,

quan

tity

and q

ualit

y

1.2

Choose

and u

se t

ools

and e

quip

men

t co

rrec

tly

1.3

Com

bin

e m

eat

with o

ther

ingre

die

nts

1.4

Cook

mea

t to

mee

t th

e re

quirem

ents

of th

e dis

h

2

Under

stan

d h

ow

to c

ook

bas

ic m

eat

dis

hes

2.1

D

escr

ibe

how

to c

hec

k m

eat

is o

f th

e co

rrec

t ty

pe,

cu

t an

d q

uan

tity

for

the

dis

h

2.2

Sta

te w

hat

qual

ity

poin

ts t

o look

for

in p

repar

ed

mea

t

2.3

D

escr

ibe

what

to d

o if th

ere

any

pro

ble

ms

with

mea

t or

oth

er ingre

die

nts

2.4

Sta

te t

he

ben

efits

of se

alin

g m

eat

2.5

D

escr

ibe

diffe

rent

cuts

of m

eat

and t

he

most

ef

fect

ive

met

hods

of co

oki

ng t

hem

2.6

Sta

te t

he

corr

ect

tools

and e

quip

men

t to

car

ry o

ut

diffe

rent

cooki

ng m

ethods

2.7

Sta

te w

hy

it is

import

ant

to u

se t

he

corr

ect

tools

an

d e

quip

men

t

2.8

D

escr

ibe

how

to u

se d

iffe

rent

cooki

ng m

ethods

2.9

Sta

te t

he

corr

ect

tem

per

ature

s fo

r co

oki

ng m

eat

usi

ng d

iffe

rent

cooki

ng m

ethods

2.1

0

Sta

te h

ealthy

eating o

ptions

when

cooki

ng m

eat

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

87

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Be

able

to f

inis

h b

asi

c m

eat

dis

hes

3.1

G

arnis

h a

nd p

rese

nt

the

dis

h t

o m

eet

requirem

ents

3.2

M

ake

sure

dis

h is

at t

he

corr

ect

tem

per

ature

for

hold

ing a

nd s

ervi

ng

3.3

M

ake

sure

the

dis

h h

as t

he

corr

ect

flavo

ur,

co

nsi

sten

cy a

nd q

uan

tity

3.4

Saf

ely

store

any

cooke

d m

eat

not

for

imm

edia

te

use

4

Under

stan

d h

ow

to f

inis

h

bas

ic m

eat

dis

hes

4.1

D

escr

ibe

how

to c

orr

ect

a m

eat

dis

h t

o m

eet

finis

hin

g r

equirem

ents

4.2

D

escr

ibe

how

to c

arr

y out

diffe

rent

finis

hin

g

met

hods

4.3

Sta

te t

he

corr

ect

tem

per

ature

s fo

r hold

ing a

nd

serv

ing m

eat

dis

hes

4.4

Sta

te h

ealthy

eating o

ptions

when

fin

ishin

g m

eat

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


88






at least five from cooking by

a) grilling (over and under fire)

b) griddling

c) frying (shallow/stir)

d) braising

e) stewing

f) roasting

g) combining cooking methods.



89

Unit 15: Cook and Finish Basic Poultry Dishes

Unit code: 2FC4/10

Unit reference number: R/601/5390

QCF level: 2

Credit value: 5


Unit summary

This unit is about cooking and finishing basic poultry dishes. The unit covers various cooking and finishing methods and poultry types.



BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

90

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to c

ook

basi

c poultry

dis

hes

1.1

Chec

k th

e poultry

mee

ts d

ish r

equirem

ents

1.2

Choose

and u

se t

ools

and e

quip

men

t co

rrec

tly

1.3

Com

bin

e poultry

with o

ther

ingre

die

nts

1.4

Cook

poultry

to m

eet

the

requirem

ents

of

the

dis

h

2

Under

stan

d h

ow

to c

ook

bas

ic p

oultry

dis

hes

2.1

D

escr

ibe

how

to c

hec

k poultry

mee

ts d

ish

requirem

ents

2.2

Sta

te w

hat

qual

ity

poin

ts t

o look

for

in a

ran

ge

of

poultry

2.3

D

escr

ibe

what

to d

o if th

ere

are

any

pro

ble

ms

with

poultry

or

oth

er ingre

die

nts

2.4

Sta

te t

he

corr

ect

tools

and e

quip

men

t to

car

ry o

ut

diffe

rent

cooki

ng m

ethods

2.5

Sta

te w

hy

it is

import

ant

to u

se t

he

corr

ect

tools

, kn

ives

and e

quip

men

t

2.6

D

escr

ibe

how

to u

se d

iffe

rent

cooki

ng m

ethods

2.7

Sta

te w

hy

it is

import

ant

to u

se t

he

corr

ect

cooki

ng

tech

niq

ues

2.8

Sta

te t

he

corr

ect

tem

per

ature

s fo

r co

oki

ng d

iffe

rent

types

of

poultry

2.9

Sta

te h

ealthy

eating o

ptions

when

cooki

ng p

oultry

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

91

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Be

able

to f

inis

h b

asi

c poultry

dis

hes

3.1

G

arnis

h a

nd p

rese

nt

the

dis

h t

o m

eet

requirem

ents

3.2

M

ake

sure

the

dis

h is

at t

he

corr

ect

tem

per

ature

for

hold

ing a

nd s

ervi

ng

3.3

M

ake

sure

the

dis

h h

as t

he

corr

ect

colo

ur,

fla

vour,

co

nsi

sten

cy a

nd q

uan

tity

3.4

Saf

ely

store

any

cooke

d p

oultry

not

for

imm

edia

te

use

4

Under

stan

d h

ow

to f

inis

h

bas

ic p

oultry

dis

hes

4.1

D

escr

ibe

how

to c

orr

ect

a poultry

dis

h t

o m

eet

finis

hin

g r

equirem

ents

4.2

D

escr

ibe

how

to c

arr

y out

diffe

rent

finis

hin

g

met

hods

4.3

Sta

te t

he

corr

ect

tem

per

ature

s fo

r hold

ing a

nd

serv

ing p

oultry

dis

hes

4.4

Sta

te t

he

corr

ect

tem

per

ature

s fo

r st

oring p

oultry

dis

hes

not

for

imm

edia

te u

se

4.5

Sta

te h

ealthy

eating o

ptions

when

fin

ishin

g p

oultry

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


92






all from poultry

a) whole birds

b) poultry portions

at least three from cooking by (learners are only required to be observed on one from frying – deep, shallow, sautéing or stir)

a) grilling

b) griddling

c) roasting

d) poaching

e) frying (deep/shallow/sautéing/stir)

f) steaming

g) braising

h) combining cooking methods.



93

Unit 16: Cook and Finish Basic Game Dishes

Unit code: 2FC5/10


QCF level: 2

Credit value: 5


Unit summary

This unit is about cooking and finishing basic game dishes. The unit covers various cooking and finishing methods and game types.



BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

94

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to c

ook

basi

c gam

e dis

hes

1.1

Chec

k th

e gam

e m

eets

dis

h r

equirem

ents

1.2

Choose

and u

se t

ools

and e

quip

men

t co

rrec

tly

1.3

Com

bin

e gam

e w

ith o

ther

ingre

die

nts

1.4

Cook

gam

e to

mee

t th

e re

quirem

ents

of th

e dis

h

2

Under

stan

d h

ow

to c

ook

bas

ic g

am

e dis

hes

2.1

D

escr

ibe

how

to c

hec

k gam

e m

eets

dis

h

requirem

ents

2.2

Sta

te w

hic

h t

ypes

of

gam

e are

ava

ilable

in w

hic

h

seas

ons

2.3

Sta

te w

hat

qual

ity

poin

ts t

o look

for

in d

iffe

rent

types

of

gam

e

2.4

D

escr

ibe

what

to d

o if th

ere

are

any

pro

ble

ms

with

the

gam

e or

oth

er ingre

die

nts

2.5

Sta

te t

he

corr

ect

tools

and e

quip

men

t to

car

ry o

ut

diffe

rent

cooki

ng m

ethods

2.6

Sta

te w

hy

it is

import

ant

to u

se t

he

corr

ect

tools

an

d e

quip

men

t

2.7

D

escr

ibe

how

to c

arr

y out

diffe

rent

cooki

ng

met

hods

2.8

Sta

te w

hy

it is

import

ant

to u

se t

he

corr

ect

cooki

ng

tech

niq

ues

2.9

D

escr

ibe

how

to k

eep g

ame

mois

t

2.1

0

Sta

te t

he

corr

ect

tem

per

ature

s fo

r co

oki

ng d

iffe

rent

types

of

gam

e

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

95

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

1

Sta

te h

ealthy

eating o

ptions

when

cooki

ng g

ame

3

Be

able

to f

inis

h b

asi

c gam

e dis

hes

3.1

G

arnis

h a

nd p

rese

nt

the

dis

h t

o m

eet

requirem

ents

3.2

M

ake

sure

the

dis

h is

at t

he

corr

ect

tem

per

ature

for

hold

ing a

nd s

ervi

ng

3.3

Saf

ely

store

any

cooke

d g

am

e not

for

imm

edia

te

use

3.4

M

ake

sure

the

dis

h h

as t

he

corr

ect

colo

ur,

fla

vour,

co

nsi

sten

cy a

nd q

uan

tity

4

Under

stan

d h

ow

to f

inis

h

bas

ic g

am

e dis

hes

4.1

D

escr

ibe

how

to c

arr

y out

diffe

rent

finis

hin

g

met

hods

4.2

D

escr

ibe

how

to c

orr

ect

a gam

e dis

h t

o m

eet

dis

h

requirem

ents

4.3

Sta

te t

he

corr

ect

tem

per

ature

s fo

r hold

ing a

nd

serv

ing g

am

e dis

hes

4.4

Sta

te h

ealthy

eating o

ptions

when

fin

ishin

g g

ame

dis

hes

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


96






both from game

a) furred

b) feathered

at least four from cooking by

a) grilling/griddling

b) sautéing

c) roasting

d) combining cooking methods

e) shallow frying.



97

Unit 17: Cook and Finish Basic Offal Dishes

Unit code: 2FC6/10

Unit reference number: L/601/5405

QCF level: 2

Credit value: 5


Unit summary

This unit is about cooking and finishing basic offal dishes. The unit covers various cooking and finishing methods and offal types.



BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

98

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to c

ook

basi

c offal

dis

hes

1.1

Chec

k th

e off

al fo

r ty

pe,

quan

tity

and q

ual

ity

1.2

Choose

and u

se t

ools

and e

quip

men

t co

rrec

tly

1.3

Com

bin

e off

al w

ith o

ther

ingre

die

nts

2

Under

stan

d h

ow

to c

ook

bas

ic o

ffal dis

hes

2.1

D

escr

ibe

how

to c

hec

k offal m

eets

dis

h

requirem

ents

2.2

Sta

te w

hat

qual

ity

poin

ts t

o look

for

in d

iffe

rent

types

of

offal

2.3

D

escr

ibe

what

to d

o if th

ere

are

any

pro

ble

ms

with

offal or

oth

er ingre

die

nts

2.4

Sta

te t

he

corr

ect

tools

and e

quip

men

t to

car

ry o

ut

diffe

rent

cooki

ng m

ethods

2.5

Sta

te w

hy

it is

import

ant

to u

se t

he

corr

ect

tools

an

d e

quip

men

t

2.6

D

escr

ibe

how

to c

arr

y out

diffe

rent

cooki

ng

met

hods

2.7

Sta

te w

hy

it is

import

ant

to u

se t

he

corr

ect

cooki

ng

tech

niq

ues

2.8

Sta

te t

he

corr

ect

tem

per

ature

s fo

r co

oki

ng d

iffe

rent

types

of

offal

2.9

Sta

te h

ealthy

eating o

ptions

when

cooki

ng o

ffal

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

99

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Be

able

to f

inis

h b

asi

c offal dis

hes

3.1

G

arnis

h a

nd p

rese

nt

the

dis

h t

o m

eet

requirem

ents

3.2

M

ake

sure

the

dis

h is

at t

he

corr

ect

tem

per

ature

for

hold

ing a

nd s

ervi

ng

3.3

M

ake

sure

the

dis

h h

as t

he

corr

ect

colo

ur,

fla

vour,

co

nsi

sten

cy a

nd q

uan

tity

3.4

Saf

ely

store

any

cooke

d o

ffal

not

for

imm

edia

te u

se

4

Under

stan

d h

ow

to f

inis

h

bas

ic o

ffal dis

hes

4.1

D

escr

ibe

how

to c

arr

y out

diffe

rent

finis

hin

g

met

hods

4.2

D

escr

ibe

how

to c

orr

ect

an o

ffal dis

hes

to m

eet

finis

hin

g r

equirem

ents

4.3

Sta

te t

he

corr

ect

tem

per

ature

s fo

r hold

ing a

nd

serv

ing o

ffal

dis

hes

4.4

Sta

te h

ealthy

eating o

ptions

when

fin

ishin

g o

ffal

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


100






at least two from offal

a) liver

b) kidney

c) sweetbread

at least five from cooking by

a) grilling

b) griddling

c) shallow frying

d) boiling

e) braising

f) poaching

g) combining cooking methods

h) baking

i) steaming

j) bain marie

k) sautéing.



101

Unit 18: Cook and Finish Basic Vegetable Dishes

Unit code: 2FC7/10


QCF level: 2

Credit value: 4


Unit summary

This unit is about cooking and finishing basic vegetable dishes. The unit covers various cooking and finishing methods and vegetable types.



BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

102

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to c

ook

basi

c ve

get

able

s dis

hes

1.1

Chec

k ve

get

able

s m

eet

dis

h r

equirem

ents

1.2

Choose

and u

se t

ools

and e

quip

men

t co

rrec

tly

1.3

Com

bin

e ve

get

able

s w

ith o

ther

ingre

die

nts

1.4

Cook

veget

able

s to

mee

t dis

h r

equirem

ents

2

Under

stan

d h

ow

to c

ook

bas

ic v

eget

able

s dis

hes

2.1

D

escr

ibe

how

to c

hec

k ve

get

able

s m

eet

dis

h

requirem

ents

2.2

Sta

te w

hat

qual

ity

poin

ts t

o look

for

in a

ran

ge

of

veget

able

s

2.3

D

escr

ibe

what

to d

o if th

ere

are

any

pro

ble

ms

with

veget

able

s or

oth

er ingre

die

nts

2.4

Sta

te t

he

corr

ect

tools

and e

quip

men

t to

car

ry o

ut

diffe

rent

cooki

ng m

ethods

2.5

D

escr

ibe

how

to c

arr

y out

diffe

rent

cooki

ng

met

hods

for

veget

able

s

2.6

Sta

te t

he

corr

ect

tem

per

ature

s fo

r co

oki

ng d

iffe

rent

types

of

veget

able

s

2.7

Sta

te t

he

diffe

rence

s bet

wee

n c

ooki

ng g

reen

ve

get

able

s an

d r

oot

veget

able

s

2.8

D

escr

ibe

how

to m

ainta

in t

he

nutr

itio

nal

val

ue

of

veget

able

s during c

ooki

ng

2.9

Sta

te t

he

mai

n r

easo

ns

for

bla

nch

ing v

eget

able

s

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

103

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

0

Sta

te w

hic

h v

eget

able

s are

suitab

le f

or

hig

h a

nd

low

pre

ssure

ste

amin

g

2.1

1

Sta

te h

ealthy

eating o

ptions

when

cooki

ng

veget

able

s

3

Be

able

to f

inis

h b

asi

c ve

get

able

s dis

hes

3.1

Fi

nis

h t

he

dis

h t

o m

eet

requirem

ents

3.2

M

ake

sure

the

dis

h is

at t

he

corr

ect

tem

per

ature

for

hold

ing a

nd s

ervi

ng

3.3

M

ake

sure

the

dis

h h

as t

he

corr

ect

colo

ur,

fla

vour,

co

nsi

sten

cy a

nd q

uan

tity

3.4

Saf

ely

store

any

cooke

d v

eget

able

s not

for

imm

edia

te u

se

4

Under

stan

d h

ow

to f

inis

h

bas

ic v

eget

able

s dis

hes

4.1

D

escr

ibe

how

to fin

ish b

asic

veg

etab

les

dis

hes

4.2

Sta

te t

he

corr

ect

tem

per

ature

s fo

r hold

ing a

nd

serv

ing v

eget

able

dis

hes

4.3

Sta

te h

ealthy

eating o

ptions

when

fin

ishin

g

veget

able

s dis

hes

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


104






at least eight from vegetables

a) roots

b) tubers

c) bulbs

d) flower heads

e) fungi

f) seeds and pods

g) leaves

h) stems

i) vegetable fruits

at least six from cooking by (learners are only required to be observed on one from frying – deep, shallow or stir)

a) blanching

b) boiling

c) roasting

d) baking

e) grilling

f) braising

g) frying (deep/shallow/stir)

h) steaming

i) stewing

j) combining cooking methods.



105

Unit 19: Prepare, Cook and Finish Basic Hot Sauces

Unit code: 2FPC1/10


QCF level: 2

Credit value: 4


Unit summary

This unit is about preparing, cooking and finishing basic hot sauces. The unit covers various preparation, cooking and finishing methods and sauce types.



BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

106

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to p

repar

e basi

c hot

sauce

s 1.1

Chec

k in

gre

die

nts

to m

ake

sure

that

they

mee

t dis

h

requirem

ents

1.2

Choose

and u

se t

he

corr

ect

tools

and e

quip

men

t

1.3

Pr

epare

the

sauce

to m

eet

requirem

ents

2

Under

stan

d h

ow

to

pre

par

e basi

c hot

sauce

s 2.1

D

escr

ibe

the

safe

and c

orr

ect

use

of alc

ohol in

sa

uce

s an

d s

tate

why

it is

use

d

2.2

D

escr

ibe

how

to c

hec

k in

gre

die

nts

mee

t dis

h

requirem

ents

2.3

Sta

te w

hat

qual

ity

poin

ts t

o look

for

in s

auce

in

gre

die

nts

2.4

D

escr

ibe

what

to d

o if th

ere

are

pro

ble

ms

with t

he

ingre

die

nts

2.5

Sta

te t

he

corr

ect

tech

niq

ues

, to

ols

and e

quip

men

t re

quired

to c

arry

out

diffe

rent

pre

par

atio

n m

ethods

3

Be

able

to c

ook

basi

c hot

sauce

s 3.1

M

ake

sure

the

sauce

has

the

corr

ect

flav

our,

colo

ur,

te

xture

, co

nsi

sten

cy a

nd fin

ish

3.2

Cook

sauce

to m

eet

requirem

ents

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

107

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4

Under

stan

d h

ow

to c

ook

bas

ic h

ot

sauce

s 4.1

D

escr

ibe

how

to c

arr

y out

diffe

rent

cooki

ng

met

hods

4.2

Sta

te t

he

import

ance

of

usi

ng t

he

corr

ect

tools

, eq

uip

men

t an

d t

echniq

ues

4.3

Sta

te t

he

corr

ect

tem

per

ature

s fo

r co

oki

ng s

auce

s

4.4

D

escr

ibe

how

to iden

tify

when

sau

ces

hav

e th

e co

rrec

t flavo

ur,

colo

ur,

tex

ture

, co

nsi

sten

cy a

nd

finis

h

4.5

Sta

te h

ealthy

eating o

ptions

when

mak

ing h

ot

sauce

s

5

Be

able

to f

inis

h b

asi

c hot

sauce

s 5.1

Fi

nis

h t

he

sauce

to m

eet

requirem

ents

5.2

Pr

esen

t th

e sa

uce

to m

eet

requirem

ents

5.3

M

ake

sure

the

sauce

is

at t

he

corr

ect

tem

per

ature

fo

r hold

ing a

nd s

ervi

ng

5.4

Saf

ely

store

any

cooke

d s

auce

not

for

imm

edia

te

use

6

Under

stan

d h

ow

to f

inis

h

bas

ic h

ot

sauce

s 6.1

Sta

te t

he

corr

ect

tem

per

ature

s fo

r hold

ing a

nd

stori

ng s

auce

s

6.2

D

escr

ibe

how

to c

arr

y out

diffe

rent

finis

hin

g

met

hods

6.3

D

escr

ibe

how

to p

rese

nt

cooke

d s

auce

s

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

108

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


109


The assessor must assess assessment criteria 1.1–1.3, 3.1, 3.2, 5.1 and 5.2 by directly observing the learner’s work.

For assessment criterion 5.3 where there is no naturally occurring evidence for both ‘holding’ and ‘serving’, the assessor may assess the learner through questioning or witness testimony for one of them, ie either holding or serving, but must observe the other.



at least six from preparation, cooking and finishing methods

a) weighing/measuring

b) chopping

c) simmering

d) boiling

e) make roux

f) passing/straining/blending

g) skimming

h) whisking

i) adding cream

j) adding thickening agents

k) purée

l) reducing.

Learners must demonstrate through performance that they can make three of the following sauces, the remaining may be assessed through questioning or witness testimony.

white sauce (béchamel)

brown sauce (espagnole)

velouté

gravy sauce (eg jus lie, jus roti)

spiced based sauce (eg curry gravy)

purée.



110


111

Unit 20: Prepare, Cook and Finish Basic Soups

Unit code: 2FPC2/10

Unit reference number: K/601/5671

QCF level: 2

Credit value: 4


Unit summary

This unit is about preparing, cooking and finishing basic soups. The unit covers various preparation, cooking and finishing methods and soup types.



BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

112

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to p

repar

e basi

c so

ups

1.1

Chec

k in

gre

die

nts

mee

t dis

h r

equirem

ents

1.2

Choose

and u

se t

he

corr

ect

tools

and e

quip

men

t

1.3

Pr

epare

the

soup t

o m

eet

requirem

ents

2

Under

stan

d h

ow

to

pre

par

e basi

c so

ups

2.1

D

escr

ibe

how

to c

hec

k th

at

the

ingre

die

nts

mee

t dis

h r

equirem

ents

2.2

Sta

te w

hat

qual

ity

poin

ts t

o look

for

in s

oup

ingre

die

nts

2.3

D

escr

ibe

what

to d

o if th

ere

are

any

pro

ble

ms

with

the

ingre

die

nts

2.4

Sta

te t

he

corr

ect

tools

and e

quip

men

t re

quired

to

carr

y out

diffe

rent

pre

par

atio

n m

ethods

2.5

D

escr

ibe

how

to c

arr

y out

diffe

rent

pre

par

atio

n

met

hods

acc

ord

ing t

o d

ish r

equirem

ents

3

Be

able

to c

ook

basi

c so

ups

3.1

Cook

the

soup t

o m

eet

requirem

ents

3.2

M

ake

sure

the

soup h

as t

he

corr

ect

flavo

ur,

colo

ur,

co

nsi

sten

cy a

nd q

uan

tity

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

113

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4

Under

stan

d h

ow

to c

ook

bas

ic s

oups

4.1

D

escr

ibe

how

cooki

ng m

ethods

should

be

follo

wed

to

mee

t dis

h r

equirem

ents

4.2

Sta

te t

he

import

ance

of

usi

ng t

he

corr

ect

tools

, eq

uip

men

t an

d t

echniq

ues

4.3

Sta

te t

he

corr

ect

tem

per

atu

re f

or

cooki

ng s

oups

4.4

D

escr

ibe

how

to iden

tify

when

soups

hav

e th

e co

rrec

t co

lour,

fla

vour,

consi

sten

cy a

nd q

uan

tity

4.5

Sta

te h

ealthy

eating o

ptions

when

maki

ng s

oups

5

Be

able

to f

inis

h b

asi

c so

ups

5.1

Fi

nis

h t

he

soup t

o m

eet

requirem

ents

5.2

Pre

sent

the

soup t

o m

eet

requirem

ents

5.3

M

ake

sure

the

dis

h is

at t

he

corr

ect

tem

per

ature

for

hold

ing a

nd s

ervi

ng

5.4

Saf

ely

store

any

cooke

d s

oup n

ot

for

imm

edia

te u

se

6

Under

stan

d h

ow

to f

inis

h

bas

ic s

oups

6.1

D

escr

ibe

how

to fin

ish a

nd p

rese

nt

cooke

d s

oups

6.2

D

escr

ibe

how

to c

arr

y out

diffe

rent

finis

hin

g

met

hods

6.3

Sta

te t

he

corr

ect

tem

per

ature

s fo

r hold

ing a

nd

stori

ng s

oups

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

114

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


115






at least seven from preparation and cooking methods


b) chopping

c) simmering

d) boiling

e) passing/straining

f) blending/liquidising

g) sweating vegetable ingredients

h) skimming

i) adding cream

j) garnishing.

Learners must demonstrate through performance that they can make three of the following soups, the remaining may be assessed through questioning or witness testimony.

broth

cream

purée

clear.



116


117

Unit 21: Make Basic Stock

Unit code: 2FPC3/10


QCF level: 2

Credit value: 3


Unit summary

This unit is about preparing and cooking basic stock. The unit covers various preparation and cooking methods and stock types.



BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

118

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to m

ake

bas

ic

stock

s 1.1

Chec

k in

gre

die

nts

mee

t re

quirem

ents

1.2

Choose

and u

se t

he

corr

ect

tools

and e

quip

men

t

1.3

Pr

epare

and c

ook

stock

to m

eet

requirem

ents

1.4

M

ake

sure

sto

ck h

as c

orr

ect

flavo

ur,

colo

ur

and

quan

tity

1.5

Pr

esen

t st

ock

to m

eet

requirem

ents

1.6

M

ake

sure

sto

ck is

at t

he

corr

ect

tem

per

ature

for

hold

ing

1.7

Saf

ely

store

any

cooke

d s

tock

not

for

imm

edia

te

use

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

119

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2

Know

how

to m

ake

bas

ic

stock

s 2.1

D

escr

ibe

how

to c

hec

k th

e in

gre

die

nts

mee

t re

quirem

ents

2.2

Sta

te w

hat

qual

ity

poin

ts t

o look

for

in s

tock

in

gre

die

nts

2.3

Sta

te w

hat

to d

o if th

ere

are

any

pro

ble

ms

with t

he

ingre

die

nts

2.4

Sta

te t

he

corr

ect

tech

niq

ues

, to

ols

and e

quip

men

t to

car

ry o

ut

diffe

rent

pre

par

ation m

ethods

2.5

Sta

te t

he

corr

ect

tech

niq

ues

, to

ols

and e

quip

men

t to

car

ry o

ut

diffe

rent

cooki

ng m

ethods

2.6

D

escr

ibe

how

to c

arr

y out

diffe

rent

pre

par

atio

n

met

hods

2.7

D

escr

ibe

how

to c

arr

y out

diffe

rent

cooki

ng

met

hods

2.8

Sta

te t

he

import

ance

of

usi

ng t

he

corr

ect

tools

, eq

uip

men

t an

d t

echniq

ues

2.9

Sta

te t

he

corr

ect

tem

per

ature

for

cooki

ng s

tock

s

2.1

0

Sta

te h

ow

to iden

tify

when

sto

cks

hav

e th

e co

rrec

t co

lour,

fla

vour

and q

uan

tity

2.1

1

Sta

te t

he

corr

ect

tem

per

ature

s fo

r hold

ing a

nd

stori

ng s

tock

s

2.1

2

Des

crib

e hea

lthy

eating o

ptions

when

mak

ing

stock

s

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

120

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


121



The assessor may assess assessment criteria 1.6 and 1.7 through questioning or witness testimony if no naturally occurring evidence is available.


at least five from preparation and cooking methods

a) weighing and measuring

b) browning/roasting

c) simmering

d) boiling

e) skimming

f) straining.

Learners must demonstrate through performance that they can make three of the following stocks, the remaining may be assessed through questioning or witness testimony.

vegetable

chicken

fish

game

beef.



122


123

Unit 22: Prepare, Cook and Finish Basic Rice Dishes

Unit code: 2FPC4/10


QCF level: 2

Credit value: 4


Unit summary

This unit is about preparing, cooking and finishing basic rice dishes. The unit covers various preparation, cooking and finishing methods and rice dishes.



BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

124

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to p

repar

e basi

c rice

dis

hes

1.1

Chec

k rice

and o

ther

ingre

die

nts

mee

t dis

h

requirem

ents

1.2

Choose

and u

se t

he

corr

ect

tools

and e

quip

men

t

1.3

Pr

epare

the

rice

and o

ther

ingre

die

nts

to m

eet

dis

h

requirem

ents

1.4

Str

ain a

nd m

ould

the

rice

as

required

2

Under

stan

d h

ow

to

pre

par

e basi

c rice

dis

hes

2.1

D

escr

ibe

how

to m

ake

sure

that

the

rice

and o

ther

in

gre

die

nts

mee

t dis

h r

equirem

ents

2.2

Sta

te w

hat

qual

ity

poin

ts t

o look

for

in d

iffe

rent

types

of

rice

2.3

D

escr

ibe

what

to d

o if th

ere

any

pro

ble

ms

with r

ice

or

oth

er ingre

die

nts

2.4

Sta

te t

he

corr

ect

tools

and e

quip

men

t re

quired

to

carr

y out

diffe

rent

pre

par

atio

n m

ethods

3

Be

able

to c

ook

basi

c rice

dis

hes

3.1

Cook

rice

and o

ther

ingre

die

nts

to m

eet

requirem

ents

3.2

M

ake

sure

the

rice

dis

h h

as t

he

corr

ect

flavo

ur,

co

lour,

tex

ture

and q

uan

tity

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

125

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4

Under

stan

d h

ow

to c

ook

bas

ic r

ice

dis

hes

4.1

Sta

te t

he

corr

ect

tools

and e

quip

men

t re

quired

to

carr

y out

diffe

rent

cooki

ng m

ethods

4.2

D

escr

ibe

how

to c

arr

y out

diffe

rent

cooki

ng

met

hods

4.3

Sta

te t

he

import

ance

of

usi

ng t

he

corr

ect

tools

, eq

uip

men

t an

d t

echniq

ues

4.4

D

escr

ibe

how

to iden

tify

when

ric

e dis

hes

hav

e th

e co

rrec

t co

lour,

fla

vour,

tex

ture

and q

uan

tity

4.5

Sta

te h

ealthy

eating o

ptions

when

maki

ng r

ice

dis

hes

5

Be

able

to f

inis

h b

asi

c ri

ce

dis

hes

5.1

Pr

esen

t th

e rice

dis

h t

o m

eet

requirem

ents

5.2

M

ake

sure

the

rice

dis

h is

at t

he

corr

ect

tem

per

ature

for

hold

ing a

nd s

ervi

ng

5.3

Saf

ety

store

any

cooke

d r

ice

dis

hes

not

for

imm

edia

te u

se

6

Under

stan

d h

ow

to f

inis

h

bas

ic r

ice

dis

hes

6.1

Sta

te t

he

corr

ect

tem

per

ature

s fo

r hold

ing a

nd

serv

ing r

ice

dis

hes

6.2

D

escr

ibe

how

to s

tore

cooke

d r

ice

dis

hes

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


126


The assessor must assess assessment criteria 1.1–1.4, 3.1, 3.2 and 5.1 by directly observing the learner’s work.




at least three from rice

a) long

b) short

c) round

d) brown


a) soaking and washing

b) boiling

c) frying

d) braising

e) steaming

f) stewing

g) baking

h) microwaving.



127

Unit 23: Prepare, Cook and Finish Basic Pasta Dishes

Unit code: 2FPC5/10


QCF level: 2

Credit value: 4


Unit summary

This unit is about preparing, cooking and finishing basic pasta dishes. The unit covers various preparation, cooking and finishing methods and pasta dish types.



BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

128

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to p

repar

e basi

c pas

ta d

ishes

1.1

Chec

k th

e pas

ta a

nd o

ther

ingre

die

nts

mee

t dis

h

requirem

ents

1.2

Choose

and u

se t

he

corr

ect

tools

and e

quip

men

t

1.3

Pr

epare

the

pas

ta a

nd o

ther

ingre

die

nts

to m

eet

dis

h r

equirem

ents

2

Under

stan

d h

ow

to

pre

par

e basi

c past

a dis

hes

2.1

Sta

te w

hy

it is

import

ant

to k

now

the

ingre

die

nts

in

the

past

a d

ish

2.2

D

escr

ibe

how

to c

hec

k th

e past

a an

d o

ther

in

gre

die

nts

mee

t dis

h r

equirem

ents

2.3

Sta

te w

hat

qual

ity

poin

ts t

o look

for

in t

he

dis

h

2.4

D

escr

ibe

what

to d

o if th

ere

are

any

pro

ble

ms

with

the

past

a o

r oth

er ingre

die

nts

2.5

Sta

te t

he

corr

ect

tools

and e

quip

men

t re

quired

to

carr

y out

diffe

rent

pre

par

atio

n m

ethods

2.6

D

escr

ibe

how

to c

arr

y out

diffe

rent

pre

par

atio

n

met

hods

3

Be

able

to c

ook

basi

c pas

ta d

ishes

3.1

Cook

the

pas

ta a

nd o

ther

ingre

die

nts

to m

eet

dis

h

requirem

ents

3.2

M

ake

sure

the

past

a d

ish h

as t

he

corr

ect

flav

our,

co

lour,

tex

ture

and q

uan

tity

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

129

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4

Under

stan

d h

ow

to c

ook

bas

ic p

ast

a dis

hes

4.1

Sta

te t

he

import

ance

of

usi

ng t

he

corr

ect

tools

, eq

uip

men

t an

d t

echniq

ues

4.2

D

escr

ibe

how

to c

arr

y out

diffe

rent

cooki

ng

met

hods

4.3

D

escr

ibe

how

to iden

tify

when

pas

ta d

ishes

have

th

e co

rrec

t co

lour,

fla

vour,

tex

ture

and q

uantity

4.4

Sta

te h

ealthy

eating o

ptions

when

mak

ing p

asta

dis

hes

5

Be

able

to f

inis

h b

asi

c pas

ta d

ishes

5.1

Pr

esen

t an

d g

arnis

h t

he

past

a dis

h t

o m

eet

requirem

ents

5.2

M

ake

sure

the

past

a d

ish is

at t

he

corr

ect

tem

per

ature

for

hold

ing a

nd s

ervi

ng

5.3

Saf

ely

store

any

cooke

d p

ast

a d

ishes

not

for

imm

edia

te u

se

6

Under

stan

d h

ow

to f

inis

h

bas

ic p

ast

a dis

hes

6.1

Sta

te t

he

corr

ect

tem

per

ature

s fo

r hold

ing a

nd

serv

ing p

ast

a dis

hes

6.2

D

escr

ibe

how

to s

tore

pas

ta d

ishes

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


130






at least three from pasta

a) stuffed pasta

b) shaped pasta

c) lasagne

d) dried pasta

e) fresh pasta

at least four from preparation and cooking methods

a) blanching

b) straining

c) mixing

d) boiling

e) baking

f) combining cooking methods.



131

Unit 24: Prepare, Cook and Finish Basic Pulse Dishes

Unit code: 2FPC6/10


QCF level: 2

Credit value: 4


Unit summary

This unit is about preparing, cooking and finishing basic pulse dishes. The unit covers various preparation, cooking and finishing methods and pulse dish types.



BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

132

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to p

repar

e basi

c puls

e dis

hes

1.1

Chec

k th

e puls

e an

d o

ther

ingre

die

nts

mee

t dis

h

requirem

ents

1.2

Choose

and u

se t

he

corr

ect

tools

and e

quip

men

t

1.3

Pr

epare

the

puls

e an

d o

ther

ingre

die

nts

to m

eet

dis

h r

equirem

ents

1.4

Str

ain t

he

puls

es a

s re

quired

2

Under

stan

d h

ow

to

pre

par

e basi

c puls

e dis

hes

2.1

D

escr

ibe

how

to c

hec

k th

e puls

es a

nd o

ther

in

gre

die

nts

mee

t dis

h r

equirem

ents

2.2

Sta

te w

hat

qual

ity

poin

ts t

o look

for

in d

iffe

rent

puls

es

2.3

D

escr

ibe

what

to d

o if th

ere

are

pro

ble

ms

with

puls

es o

r oth

er ingre

die

nts

2.4

Sta

te t

he

corr

ect

tools

and e

quip

men

t re

quired

to

carr

y out

diffe

rent

pre

par

atio

n m

ethods

3

Be

able

to c

ook

basi

c puls

e dis

hes

3.1

M

ake

sure

the

puls

e dis

h h

as t

he

corr

ect

flav

our,

co

lour,

tex

ture

and q

uan

tity

3.2

Cook

the

puls

es a

nd o

ther

ingre

die

nts

to m

eet

dis

h

requirem

ents

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

133

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4

Under

stan

d h

ow

to c

ook

bas

ic p

uls

e dis

hes

4.1

Sta

te t

he

corr

ect

tools

and e

quip

men

t re

quired

to

carr

y out

diffe

rent

cooki

ng m

ethods

4.2

D

escr

ibe

how

to c

arr

y out

diffe

rent

cooki

ng

met

hods

4.3

Sta

te t

he

import

ance

of

usi

ng t

he

corr

ect

tools

, eq

uip

men

t an

d t

echniq

ues

4.4

D

escr

ibe

how

to iden

tify

when

puls

e dis

hes

have

th

e co

rrec

t co

lour,

fla

vour,

tex

ture

and q

uantity

4.5

Sta

te h

ealthy

options

when

maki

ng p

uls

e dis

hes

5

Be

able

to f

inis

h b

asi

c puls

e dis

hes

5.1

Pr

esen

t th

e puls

e dis

h t

o m

eet

requirem

ents

5.2

M

ake

sure

the

puls

e dis

h is

at t

he

corr

ect

tem

per

ature

for

hold

ing a

nd s

ervi

ng

5.3

Saf

ely

store

any

cooke

d p

uls

e dis

hes

not

for

imm

edia

te u

se

6

Under

stan

d h

ow

to f

inis

h

bas

ic p

uls

e dis

hes

6.1

Sta

te t

he

corr

ect

tem

per

ature

s fo

r hold

ing a

nd

serv

ing p

uls

e dis

hes

6.2

D

escr

ibe

how

to s

tore

cooke

d p

uls

e dis

hes

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


134






at least two from pulses

a) beans

b) peas

c) lentils

at least four from preparation and cooking methods

a) soaking and washing

b) boiling

c) braising

d) steaming

e) purée

f) deep frying

g) stewing

h) baking

i) combining with other ingredients.



135

Unit 25: Prepare, Cook and Finish Basic Vegetable Protein Dishes

Unit code: 2FPC7/10


QCF level: 2

Credit value: 4


Unit summary

This unit is about preparing, cooking and finishing basic vegetable protein dishes. The unit covers various preparation, cooking and finishing methods and vegetable protein dish types.



BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

136

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to p

repar

e basi

c ve

get

able

pro

tein

dis

hes

1.1

Chec

k th

e ve

get

able

pro

tein

and o

ther

ingre

die

nts

m

eet

dis

h r

equirem

ents

1.2

Choose

and u

se t

he

corr

ect

tech

niq

ues

, to

ols

and

equip

men

t

1.3

Pr

epare

the

veget

able

pro

tein

and o

ther

ingre

die

nts

to

mee

t dis

h r

equirem

ents

2

Under

stan

d h

ow

to

pre

par

e basi

c ve

get

able

pro

tein

dis

hes

2.1

Sta

te t

he

adva

nta

ges

of usi

ng v

eget

able

pro

tein

for

som

e cu

stom

ers

2.2

D

escr

ibe

how

to c

hec

k th

e ve

get

able

pro

tein

and

oth

er ingre

die

nts

mee

t dis

h r

equirem

ents

2.3

Sta

te w

hat

qual

ity

poin

ts t

o look

for

in d

iffe

rent

veget

able

pro

tein

2.4

D

escr

ibe

what

to d

o if th

ere

are

pro

ble

ms

with

veget

able

pro

tein

or

oth

er ingre

die

nts

2.5

Sta

te t

he

corr

ect

tools

and e

quip

men

t re

quired

to

carr

y out

diffe

rent

pre

par

atio

n m

ethods

3

Be

able

to c

ook

basi

c ve

get

able

pro

tein

dis

hes

3.1

M

ake

sure

the

veget

able

pro

tein

dis

h h

as

the

corr

ect

flavo

ur,

colo

ur,

tex

ture

and q

uan

tity

3.2

Cook

the

veget

able

pro

tein

and o

ther

ingre

die

nts

to

mee

t dis

h r

equirem

ents

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

137

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4

Under

stan

d h

ow

to c

ook

bas

ic v

eget

able

pro

tein

dis

hes

4.1

Sta

te t

he

corr

ect

tools

and e

quip

men

t re

quired

to

carr

y out

diffe

rent

cooki

ng m

ethods

4.2

Sta

te t

he

import

ance

of

usi

ng t

he

corr

ect

tools

, eq

uip

men

t an

d t

echniq

ues

4.3

D

escr

ibe

how

to c

arr

y out

diffe

rent

cooki

ng

met

hods

acc

ord

ing t

o d

ish r

equirem

ents

4.4

D

escr

ibe

how

to iden

tify

when

veg

etable

pro

tein

dis

hes

have

the

corr

ect

colo

ur,

fla

vour,

tex

ture

and

quan

tity

4.5

Sta

te h

ealthy

options

when

mak

ing v

eget

able

pro

tein

dis

hes

5

Be

able

to f

inis

h b

asi

c ve

get

able

pro

tein

dis

hes

5.1

Pr

esen

t th

e ve

get

able

pro

tein

dis

h t

o m

eet

requirem

ents

5.2

M

ake

sure

the

veget

able

pro

tein

dis

h is

at

the

corr

ect

tem

per

ature

for

hold

ing a

nd s

ervi

ng

5.3

Saf

ely

store

any

cooke

d v

eget

able

pro

tein

dis

hes

not

for

imm

edia

te u

se

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


138


The assessor must assess assessment criteria 1.1–1.3, 3.1, 3.2 and 5.1, by directly observing the learner’s work.




at least three from vegetable protein

a) soya

b) quorn

c) seitan

d) firm tofu

e) soft tofu

at least six from preparation and cooking methods

a) soaking

b) washing

c) boiling

d) braising

e) steaming

f) deep frying

g) stewing

h) straining

i) roasting

j) baking

k) frying

l) sautéing.



139

Unit 26: Prepare, Cook and Finish Basic Egg Dishes

Unit code: 2FPC8/10


QCF level: 2

Credit value: 3


Unit summary

This unit is about preparing, cooking and finishing basic egg dishes. The unit covers various preparation, cooking and finishing methods and egg dish types.



BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

140

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to p

repar

e basi

c eg

g d

ishes

1.1

Chec

k th

e eg

gs

and o

ther

ingre

die

nts

mee

t dis

h

requirem

ents

1.2

Choose

and u

se t

he

corr

ect

tools

and e

quip

men

t

1.3

Pr

epare

the

eggs

and o

ther

ingre

die

nts

to m

eet

dis

h r

equirem

ents

2

Under

stan

d h

ow

to

pre

par

e basi

c eg

g d

ishes

2.1

D

escr

ibe

how

to c

hec

k th

e eg

gs

and o

ther

in

gre

die

nts

mee

t dis

h r

equirem

ents

2.2

D

escr

ibe

what

to d

o if th

ere

are

pro

ble

ms

with e

ggs

or

oth

er ingre

die

nts

2.3

Sta

te t

he

corr

ect

tools

and e

quip

men

t re

quired

to

carr

y out

diffe

rent

pre

par

atio

n m

ethods

3

Be

able

to c

ook

basi

c eg

g

dis

hes

3.1

M

ake

sure

the

egg d

ish h

as

the

corr

ect

flavo

ur,

co

lour,

tex

ture

and q

uan

tity

3.2

Cook

the

eggs

and o

ther

ingre

die

nts

to m

eet

dis

h

requirem

ents

4

Under

stan

d h

ow

to c

ook

bas

ic e

gg d

ishes

4.1

Sta

te t

he

corr

ect

tools

and e

quip

men

t re

quired

to

carr

y out

diffe

rent

cooki

ng m

ethods

4.2

Sta

te t

he

import

ance

of

usi

ng t

he

corr

ect

tools

, eq

uip

men

t an

d t

echniq

ues

4.3

D

escr

ibe

how

to c

arr

y out

diffe

rent

cooki

ng

met

hods

acc

ord

ing t

o d

ish r

equirem

ents

4.4

D

escr

ibe

how

to iden

tify

when

egg d

ishes

hav

e th

e co

rrec

t co

lour,

fla

vour,

tex

ture

and q

uan

tity

4.5

Sta

te h

ealthy

options

when

mak

ing e

gg d

ishes

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

141

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5

Be

able

to f

inis

h b

asi

c eg

g

dis

hes

5.1

Pr

esen

t th

e eg

g d

ish t

o m

eet

requirem

ents

5.2

M

ake

sure

the

egg d

ish is

at

the

corr

ect

tem

per

ature

for

hold

ing a

nd s

ervi

ng

5.3

Saf

ely

store

any

cooke

d e

gg d

ishes

not

for

imm

edia

te u

se

6

Under

stan

d h

ow

to f

inis

h

bas

ic e

gg d

ishes

6.1

Sta

te t

he

corr

ect

tem

per

ature

s fo

r hold

ing a

nd

serv

ing e

gg d

ishes

6.2

D

escr

ibe

how

to fin

ish e

gg d

ishes

6.3

D

escr

ibe

how

to s

tore

cooke

d e

gg d

ishes

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


142







a) boiling

b) whisking

c) frying

d) griddling

e) poaching

f) baking

g) scrambling

h) bain marie.

Learners must demonstrate through performance that they can make:

omelette

poached egg.



143

Unit 27: Prepare, Cook and Finish Basic Bread and Dough Products

Unit code: 2FPC9/10


QCF level: 2

Credit value: 5


Unit summary

This unit is about preparing, cooking and finishing basic bread and dough products. The unit covers various preparation, cooking and finishing methods and bread and dough products.



BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

144

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to p

repar

e basi

c bre

ad a

nd d

ough p

roduct

s 1.1

Chec

k th

e in

gre

die

nts

mee

t dis

h r

equirem

ents

1.2

Choose

and u

se t

he

corr

ect

tools

and e

quip

men

t

1.3

Pr

epare

the

ingre

die

nts

to m

eet

dis

h r

equirem

ents

2

Under

stan

d h

ow

to

pre

par

e basi

c bre

ad a

nd

dough p

roduct

s

2.1

D

escr

ibe

how

to c

hec

k th

e in

gre

die

nts

mee

t dis

h

requirem

ents

2.2

Sta

te q

ual

ity

poin

ts o

f in

gre

die

nts

for

bre

ad a

nd

dough p

roduct

s

2.3

D

escr

ibe

what

to d

o if th

ere

are

pro

ble

ms

with

ingre

die

nts

2.4

Sta

te t

he

corr

ect

tools

and e

quip

men

t re

quired

to

carr

y out

diffe

rent

pre

par

atio

n m

ethods

3

Be

able

to c

ook

basi

c bre

ad a

nd d

ough p

roduct

s 3.1

M

ake

sure

the

bre

ad a

nd d

ough p

roduct

has

the

corr

ect

flavo

ur,

colo

ur,

tex

ture

and q

uan

tity

3.2

Cook

the

ingre

die

nts

to m

eet

dis

h r

equirem

ents

4

Under

stan

d h

ow

to c

ook

bas

ic b

read a

nd d

ough

pro

duct

s

4.1

Sta

te t

he

corr

ect

tools

and e

quip

men

t re

quired

to

carr

y out

diffe

rent

cooki

ng m

ethods

4.2

Sta

te t

he

import

ance

of

usi

ng t

he

corr

ect

tools

, eq

uip

men

t an

d t

echniq

ues

4.3

D

escr

ibe

how

to c

arr

y out

diffe

rent

cooki

ng

met

hods

acc

ord

ing t

o d

ish r

equirem

ents

4.4

D

escr

ibe

how

to iden

tify

when

bre

ad a

nd d

ough

pro

duct

s hav

e th

e co

rrec

t co

lour,

fla

vour,

tex

ture

an

d fin

ish

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

145

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.5

Sta

te h

ealthy

options

when

mak

ing b

read

and

dough p

roduct

s

5

Be

able

to f

inis

h b

asi

c bre

ad a

nd d

ough p

roduct

s 5.1

Pr

esen

t th

e bre

ad a

nd d

ough p

roduct

to m

eet

requirem

ents

5.2

M

ake

sure

the

bre

ad a

nd d

ough p

roduct

is

at t

he

corr

ect

tem

per

ature

for

hold

ing a

nd s

ervi

ng

5.3

Saf

ely

store

any

cooke

d b

read

and d

ough p

roduct

not

for

imm

edia

te u

se

6

Under

stan

d h

ow

to f

inis

h

bas

ic b

read a

nd d

ough

pro

duct

s

6.1

D

escr

ibe

how

to c

arr

y out

diffe

rent

finis

hin

g

met

hods

6.2

Sta

te t

he

corr

ect

tem

per

ature

s an

d c

onditio

ns

for

hold

ing a

nd s

ervi

ng b

read

and d

ough p

roduct

s

6.3

D

escr

ibe

how

to s

tore

bre

ad a

nd d

ough p

roduct

s

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


146



For assessment criterion 5.2 where there is no naturally occurring evidence for both ‘holding’ and ‘serving’, the assessor may assess the learner through questioning or witness testimony for one of them, ie either holding or serving, but must observe the other.



at least two from bread and dough products

a) enriched dough

b) soda bread dough

c) bread dough

d) naan dough/pitta dough

e) pizza dough

at least seven from preparation and cooking methods


b) sieving

c) mixing/kneading

d) proving

e) knocking back

f) shaping

g) baking

h) frying

at least one from finishing methods

a) glazing

b) icing

c) filling

d) decorating.



147

Unit 28: Prepare, Cook and Finish Basic Pastry Products

Unit code: 2FPC10/10

Unit reference number: R/601/5325

QCF level: 2

Credit value: 5


Unit summary

This unit is about preparing, cooking and finishing basic pastry products.



BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

148

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to p

repar

e basi

c pas

try

pro

duct

s 1.1

Chec

k th

e in

gre

die

nts

mee

t dis

h r

equirem

ents

1.2

Chec

k th

e in

gre

die

nts

mee

t qual

ity

stan

dar

ds

1.3

Choose

and u

se t

he

corr

ect

tools

and e

quip

men

t

1.4

Pr

epare

the

ingre

die

nts

to m

eet

dis

h r

equirem

ents

2

Under

stan

d h

ow

to

pre

par

e basi

c past

ry

pro

duct

s

2.1

D

escr

ibe

how

to c

hec

k th

e in

gre

die

nts

mee

t dis

h

requirem

ents

2.2

D

escr

ibe

what

to d

o if th

ere

are

pro

ble

ms

with t

he

ingre

die

nts

2.3

Sta

te w

hy

it is

import

ant

to follo

w a

rec

ipe

corr

ectly

when

pre

par

ing p

astr

y pro

duct

s

2.4

Sta

te t

he

corr

ect

tools

and e

quip

men

t re

quired

to

carr

y out

diffe

rent

pre

par

atio

n m

ethods

2.5

D

escr

ibe

how

to s

tore

pas

try

pro

duct

s aft

er

pre

par

ation

2.6

D

escr

ibe

how

to c

arr

y out

diffe

rent

pre

par

atio

n

met

hods

acc

ord

ing t

o p

roduct

req

uirem

ents

3

Be

able

to c

ook

basi

c pas

try

pro

duct

s 3.1

M

ake

sure

the

past

ry h

as t

he

corr

ect

flav

our,

co

lour,

tex

ture

and fin

ish

3.2

Cook

ingre

die

nts

to m

eet

dis

h r

equirem

ents

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

149

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4

Under

stan

d h

ow

to c

ook

bas

ic p

ast

ry p

roduct

s 4.1

Sta

te t

he

corr

ect

tools

and e

quip

men

t to

car

ry o

ut

diffe

rent

cooki

ng m

ethods

4.2

Sta

te t

he

import

ance

of

usi

ng t

he

corr

ect

tools

, eq

uip

men

t an

d t

echniq

ues

4.3

D

escr

ibe

how

to c

arr

y out

diffe

rent

cooki

ng

met

hods

acc

ord

ing t

o p

roduct

req

uirem

ents

4.4

D

escr

ibe

how

to iden

tify

when

pas

try

pro

duct

s have

th

e co

rrec

t co

lour,

fla

vour,

tex

ture

and fin

ish

4.5

Sta

te h

ealthy

options

when

mak

ing p

ast

ry p

roduct

s

5

Be

able

to f

inis

h b

asi

c pas

try

pro

duct

s 5.1

M

ake

sure

the

past

ry is

at

the

corr

ect

tem

per

ature

fo

r hold

ing a

nd s

ervi

ng

5.2

Saf

ely

store

any

cooke

d p

ast

ry n

ot

for

imm

edia

te

use

5.3

D

escr

ibe

how

to s

tore

pas

try

pro

duct

s aft

er c

ooki

ng

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


150






at least three from pastry

a) short

b) sweet

c) suet

d) choux

e) puff

f) convenience

at least six from preparation methods


b) sifting

c) rubbing in

d) creaming

e) resting

f) piping

g) rolling

h) laminating/folding

i) cutting/shaping/trimming

j) lining

at least one from cooking methods

a) baking

b) steaming

c) combining cooking methods.



151

Unit 29: Prepare, Cook and Finish Basic Cakes, Sponges, Biscuits and Scones



QCF level: 2

Credit value: 5


Unit summary

This unit is about preparing, cooking and finishing basic cakes, sponges and scones.



BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

152

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to p

repar

e basi

c ca

kes,

bis

cuits

and s

cones

1.1

Chec

k th

e in

gre

die

nts

mee

t dis

h r

equirem

ents

1.2

Choose

and u

se t

he

corr

ect

tools

and e

quip

men

t

1.3

Pr

epare

the

ingre

die

nts

to m

eet

dis

h r

equirem

ents

2

Under

stan

d h

ow

to

pre

par

e basi

c ca

kes,

bis

cuits

and s

cones

2.1

D

escr

ibe

how

to c

hec

k th

e in

gre

die

nts

mee

t dis

h

requirem

ents

2.2

Sta

te w

hat

qual

ity

poin

ts t

o look

for

in t

he

ingre

die

nts

2.3

D

escr

ibe

what

to d

o if th

ere

are

pro

ble

ms

with t

he

ingre

die

nts

2.4

Sta

te t

he

corr

ect

tools

and e

quip

men

t re

quired

to

carr

y out

diffe

rent

pre

par

atio

n m

ethods

2.5

D

escr

ibe

how

to c

arr

y out

the

nec

essa

ry

pre

par

ation m

ethods

acco

rdin

g t

o p

roduct

re

quirem

ents

3

Be

able

to c

ook

basi

c ca

kes,

bis

cuits

and s

cones

3.1

Cook

the

pro

duct

to m

eet

requirem

ents

3.2

M

ake

sure

the

pro

duct

has

the

corr

ect

flav

our,

co

lour,

tex

ture

and q

uan

tity

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

153

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4

Under

stan

d h

ow

to c

ook

bas

ic c

akes

, bis

cuits

and

scones

4.1

Sta

te t

he

corr

ect

tools

and e

quip

men

t re

quired

to

carr

y out

diffe

rent

cooki

ng m

ethods

4.2

D

escr

ibe

how

to c

arr

y out

the

nec

essa

ry c

ooki

ng

met

hods

acc

ord

ing t

o p

roduct

req

uirem

ents

4.3

Sta

te t

he

import

ance

of

usi

ng t

he

corr

ect

tools

, eq

uip

men

t an

d t

echniq

ues

4.4

D

escr

ibe

how

to iden

tify

when

cak

es,

sponges

, bis

cuits

and s

cones

pro

duct

s have

the

corr

ect

colo

ur,

fla

vour,

tex

ture

and q

uantity

4.5

D

escr

ibe

hea

lthy

eating o

ptions

when

mak

ing

cake

s, s

ponges

, bis

cuits

and s

cones

5

Be

able

to f

inis

h b

asi

c ca

kes,

bis

cuits

and s

cones

5.1

Fi

nis

h t

he

pro

duct

to m

eet

requirem

ents

5.2

Pre

sent

the

pro

duct

to m

eet

requirem

ents

5.3

M

ake

sure

the

pro

duct

is

at t

he

corr

ect

tem

per

ature

fo

r hold

ing a

nd s

ervi

ng

5.4

Saf

ely

store

any

cooke

d p

roduct

s not

for

imm

edia

te

use

6

Under

stan

d h

ow

to f

inis

h

bas

ic c

akes

, bis

cuits

and

scones

6.1

D

escr

ibe

how

to p

rese

nt

basi

c ca

ke,

sponges

, bis

cuits

and s

cones

6.2

Sta

te h

ow

to s

tore

cake

, sp

onges

, bis

cuits

and

scones

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

154

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


155






at least twelve from preparation and cooking methods

a) using ready mix

b) weighing/measuring

c) creaming/beating

d) whisking

e) folding

f) rubbing in

g) greasing

h) glazing

i) portioning

j) piping

k) shaping

l) baking

m) filling

n) rolling

o) lining

p) trimming/icing

q) spreading/smoothing

r) kneading

s) dusting/dredging/sprinkling

t) mixing.

Learners must demonstrate through performance that they can make three of the following:

cakes and sponges (eg fruit cake, rock cakes, Victoria sandwich, Swiss roll)

scones

biscuits (eg shortbread and sponge biscuits).



156


157

Unit 30: Prepare, Cook and Finish Basic Grain Dishes



QCF level: 2

Credit value: 4


Unit summary

This unit is about preparing, cooking and finishing basic grain dishes.



BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

158

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to p

repar

e basi

c gra

in d

ishes

1.1

Chec

k th

e gra

in a

nd o

ther

ingre

die

nts

mee

t dis

h

requirem

ents

1.2

Choose

and u

se t

he

corr

ect

tools

and e

quip

men

t

1.3

Pr

epare

the

gra

in a

nd o

ther

ingre

die

nts

to m

eet

dis

h r

equirem

ents

2

Under

stan

d h

ow

to

pre

par

e basi

c gra

in d

ishes

2.1

Sta

te o

ther

foods

for

whic

h g

rain

s ca

n b

e use

d a

s a

subst

itute

2.2

D

escr

ibe

how

to c

hec

k th

at

gra

in a

nd o

ther

in

gre

die

nts

mee

t dis

h r

equirem

ents

2.3

D

escr

ibe

what

to d

o if th

ere

are

pro

ble

ms

with

gra

in o

r oth

er ingre

die

nts

2.4

Sta

te w

hat

qual

ity

poin

ts t

o look

for

in d

iffe

rent

types

of

gra

in

2.5

Sta

te t

he

corr

ect

tools

and e

quip

men

t re

quired

to

carr

y out

diffe

rent

pre

par

atio

n m

ethods

3

Be

able

to c

ook

basi

c gra

in d

ishes

3.1

M

ake

sure

the

gra

in d

ish h

as

the

corr

ect

flavo

ur,

co

lour,

tex

ture

and q

uan

tity

3.2

Cook

the

gra

in a

nd o

ther

ingre

die

nts

to m

eet

dis

h

requirem

ents

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

159

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4

Under

stan

d h

ow

to c

ook

bas

ic g

rain

dis

hes

4.1

Sta

te t

he

corr

ect

tools

and e

quip

men

t re

quired

to

carr

y out

diffe

rent

cooki

ng m

ethods

4.2

D

escr

ibe

how

to c

arr

y out

diffe

rent

cooki

ng

met

hods

acc

ord

ing t

o d

ish r

equirem

ents

4.2

Sta

te t

he

import

ance

of

usi

ng t

he

corr

ect

tools

, eq

uip

men

t an

d t

echniq

ues

4.3

D

escr

ibe

how

to iden

tify

when

gra

in d

ishes

have

th

e co

rrec

t co

lour,

fla

vour,

tex

ture

and q

uantity

4.4

Sta

te h

ealthy

options

when

mak

ing g

rain

dis

hes

5

Be

able

to f

inis

h b

asi

c gra

in d

ishes

5.1

Str

ain a

nd m

ould

the

gra

in a

s re

quired

5.2

Fi

nis

h a

nd p

rese

nt

the

gra

in d

ish t

o m

eet

requirem

ents

5.3

M

ake

sure

the

gra

in is

at t

he

corr

ect

tem

per

ature

fo

r hold

ing a

nd s

ervi

ng

5.4

Saf

ely

store

any

cooke

d g

rain

dis

hes

not

for

imm

edia

te u

se

6

Under

stan

d h

ow

to f

inis

h

bas

ic g

rain

dis

hes

6.1

D

escr

ibe

how

to fin

ish g

rain

dis

hes

acc

ord

ing t

o

dis

h r

equirem

ents

6.2

Sta

te t

he

corr

ect

tem

per

ature

s fo

r hold

ing a

nd

serv

ing g

rain

dis

hes

6.3

Sta

te h

ow

to s

tore

cooke

d g

rain

dis

hes

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

160

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


161






at least four from grain

a) barley (pearl and pot)

b) buckwheat

c) corn/maize (polenta)

d) oats

e) millet

f) wheat (bulgar, semolina, couscous)

g) quinoa

at least three from preparation and cooking methods

a) soaking

b) boiling

c) leaving covered

d) baking.



162


163

Unit 31: Prepare, Cook and Finish Basic Cold and Hot Desserts



QCF level: 2

Credit value: 4


Unit summary

This unit is about cooking and finishing basic hot and cold desserts.



BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

164

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to p

repar

e basi

c hot

and c

old

des

sert

s 1.1

Chec

k th

e in

gre

die

nts

mee

t dis

h r

equirem

ents

1.2

Chec

k in

gre

die

nts

to m

ake

sure

they

mee

t qual

ity

requirem

ents

1.3

Choose

and u

se t

he

corr

ect

tech

niq

ues

, to

ols

and

equip

men

t

1.4

Pr

epare

ingre

die

nts

usi

ng t

he

corr

ect

pre

par

atio

n

met

hods

2

Under

stan

d h

ow

to

pre

par

e basi

c hot

and c

old

des

sert

s

2.1

Sta

te h

ow

to s

tore

raw

ingre

die

nts

prior

to

pre

par

ation a

nd c

ooki

ng

2.2

D

escr

ibe

how

to c

hec

k in

gre

die

nts

mee

t re

quirem

ents

2.3

D

escr

ibe

what

to d

o if th

ere

any

pro

ble

ms

with t

he

ingre

die

nts

2.4

Sta

te w

hy

tim

e an

d t

emper

atu

re a

re im

port

ant

when

pre

par

ing b

asic

cold

and h

ot

des

sert

s

2.5

Sta

te w

hat

qual

ity

poin

ts t

o look

for

in b

asic

cold

an

d h

ot

des

sert

s

2.6

Sta

te t

he

corr

ect

tools

req

uired

to c

arry

out

diffe

rent

pre

par

atio

n m

ethods

2.7

D

escr

ibe

how

to c

arr

y out

diffe

rent

pre

par

atio

n

met

hods

for

basi

c co

ld a

nd h

ot

des

sert

s

2.8

Sta

te w

hat

typ

es o

f pro

ble

ms

can o

ccur

when

pre

par

ing c

old

and h

ot

des

sert

s an

d h

ow

to c

orr

ect

them

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

165

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Be

able

to c

ook

basi

c hot

and c

old

des

sert

s 3.1

Cook

ingre

die

nts

usi

ng t

he

corr

ect

cooki

ng m

ethods

3.2

M

ake

sure

the

des

sert

has

the

corr

ect

colo

ur,

flav

our,

tex

ture

and f

inis

h

4

Under

stan

d h

ow

to c

ook

bas

ic h

ot

and c

old

des

sert

s

4.1

Sta

te w

hy

tim

e an

d t

emper

atu

re a

re im

port

ant

when

cooki

ng b

asi

c co

ld a

nd h

ot

des

sert

s

4.2

Sta

te t

he

corr

ect

tools

and e

quip

men

t re

quired

to

carr

y out

diffe

rent

cooki

ng m

ethods

4.3

D

escr

ibe

how

to c

arr

y out

diffe

rent

cooki

ng

met

hods

for

basi

c co

ld a

nd h

ot

des

sert

s

4.4

Sta

te t

he

import

ance

of

usi

ng t

he

corr

ect

tools

, eq

uip

men

t an

d t

echniq

ues

4.5

Sta

te w

hat

types

of

pro

ble

ms

can o

ccur

when

co

oki

ng c

old

and h

ot

des

sert

s and h

ow

to c

orr

ect

them

4.6

D

escr

ibe

how

to iden

tify

when

cold

and h

ot

des

sert

s hav

e th

e co

rrec

t co

lour,

tex

ture

, finis

h a

nd

quan

tity

4.7

Sta

te h

ealthy

eating o

ptions

when

maki

ng c

old

and

hot

des

sert

s

5

Be

able

to f

inis

h b

asi

c hot

and c

old

des

sert

s 5.1

Fi

nis

h t

he

des

sert

to m

eet

requirem

ents

5.2

M

ake

sure

the

des

sert

is

at t

he

corr

ect

tem

per

ature

fo

r hold

ing a

nd s

ervi

ng

5.3

Saf

ely

store

any

pre

par

ed d

esse

rts

not

for

imm

edia

te u

se

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

166

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6

Under

stan

d h

ow

to f

inis

h

bas

ic h

ot

and c

old

des

sert

s

6.1

D

escr

ibe

how

to c

arr

y out

diffe

rent

finis

hin

g

met

hods

6.2

Sta

te t

he

import

ance

of

storing h

ot

and c

old

des

sert

s at

the

corr

ect

tem

per

ature

6.3

Sta

te h

ow

to s

tore

pre

par

ed c

old

and h

ot

des

sert

s

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


167






at least three from dessert

a) ice cream

b) mousse

c) egg based

d) batter based

e) sponge based

f) fruit based

g) pastry based

at least five from preparation methods

a) slicing

b) creaming

c) folding

d) moulding

e) mixing

f) aeration

g) addition of flavours/colours

h) puréeing

i) combining

j) portioning

k) chilling


168

at least two from cooking methods

a) boiling/poaching

b) stewing

c) baking

d) combination cooking

e) steaming

f) bain marie

g) frying

at least one from finishing methods

a) filling

b) glazing

c) piping

d) garnishing.



169

Unit 32: Prepare and Present Food for Cold Presentation



QCF level: 2

Credit value: 4


Unit summary

This unit is about preparing and presenting cold products such as salads, bread products, pies, pâtés and cured meats. It also covers the holding of such foods to maintain effective food safety.



BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

170

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to p

repar

e an

d

pre

sent

food for

cold

pre

senta

tion

1.1

Chec

k th

e fo

od a

nd g

arnis

h ingre

die

nts

mee

t re

quirem

ents

1.2

Choose

and u

se t

ools

and e

quip

men

t co

rrec

tly

1.3

Pre

pare

food p

roduct

s usi

ng t

he

corr

ect

pre

par

atio

n

met

hods

1.4

M

ake

sure

the

food p

roduct

s have

the

corr

ect

flav

our,

colo

ur,

tex

ture

and q

uantity

1.5

G

arnis

h a

nd p

rese

nt

the

food p

roduct

s to

mee

t re

quirem

ents

1.6

Saf

ely

store

any

pre

par

ed f

ood p

roduct

s not

for

imm

edia

te c

onsu

mption

2

Under

stan

d h

ow

to

pre

par

e an

d p

rese

nt

food

for

cold

pre

senta

tion

2.1

D

escr

ibe

how

to c

hec

k th

at

the

food p

roduct

s an

d

gar

nis

h ingre

die

nts

mee

t re

quirem

ents

2.2

Sta

te w

hat

qual

ity

poin

ts t

o look

for

in p

rese

nta

tion

of

cooke

d,

cure

d a

nd p

repar

ed f

oods

2.3

D

escr

ibe

what

to d

o if th

ere

are

any

pro

ble

ms

with

the

food p

roduct

s or

gar

nis

h ingre

die

nts

2.4

Sta

te t

he

corr

ect

tools

and e

quip

men

t re

quired

to

carr

y out

diffe

rent

pre

par

atio

n m

ethods

2.5

Sta

te t

he

import

ance

of

usi

ng t

he

corr

ect

tools

, eq

uip

men

t an

d t

echniq

ues

2.6

D

escr

ibe

how

to p

repar

e th

e fo

od p

roduct

s an

d

gar

nis

h ingre

die

nts

for

cold

pre

senta

tion

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

171

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.7

D

escr

ibe

how

to p

roduce

bas

ic v

inai

gre

tte

and c

old

sa

uce

s

2.8

D

escr

ibe

how

to iden

tify

when

food p

roduct

s hav

e th

e co

rrec

t co

lour,

fla

vour,

tex

ture

and q

uantity

2.9

Sta

te t

he

import

ance

of tim

e an

d t

emper

ature

w

hen

pre

par

ing c

ooke

d,

cure

d a

nd p

repar

ed food

for

pre

senta

tion

2.1

0

Sta

te w

hy

cooke

d,

cure

d a

nd p

repar

ed foods

should

be

store

d a

t th

e re

quired

tem

per

ature

bef

ore

pre

senta

tion

2.1

1

Sta

te h

ealthy

eating o

ptions

when

pre

par

ing a

nd

pre

senting food f

or

cold

pre

senta

tion

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


172





at least six from food products

a) bread products

b) salads

c) pre-prepared pies

d) cooked red/white meat

e) fish

f) pre-prepared terrines

g) pre-prepared pâtés

h) cured meats

i) shellfish

j) vinaigrette

k) cold sauces

at least two from garnish ingredients

a) fruit

b) vegetables

c) herbs

at least four from preparation methods

a) slicing

b) dressing

c) garnishing

d) portioning

e) whisking

f) combining ingredients.



173

Unit 33: Employment Rights and Responsibilities in the Hospitality, Leisure, Travel and Tourism Sector

Unit code: PERR/10

Unit reference number: T/601/7214

QCF level: 2

Credit value: 2


Unit summary

Successful assessment of the unit proves that the learner has achieved the National Occupational Standards to understand employment rights and responsibilities.



BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

174

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Know

em

plo

yer

and

emplo

yee

rights

, re

sponsi

bili

ties

and o

wn

org

anis

atio

nal

pro

cedure

s

1.1

Sta

te e

mplo

yer

and e

mplo

yee

rights

and

resp

onsi

bili

ties

under

em

plo

ymen

t la

w,

incl

udin

g

Dis

abili

ty D

iscr

imin

ation A

ct,

hea

lth a

nd s

afet

y an

d

oth

er r

elev

ant

legis

lation

1.2

Sta

te im

port

ance

of

havi

ng e

mplo

ymen

t rights

and

resp

onsi

bili

ties

1.3

D

escr

ibe

org

anis

ational

pro

cedure

s fo

r hea

lth a

nd

safe

ty,

incl

udin

g d

ocu

men

tation

1.4

D

escr

ibe

org

anis

ational

pro

cedure

s fo

r eq

ual

ity

and

div

ersi

ty,

incl

udin

g d

ocu

men

tation

1.5

Id

entify

sourc

es o

f in

form

ation a

nd a

dvi

ce o

n

emplo

ymen

t rights

and r

esponsi

bili

ties

, in

cludin

g

Acc

ess

to W

ork

and A

dditio

nal

Lea

rnin

g S

upport

2

Know

fact

ors

that

affec

t ow

n o

rgan

isat

ion a

nd

occ

upat

ion

2.1

D

escr

ibe

the

role

pla

yed b

y ow

n o

ccupat

ion w

ithin

org

anis

atio

n a

nd indust

ry

2.2

D

escr

ibe

care

er p

athw

ays

availa

ble

to t

hem

2.3

Sta

te t

ypes

of re

pre

senta

tive

body

rela

ted t

o t

he

indust

ry,

thei

r m

ain r

ole

s an

d r

esponsi

bili

ties

and

thei

r re

leva

nce

to t

he

indust

ry

2.4

Id

entify

sourc

es o

f in

form

ation a

nd a

dvi

ce o

n o

wn

indust

ry,

occ

upation,

trai

nin

g a

nd c

are

er

2.5

D

escr

ibe

princi

ple

s, p

olic

ies

and c

odes

of

pra

ctic

e use

d b

y ow

n o

rgan

isat

ion a

nd indust

ry

2.6

D

escr

ibe

issu

es o

f public

conce

rn t

hat

aff

ect

ow

n

org

anis

atio

n a

nd indust

ry

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

175

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


176


177

Unit 34: Practical Skills for a Craft Chef


QCF level: 2

Credit value: 1


Unit summary

Successful completion of this unit will demonstrate that the learner has acquired job-ready practical skills that a chef working under supervision in a craft-led professional kitchen requires.


Assessments can take place in a professional kitchen or in Realistic Working environments (RWE) in line with People 1st Assessment Strategy.

Assessment for this unit will require learners to demonstrate their commitment to work with food and cooking in a professional kitchen. The assessor must:




and


BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

178

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

In o

rder

to p

ass

this

unit,

the

evid

ence

that

the

learn

er p

rese

nts

for

asse

ssm

ent

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es for

the

unit.

The

ass

essm

ent

criter

ia d

eter

min

e th

e st

andar

d r

equired

to a

chie

ve t

he

unit.

On

co

mp

leti

on

of

this

un

it a

learn

er

sho

uld

:

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Li

st ingre

die

nts

and q

uan

tities

for

giv

en d

ishes

1.2

Pr

oduce

a t

ime

sched

ule

for

pre

par

ing,

cooki

ng

and p

rese

nting g

iven

dis

hes

with s

et t

imel

ines

, under

super

visi

on

1

Be

able

to p

lan f

or

the

pre

par

ation,

cooki

ng a

nd

pre

senta

tion o

f giv

en

dis

hes

in a

pro

fess

ional

ki

tchen

, under

super

visi

on

1.3

Li

st p

ote

ntial

ris

ks t

hat

may

occ

ur

when

im

ple

men

ting t

he

pla

n

2.1

Fo

llow

ow

n p

lan w

hen

pre

paring,

cooki

ng a

nd

pre

senting g

iven

dis

hes

in a

pro

fess

ional ki

tchen

, under

super

visi

on

2.2

M

ake

dis

hes

that

dem

onst

rate

cooki

ng s

kills

re

quired

of

the

reci

pes

2.3

Pr

esen

t dis

hes

appro

priat

ely

for

the

type

of dis

h o

r cu

isin

e

2

Be

able

to u

se p

lan t

o

pre

par

e, c

ook

and p

rese

nt

giv

en d

ishes

when

w

ork

ing u

nder

super

visi

on

in a

pro

fess

ional ki

tchen

2.4

Pr

oduce

fin

ished

dis

hes

with t

he

expec

ted

appea

rance

, co

lours

, flavo

urs

and t

extu

res

acco

rdin

g t

o t

he

giv

en r

ecip

es

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

179

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

D

emonst

rate

per

sonal pre

par

atio

n s

kills

for

work

ing in a

pro

fess

ional

kitch

en

3.2

Fo

llow

basi

c fo

od h

ygie

ne

pro

cedure

s w

hen

:

pre

par

ing f

ood;

co

oki

ng food

3

Be

able

to w

ork

safe

ly a

nd

follo

w b

asi

c fo

od h

ygie

ne

pro

cedure

s in

a

pro

fess

ional

kitch

en w

hen

w

ork

ing u

nder

super

visi

on

3.3

Fo

llow

basi

c hea

lth a

nd s

afe

ty s

tandar

ds

thro

ughout

the

pro

duct

ion o

f giv

en d

ishes

4.1

M

anag

e tim

e ap

pro

priat

ely

thro

ughout

the

pre

par

ation,

pro

duct

ion a

nd p

rese

nta

tion

pro

cess

es,

under

super

visi

on

4.2

D

emonst

rate

pro

ble

m s

olv

ing a

bili

ties

thro

ughout

the

pre

par

atio

n,

pro

duct

ion a

nd p

rese

nta

tion

pro

cess

es

4

Be

able

to d

emonst

rate

w

ork

ski

lls r

equired

of a

chef

for

work

ing u

nder

su

per

visi

on in a

pro

fess

ional

kitch

en

4.3

Fo

llow

inst

ruct

ions

from

super

viso

r an

d t

eam

m

ember

s w

hen

work

ing in a

pro

fess

ional

kitch

en

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


180


181

Unit 35: Preparing for Career Progression as a Craft Chef


QCF level: 2

Credit value: 1


Unit Summary

This unit gives learners the opportunity to assess their strengths and interests in order to develop their career as a craft chef, and to demonstrate their aptitude and ability for working under supervision in a professional kitchen.

Assessment Methodology

Assessments can take place in a professional kitchen or in Realistic Working environments (RWE) in line with People 1st Assessment Strategy.

Assessment for this unit will require learners to demonstrate their commitment to work with food and cooking in a professional kitchen. The assessor must:




and


BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

182

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

In o

rder

to p

ass

this

unit,

the

evid

ence

that

the

learn

er p

rese

nts

for

asse

ssm

ent

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es for

the

unit.

The

ass

essm

ent

criter

ia d

eter

min

e th

e st

andar

d r

equired

to a

chie

ve t

he

unit.

On

co

mp

leti

on

of

this

un

it a

learn

er

sho

uld

:

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to a

sses

s ow

n

abili

ties

for

care

er

pro

gre

ssio

n a

s a

chef

w

ork

ing u

nder

super

visi

on

in a

pro

fess

ional ki

tchen

1.1

Id

entify

ow

n s

tren

gth

s fo

r w

ork

ing a

s a

chef

under

su

per

visi

on in a

pro

fess

ional

kitch

en

1.2

D

escr

ibe

aim

s fo

r dev

elopin

g o

wn c

aree

r as

a c

hef

w

ork

ing u

nder

super

visi

on in a

pro

fess

ional

kitch

en

2

Be

able

to d

emonst

rate

ow

n s

uitab

ility

for

work

ing

as a

chef

under

su

per

visi

on in a

pro

fess

ional

kitch

en

2.1

D

emonst

rate

com

mitm

ent

to r

ole

as

a c

hef

w

ork

ing u

nder

super

visi

on in a

pro

fess

ional

kitch

en

2.2

D

emonst

rate

under

stan

din

g o

f w

ork

eth

ic a

nd

skill

s re

quired

for

chef

s w

ork

ing u

nder

super

visi

on

in a

pro

fess

ional

kitch

en,

nam

ely:

ve

rbal co

mm

unic

atio

n s

kills

cu

stom

er c

are

w

ork

ing t

o d

eadlin

es

punct

ual

ity

te

amw

ork

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

183

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


184

Further information

Our customer service number is 0844 463 2535.

Calls may be recorded for training purposes.

Useful publications

Related information and publications include:

Centre Handbook for Edexcel QCF NVQs and Competence-based Qualifications published annually

Functional Skills publications – specifications, tutor support materials and question papers

Regulatory Arrangements for the Qualification and Credit Framework (published by Ofqual, August 2008)

the current Edexcel publications catalogue and update catalogue.

Edexcel publications concerning the Quality Assurance System and the internal and standards verification of vocationally related programmes can be found on the Edexcel website.

NB: Some of our publications are priced. There is also a charge for postage and packing. Please check the cost when you order.

How to obtain National Occupational Standards

You can contact the Sector Skills Council (SSC) at:

People 1st 2nd Floor Armstrong House 38 Market Square Uxbridge UB8 1LH

Telephone: 01895 817000 Email: [email protected] Website: www.people1st.co.uk

mailto:[email protected]�


185

Professional development and training

Edexcel supports UK and international customers with training related to NVQ and BTEC qualifications. This support is available through a choice of training options offered in our published training directory or through customised training at your centre.

The support we offer focuses on a range of issues including:

planning for the delivery of a new programme

planning for assessment and grading

developing effective assignments

building your team and teamwork skills

developing student-centred learning and teaching approaches

building functional skills into your programme

building effective and efficient quality assurance systems.

The national programme of training we offer can be viewed on our website (www.edexcel.com/training). You can request customised training through the website or by contacting one of our advisers in the Training from Edexcel team via Customer Services to discuss your training needs.

The training we provide:

is active

is designed to be supportive and thought provoking

builds on best practice

may be suitable for those seeking evidence for their continuing professional development.


186

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

187

Annex

e A

: Pro

gres

sion

pat

hw

ays

The

Edex

cel qual

ific

atio

n f

ram

ewor

k fo

r th

e hos

pit

alit

y in

dust

ry

Level

Gen

era

l q

uali

fica

tio

ns

Dip

lom

as

BTE

C v

oca

tio

nall

y-

rela

ted

qu

ali

fica

tio

ns

BTEC

sp

eci

ali

st

qu

ali

fica

tio

n/

pro

fess

ion

al

NV

Q/

com

pete

nce

7

Edex

cel Le

vel 7 B

TEC A

dva

nce

d

Profe

ssio

nal

Cer

tifica

te/D

iplo

ma

in S

trat

egic

Hosp

ital

ity

Man

agem

ent

5

Edex

cel BTEC L

evel

5 H

ND

D

iplo

ma

in H

osp

ital

ity

Man

agem

ent

(QCF)

4

Edex

cel BTEC L

evel

4 H

NC

Dip

lom

a in

Hosp

ital

ity

Man

agem

ent

(QCF)

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

188

Level

Gen

era

l q

uali

fica

tio

ns

Dip

lom

as

BTE

C v

oca

tio

nall

y-

rela

ted

qu

ali

fica

tio

ns

BTEC

sp

eci

ali

st

qu

ali

fica

tio

n/

pro

fess

ion

al

NV

Q/

com

pete

nce

3

Edex

cel

Leve

l 3

Princi

pal

Le

arnin

g in

Hosp

ital

ity

Edex

cel BTEC L

evel

3

Cer

tifica

te,

Subsi

dia

ry

Dip

lom

a, D

iplo

ma

and

Ext

ended

Dip

lom

a in

H

osp

ital

ity

(QCF)

Edex

cel Le

vel 3 B

TEC C

ertifica

te

in F

ood a

nd B

ever

age

Ser

vice

Edex

cel Le

vel 3 B

TEC C

ertifica

te

in F

ront

Off

ice

Oper

atio

ns

Edex

cel Le

vel 3 B

TEC C

ertifica

te

in H

osp

ital

ity

Cust

om

er

Rel

atio

ns

Edex

cel Le

vel 3 B

TEC C

ertifica

te

in H

osp

ital

ity

Sm

all Busi

nes

s O

per

atio

ns

Edex

cel BTEC L

evel

3 A

war

d in

Princi

ple

s of

Super

visi

ng

Cust

om

er S

ervi

ce P

erfo

rman

ce

in H

osp

ital

ity,

Lei

sure

, Tra

vel

and T

ourism

(Q

CF)

Edex

cel BTEC L

evel

3 A

war

d in

Hosp

ital

ity

Super

visi

on a

nd

Lead

ersh

ip P

rinci

ple

s (Q

CF)

Edex

cel BTEC L

evel

3 C

ertifica

te

in H

osp

ital

ity

and C

ater

ing

Prin

ciple

s (P

rofe

ssio

nal

Cooke

ry)

(QCF)

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Pr

ofe

ssio

nal

Cooke

ry (

QCF)

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Pr

ofe

ssio

nal

Cooke

ry

(Pre

par

atio

n a

nd C

ooki

ng)

(QCF)

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

Pr

ofe

ssio

nal

Cooke

ry (

Patiss

erie

an

d C

onfe

ctio

ner

y) (

QCF)

Edex

cel Le

vel 3 N

VQ

Dip

lom

a in

H

osp

ital

ity

Super

visi

on a

nd

Lead

ersh

ip (

QCF)

Edex

cel Le

vel 3 D

iplo

ma

in

Cra

ft C

uis

ine

(QCF)

2

Edex

cel

Leve

l 2

Princi

pal

Le

arnin

g in

Hosp

ital

ity

Edex

cel BTEC L

evel

2

Cer

tifica

te,

Ext

ended

Cer

tifica

te a

nd D

iplo

ma

in

Hosp

ital

ity

(QCF)

Edex

cel BTEC L

evel

2 A

war

d in

Prin

ciple

s of

Cust

om

er S

ervi

ce in

Hosp

ital

ity,

Lei

sure

, Tra

vel an

d

Tourism

(Q

CF)

Edex

cel Le

vel 2 N

VQ

Dip

lom

a in

Fo

od a

nd B

ever

age

Ser

vice

(Q

CF)

Edex

cel Le

vel 2 N

VQ

Dip

lom

a in

Bev

erag

e Ser

vice

(Q

CF)

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

189

Level

Gen

era

l q

uali

fica

tio

ns

Dip

lom

as

BTE

C v

oca

tio

nall

y-

rela

ted

qu

ali

fica

tio

ns

BTEC

sp

eci

ali

st

qu

ali

fica

tio

n/

pro

fess

ion

al

NV

Q/

com

pete

nce

2

Edex

cel BTEC L

evel

2 C

ertifica

te

in H

osp

ital

ity

and C

ater

ing

Prin

ciple

s (F

ood a

nd B

ever

age

Ser

vice

) (Q

CF)

Edex

cel BTEC L

evel

2 C

ertifica

te

in H

osp

ital

ity

and C

ater

ing

Prin

ciple

s (F

ood S

ervi

ce)

(QCF)

Edex

cel BTEC L

evel

2 C

ertifica

te

in H

osp

ital

ity

and C

ater

ing

Prin

ciple

s (B

ever

age

Ser

vice

) (Q

CF)

Edex

cel BTEC L

evel

2 C

ertifica

te

in H

osp

ital

ity

and C

ater

ing

Prin

ciple

s (H

ouse

keep

ing)

(QCF)

Edex

cel BTEC L

evel

2 C

ertifica

te

in H

osp

ital

ity

and C

ater

ing

Prin

ciple

s (F

ront

of

House

Rec

eption)

(QCF)

Edex

cel BTEC L

evel

2 C

ertifica

te

in H

osp

ital

ity

and C

ater

ing

Prin

ciple

s (F

ood P

roduct

ion a

nd

Cooki

ng)

(QCF)

Edex

cel BTEC L

evel

2 C

ertifica

te

in H

osp

ital

ity

and C

ater

ing

Princi

ple

s (K

itch

en S

ervi

ces)

(Q

CF)

Edex

cel Le

vel 2 N

VQ

Dip

lom

a in

Fo

od S

ervi

ce (

QCF)

Edex

cel Le

vel 2 N

VQ

Dip

lom

a in

Fo

od P

roduct

ion a

nd C

ooki

ng

(QCF)

Edex

cel Le

vel 2 N

VQ

Dip

lom

a in

Fr

ont

of

House

Rec

eption (

QCF)

Edex

cel Le

vel 2 N

VQ

Dip

lom

a in

H

ouse

keep

ing (

QCF)

Edex

cel Le

vel 2 N

VQ

Dip

lom

a in

H

osp

ital

ity

Ser

vice

s (Q

CF)

Edex

cel Le

vel 2 N

VQ

Dip

lom

a in

Kitch

en S

ervi

ces

(QCF)

Edex

cel Le

vel 2 N

VQ

Dip

lom

a in

Pr

ofe

ssio

nal

Cooke

ry (

QCF)

Edex

cel Le

vel 2 N

VQ

Dip

lom

a in

Pr

ofe

ssio

nal

Cooke

ry

(Pre

par

atio

n a

nd C

ooki

ng)

(QCF)

Edex

cel Le

vel 2 N

VQ

Dip

lom

a in

Pr

ofe

ssio

nal

Cooke

ry

(Ban

gla

des

hi Cuis

ine)

(Q

CF)

Edex

cel Le

vel 2 N

VQ

Dip

lom

a in

Pr

ofe

ssio

nal

Coo

kery

(Chin

ese

Cuis

ine)

(Q

CF)

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

190

Level

Gen

era

l q

uali

fica

tio

ns

Dip

lom

as

BTE

C v

oca

tio

nall

y-

rela

ted

qu

ali

fica

tio

ns

BTEC

sp

eci

ali

st

qu

ali

fica

tio

n/

pro

fess

ion

al

NV

Q/

com

pete

nce

2

Edex

cel BTEC L

evel

2 C

ertifica

te

in H

osp

ital

ity

and C

ater

ing

Prin

ciple

s (P

rofe

ssio

nal

Cooke

ry)

(QCF)

Edex

cel BTEC L

evel

2 C

ertifica

te

in H

osp

ital

ity

and C

ater

ing

Prin

ciple

s (P

rofe

ssio

nal

Cooke

ry

– F

ood P

repar

atio

n a

nd C

ooki

ng)

(QCF)

Edex

cel BTEC L

evel

2 C

ertifica

te

in H

osp

ital

ity

and C

ater

ing

Prin

ciple

s (P

rofe

ssio

nal

Cooke

ry

– B

angla

des

hi Cuis

ine)

(Q

CF)

Edex

cel BTEC L

evel

2 C

ertifica

te

in H

osp

ital

ity

and C

ater

ing

Prin

ciple

s (P

rofe

ssio

nal

Cooke

ry

– T

hai

Cuis

ine)

(Q

CF)

Edex

cel BTEC L

evel

2 C

ertifica

te

in H

osp

ital

ity

and C

ater

ing

Prin

ciple

s (P

rofe

ssio

nal

Cooke

ry

– C

hin

ese

Cuis

ine)

(Q

CF)

Edex

cel BTEC L

evel

2 C

ertifica

te

in H

osp

ital

ity

and C

ater

ing

Prin

ciple

s (P

rofe

ssio

nal

Cooke

ry

– I

ndia

n C

uis

ine)

(Q

CF)

Edex

cel BTEC L

evel

2 C

ertifica

te

in H

osp

ital

ity

and C

ater

ing

Prin

ciple

s (H

osp

ital

ity

Ser

vice

s)

(QCF)

Edex

cel Le

vel 2 N

VQ

Dip

lom

a in

Pr

ofe

ssio

nal

Cooke

ry (

India

n

Cuis

ine)

(Q

CF)

Edex

cel Le

vel 2 N

VQ

Dip

lom

a in

Pr

ofe

ssio

nal

Cooke

ry (

Thai

Cuis

ine)

(Q

CF)

BA035187 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 D

iplo

ma

in C

raft

Cuis

ine

(QCF)

–

Issu

e 4 –

April 2013 ©

Pea

rson E

duca

tion L

imited

2013

191

Level

Gen

era

l q

uali

fica

tio

ns

Dip

lom

as

BTE

C v

oca

tio

nall

y-

rela

ted

qu

ali

fica

tio

ns

BTEC

sp

eci

ali

st

qu

ali

fica

tio

n/

pro

fess

ion

al

NV

Q/

com

pete

nce

1

Edex

cel

Leve

l 1

Princi

pal

Le

arnin

g in

Hosp

ital

ity

Edex

cel BTEC L

evel

1 A

war

d

in I

ntr

oduct

ion t

o t

he

Hosp

ital

ity

Indust

ry (

QCF)

Edex

cel BTEC L

evel

1

Cer

tifica

te in I

ntr

oduct

ion t

o

the

Hosp

ital

ity

Indust

ry (

QCF)

Edex

cel BTEC L

evel

1 A

war

d

in G

ener

al F

ront

Offic

e O

per

atio

ns

(QCF)

Edex

cel BTEC L

evel

1 A

war

d

in G

ener

al H

ouse

keep

ing

Oper

atio

ns

(QCF)

Edex

cel BTEC L

evel

1

Cer

tifica

te in I

nve

stig

atin

g

the

Hosp

ital

ity

Indust

ry (

QCF)

Edex

cel BTEC L

evel

1

Cer

tifica

te in G

ener

al F

ood

and B

ever

age

Ser

vice

(Q

CF)

Edex

cel BTEC L

evel

1

Cer

tifica

te in G

ener

al C

ooke

ry

(QCF)

Edex

cel BTEC L

evel

1 A

war

d in

Intr

oduct

ion t

o th

e H

osp

ital

ity

Indust

ry (

QCF)

Edex

cel BTEC L

evel

1 C

ertifica

te

in I

ntr

oduct

ion t

o t

he

Hosp

ital

ity

Indust

ry (

QCF)

Edex

cel BTEC L

evel

1 A

war

d in

Gen

eral

Fro

nt

Offic

e O

per

atio

ns

(QCF)

Edex

cel BTEC L

evel

1 A

war

d in

Gen

eral

House

keep

ing

Oper

atio

ns

(QCF)

Edex

cel BTEC L

evel

1 C

ertifica

te

in I

nve

stig

atin

g t

he

Hosp

ital

ity

Indust

ry (

QCF)

Edex

cel BTEC L

evel

1 C

ertifica

te

in G

ener

al F

ood a

nd B

ever

age

Ser

vice

(Q

CF)

Edex

cel BTEC L

evel

1 C

ertifica

te

in G

ener

al C

ooke

ry (

QCF)

Edex

cel Le

vel 1 N

VQ

Cer

tifica

te

in H

osp

ital

ity

Ser

vice

s (Q

CF)

Edex

cel Le

vel 1 N

VQ

Cer

tifica

te

in F

ood P

repar

atio

n a

nd C

ooki

ng

(QCF)

Edex

cel Le

vel 1 N

VQ

Cer

tifica

te

in F

ood a

nd B

ever

age

Ser

vice

(Q

CF)

Edex

cel Le

vel 1 N

VQ

Cer

tifica

te

in A

ccom

modat

ion S

ervi

ces

(QCF)

En

try

Edex

cel BTEC E

ntr

y Le

vel Aw

ard

in I

ntr

oduct

ion t

o t

he

Hosp

ital

ity

Indust

ry (

Entr

y 3)

(QCF)

Edex

cel BTEC E

ntr

y Le

vel

Cer

tifica

te in I

ntr

oduct

ion t

o t

he

Hosp

ital

ity

Indust

ry (

Entr

y 3)

(QCF)


192


193

Annexe B: Quality assurance

Key principles of quality assurance

A centre delivering Edexcel qualifications must be an Edexcel recognised centre and must have approval for qualifications that it is offering.

The centre agrees, as part of gaining recognition, to abide by specific terms and conditions relating to the effective delivery and quality assurance of assessment. The centre must abide by these conditions throughout the period of delivery.

Edexcel makes available to approved centres a range of materials and opportunities to exemplify the processes required for effective assessment and provide examples of effective standards. Approved centres must use the guidance on assessment to ensure that staff who are delivering Edexcel qualifications are applying consistent standards.

An approved centre must follow agreed protocols for: standardisation of assessors; planning, monitoring and recording of assessment processes; internal verification and recording of internal verification processes and dealing with special circumstances, appeals and malpractice.

Quality assurance processes

The approach to quality assured assessment is made through a partnership between a recognised centre and Edexcel. Edexcel is committed to ensuring that it follows best practice and employs appropriate technology to support quality assurance processes where practicable. The specific arrangements for working with centres will vary. Edexcel seeks to ensure that the quality-assurance processes it uses do not inflict undue bureaucratic processes on centres, and works to support them in providing robust quality-assurance processes.

The learning outcomes and assessment criteria in each unit within this specification set out the standard to be achieved by each learner in order to gain each qualification. Edexcel operates a quality-assurance process, designed to ensure that these standards are maintained by all assessors and verifiers.

For the purposes of quality assurance, all individual qualifications and units are considered as a whole. Centres offering these qualifications must be committed to ensuring the quality of the units and qualifications they offer, through effective standardisation of assessors and internal verification of assessor decisions. Centre quality assurance and assessment processes are monitored by Edexcel.


194

The Edexcel quality-assurance processes will involve:

gaining centre recognition and qualification approval if a centre is not currently approved to offer Edexcel qualifications

annual visits to centres by Edexcel for quality review and development of overarching processes and quality standards. Quality review and development visits will be conducted by an Edexcel quality development reviewer

annual visits by occupationally competent and qualified Edexcel Standards Verifiers for sampling of internal verification and assessor decisions for the occupational sector

the provision of support, advice and guidance towards the achievement of National Occupational Standards.

Centres are required to declare their commitment to ensuring quality and appropriate opportunities for learners that lead to valid and accurate assessment outcomes. In addition, centres will commit to undertaking defined training and online standardisation activities.


195

Annexe C: Centre certification and registration

Edexcel Standards Verifiers will provide support, advice and guidance to centres to achieve Direct Claims Status (DCS). Edexcel will maintain the integrity of Edexcel QCF NVQs through ensuring that the awarding of these qualifications is secure. Where there are quality issues identified in the delivery of programmes, Edexcel will exercise the right to:

direct centres to take action

limit or suspend certification

suspend registration.

The approach of Edexcel in such circumstances is to work with the centre to overcome the problems identified. If additional training is required, Edexcel will aim to secure the appropriate expertise to provide this.

What are the access arrangements and special considerations for the qualifications in this specification?

Centres are required to recruit learners to Edexcel qualifications with integrity.

Appropriate steps should be taken to assess each applicant’s potential and a professional judgement should be made about their ability to successfully complete the programme of study and achieve the qualification. This assessment will need to take account of the support available to the learner within the centre during their programme of study and any specific support that might be necessary to allow the learner to access the assessment for the qualification. Centres should consult Edexcel’s policy on learners with particular requirements.

Edexcel’s policy on access arrangements and special considerations for Edexcel qualifications aims to enhance access to the qualifications for learners with disabilities and other difficulties (as defined by the 1995 Disability Discrimination Act and the amendments to the Act) without compromising the assessment of skills, knowledge, understanding or competence. Please refer to Access Arrangements and Special Considerations for BTEC and Edexcel NVQ Qualifications for further details. www.edexcel.com.


196


197

Annexe D: Assessment requirements/strategy

Hospitality, Leisure, Travel and Tourism Sector Assessment Strategy for competence based units of assessment and qualifications (in England, Wales and Northern Ireland) and Scottish Vocational Qualifications (SVQs)

1 Introduction

The sector assessment strategy applies to all competence based units and qualifications that sit within the industries represented by People 1st. Competence based units and qualifications are those that are accredited to the Qualifications and Credit Framework, for England, Wales and Northern Ireland, which include National Vocational Qualifications (NVQs). In Scotland it applies to all sector Scottish Vocational Qualifications (SVQs). The sector assessment strategy comes into force on the 1st August 2009 and will apply to any new competence based units and qualifications. It will also replace other assessment strategies, currently used for existing NVQs and SVQs, as and when they are updated and re-accredited. See www.people1st.co.uk for a list of all competence based units and qualification that are covered by the sector assessment strategy.

There are four components to the sector assessment strategy which set out requirements and guidance relating to:

external quality control

assessment principles

occupational expertise of assessors and verifiers

continuous professional development.

The purpose of the sector assessment strategy is for People 1st and awarding organisations/bodies to work in partnership to:

maximise the quality assurance arrangements for the sector’s competence based units and qualifications and maintain standardisation across assessment practice

assure employers and learners that the sector’s competence based units and qualification are consistently assessed to the national occupational standards, and

promote continuous professional development amongst assessors and verifiers.

The content of the assessment strategy has been reviewed in close consultation with employers, awarding organisations/bodies, training providers and other sector stakeholders. While many of these stakeholders have an interest in the assessment strategy, its primary audience are awarding organisations/bodies that offer competence based units and qualifications in the hospitality, leisure, travel and tourism industries. Prospective or approved centres should not need to work directly with this document as its requirements will be incorporated within the procedures of their chosen awarding organisation/body.


198

The strategy should be used alongside the assessment and quality assurance guidance published by the regulatory authorities. Further information about competence based units and qualifications can be found at www.people1st.co.uk. Feedback or comments on the sector assessment strategy can be emailed to [email protected].

2 External Quality Control

2.1 Risk Assessment and Management of Centres

External quality control is achieved through rigorous monitoring and standardisation of assessment decisions. Awarding organisations/bodies achieve this by operating their existing systems for quality monitoring, risk assessment and management of their approved centres, following guidance issued by the regulatory authorities.

As part of this process People 1st requires awarding organisations/bodies to:

ensure that external verification, monitoring and support provided to centres takes into account their level of risk. For example new assessment centres, and those that are experiencing difficulty in meeting the assessment requirements, should be given additional support by their awarding organisation/body

supply People 1st with standardised information on their statistical monitoring, including registration and certification figures, on a quarterly basis. This data will remain confidential and no individual awarding organisation’s/body’s data will be published

report annually on the outcomes of, and any issues arising from, external verification and quality control arrangements

highlight specific issues relating to the assessment of the sector’s competence based units and qualifications that require immediate attention, as and when they arise

contribute to the awarding organisations’/bodies’ forums to review and discuss matters relating to the assessment of the sector’s competence based units and qualifications. The forum will meet at least biannually, or during key stages of projects and reviews

resolve issues relating to the assessment and verification of the sector’s competence based units and qualifications with the action(s), and in the timeframe, agreed.

http://www.people1st.co.uk/�

mailto:[email protected]�


199

3 Assessment

People 1st advocate the integration of national occupational standards within employers’ organisations in order to achieve a national level of competence across the sector’s labour market. As such, assessment of the sector’s competence based units and qualifications will, ideally, take place within the workplace and assessment should, where possible, be conducted by the learner’s supervisors and/or line managers. People 1st recognise, however, that it is not always feasible for learners to be assessed in the workplace and as such it permits the use of assessment within Realistic Working Environments (RWE). Additionally, where sector employers do not have the infrastructure to manage assessment independently, it values the role of peripatetic assessors to support the assessment process.

Within these parameters, People 1st expects that:

the majority of assessment of the sector’s competence based units and qualifications will be based on performance evidence, ie direct observation, outputs of work and witness testimony within the workplace or an RWE approved by an awarding organisation/body, (see section 3.4)

opportunities to ascertain learner’s accreditation of prior learning is maximised by early contact between the assessor and learner and during initial assessment/induction period.

Please note: External tests do not form part of People 1st’ s assessment strategy, other than linkage to IATA approved tests in Unit TT27, Sell Multi-Sector Air Travel, part of the Travel S/NVQ (where it may be a specific requirement and therefore applicable in that instance).

3.1 Witness Testimony

People 1st recognise the use of witness testimony and expert witness testimony as appropriate methods for assessors to collect evidence on learners’ performance.

Witness testimonies can be obtained from people that are occupationally competent and whom may be familiar with the national occupational standards, such as the learner’s line manager. They may also be obtained from people who are not occupationally competent, and do not have a knowledge of the national occupational standards, such as other people within the learner’s workplace, customers and suppliers. The assessor must judge the validity of the witness testimony and these may vary depending on the source. Witness testimonies can only support the assessment process and may remove or reduce the need to collect supplementary evidence, however, the awarding organisation’s/body’s minimum observations requirements must be met.


200

Expert witnesses may be used where additional support relating to the assessment of technical competence is required. Expert witnesses may be:

other approved assessors that are recognised to assess the relevant national occupational standards, or

line managers, other managers or experienced colleagues that are not approved assessors, but whom the awarding organisation/body agrees has current occupational competence, knowledge and expertise to make a judgement on a learner’s competence.

Expert witnesses must be able to demonstrate through relevant qualifications, practical experience and knowledge that they are qualified to provide an expert opinion on a learner’s performance in relation to the unit being assessed. People 1st believe that it is unlikely for an expert witness to be fully expert within any of the sector’s occupational areas in less than twelve months to two years. The final judgement on the validity of the expert witness testimony rests with the assessor and such testimonies may only be used in line with awarding organisation’s/body’s requirements.

3.2 Professional Discussion

Professional discussion is encouraged as a supplementary form of evidence to confirm a learner’s competence. Such discussions should not be based on a prescribed list of questions but be a structured discussion which enables the assessor to gather relevant evidence to ensure the learner has a firm understanding of the standard being assessed.

3.3 Simulation

Simulation can only be used to assess learners for the sector’s competence based units and qualifications where the opportunity to assess naturally occurring evidence is unlikely or not possible, for example assessment relating to health and safety, fire and emergency procedures. It should not include routine activities that must be covered by performance evidence.

There are no People 1st units that can be solely achieved by simulation. In the case of imported units, where simulation is acceptable in the evidence requirements, it should only be used when performance evidence is unlikely to be generated through normal working practices.

See Appendix A for competence based units which permit the use of simulation.

Awarding organisations/bodies must issue adequate guidance which informs centres how simulation should be planned and organised, ensuring that demands on learners are neither more nor less than they would encounter in a real work situation. In particular:

a centre’s overall strategy for simulation must be examined and approved by the external verifier

all simulations must be planned, developed and documented by the centre in a way that ensures the simulation correctly reflects what the unit seeks to assess

ideally, there should be a range of simulations to cover the same aspect of the standard


201

the physical environment for the simulation, and the nature of the contingency, must be realistic

learners should carry out the simulation in a professional manner

the learner should be given no indication as to what the simulation will present.

3.4 Realistic Working Environment

Assessment of the sector’s competence based units and qualifications should ideally be carried out within the workplace, however, where this is not possible learners can be assessed within an approved Realistic Working Environment (RWE) that replicates a real work setting. The criteria for RWE currently operated in the sector can be found at Appendix B.

4 Occupational expertise of assessors and verifiers

The requirements relating to the occupational expertise of assessors and verifiers is set out in Appendix C. Guidance on additional qualifications and/or training relevant to assessors and verifiers can be found in Appendix D.

4.1 Using employers’ in-house training programmes to assess competence based units and qualifications (please note this section is not applicable for centres which are either colleges or training providers)

(a) People 1st recognises that employers within the Sector provide robust in-house training, development and assessment programmes which meet the standards for Assessors and Verifiers. Where an employer maps its in-house training, development and assessment programme to the Assessor and Verifier standards and has this approved by their awarding organisation/body, People 1st fully supports the removal of the need to achieve the Assessor and Verifier Units. The individual assessing and verifying the qualifications must still meet the other mandatory requirements for occupational competence as specified in Appendix C.

(b) It should also be noted that People 1st encourages employers and awarding organisations/bodies to examine in-house employer training, development and assessment programmes to see whether these provide robust evidence against the relevant competence based units and/or qualifications (England, Wales and Northern Ireland) or the SVQs (Scotland). Where a direct mapping of the in-house training, development and assessment programme can be made to the:

relevant Units (based on the National Occupational Standards), and assessment meets the requirements of the assessment strategy and awarding organisation/body evidence requirement,

then awarding organisations/bodies should recognise this training for the purposes of achievement of the specified qualification or Unit.

In both instances specified in (a) and (b) above the awarding organisation/body will be required to ensure that a copy of the mapping is available to the Qualification Regulators.


202

5 Continuous Professional Development

To maintain high standards of quality and standardisation within assessment, and achieve best practice People 1st require all external verifiers, internal verifiers and assessors to maintain a record of their continuous professional development – see guidance at Appendix E.


203

Appendix A

Competence based units in Hospitality, Leisure, Travel and Tourism that permits simulation

Unit number Unit title Competence based qualifications that the unit is used in

1GEN1 Maintain a safe, hygienic and secure working environment

Level 1 and 2 NVQ/SVQ Hospitality and Catering

HSL4 Maintain the health, hygiene, safety and security of the working environment

Level 3 Diploma in Hospitality Supervision and Leadership Skills (NVQ) and Level 3 SVQ in Hospitality Supervision and Leadership

GS3009 Maintain the health, hygiene, safety and security of the working environment (adapted from HS4)

Level 3 NVQ Gambling Operations

People 1st have a special dispensation for the imported Customer Service units listed below to be assessed in a Realistic Working Environment (RWE) conforming to People 1st’s criteria specified in Appendix B of this Assessment Strategy. This would only apply to these Units when delivered as part of the L3 Diploma in Hospitality Supervision and Leadership (NVQ) and L3 Hospitality Supervision and Leadership SVQ.

CfA Unit 26 Improve the customer relationship


CfA Unit 32 Monitor and solve customer service problems


CfA Unit 42 Lead a team to improve customer service



204

People 1st does not permit the use of simulation, other than as listed below:

The overarching principle to be applied to units identified as suitable for simulation is that it should only be undertaken in a minority of cases where:

there is a high risk to the security or safety of the learner, individuals, key people in their lives and others

the opportunity to present evidence from work-based practice happens infrequently and therefore insisting that learners wait for such an occurrence would be unreasonable or create blockages in the assessment system and might carry the risk of de-motivating learners

there would otherwise be a breach of confidentiality or privacy.

The following two units are the only accepted Realistic Working Environments, and no other Realistic Working Environments will be accepted.

TT09 Assist with travel and tourism problems and emergencies

Level 2 NVQ/SVQ in Travel Services and Level 2 NVQ/SVQ in Tourism Services

TT37 Deal with travel and tourism problems and emergencies

Level 3 NVQ/SVQ in Travel Services and Level 3 NVQ/SVQ in Tourism Services


205

Appendix B

Criteria for Realistic Working Environments

It is essential for organisations operating a Realistic Working Environment (RWE) to ensure it reflects current and real work settings. By doing so, sector employers can be confident that competence achieved in an RWE will be continued into employment. RWEs can offer many opportunities to employers and individuals that have limited access to assessment.

The number of hours learners work and their input is not prescribed, as it is acknowledged that RWEs cannot operate without some flexibility. However, centres must provide evidence that the following criteria are being met as well as fulfilling the awarding organisation’s/body’s criteria for this purpose. EVs are expected to ensure RWEs meet the criteria set out below on at least one visit.

Hospitality

1 The work situation being represented is relevant to the competence based units and qualifications being assessed

The type of work situation being represented mirrors the relevant setting eg quick service takeaway, restaurant, brasserie, café/snack bar, cafeteria, housekeeping department, front office, reception or reservations.

Appropriate industrial equipment, furnishings and resources (eg ingredients and technology) that replicate the work situation are used, ensuring that assessment requirements can be covered.

Industry trends are considered in the product and service offer.

2 The learner’s work activities reflect those found in the situation being represented

Learners operate in a professional capacity with corresponding job schedules and/or descriptions.

Learners are clear on their work activities and responsibilities.

3 The RWE is operated in the same manner as a real work situation

Customers are not prompted to behave in a particular manner.

Customer feedback is maintained and acted upon.

4 The RWE is underpinned by commercial principles and responsibilities

Organisational charts indicate the anticipated job roles in the RWE and their hierarchical structure taking into account supervisory requirements.

There is evidence of business planning, for example product/service plans, staffing/rotas, costing, promotions.

Learners are encouraged to carry out their function in line with business expectations, eg within timescales and budget, minimising wastage.

Legislative regulations are adhered to eg food safety, health and safety, equal opportunities, trade description.

Consumer information is provided on products and services eg allergy advice on food products.


206

Appendix B (Continued)

Gambling

1 The work situation being represented is relevant to the competence based units and qualifications being assessed

The type of work situation being represented mirrors the relevant setting eg betting shop, bingo hall, casino.

Appropriate industrial equipment, furnishings and resources that replicate the work situation are used, ensuring that assessment requirements can be covered.

Industry trends are considered in the work situation represented.

2 The learner’s work activities reflect those found in the situation being represented

Learners operate in a professional capacity with corresponding job schedules and/or descriptions.

Learners are clear on their work activities and responsibilities.

3 The RWE is operated in the same manner as a real work situation

Customers are not prompted to behave in a particular manner.

Customer feedback is maintained and acted upon.

4 The RWE is underpinned by commercial principles and responsibilities

Organisational charts indicate the anticipated job roles in the RWE and their hierarchical structure taking into account supervisory requirements.

There is evidence of business planning, for example product/service plans, staffing/rotas, costing, promotions.

Learners are encouraged to carry out their function in line with business expectations, eg within timescales and budget, minimising wastage.

Legislative regulations are adhered to eg health and safety, equal opportunities, trade description.


207

Appendix C

Occupational Expertise of Assessors and Verifiers

The requirements set out below relate to all assessors and verifiers. The only exception may relate to in-house employees and managers that are not required to achieve the regulatory approved assessor and verified units based on the arrangement referred to in section 4.1 of this assessment strategy.

= mandatory

Assessors, Internal Verifiers and External Verifiers must: A IV EV

Have a good knowledge and understanding of the national occupational standard and competence based units and qualifications that are being assessed or verified.

Hold or be working towards relevant assessment and/or verification qualification(s) as specified by the appropriate authority, confirming their competence to assess or externally verify competence based units and qualifications. These should be achieved within 18 months of commencing their role. These are as follows:

D35 or V2.

D34 or V1 – In the case that the IV is working towards their V1 unit, a representative sample of verification decisions, as agreed with the awarding organisation/body, must be counter-signed by a colleague who has achieved either the D34 or V1 unit. This colleague must have the same occupational expertise.

D32/D33 or A1/A2 – In the case that the assessor is working towards the A1/A2 units, a representative sample of assessment decisions, as agreed with the awarding organisation/body, must be counter-signed by a colleague who has achieved either the D32/D33 or A1/A2 units. This colleague must have the same occupational expertise.

Have relevant occupational expertise and knowledge, at the appropriate level of the occupational area(s) they are assessing and verifying, which has been gained through ‘hands on’ experience in the industry.

Adhere to the awarding organisation’s/body’s assessment requirements and practise standardised assessment principles.

Have sufficient resources to carry out the role of assessor or verifier, ie time and budget.

Have supervisory/management, interpersonal and investigative skills, including the ability to analyse information, hold meetings, guide, advise, plan and make recommendations at all levels, taking into account the nature and size of the organisation in which assessment is taking place. High standards of administration and record keeping are also essential.

Hold qualifications, or have undertaken training, that have legislative relevance to the competence based units and qualifications being assessed (See Appendix D).

Good practice

Good Practice

Update their occupational expertise and industry knowledge in the areas being assessed and verified through planned Continuous Professional Development (see Appendix E).


208

Appendix D

Qualifications and Training relevant to Assessors and Verifiers

The following sets out areas in which assessors, verifiers and external verifiers should either receive training or achieve qualifications. People 1st is not stipulating that assessors, verifiers or external verifiers must achieve specific qualifications, there is the option to either undertake appropriate training or an accredited qualification.

= mandatory

Qualification/ Training

Competence based unit/ qualification

A IV EV

Health and Safety All sector units and qualifications

Good Practice

Good Practice

Food Safety Food Processing and Cooking

Multi-Skilled Hospitality Services

Professional Cookery

Food and Drink Service

Hospitality Supervision and Leadership (with food and drink units)

Good Practice

Good Practice

Licensing

Food and Drink Service

Hospitality Supervision (with food and drink units)

Good Practice


209

Appendix E

Continuous Professional Development for Assessors and Verifiers

It is necessary for assessors and verifiers to maintain a record of evidence of their continuous professional development (CPD). This is necessary to maintain currency of skills and understanding of the occupational area(s) being assessed, and can be achieved in a variety of ways. It should be a planned process, reviewed on an annual basis, for example as part of an individual’s performance review.

Assessors and verifiers should select CPD methods that are appropriate to meeting their development needs. The following provides an example of a variety of methods that can be utilised for CPD purposes.

Updating occupational expertise

Internal and external work placements

Work experience and shadowing (eg within associated departments)

External visits to other organisations

Updated and new training and qualifications (www.uksp.co.uk)

Training sessions to update skills

Visits to educational establishments

Trade fairs

Keeping up to date with sector developments and new legislation

Relevant sector websites

Membership of professional bodies

Papers and documents on legislative change

Networking events

Seminars, conferences, workshops, membership of committees/working parties (eg People 1st events)

Staff development days

Standardising and best practice in assessment

Regular standardisation meetings with colleagues

Sharing best practice through internal meetings, news letters, email circulars

Comparison of assessment and verification in other sectors

Attending awarding organisation/body meetings/seminars

Downloadable guidance on CPD can be found at www.ifl.ac.uk

http://www.uksp.co.uk/�

http://www.ifl.ac.uk/�


210

Appendix 1: Evidence Requirements and Assessment Guidance for Food Production and Cooking Units

Introduction

This document contains evidence requirements and assessment guidance for the following food production and cooking units:

1PR23/09 Prepare Meals for Distribution

1PR26/09 Prepare Meals to Meet Relevant Nutritional Standards Set for School Meals

1PR28/09 Present Menu Items According to Defined Brand Standard

2PR21/09 Prepare, Operate and Clean Specialist Food Preparation and Cooking Equipment

2PR22/09 Liaise With Care Team to Ensure that an Individual’s Nutritional Needs are Met

2PR25/09 Prepare and Cook Food to Meet the Requirements of Allergy Sufferers

2PR27/09 Promote New Menu Items

They have been developed jointly, and agreed, with the relevant awarding bodies. They provide information on how each unit should be assessed and give examples of what types of evidence will be acceptable. These are only examples and should not be seen as a prescriptive list.

This document must be used in parallel with the approved Assessment Strategy.

The Nature of the Qualification and Source of Evidence

Food Production and Cooking is an occupational qualification the purpose of which is to assess a learner’s competence. In each unit there are learning outcomes that describe what the learner must be able to do in a real work environment. It is a requirement, therefore, that evidence to meet the assessment criteria for these learning outcomes comes from real work activity in a hospitality workplace. In some circumstances, evidence of the learner’s performance can come from a Realistic Working Environment (RWE). However, RWEs must meet the guidance provided in the Assessment Strategy.

Contingencies

The only exception to workplace or RWE evidence is where particular learning outcomes or assessment criteria rarely or never occur during the period of assessment. Examples could include accidents and emergencies, equipment failures or overspends. These are identified as ‘contingencies’ in the evidence requirements. Alternative assessment methods, such as simulation or questioning, may be used for contingencies of this kind.


211

Holistic Assessment

Occupational qualifications lend themselves to holistic assessment. Provided a learner is competent in their role and ready to be assessed, evidence for a number of units is likely to come from the learner’s day-to-day work with little interference or support from the assessor. Evidence will be naturally occurring and should only need to be cross-referenced to the learning outcomes and assessment criteria.

Assessment Methods in General

Most units contain two learning outcomes only1: one is about what the learner should be able to do and requires Performance Evidence; the other learning outcome is about what the learner understands and requires Evidence of Knowledge and Understanding. Each of these has a number of possible assessment methods. Every assessment method has advantages and disadvantages, and assessors should choose the method that is most effective and efficient in bringing out and judging valid evidence. For most of the learning outcomes requiring performance evidence, a combination of assessment methods may be appropriate.

These different methods are discussed below.

Performance Evidence

Performance evidence applies to those learning outcomes (and the associated assessment criteria) that describe what the learner is able to do. These learning outcomes all begin with ‘be able to’ and are followed by an active verb; they will have tangible outcomes, such as work products.

Assessment Method: Observation

This covers observation of the learner’s performance at work by a qualified assessor. Observation is probably the most robust method of assessing performance but requires a great deal of time and resource. For this reason, observation can be complemented by the other assessment methods below.

Assessment Method: Products of Work

Products of work are appropriate to many of the learning outcomes and associated assessment criteria. Products of work include, for example: menu and recipe plans, cellar records, staff rotas and accident reports. Products of work are excellent sources of evidence and often eliminate the need for an assessor to observe the learner producing them.

In order to reduce the burden on the learner, assessors are encouraged to log the relevant product of work and its location rather than insist the learner stores copies in their portfolio. Assessors must ensure that products of work are authentic. It is possible for learners to present products of work from the past, although this should be sufficiently recent for the assessor to be able to infer current competence.

1 Please note, some of the imported units contain more than two learning outcomes. However, each of these will also begin with ‘be able to..’, ‘know...’ or understand. Therefore the same principles apply.


212

Assessment Method: Witness Testimony

This is another form of observation and takes account of the fact that valuable performance evidence will occur when the regular assessor is not present. The use of witness testimony is encouraged because, again, it reduces the need for observation by the regular assessor. The Assessment Strategy provides for two types of witness testimony.

Witness testimony, for example from a customer, supplier or colleague that provides evidence towards a learner’s assessment or

Expert witness testimony that provides powerful evidence of competence, that may in itself be sufficient for an assessor to consider that competence has been proved.

Expert witnesses may be other approved assessors who are recognised to assess the relevant occupational area and level, or line managers/other managers who may not be approved assessors, but who the awarding body agrees have sufficient occupational qualifications or experience to make a judgement on the competence of a learner. Expert witnesses must be able to demonstrate practical experience and knowledge in the unit being assessed, and expert witness testimony must be used in line with awarding body requirements.

Witness testimony of either kind must be authentic, ie the assessor must satisfy themselves that the testimony is a true account of the learner’s performance.

It is possible for learners to present witness testimony from the past, although this should be sufficiently recent for the assessor to be able to infer current competence.

Assessment Method: Learner Assessment Criteria/Report

Learner assessment criteria also take account of the fact that valuable performance evidence will occur when the assessor is not present. The learner assessment criteria/report gives the learner the opportunity to write a brief description of something they have done which meets the learning outcomes and assessment criteria in a unit. For a learner assessment criteria/report to be valuable, it must be possible to cross reference it to content of the unit and to clearly see how the description provides evidence against the relevant learning outcomes and assessment criteria. It is possible for a learner to produce a assessment criteria/report on something they have done in the past, although this should be sufficiently recent for the assessor to be able to infer current competence.

Assessment Method: Professional Discussion

Professional discussion can be used as an assessment method for performance and knowledge and understanding. Professional discussion can be a single event or a series of structured, planned and in-depth discussions between the assessor and learner. Professional discussions can be used to obtain evidence from the learner about what they have done and how they did it; it can also be used to supplement observations, witness testimony, examination of work products and written questions/answers. However, assessors should not rely entirely on learners’ reports of their own competence. It should always be supplemented by other types of evidence such as witness testimony and work products.


213

Evidence of Knowledge and Understanding Assessment Methods

Evidence of knowledge and understanding applies to those learning outcomes (and the associated assessment criteria) that describe what the learner understands. These learning outcomes all begin with ‘understand’.

Assessment Method: Questioning

Oral and written questions are both valid methods of assessing the knowledge and understanding of learning outcomes and associated assessment criteria, and are likely to be the assessor’s method of choice.

Assessment Method: Other Recorded Evidence of Knowledge and Understanding

This includes work-based projects, case studies and reflective accounts. For some learners these approaches can be powerful ways of bringing out evidence of a learner’s knowledge and understanding across several related learning outcomes and even units. However, their use will depend on the learner’s circumstances and their ability to structure and write the appropriate documents.

Assessment Method: Professional Discussion

Professional discussion can also be used to assess knowledge and understanding. Professional discussion can be a single event or a series of structured, planned and in-depth discussions between the assessor and learner. A professional discussion can bring out a wide range of knowledge and understanding across many related learning outcomes or units, particularly covering why certain things are done or the principles that underpin competent performance. Professional discussion can also help to verify the authenticity of other pieces of evidence.

Assessment Method: Inferring Knowledge and Understanding from Performance

It is possible for an assessor to infer that the learner knows or understands certain things from observing their performance or examining other pieces of evidence such as work products or witness testimony. This particularly applies to assessment criteria that cover how to do certain tasks, for example:

How menu items should be prepared to ensure that brand standards are maintained

The assessor should already have seen evidence of the learner’s ability to do this in the ‘be able to’ learning outcome in the same unit. They may, therefore, reasonably infer that the learner has this knowledge and understanding.

Inferring knowledge and understanding from performance is a helpful way of avoiding over assessment. However, it should be used with caution, particularly when it comes to the possession of key facts, for example:

What quantity of nutrients are typically needed to maintain a good dietary balance

or the reasons why certain things are important:

The importance of knowing calorific values per portion.


214

In both of these cases, oral/written questions, reflective accounts and professional discussions would be more valid ways of testing knowledge and understanding. The specific knowledge must be brought out.

Volume of Evidence/Length of Assessment

The Evidence Requirements do not stipulate how frequently a learner must be assessed for each unit or how much evidence is acceptable. Assessors and verifiers should use their professional skills and experience to determine how much evidence over what period of time is sufficient to make a reliable judgment of consistent competent performance. This is likely to vary according to the individual learner and their working situation.

Sb230413G:\WORDPROC\LT\PD\NVQ COMPETENCE\BA035187_NVQ_COMP_L2_CRFCUSI_ISSUE_4\BA035187_NVQ_COMP_L2_CRFCUSI_ISSUE_4.DOC.1–221/0

Publications Code BA035187 April 2013 For more information on Edexcel and BTEC qualifications please visit our website: www.edexcel.com Pearson Education Limited. Registered in England and Wales No. 872828 Registered Office: Edinburgh Gate, Harlow, Essex CM20 2JE. VAT Reg No GB 278 537121


Documents

Edexcel Level 2 Diploma in Craft Cuisine (QCF)€¦ · Key Features of the Edexcel level 2 Diploma in Craft Cuisine (QCF) 2 ... Unit 3: Maintain Food Safety When Storing, Preparing