New Cbc Bpp

TESDA-OP CO-01-F11 (Rev.No.00-03/08/17) COMPETENCY-BASED CURRICULUM A. Course Design Course Title: BREAD AND PASTRY PRODUCTION NC II Nominal Duration: 141 hours Qualification Level: II Course Description: This course designed to enhance the knowledge, skills and attitude in baking and pastry production; to prepare and present gateaux, tortes and cakes; to prepare and serve other types of desserts; and to prepare and display petits fours in accordance with industry standards. It covers the basic, common and core competencies. ENTRY REQUIREMENTS : Trainees or students wishing to gain entry into this course should possess the following requirements:     

Can communicate in basic English either oral and written; Physically and mentally fit; With pleasing personality; With good moral character; and Can perform basic mathematical computation Course Structure

Unit of Competency 1. Partici pate in workplace communicatio n 2.

Work in a team environment

Module Title Participating in Workplace Communicati on

Working in a Team Environment

Basic Competencies No. of Hours: (18) Learning Outcomes Upon completion of the module the students/trainees will be able to: LO1. Obtain and convey workplace information. LO2. Complete relevant work related documents LO3. Participate in workplace meeting and discussion.. Upon completion of the module the students/trainees will be able to: LO1. Describe and Identify team role and responsibility in a team. LO2. Describe work as a team member.

Nominal Duration 4 hours

4 hours

3.

Practic e career professionalis m

4.

Practic e occupational health and safety

Practicing Career Professionali sm

Upon completion of the module the students/trainees will be able to: LO1. Integrate personal objectives with organizational goals. LO2. Set and meet work priorities. LO3. Maintain professional growth and development Practicing Upon completion of the module the Occupational students/trainees will be able to: Health and LO1. Evaluate hazards and risks. Safety LO2. Control hazards and risks. Procedures LO3. Maintain occupational health and safety awareness.

Common Competencies No. of Hours: (18) Module Title Learning Outcomes

5 hours

5hours

Unit of Competenc y 1. Develop and update industry knowledge

Nominal Duration

Developing and update industry knowledge

Upon completion of the module the students/trainees will be able to: LO1. Identify and access key resources of information on the industry LO2. Access apply and share industry information LO3. Update continuously relevant industry knowledge

2 hours

2. Observe workplace hygiene procedures

Observing workplace hygiene procedures

Upon completion of the module the students/trainees will be able to: LO1. Practice personal grooming and hygiene LO2. Practice safe and hygienic handling, storage and disposal of food, beverage and materials

4 hours

3. Perform computer operations

Performing computer o perations

Upon completion of the module the students/trainees will be able to: LO1. Identify and explain the functions, general features and capabilities of both hardware and software undertaken LO2. Prepare and use appropriate hardware and software according to task requirement LO3. Use appropriate devices and procedures to transfer files/data LO4. Produce accurate and complete data according to the requirements LO5. Maintain computer system

4 hours

4. Perform workplace and safety practices

Performing workplace and safety practices

Upon completion of the module the students/trainees will be able to: LO1. Practice workplace safety, security and hygiene systems, processes and operation LO2. Respond appropriately to faults, problems and emergency situations LO3. Maintain safe personal presentation standards

4 hours

5. Provide effective customer service

Providing effective customer service

Upon completion of the module the students/trainees will be able to: LO1. Apply effective verbal and non-verbal communication skills to respond to customer needs LO2. Provide prompt and quality service to customer LO3. Handle queries promptly and correctly in line with enterprise procedures LO4. Handle customer complaints, evaluation and recommendations

4 hours

Unit of Competency 1. P repare and produce bakery products 2. P repare and produce pastry products 3. P repare and present gateaux, tortes and cakes 4. P repare and serve other types of desserts 5. P repare and display petits fours

Module Title

Core Competencies No. of Hours :( 105) Learning Outcomes

Nominal Duration 25 hours

Preparing and producing bakery products

LO1. Prepare bakery products LO2. Decorate and present bakery products LO3. Store bakery products

Preparing and producing pastry products

LO1. Prepare pastry products LO2. Decorate and present pastry products LO3. Store pastry products

25 hours

Preparing and presenting gateaux, tortes and cakes

LO1. LO2. LO3. LO4. LO5.

25 hours

Preparing and serving other types of desserts

LO1. Prepare other types of desserts LO2. Plan, prepare and conduct a dessert trolley presentation LO3. Store and package desserts

10 hours

Preparing and displaying petits four

5.1.1 5.1.2 5.1.3 5.1.4 5.1.5 5.1.6

20 hours

Prepare sponge and cakes Prepare and use fillings Decorate cakes Present cakes Store cakes

Prepare iced petits fours Prepare fresh petits fours Prepare marzipan petits fours Prepare caramelized petits fours Display petits fours Store petits fours

Elective Competencies (if any) No. of Hours: (_____) Unit of Competency Module Title Learning Outcomes

Nominal Duration

Assessment Methods: Written Exam, Practical Exam, Direct observation, Portfolio, Demonstration, Interview Course Delivery:

E-Learning/Blended Learning Program and Distance learning

Resources: Recommended list of tools, equipment and materials for the training of 25 trainees for Bread and Pastry Production NC ll. TOOLS QTY

OFFICE EQUIPMENT QTY

MATERIALS QTY MEAT

1uni Electric fan t

Beef

3 unit

First aid cabinet

Pork

1 unit

Filing cabinet 3 Layers compartmen

Lamb/mutton

1 unit

TV

Veal

2 unit

Video player

POULTRY

1 unit

Fire extinguisher

Chicken

1 unit

Emergency light

Duck

directional signage/s for each rooms

Turkey

1 unit

air condition

Pigeon, etc.

1 unit

telephones

SEAFOOD

computers with internet connection

Fish

Fax machine

Shellfish

1 pc

3 unit 1 unit 2 unit

LCD LABORATORY EQUIPMENTS

1 unit

Air conditioner

Crustacean PERISHABLES Vegetables

2 unit

Fire extinguisher

1 unit

Emergency light

1 unit

Combination of broiler and griddle small

Fruits Dairy products

Processed food

3 unit

Exhaust hood

DRY GOODS (GROCERIES)

1 unit

Dish washing machine (optional

Sauces

1 unit

Blender machine

1 unit 8 unit 1 unit 1 unit 8 unit 1 unit 2 unit 2 unit 1 unit 1 unit 8 unit 2 unit 1

Pressure cooker medium Salamander, griller Braising pan medium Meat slicer - small Meat chopper machine Preparation table with sink & shelves (approx. 45x28’’) Bain Marie – table w/4 compartments Working s/s table (fabricated) Condiment cabinet Washing sink tables w/3 compartments Soak sink, optional Utility shelving Stainless steel rack (5 shelves Utility cart

Spices and herbs Seasoning Canned fruits Canned vegetables Noodles Pasts Rice Flour Sugar Beans FACILITIES Workshop Laboratory Audio-visual room

unit 4 pcs

Floor mops

Lecture room

2 unit

Mop Squeezer

Storage/stock room

4 pcs

Broom (tambo)

Research room/Library

4 pcs

Dust pan

REFERENCES

Garbage bin (4 gals.)

Books

Liquid soap dispenser

Manuals

Paper towel dispenser

Charts

4 unit 8 pcs

4 pcs 1 unit

Reach-in freezer

2 unit

Reach-in refrigerator

4 unit 1 unit

4 burner gas range w/ oven Stock pan burner

CD’s Video tapes Pictures Magazines MISCELLANEOUS Charcoal Toothpicks Aluminum foil Wax paper Cling wrap Tissue paper Paper towel Liquid soap

Facilities:

_____________________________________________ _____________________________________________ _____________________________________________

Qualification of Instructors/Trainers:  Must be a holder of NC III or its equivalent  Must have undergone training on Training Methodology II (TM II)  Must be physically and mentally fit  *Must have at least 3-5 years job/industry experience on  Supervisory/managerial level *Optional. Only when required by the hiring institution. Reference: TESDA Board Resolution No. 2004 03

B. Modules of Instruction Basic Competencies : COOKERY NC II Unit of Competency : PARTICIPATE IN WORKPLACE COMMUNICATION MODULES TITLE: PARTICIPATING IN WORKPLACE COMMUNICATION Module Descriptor: This unit covers the knowledge, skills and attitudes required to gather, interpret and convey information in response to workplace requirements.

Nominal Duration: Prerequisite :

6 hours Receive and Respond to Workplace Communication. (NCI)

Summary of Learning Outcomes: LO1. Obtain and convey workplace information. LO2. Participate in workplace meeting and discussion. LO3. Complete relevant work related documents. Details of Learning Outcomes: LO1 . Obtain and convey workplace information. Assessment Criteria

Contents

Conditions

Methodologie s

Specific relevant information is accessed from appropriate sources

Effective communication

The students/trai nees must be provided with the following:

Group discussion through blended learning

Effective questioning, active listening and speaking skills are used to gather and convey information

Different modes of communication

EQUIPMEN T

Interaction through blended learning

Appropriate medium is used to transfer information and ideas

Written communication

LCD Projector (optional) Overhead Projector (optional) Computer Printer

Appropriate non- Organizational verbal policies communication with susperiors and colleagues are identified and followed. Appropriate lines of communication

Communicatio n procedures and systems

SUPPLIES & MATERIAL S Suppliers Pen Paper

Sample Storage: Manual

Assessme nt Methods Direct observation through blended learning Oral interview and written test through blended learning

with supervisors and colleagues are identified and followed Defined workplace procedures for the location and storage of information are used

filing system Computerbased filing system Technology relevant to the enterprise and the individual’s work responsibilities Follow simple spoken language

Personal interaction is carried out clearly and concisely.

Perform routine workplace duties following simple written notices Participate in workplace meetings and discussions Complete work related documents Ability to relate to people of social range in the workplace Gather and provide information in response to workplace requirements

Personnel forms, telephone message forms, safety reports Telephone Electronic and two way radio

LO2 . Participate in workplace meeting and discussion. Assessment Criteria

Contents

Conditions

Team meetings are attended on time

Effective communic ation

Own opinions nare clearly expressed and those of others are listened to without interruption

Different modes of communic ation

The students/trai nees must be provided with the following:

Group discussions through blended learning

EQUIPMEN T

Interaction through blended learning

Meeting inputs are consistent with the meeting purpose and established protocols

Written communic ation

Workplace interactions are conducted in a courteous manner appropriate to cultural background and authority in the enterprise procedures

Organizati onal policies

Questions about simple routine workplace procedures and matters

Communic ation procedures LEARNING and MATERIALS systems

LCD Projector (optional) Overhead Projector (optional) Computer Printer SUPPLIES & MATERIALS Pen Paper

Methodologie s

Assessmen t Methods Direct observation through blended learning Oral interview and written test through blended learning

concserning conditions of employment are asked and responded Meeting outcomes are interpreted and implemented

Books relating to conducting meetings Technolog y relevant to the enterprise and the individual’s work responsibili ties Follow simple spoken language Ability to relate to people of social range in the workplace Gather and provide information in response to workplace requiremen ts

LO3 . Complete relevant work related documents. Assessment Criteria Ranges of forms relating to conditions of employment are completed accurately and legibly Workplace data is recorded on standard workplace forms and documents Basic mathematical processes are used for routine calculations Errors in recording information on forms and documents are identified and rectified. Reporting requirements to superior are completed according to enterprise guidelines.

Contents

Conditions

Effective communic ation

The students/trai nees must be provided with the following:

Different modes of communic ation

Written communic ation

Organizati onal policies

EQUIPMEN T LCD Projector (optional) Overhead Projector (optional) Computer Printer SUPPLIES & MATERIALS Suppliers Memorandu m Circular Notice Information discussion

Communic ation procedures and Sample systems Storage:

Methodologie s Group discussions through blended learning

Assessment Methods Direct observation through blended learning

Interaction through blended learning

Oral interview and written test through blended learning

Manual filing system

Technolog y relevant to the enterprise and the individual’s work responsibili ties Follow simple spoken language Ability to relate to people of social range in the workplace Gather and provide information in response to workplace requiremen ts

Computerbased filing system Personnel forms, telephone message forms, safety reports Telephone Electronic and two way radio

Modules of Instruction

Basic Competencies : COOKERY NC II Unit of Competency : MODULES TITLE: Module Descriptor:

WORK IN A TEAM ENVIRONMENT WORKING IN A TEAM ENVIRONMENT This module covers the skills, knowledge and attitudes to identify role and responsibility as a member of a team.

Nominal Duration:

3 hours

Prerequisite

Teamwork (NCI)

:

Summary of Learning Outcomes: LO1. Describe team role and scope LO2. Identify own role and responsibility within team LO3. Work as a team member

Details of Learning Outcomes: LO1 . Describe and identity team role . Assessment Criteria

Contents

Conditions

The role and objective of the team is identified from available sources of information

Communic ation process

The students/trai nees must be provided with the following:

Team parameters, reporting relationships and responsibilities are identified from team discussions and appropriate external sources

Team structure

LCD Projector (optional) Team roles Overhead Projector (optional) Group Computer planning Printer and decision SUPPLIES & making MATERIALS Communic ate appropriate ly, consistent with the culture of

Pen Paper

Methodologie s Group discussions through blended learning

Interaction through blended learning

Assessmen t Methods Competency may be assessed in workplace or in a simulated workplace setting through blended learning Assessment shall be observed while task are being undertaken whether individually or in group through blended learning

the workplace

LO2 . Identify own role and responsibility within team. Assessment Criteria

Contents

Conditions

Individual role and responsibilities within the team environment are identified.

Communic ation process

The students/trai nees must be provided with the following:

Group discussions through blended learning

Roles and responsibility of other team members are identified and recognized.

Team structure LCD Projector (optional) Overhead Projector (optional) Computer Printer

Interaction through blended learning

Reporting relationships within team and external to team are identified.

Methodologie s

Assessmen t Methods Competency may be assessed in workplace or in a simulated workplace setting through blended learning

Team roles Group planning and decision making Communic ate appropriate ly, consistent with the culture of the workplace

SUPPLIES & MATERIALS Pen Paper

Assessment shall be observed while task are being undertaken whether individually or in group through blended learning

LO3. Work as a team member . Assessment Criteria

Contents

Conditions

Effective and appropriate forms of communications used and interactions undertaken with team members who contribute to known team activities and objectives

Communic ation process

The students/trai nees must be provided with the following:

Group discussions through blended learning

Effective and appropriate contributions made to complement team activities and objectives, based on individual skills and competencies and workplace context

Group planning and decision making

LCD Projector (optional) Overhead Projector (optional) Computer Printer

Interaction through blended learning

Observed protocols in reporting using standard

Methodologie s

Team structure

Assessmen t Methods Competency may be assessed in workplace or in a simulated workplace setting through blended learning

Team roles

Communic ate appropriate ly, consistent with the culture of the workplace

SUPPLIES & MATERIALS Pen Paper

Assessment shall be observed while task are being undertaken whether individually or in group through blended learning

operating procedures Contribute to the development of team work plans based on an understanding of team’s role and objectives and individual competencies of the members.

Modules of Instruction

Basic Competencies : COOKERY NC II Unit of Competency : MODULES TITLE: Module Descriptor:

PRACTICE CAREER PROFESSIONALISM PRACTICING CAREER PROFESSIONALISM This unit covers the knowledge, skills and attitudes in promoting career growth and advancement.

Nominal Duration:

3 hours

Summary of Learning Outcomes: LO1. Integrate personal objectives with organizational goals LO2. Set and meet work priorities LO3. Maintain professional growth and development

Details of Learning Outcomes: LO1 . Integrate personal objectives with organizational goals Assessment Criteria

Contents

Conditions

Personal growth and work plans towards improving the qualifications set for professionalism are evident

Work values and ethics (Code of Conduct, Code of Ethics, etc.)

The students/trai nees must be provided with the following:

Intra and interpersonal relationship in the course of managing oneself based on performance evaluation

Company policies

LCD Projector (optional)

Commitment to the organizationa and its goal is demonstrated in the performance of duties

Company operations, procedures and standards

Overhead Projector (optional) Computer Printer LEARNING MATERIALS

Fundament al rights at Company

Methodologie s Group discussions through blended learning

Interaction through blended learning

Assessmen t Methods Competency may be assessed in workplace or in a simulated workplace setting through blended learning Assessment shall be observed while task are being undertaken whether individually or in group through blended learning

work including gender sensitivity

policies

Personal hygiene practices

Company operations, procedures and standards

LO2 . Set and meet work priorities Assessment Criteria

Contents

Conditions

Competing demands to achive personal, team and organizational goals and objectives are prioritized

Work values and ethics (Code of Conduct, Code of Ethics, etc.)

The students’trai nees must be provided with the following:

Resources are utilized efficiently and effectively to manage work priorities and commitments

Company policies

EQUIPMEN T

Practices and economic use and maintenance of equipment and facilities are followed as per established

Fundament al rights at work including gender sensitivity

LCD Projector Company (optional) operations, Overhead procedures Projector and (optional) standards Computer Printer

LEARNING MATERIALS Company policies

Methodologie s Group discussions through blended learning

Interaction through blended learning

Assessmen t Methods Competency may be assessed in workplace or in a simulated workplace setting through blended learning Assessment shall be observed while task are being undertaken whether individually or in group through blended learning

procedures Personal hygiene practices

Company operations, procedures and standards

LO3 . Maintain professional growth and development Assessment Criteria Trainings and career opportunities are identified and availed of based on job requirements

Contents

Conditions

Work values and ethics (Code of Conduct, Code of Ethics, etc.)

The students/trai nees must be provided with the following:

Recognitions are sought/received and demonstrated as proof of career advancement

Company policies

EQUIPMEN T

Licenses and/or certifications relevant to job and career are obtained and renewed

Company operations, procedures and standards

LCD Projector (optional) Overhead Projector (optional) Computer Printer Fundament al rights at

Methodologie s Group discussions through blended learning

Assessment Methods Competency may be assessed in workplace or in a simulated workplace setting through blended learning

Interaction through blended learning

Assessment shall be observed while task are being undertaken whether individually or in group through blended learning

work including gender sensitivity

LEARNING MATERIALS Company policies

Personal hygiene practices

Company operations, procedures and standards

Modules of Instruction

Basic Competencies : COOKERY NC II Unit of Competency :

PRACTICE OCCUPATIONAL HEALTH AND SAFETY PROCEDURES

MODULES TITLE:

PRACTICING OCCUPATIONAL HEALTH AND SAFETY PROCEDURES

Module Descriptor: This unit covers the knowledge, skills and attitudes required to

comply

with

the

regulatory

and

organizational

requirements for occupational health and safety. Nominal Duration:

6 hours

Summary of Learning Outcomes:

LO1. Identify hazards and risks LO2. Evaluate hazards and risks LO3. Control hazards and risks LO4. Maintain occupational health and safety awarenes

Details of Learning Outcomes: LO1 . Identify hazards and risks Assessment Criteria

Contents

Conditions

Safety regulations and workplace safety and hazard control practices and procedures are clarified and explained based on organization procedures

OHS procedures and practices and regulations

The students/trai nees must be provided with the following:

Lecture through blended learning

EQUIPMEN T

Hazards/risks in the workplace and their corresponding indicators are identified to minimize or eliminate risk to co-workers, workplace and

PPE types and uses

Demonstration through blended learning

Interview through blended learning

Role-play through blended learning

Case study/situatio n through blended learning

Personal hygiene practices

LCD Projector (optional) Overhead Projector (optional)

Hazards/ris ks Computer identificatio

Methodologie s

Simulation

Assessmen t Methods Portfolio assessment

environment in accordance with organization procedures Contingency measures during workplace accidents, fire and other emergencies are recognized and established in accordance with organization procedures

n and control Threshold Limit Value -TLV

Printer

through blended TOOLS AND learning ACCESSOR IES

Mask OHS Gloves indicators Goggles Hair Organizati Net/cap/bon on safety net and health Face protocol mask/shield Ear muffs Safety Apron/Gown/ consciousn coverall/jum ess p suit Anti-static Health suits consciousn ess Practice of personal hygiene LEARNING Hazards/ris MATERIALS ks identificatio Books n and relating to: control •Clean Air skills Act •Building Interperson code al skills •National Electrical Communic and Fire ation skills Safety Codes •Waste management statutes and rules •Philippine Occupational Safety and Health Standards •DOLE regulations

on safety legal requirements •ECC regulations •Standard operating procedures of property •Risk management manual

LO2 . Evaluate Hazards and Risks Assessment Criteria

Contents

Conditions

Terms of maiximum tolerable limits are identified based on threshold limit values(TLV)

OHS procedures and practices and regulations

The students/trai nees must be provided with the following:

Lecture through blended learning

Effects of hazards are determined

PPE types and uses

EQUIPMEN T

Personal hygiene practices

LCD Projector (optional)

Demonstration through blended learning

Interview through blended learning

Role-play through blended learning

Case study/situatio n through blended

Hazards/ris Overhead ks Projector identificatio (optional)

Methodologie s

Assessmen t Methods Portfolio assessment

OHS issues and concerns are identified in accordance with workplace requirements and relevant workplace OHS legislation

n and control

Computer Printer

Threshold Limit Value -TLV

Simulation TOOLS AND through ACCESSOR blended IES learning

OHS indicators

Mask Gloves Organizati Goggles on safety Hair and health Net/cap/bon protocol net Face Safety mask/shield consciousn •Ear muffs ess •Apron/Gow n/coverall/ju Health mp suit consciousn •Anti-static ess suits Practice of personal hygiene Hazards/ris ks identificatio n and control skills

LEARNING MATERIALS

Books relating to: •Clean Air Interperson Act al skills •Building code Communic •National ation skills Electrical and Fire Safety Codes •Waste management statutes and rules •Philippine Occupational Safety and Health Standards

learning

•DOLE regulations on safety legal requirements •ECC regulations •Standard operating procedures of property •Risk management manual

LO3 . Control Hazards and Risks Assessment Criteria Occupational Health and Safety (OHS) procedures for controlling hazards/risks in workplace are consistently followed Procedures for dealing with workplace accidents, fire and emergencies are followed in accordance with organization OHS policies

Contents

Conditions

OHS procedures and practices and regulations

The students/trai nees must be provided with the following:

PPE types and uses Personal hygiene practices

EQUIPMEN T LCD Projector (optional) Overhead Projector (optional)

Methodologie s Lecture through blended learning

Assessment Methods Portfolio assessment

Demonstration through blended learning

Interview through blended learning

Role-play through blended learning

Case study/situatio n through blended

Personal protective equipment (PPE) is correctly used in accordance with organization OHS procedures and practices Appropriate assistance is provided in the event of a workplace emergency in accordance with established organization protocol

Computer Hazards/ris Printer ks identificatio n and TOOLS AND control ACCESSOR IES

Threshold Limit Value -TLV OHS indicators Organizati on safety and health protocol Safety consciousn ess

Mask Gloves Goggles Hair Net/cap/bon net Face mask/shield •Ear muffs •Apron/Gow n/coverall/ju mp suit •Anti-static suits

Health consciousn ess LEARNING MATERIALS Practice of personal Books hygiene relating to: •Clean Air Hazards/ris Act ks •Building identificatio code n and •National control Electrical skills and Fire Safety Interperson Codes al skills •Waste management Communic statutes and ation skills rules •Philippine Occupational Safety and Health Standards

learning Simulation through blended learning

•DOLE regulations on safety legal requirements •ECC regulations •Standard operating procedures of property •Risk management manual

LO4 . Maintain Occupational Health and Safety awareness Assessment Criteria Emergencyrelated drills and trainings are participated in as per established organization guidelines and procedures OHS personal records are completed and updated in accordance with workplace requirements

Contents

Conditions

OHS procedures and practices and regulations

The students/trai nees must be provided with the following:

PPE types and uses Personal hygiene practices

EQUIPMEN T LCD Projector (optional) Overhead Projector

Methodologie s Lecture through blended learning

Assessment Methods Portfolio assessment

Demonstration through blended learning

Interview through blended learning

Role-play through blended

Case study/situatio n through

(optional) Computer Hazards/ris Printer ks identificatio n and TOOLS AND control ACCESSOR IES

Threshold Limit Value -TLV OHS indicators Organizati on safety and health protocol Safety consciousn ess

Mask Gloves Goggles Hair Net/cap/bon net Face mask/shield •Ear muffs •Apron/Gow n/coverall/ju mp suit •Anti-static suits

Health consciousn ess LEARNING MATERIALS Practice of personal Books hygiene relating to: •Clean Air Hazards/ris Act ks •Building identificatio code n and •National control Electrical skills and Fire Safety Interperson Codes al skills •Waste management Communic statutes and ation skills rules •Philippine Occupational Safety and Health

learning

Simulation through blended learning

blended learning

Standards •DOLE regulations on safety legal requirements •ECC regulations •Standard operating procedures of property •Risk management manual

Modules of Instruction Common Competencies :COOKERY NC II Unit of Competency : MODULES TITLE:

DEVELOP AND UPDATE INDUSTRY KNOWLEDGE DEVELOPING AND UPDATING INDUSTRY KNOWLEDGE

Module Descriptor:

This module covers the knowledge, skills and attitudes required

to

access,

increase

and

update

industry

knowledge Nominal Duration:

2 hours

Summary of Learning Outcomes: LO1. Identify and access key resources of information on the industry LO2. Access, apply and share industry information LO3. Update continuously relevant industry knowledge

Details of Learning Outcomes: LO1 . Identify and access key resources of information on the industry Assessment Criteria Sources of information on the industry are correctly identified and

Contents

Conditions

Time Students/trai manageme ness must nt be provided with following:

Methodologie s Lecture through blended learning

Assessmen t Methods Interview/qu estions through blended learning

accessed. Specific information on sector of work is accessed and updated.

Ready skills needed to access industry information Basic competenc y skills needed to access the internet Overview of quality assurance in the industry Role of individual staff members Industry information sources

-

EQUIPMEN T •LCD Projector (optional) •Overhead Projector (optional) •Computer •Printer

Group discussion through blended learning

Practical demonstratio n through blended learning

LEARNING MATERIALS •media •reference books •libraries •unions •industry associations •industry journals •internet •personal observation and experience

Individual/grou p assignment through blended learning

Portfolio of industry information related to trainee’s work

LO2 . Access, apply and share industry information Assessment Criteria Sources of information on the industry are accessed and

Contents

Conditions

Methodologie s

Trade unions environme ntal issues

Students/trai ness must be provided with the

Self paced/modular

Assessmen t Methods Written/oral examination through blended

applied

and following: requiremen ts

Industry information is correctly applied to day-to-day activity

Industrial relations issues and major organizatio n

Industry journals/man uals

Information to assist effective work performance is obtained

Career opportuniti es

Personal computer

Work ethic required to work in the industry

Reference book

learning

Demonstration through blended learning

Internet

Quality assurance

Practical demonstratio n through blended learning

Small group discussion through blended learning

Distance education

LO3 . Update continuously relevant industry knowledge Assessment Criteria Informal and/or formal research is used to update general

Contents

Conditions

Time Students/trai manageme nees must nt be provided with the

Methodologie s Self paced/modular

Assessment Methods Written/oral examination through blended

knowledge of the industry. Updated knowledge is shared with customers and colleagues as appropriate and incorporated into day-to-day working activities.

following: Ready skills needed to access industry information

Basic competenc y skills needed to access the internet Overview of quality assurance in the industry Role of individual staff members Industry information sources

Modules of Instruction

EQUIPMEN T •LCD Projector (optional) •Overhead Projector (optional) •Computer •Printer LEARNING MATERIALS •media •reference books libraries •unions •industry associations •industry journals •internet •personal observation and experience

learning Demonstration through blended learning

Small group discussion through blended learning

Distance education

Practical demonstratio n through blended learning

Common Competencies :COOKERY NC II Unit of Competency :

OBSERVE WORKPLACE HYGIENE PROCEDURES

MODULES TITLE:

OBSERVING WORKPLACE HYGIENE PROCEDURES

Module Descriptor:

This module covers the knowledge, skills and attitudes in observing workplace hygiene procedures. It includes following

hygiene

procedures

and

identifying

and

preventing hygiene risks. Nominal Duration:

2 hours

Summary of Learning Outcomes: LO1. Practice personal grooming and hygiene LO2. Practice safe and hygienic handling, storage and disposal of food, beverage, and materials

Details of Learning Outcomes: LO1 . Practice personal grooming and hygiene Assessment Criteria

Contents

Conditions

Methodologie s

Assessmen t Methods

Workplace hygiene procedures are implemented in line with enterprise and legal requirements

Typical hygiene and control procedures in the hospitality and tourism industries

Students/trai nees must be provided with the following:

Self paced/modular

Written/oral examination through blended learning

EQUIPMEN T

Personal grooming and hygiene are practice regularly

Overview of legislation and regulation in relation to food handling, personal and general hygiene

•LCD Projector (optional) •Overhead Projector (optional) •Computer •Printer

Demonstration through blended learning

Practical demonstratio n through blended learning

Knowledge on factors which contribute to workplace hygiene problems General hazards in handling of food, linen and laundry and garbage, including major causes of contaminat ion and crossinfection Sources of and

Small group discussion TOOLS AND through ACCESSOR blended IES learning •Mask •Gloves •Goggles •Hair Net/cap/bon net •Face mask/shield •Ear muffs •Apron/Gow n/ coverall/jum p suit •Anti-static suits LEARNING MATERIALS Books relating to: •Clean Air Act •Building code •National

Distance education

reasons for Electrical food and Fire poisoning Safety Codes Ability to •Waste follow management correct statutes and procedures rules and •Philippine instructions Occupational Ability to Safety and handle Health operating Standards tools/ •DOLE equipment regulations on safety Application legal to hygiene requirements principles •ECC regulations •Standard operating procedures of property •Risk management manual

LO2 . Practice safe and hygienic handling, storage and disposal of food, beverage, and materials

Assessment Criteria

Contents

Conditions

Methodologie s

Potential hygiene risks are identified in line with enterprise procedures

Typical hygiene and control procedures in the hospitality and tourism industries

Students/trai nees must be provided with the following:

Self paced/modular

EQUIPMEN T

Action to minimize and remove risks are taken within scope of individual responsibility of enterprise/legal requirements

Overview of legislation and regulation in relation to food handling, personal and general hygiene

•LCD Projector (optional) •Overhead Projector (optional) •Computer •Printer

Demonstration through blended learning

Hygiene risks beyond the control of individual staff members are reported to the appropriate person for follow up

Knowledge on factors which contribute to workplace hygiene problems

Proper handling , storage and disposal of food, beverage and materials are followed

General hazards in handling of food, linen and laundry and garbage, including major causes of contaminat ion and cross-

Proper disposal of waste are hygienically

Small group discussion TOOLS AND through ACCESSOR blended IES learning •Mask •Gloves •Goggles •Hair Net/cap/bon net •Face mask/shield •Ear muffs •Apron/Gow n/ coverall/jum p suit •Anti-static suits LEARNING MATERIALS Books relating to: •Clean Air Act

Distance education

Assessmen t Methods Written/oral examination through blended learning Practical demonstratio n through blended learning

practice regularly Proper cleaning procedures

infection

Sources of and reasons for food poisoning Ability to follow correct procedures and instructions Ability to handle operating tools/ equipment Application to hygiene principles Proper cleaning procedures

•Building code •National Electrical and Fire Safety Codes •Waste management statutes and rules •Philippine Occupational Safety and Health Standards •DOLE regulations on safety legal requirements •ECC regulations •Standard operating procedures of property •Risk management manual

Modules of Instruction

Common Competencies :COOKERY NC II Unit of Competency :

PERFORM COMPUTER OPERATIONS

MODULES TITLE:

PERFORMING COMPUTER OPERATIONS

Module Descriptor:

This module covers the knowledge, skills and attitudes needed to perform computer operations which include inputting, accessing, producing and transferring data using appropriate hardware and software.

Nominal Duration:

6 hours

Summary of Learning Outcomes: LO1. Identify and explain the functions, general features and capabilities of both hardware and software LO2. Prepare and use appropriate hardware and software according to task requirement LO3. Use appropriate devices and procedures to transfer files/data LO4. Produce accurate and complete data according to the requirements LO5. Maintain computer system

Details of Learning Outcomes: LO1 . Identify and explain the functions, general features and capabilities of both hardware and software Assessment Criteria

Contents

Conditions

General features of the computer are explained according to sequence of operation.

Basic ergonomic s of keyboard and computer use

Students/trai nees must be provided with the following:

Functions of computer hardware and software are identified and explained.

Main types of computers and basic features of different operating systems

Types of peripheral devices are identified.

Main parts of a computer Storage devices and basic categories of memory Relevant types of software Peripheral devices OH & S principles and responsibili ties Reading skills required to interpret work instruction

Connections between computer and peripheral devices are explained.

Methodologie s Lecture through blended learning

Assessmen t Methods Observation through blended learning

EQUIPMEN T •LCD Projector (optional) •Overhead Projector (optional) •Computer •Printer

Group discussion through blended learning

Questioning through blended learning

LEARNING MATERIALS Books relating to: Computer books and CDs

Tutorial through blended learning or self-pace

Practical demonstratio n through blended learning

Communic ation skills LO2 . Prepare and use appropriate hardware and software according to task requirement Assessment Criteria Requirements of task are determined. Prepared and used hardware components correctly and according to task requirement. Task is planned to ensure OH & S guidelines and procedures are followed.

Contents Basic ergonomics of keyboard and computer use Standard operating procedures in entering and saving data into the computer Main parts of a computer Storage devices and basic categories of memory

Conditions Students/tra inees must be provided with the following:

General security Viruses OH & S principles and responsibilities Reading skills required to interpret work instruction •Communication skills

Lecture through blended learning

Assessmen t Methods Observation through blended learning

EQUIPMEN T LCD Projector (optional)

Group discussion through blended learning

Questioning through blended learning

Tutorial through blended learning or selfpace

Practical demonstrati on through blended learning

Overhead Projector (optional) Computer Printer

Relevant types of software

Methodol ogies

LEARNING MATERIAL S Books relating to: Computer books and CDs

LO3 . Use appropriate devices and procedures to transfer files/data Assessment Criteria Correct program/applicati on is selected based on job requirements. Program/applicat ion containing the information required is accessed according to company procedures.

Desktop icons are correctly selected, opened and closed for navigation purposes. Keyboard techniques are carried out in line with OH & S requirements for safe use of keyboards.

Contents

Conditions

Procedure s/techniqu es in accessing Information

Students/trai nees must be provided with the following:

Desktop Icons

EQUIPMEN T

Methodologie s Lecture through blended learning

Group discussion  LCD Projector through (optional) blended  Overhead learning Projector (optional)  Computer Printer Keyboard Tutorial techniques LEARNING through based on MATERIALS blended OHS learning requiremen Books or self-pace ts relating to: Computer books and CDs

Assessment Methods Observation through blended learning

Questioning through blended learning

Practical demonstratio n through blended learning

LO4 . Produce accurate and complete data according to the requirements

LO5 . Maintain computer system Assessment Criteria Systems for cleaning, minor maintenance and replacement of consumables are implemented.

Contents

Conditions

Cleaning, minor maintenan ce and replaceme nts of consumabl es

Students/trai nees must be provided with the following:

Procedures for ensuring security of data, including regular back-ups and virus checks are implemented in accordance with standard operating procedures.

Creating more space in hard disk

•LCD Projector (optional) •Overhead Projector (optional) •Computer •Printer

Basic file maintenance procedures are implemented in line with the standard operating procedures.

Checking hard disk for errors

Reviewing programs Deleting unwanted files

Viruses and up-todate antivirus programs

Methodologie s Lecture through blended learning

Assessment Methods Observation through blended learning

Group discussion through blended learning

Questioning through blended learning

EQUIPMEN T

Tutorial TOOLS AND through ACCESSOR blended IES learning or self-pace •Set of screw driver SUPPLIES & MATERIALS •office supplies •diskettes •CDs •Zip disks LEARNING MATERIALS

Practical demonstratio n through blended learning

•Computer books and CDs •Learning materials/act ivity sheets •Manufactur er’s manual

Modules of Instruction

Common Competencies :COOKERY NC II Unit of Competency : MODULES TITLE: Module Descriptor:

PERFORM WORKPLACE SAFETY PRACTICES PERFORMING WORKPLACE SAFETY PRACTICES This module covers the knowledge, skills and attitudes in following health, safety and security practices. It includes dealing with emergency situations and maintaining safe personal standard.

Nominal Duration:

2 hours

Summary of Learning Outcomes: LO1. Practice workplace safety, security and hygiene systems, processes and operation LO2.

Responds appropriately to faults, problems and emergency situations

LO3.

Maintain safe personal presentation standards

Details of Learning Outcomes: LO1 . Practice workplace safety, security and hygiene systems, processes and operation Assessment Criteria Correct healthy, safety and security procedures are complied in line with the legislation and regulation Correct health, safety and security procedures are followed. Breaches of health, safety and security procedures are identified.

Contents

Conditions

Methodologie s

Health, safety and security procedures

Students/trai nees must be provided with the following:

Self paced/modular

•Manuals •Handbook safety and Breaches security procedures •Report (sample)

Demonstration through blended learning

Small group discussion through blended learning Distance education

Assessmen t Methods •Written/oral examination through blended learning

•Practical demonstratio n through blended learning

LO2 . Respond appropriately to faults, problems and emergency situations in line with enterprise guidelines Assessment Criteria Emergency and potential emergency are recognized and appropriate action are taken Emergency procedures are followed in line with enterprise procedures and guidelines Assistance is sought from colleagues to resolve or respond to emergency situation

Contents

Conditions

Methodologie s

Emergency procedure -Personal injuries -Fire Electrocuti on -Natural calamity -Criminal acts

Students/trai nees must be provided with the following:

Self paced/modular

Emergency procedure manuals

Demonstration through blended learning

•Safe personal presentatio n standard

Report

Handbook safety and security

Small group discussion through blended learning Distance education

Emergency drills – instruction/g uidelines

Assessmen t Methods •Written/oral examination through blended learning

•Practical demonstratio n through blended learning

•Observation through blended learning

LO3 . Maintain safe personal presentation standards Assessment Criteria Safe personal standards are identified and followed in line with enterprise requirements

Contents

Conditions

Proper use of personal protective equipment

Students/trai nees must be provided with the following:

Waste •Modules manageme •Reference nt book •Guidelines Pollution on waste control disposal •Flyers/broc Effect of hures pollution Types of pollutants

Methodologie s Self paced/modular

Demonstration through blended learning Small group discussion through blended learning Distance education

Assessment Methods •Written/oral examination through blended learning

•Practical demonstratio n through blended learning

•Observation through blended learning

Modules of Instruction

Common Competencies :COOKERY NC II Unit of Competency : MODULES TITLE: Module Descriptor:

PROVIDE EFFECTIVE CUSTOMER SERVICE PROVIDING EFFECTIVE CUSTOMER SERVICE This module covers the knowledge, skills and attitude in providing effective customer service. It includes greeting customer, identifying customer needs, delivering service to customer,

handling

queries

through

telephone,

fax

machine, internet and email and handling complaints, evaluation and recommendation. Nominal Duration:

6 hours

Summary of Learning Outcomes: LO1. Apply effective verbal and non-verbal communication skills to respond to customer needs LO2. Provide prompt and quality service to customer LO3. Handle queries promptly and correctly in line with enterprise procedures LO4. Handle customer complaints, evaluation and recommendations

Details of Learning Outcomes: LO1 . Apply effective verbal and non-verbal communication skills to respond to customer needs Assessment Criteria Guests are greeted in line with enterprise procedure Verbal and nonverbal communications are appropriate to the given situation

Contents

Conditions

Communic ation -Interactive communic ation with others Interperson al skills/ social graces with sincerity

Students/trai nees must be provided with the following:

Lecture through blended learning

Equipment

Demonstration through blended learning

Non verbal communication of customer is observed responding to customer

•Safety Practices -Safe work practices -Personal hygiene

Sensitivity to cultural and social differences is demonstrated

•Attitude -Attentive, patient and cordial -Eye-toeye contact -Maintain

•LCD Projector (optional) •Overhead Projector (optional) •Video camera •TV/monitor •VHS/DVD player Tools and Accessories Recorder / microphone Materials

Methodologie s

Role-play through blended learning

Simulation through blended learning

Assessmen t Methods Written/oral examination through blended learning

•Practical demonstratio n through blended learning

teamwork and cooperatio n •Theory Selling/ups elling techniques -Interview techniques -Conflict resolution Communic ation process Communic ation barriers •Effective communic ation skills •Nonverbal communic ation body language •Ability to work calmly and unobtrusiv ely effectively •Ability to handle telephone inquiries and conversati ons •Correct procedure in handling telephone inquiries

•Books and Videos relating to customer service and service philosophy •Books, brochures, manuals

•Proper way of handling complaints

LO2 . Provide prompt and quality service to customer Assessment Criteria

Contents

Conditions

Appropriate interpersonal skills are used to ensure that customer needs are accurately identified

Communicatio n -Interactive communication with others -Interpersonal skills/ social graces with sincerity

Students/tra inees must be provided with the following:

Lecture through blended learning

Customer needs are assessed for urgency so that priority for service delivery can be identified

•Safety Practices -Safe work practices -Personal hygiene

Equipment

Demonstrati on through blended learning

Customers are provided with information

•Attitude -Attentive, patient and cordial -Eye-to-eye contact -Maintain teamwork and cooperation

Appropriate rapport is maintained with customer to enable high quality service delivery Personal limitation in

•Theory -

•LCD Projector (optional) •Overhead Projector (optional) •VHS/DVD player •Video camera •TV/monitor Materials •Books and Videos relating to customer service and

Methodolo gies

Role-play through blended learning

Simulation through blended learning

Assessmen t Methods Written/oral examination through blended learning

•Practical demonstrati on through blended learning

addressing customer needs is identified and where appropriate, assistance is sought from supervisor Opportunities to enhance the quality of service and products are taken wherever possible

Selling/upsellin g techniques -Interview techniques -Conflict resolution Communicatio n process Communicatio n barriers •Effective communication skills •Non-verbal communication - body language •Ability to work calmly and unobtrusively effectively •Ability to handle telephone inquiries and conversations •Correct procedure in handling telephone inquiries •Proper way of handling complaints

service philosophy •Books, brochures, manuals

LO3 . Handle queries promptly and correctly in line with enterprise procedures Assessment Criteria Customer needs are promptly attended to in line with enterprise procedure Applied correct procedure in using telephone, fax and internet Report is accomplished according to company rules and regulations

Contents

Conditions

Uses of telephone, fax, internet and e-mail

Students/trai nees must be provided with the following:

Methodologie s Lecture through blended learning

Assessment Methods Written/oral examination through blended learning

Demonstration through blended learning

•Practical demonstratio n through blended learning

Telephone and electronic mail ethics Equipment Procedure s in handling queries Maintain teamwork and cooperatio n Effective communic ation skills Non-verbal communic ation body language Ability to

•LCD Projector (optional) •Overhead Projector (optional) •VHS/DVD player •Video camera •TV/monitor Materials •Books and Videos relating to customer service and service philosophy

Role-play through blended learning

Simulation through blended learning

work calmly and unobtrusiv ely effectively

•Books, brochures, manuals

Ability to handle telephone inquiries and conversati ons LO4 . Handle customer complaints, evaluation and recommendations Assessment Criteria Guests are greeted with a smile and eye-toeye contact Responsibility for resolving the complaint is taken within limit of responsibility

Nature and details of complaint are established and agreed with the customer Appropriate action is taken to resolve the complaint to the customers satisfaction wherever possible

Contents

Conditions

Communic ation -Interactive communic ation with others Interperson al skills/ social graces with sincerity

Students/trai nees must be provided with the following:

Attitude -Attentive, patient and cordial -Eye-toeye contact -Maintain teamwork and cooperatio n •Interview skills •Ability to work calmly and unobtrusiv ely

Equipment •LCD Projector (optional) •Overhead Projector (optional) •VHS/DVD player •Video camera •TV/monitor Materials •Books and Videos relating to customer service and service philosophy

Methodologie s Lecture through blended learning

Assessment Methods Written/oral examination through blended learning

Demonstration through blended learning

•Practical demonstratio n through blended learning

Role-play through blended learning

Simulation through blended learning

effectively •Books, •Guidelines brochures, in handling manuals complaints •Procedure s in responding and resolving complaints

Modules of Instruction

Core Competencies :

COOKERY NC II

Unit of Competency :

CLEAN AND MAINTAIN KITCHEN PREMISES

Modules Title:

CLEANING AND MAINTAINING KITCHEN PREMISES

Module Descriptor:

This module deals with the skills and knowledge on cleaning and maintaining kitchens, food preparation and storage

areas

in

commercial

operations. Nominal Duration:

8 hours

Summary of Learning Outcomes: LO1: Clean, sanitize and store equipment LO2:

Clean and sanitize premises

LO3:

Dispose waste

cookery

or

catering

Details of Learning Outcomes: LO1 . Clean, sanitize and store equipment Assessment Criteria Chemicals are selected and used for cleaning and/or sanitizing kitchen equipment and utensils Equipment and/or utensils are cleaned and/or sanitized safely and according to manufacturer’s instructions

Contents

Conditions

Methodol ogies

Food preparation and presentation areas hygienically and in accordance with food safety and occupational health and safety regulations

Students/tra inees must be provided with the following:

Discussion / demonstra tion through blended learning

Clean equipment and utensils are stored or stacked safely and in the designated place

Cleaned various types of surfaces, large and small equipment/uten sils commonly found in a commercial kitchen

Cleaning equipment are used safely in accordance with

Various types of chemicals and equipment for cleaning and

EQUIPMEN T •First Aid Kit •LCD Projector (Optional) •Overhead Projector (Optional) TOOLS AND ACCESSO RIES •Floor mops •Mop Squeezer •Broom

Video viewing through blended learning

Assessmen t Methods Direct observation of the candidate while cleaning a kitchen through face to face Written or oral questions to test knowledge of candidate’s on cleaning materials and equipment and hygiene issues through face to face

manufacturer’s instructions Cleaning equipment are assembled and disassembled safely Cleaning equipment are stored safely in the designated position and area

sanitizing and their uses

(tambo) •Dust pan •Garbage Environmentalbin (4 gals.) friendly products •Liquid soap and practices in dispenser relation to •Paper kitchen cleaning towel dispenser Sanitizing and •Cleaning disinfecting Chemicals procedures and •Detergent techniques •Sanitizing agent Using and storing cleaning SUPPLIES materials and & chemicals MATERIAL S •Pen •Paper •Notebook LEARNING MATERIAL S •Manuals •Books •Video (CD) •Materials safety handbook (given by suppliers). This details the proper use and care of their chemicals and equipment.

Review of portfolios of evidence and third party workplace report of onthe-job performance of the candidate through face to face

LO2 . Clean and sanitize premises Assessment Criteria Cleaning schedules are followed based on enterprise procedures Chemicals and equipment for cleaning and/or sanitizing are used safely Walls, floors, shelves and working surfaces are cleaned and/or sanitized without causing damage to health or property First aid

Contents

Conditions

Cleaned various types of surfaces, large and small equipment/ utensils commonly found in a commercia l kitchen

Students/trai nees must be provided with the following:

Various types of chemicals and equipment for cleaning and sanitizing and their uses

EQUIPMEN T •First Aid Kit •LCD Projector (Optional) •Overhead Projector (Optional) TOOLS AND ACCESSOR IES •Floor mops •Mop

Methodologie s Discussion/ demonstration through blended learning

Video viewing through blended learning

Assessmen t Methods Direct observation of the candidate while cleaning a kitchen through face to face Written or oral questions to test knowledge of candidate’s on cleaning materials and equipment and hygiene issues

procedures are followed if accident caused by chemicals happens

Squeezer Occupation •Broom al health (tambo) and safety •Dust pan requiremen •Garbage ts for bin (4 gals.) bending, •Liquid soap lifting, dispenser carrying •Paper towel and using dispenser equipment •Cleaning Chemicals Logical •Detergent and time•Sanitizing efficient agent work flow SUPPLIES & Environme MATERIALS ntalfriendly •Pen products •Paper and •Notebook practices in relation to LEARNING kitchen MATERIALS cleaning •Manuals Hygiene •Books and cross- •Video (CD) contaminat •Materials ion issues safety related to handbook food (given by handling suppliers). and This details preparation the proper use and care Sanitizing of their and chemicals disinfecting and procedures equipment. and techniques Using and storing cleaning materials and chemicals

through face to face Review of portfolios of evidence and third party workplace report of onthe-job performance of the candidate through face to face

Waste manageme nt and disposal procedures and practices

LO3 . Dispose waste Assessment Criteria Wastes are sorted and disposed according to hygiene regulations, enterprise practices and standard procedures Cleaning chemicals are disposed safely and according to standard procedures Linens are sorted and safely removed according to enterprise procedures

Contents

Conditions

Food preparation and presentatio n areas hygienicall y and in accordanc e with food safety and occupation al health and safety regulations

Students/trai nees must be provided with the following:

Occupation al health and safety requiremen ts for bending,

TOOLS AND ACCESSOR IES

EQUIPMEN T •First Aid Kit •LCD Projector (Optional) •Overhead Projector (Optional)

•Floor mops •Mop

Methodologie s Discussion/ demonstration through blended learning

Video viewing through blended learning

Assessment Methods Direct observation of the candidate while cleaning a kitchen through face to face Written or oral questions to test knowledge of candidate’s on cleaning materials and equipment and hygiene issues through face to face

lifting, carrying and using equipment Logical and timeefficient work flow

Squeezer •Broom (tambo) •Dust pan •Garbage bin (4 gals.) •Liquid soap dispenser •Paper towel dispenser •Cleaning Chemicals •Detergent •Sanitizing agent

Hygiene and crosscontaminat ion issues related to food handling SUPPLIES & and MATERIALS preparation •Pen •Paper Sanitizing •Notebook and disinfecting LEARNING procedures MATERIALS and techniques •Manuals •Books Waste •Video (CD) manageme •Materials nt and safety disposal handbook procedures (given by and suppliers). practices This details the proper use and care of their chemicals and equipment.

Review of portfolios of evidence and third party workplace report of onthe-job performance of the candidate through face to face

Modules of Instruction

Common Competencies :COOKERY NC II Unit of Competency : Modules Title:

PREPARE STOCKS, SAUCES AND SOUPS PREPARING STOCKS, SAUCES AND SOUPS

Module Descriptor: This module deals with the skills, knowledge, and attitude required to prepare various stocks, sauces and soups in a commercial/institutional kitchen Nominal Duration:

24 hours

Summary of Learning Outcomes: LO1: Prepare stocks, glazes, essences required for menu items. LO2:

Prepare soups required for menu item

LO3:

Prepared sauces required for menu items

LO4:

Store and reconstitute stocks, sauces and soups.

Details of Learning Outcomes: LO1 . Prepare stocks, glazes and essences required for menu items Assessment Contents Conditions Methodol Assessmen Criteria ogies t Methods Ingredients and Types of Students/tra Discussion Direct flavoring agents flavoring agents inees must / observation are used and its be provided demonstra of the according to ingredients with the tion candidate standards following: through while recipes defined blended cleaning a by the enterprise. EQUIPMEN learning kitchen through face •LCD to face Variety of stocks, Classification Projector sauces,glazes, /types of (Optional) Video flavorings, stocks,and •Overhead viewing Written or seasonings are glazes,. Projector through oral produced (Optional for blended questions to according to the lecture) learning test enterprise •Television knowledge standards. and of Variety of multimedia candidate’s flavoring and player on cleaning seasonings •Whiteboard materials •Applicable and equipment equipment Uses of as and hygiene

flavoring agents, prescribed stocks, glazes by Training and seasoning. regulation TOOLS •pots and pans •bowls and measuring cups •weighing scales •cleaning materials •knife •chopping board •wooden spoon •mixing bowl •linen •tea towels •serviettes •table cloth •aprons •uniforms hair restraints -toque, -caps, -hairnets SUPPLIES & MATERIAL S Selection of stocks •Stocks -dark -light -beef chicken -vegetable -fish -sauces -basic and

issues through face to face Review of portfolios of evidence and third party workplace report of onthe-job performance of the candidate through face to face

finished sauces -reduced sauces -thickened sauces -Hot, warm and cold emulsions Ingredients -Meat -Beef -Pork -Poultry -Seafood -Roux -Butter -Flour -Salt -Pepper -Sugar -Thickening agent -Water -Flavoring agent -Glazes •Manuals •Books •Video (CD)

LO2 . Prepare soups required for menu Assessment Criteria

Contents

Conditions

Correct ingredients were selected and assembled to prepare soups, including stocks and prepared garnishes

Variety of soups from different recipes for different cultural backgroun ds

Students/trai nees must be provided with the following:

Variety of soups were prepared according to enterprise standards Clarifying, thickening agents and convenience products were used where

Identified different classificati ons of soups

Common problems on soups

EQUIPMEN T and TOOLS •LCD Projector (Optional) •Overhead Projector (Optional for lecture) •Television and multimedia player

Methodologie s Discussion/ demonstration through blended learning

Video viewing through blended learning

Assessmen t Methods Direct observation of the candidate while cleaning a kitchen through face to face Written or oral questions to test knowledge of candidate’s on cleaning materials and

appropriate Soups are evaluated for flavor, color, consistency and temperature related problems were identified and addressed Soups were presented at the right flavor, color, consistency and temperature, in clean service ware without drips and using suitable garnishes and accompaniments

and how to identify and rectify them Common culinary terms on soups and which are used in the industry

Use of various stocks and bases for a variety of soups Principles and techniques of producing

Organizati onal skills and teamwork Safe work practices

•Whiteboard LEARNING MATERIALS •Manuals •Books •Video (CD) Tools -pots and pans -bowls and measuring cups -weighing scales -cleaning materials -knife chopping board -wooden spoon -mixing bowl -linen -tea towels -serviettes -table cloth -aprons -uniforms hair restraints -toque, -caps, Hairnets SUPPLIES & MATERIALS Selection of Stocks -dark -light -beef -chicken -vegetable

equipment and hygiene issues through face to face Review of portfolios of evidence and third party workplace report of onthe-job performance of the candidate through face to face

-fish -sauces -basic and finished sauces -reduced sauces -thickened sauces -Hot, warm and cold emulsions •Soups -Thin -Clear -Consommé -Naturally thick -Artificially thickened -Specialty soups – bouillabaisse , chowders, etc. •Stocks and sauces -Stocks oBeef stock oChicken stock oFish stock oVegetable stock oBrown stock -Sauces oWhite oBrown oRed oYellow •Thickening agents -Fat flour oRoux oBeurre manie -Starch -

water oFlour-water oStarch – water oLiaison Convenience products oBases oBouillon cubes or powders oFlavor enhancers oDemi glaze oFlavoring packs – sinigang, menudo, etc.

LO3 . Prepared sauces required for menu item Assessment Criteria Variety of hot and cold sauces are prepared from classical and contemporary recipes based on the required menu items Derivatives were made from mother sauces Variety of thickening agents, seasonings and flavorings were

Contents

Conditions

Methodologi es Discussion/ demonstratio n through blended learning

Assessment Methods Variety of hot Students/tra Direct and cold inees must observation sauces be provided of the with the candidate Classification following: while s of sauces cleaning a EQUIPMEN kitchen Variety of T and through face thickening TOOLS Video viewing to face agents through EQUIPMEN blended Common T learning Written or problems on -LCD oral sauce and Projector questions to how to (Optional) test identify and -Overhead knowledge of rectify them Projector candidate’s (Optional for on cleaning Common lecture) materials and

used appropriately Sauces were evaluated for flavor, color and consistency and related problems are identified and addressed

culinary terms on sauce and which are used in the industry Use of various stocks and bases for a variety of sauces

-Television and multimedia player -Whiteboard -Applicable equipment as prescribed by Training regulations

Principles and techniques of producing sauce

TOOLS -pots and pans -bowls and measuring cups Organization -weighing al skills and scales teamwork -cleaning materials Safe work -knife practices -chopping Hygienic board principles and -wooden practices spoon -mixing bowl -linen -tea towels -serviettes -table cloth -aprons -uniforms hair restraints -toque, -caps, Hairnets SUPPLIES & MATERIAL S •Stocks and sauces -Stocks

equipment and hygiene issues through face to face Review of portfolios of evidence and third party workplace report of onthe-job performance of the candidate through face to face

oBeef stock oChicken stock oFish stock oVegetable stock oBrown stock -Sauces oWhite oBrown oRed oYellow •Thickening agents -Fat flour oRoux oBeurre manie -Starch water oFlourwater oStarch – water oLiaison Convenienc e products oBases oBouillon cubes or powders oFlavor enhancers oDemi glaze Flavoring packs – sinigang, menudo, etc. LEARNING MATERIAL S  Manuals  Books Video (CD)

LO4 . Store and reconstitute stocks, sauces and soups Assessment Criteria Stocks, sauces and soups are stored correctly at the right temperature to maintain optimum freshness and quality

Stocks, sauces and soups are re-

Contents

Conditions

Methodologi es Hygienic Students/train Discussion/ principles ees must be demonstratio and provided with n through practices the following: blended learning Storing and EQUIPMENT reconstitutin -LCD g procedure Projector for stocks, (Optional) Video sauces and -Overhead viewing soups Projector through (Optional for blended Logical and lecture) learning time efficient -Television work flow and

Assessment Methods Direct observation of the candidate while reconstituting stocks, sauces and soups through face to face Demonstratio n of sample

heated/reconstitu ted to appropriate standards of consistency

Principles and techniques of storing stocks and sauces according to industry standards Organizatio nal skills and teamwork Safe work practices

multimedia player -Whiteboard -LEARNING MATERIALS -Manuals -Books -Video (CD) TOOLS -pots and pans -bowls and measuring cups -weighing scales -cleaning materials -knife -chopping board -wooden spoon -mixing bowl -linen -tea towels -serviettes -table cloth -aprons -uniforms hair restraints -toque, -caps, Hairnets SUPPLIES & MATERIALS Selection of stocks and sauces: •Stocks -dark -light

dishes prepared by the candidate through face to face Written or oral questions to test candidate’s knowledge on sauces, soups and stocks through face to face Review of portfolios of evidence and third party workplace reports of onthe-job performance by the candidate, e.g. menus

-beef -chicken -vegetable -fish -sauces -basic and finished sauces -reduced sauces -thickened sauces -Hot, warm and cold emulsions •Soups -Thin -Clear -Consommé -Naturally thick -Artificially thickened -Specialty soups – bouillabaisse, chowders, etc. •Stocks and sauces -Stocks oBeef stock oChicken stock oFish stock oVegetable stock oBrown stock -Sauces oWhite oBrown oRed oYellow •Thickening agents -Fat flour oRoux oBeurre manie

-Starch water oFlour-water oStarch – water oLiaison -Convenience products oBases oBouillon cubes or powders oFlavor enhancers oDemi glaze oFlavoring packs – sinigang, menudo, etc.

Modules of Instruction

Core Competencies :

COOKERYNC II

Unit of Competency :

PREPARE APPETIZERS

Modules Title:

PREPARING APPETIZERS

Module Descriptor: This module deals with the skills and knowledge required in preparing and presenting hot and cold appetizers Nominal Duration:

24 hours

Summary of Learning Outcomes:

LO1. Perform Mise’ en place LO2.

Prepare a range of appetizers

LO3.

Present a range of appetizers

LO4. Store appetizers

Details of Learning Outcomes: LO1 . Perform mise ‘en place Assessment Contents Criteria Tools, utensils and equipment are cleaned, sanitized and prepared based on the required tasks Ingredients are identified correctly, according to standard recipes,

Variety and ingredients of appetizers. Classification of appetizers Tools, equipments, utensils needed in preparing appetizers

Conditions

Methodol ogies

Students/tra inees must be provided with the following:

Lecture/ demonstra tion through blended learning

•LCD Projector (optional for lecture) •Overhead Projector

Film viewing

Assessmen t Methods Direct observation of the candidate while preparing appetizers through face to face Written or oral questions to

or enterprise requirements

(Optional for Historical lecture) development •Television Ingredients are and current and assembled trends in multimedia according to appetizers player correct •Whiteboard sequence, quality Nutritional •Applicable and values of equipment specifications appetizers as required prescribed by Training Ingredients are Common regulations prepared based culinary terms •Electric, on the required onappetizers gas or form and time which are used induction frame in the industry ranges •Ovens, Frozen Logical and time including ingredients are efficient work combi thawed following flow ovens enterprise •Microwave procedures. s •Grills and Where Waste griddles necessary, raw minimization •Deep fryers ingredients are techniques and •Salamande washed with environmental rs clean potable considerations •Food water. in specific processors relation to •Blenders salads •Mixers Preparation of •Slicers dishes for •Pans customers •Utensils within typical •Tilting fry workplace time pan constraints •Steamers •Baine marie •Mandoline TOOLS -pots and pans -bowls and -Plastic wrap -Aluminum

through blended learning

On the job experience through face to face

test knowledge on commodity and food safety issues through face to face

Review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate through face to face

foil -measuring cups -weighing scales -cleaning materials and -linen -tea towels -serviettes -table cloth -aprons -uniforms -hair restraints toque, caps, hairnets SUPPLIES & MATERIAL S •Appetizers may include but not limited to: -Hors d’ oeuvres – hot or cold -Canapes -Savouries -Antipasto -Tapas -Finger foods Sandwiches – hot or cold -Relish -Dips Terrines -cocktails LEARNING MATERIAL S

 Manuals  Books Video (CD)

LO2 . Prepare range of appetizes Assessment Criteria Correct equipment are selected and used in the production of appetizers

Contents

Conditions

Kinds and variety of appetizers

Students/trai nees must be provided with the following:

Methodologie s Lecture/ demonstration through blended learning

Assessmen t Methods Direct observation of the candidate while preparing

Appetizers are produced in accordance with enterprise standards

Tools and equipment needed in preparing appetizer

Glazes are correctly selected and prepared, where required

Historical developme nt of appetizers

Quality trimmings and other leftovers are utilized where and when appropriate

Hot and cold appetizers Nutritional values of appetizers

Appetizers are prepared, using sanitary practices

Methods of cooking applied for appetizers

Appetizers are tasted and seasoned in accordance with the required taste of the dishes

Culinary terms for appetizers

Workplace safety and hygienic procedures are followed according to enterprise and legal requirements

Logical and time efficient work flow

Safe work practices

•LCD Projector (optional for lecture) •Overhead Projector (Optional for lecture) •Television and multimedia player •Whiteboard •Applicable equipment as prescribed by Training regulations •Electric, gas or induction ranges •Ovens, including combi ovens •Microwaves •Grills and griddles •Deep fryers •Salamander s •Food processors •Blenders •Mixers •Slicers •Pans •Utensils •Tilting fry pan •Steamers •Baine marie •Mandoline TOOLS -pots and pans -bowls and

appetizers through face to face Film viewing through blended learning

On the job experience through face to face

Written or oral questions to test knowledge on commodity and food safety issues through face to face

Review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate through face to face

-Plastic wrap -Aluminum foil -measuring cups -weighing scales -cleaning materials and -linen -tea towels -serviettes -table cloth -aprons -uniforms -hair restraints toque, caps, hairnets SUPPLIES & MATERIALS •Appetizers may include but not limited to: -Hors d’ oeuvres – hot or cold -Canapes -Savouries -Antipasto -Tapas -Finger foods -Sandwiches – hot or cold -Relish -Dips Terrines -cocktails LEARNING MATERIALS  

Manuals Books

Video (CD)

LO3 . Present a range of appetizers Assessment Criteria Appetizers are presented attractively according to enterprise standards Appetizers are presented using sanitary

Contents

Conditions

Factors in plating appetizers -Appeal -Color and contrast Temperatu re of food service

Students/trai nees must be provided with the following: •LCD Projector (optional for lecture)

Methodologie s Lecture/ demonstration through blended learning

Assessment Methods Observation through face to face

Demonstratio n through face to face

practices Suitable plate are selected according to enterprise standards Factors in plating dishes are observed in presenting poultry and game dishes

-Classical and innovative arrangeme nt style • OHS requiremen ts •Attractive presentatio n techniques for appetizers •Waste minimizatio n techniques and environme ntal considerati ons in specific relation to appetizers

•Overhead Projector (Optional for lecture) •Television and multimedia player •Whiteboard •Applicable equipment as prescribed by Training regulations TOOLS -pots and pans -bowls and measuring cups -weighing scales -cleaning materials and -linen -tea towels -serviettes -table cloth -aprons -uniforms -hair restraints toque, caps, hairnets SUPPLIES & MATERIALS •Appetizers may include but not limited to: -Hors d’ oeuvres – hot or cold

Video viewing through blended learning

Written and oral questioning through face to face

-Canapes -Savouries -Antipasto -Tapas -Finger foods -Sandwiches – hot or cold -Relish -Dips -Terrines -cocktails -Fruit sauces -others -Cold dressings LEARNING MATERIALS  Manuals  Books Video (CD)

LO4 . Store appetizers Assessment Criteria Quality trimmings and other leftovers are utilized where and when appropriate Appetizers are kept in appropriate

Contents

Conditions

Storing techniques , temperatur e, safety and hygiene standards in storing appetizers

Students/trai nees must be provided with the following: EQUIPMEN T •LCD

Methodologie s Lecture/ demonstration through blended learning

Assessment Methods Observation through face to face

Demonstratio n through face to face

conditions based on enterprise procedures Required food storage containers are used and stored in proper temperatures to maintain freshness, quality and taste

Safe work practices applied in storing appetizers

Projector (optional for lecture) •Overhead Projector (Optional for lecture) •Television and multimedia player •Whiteboard •Applicable equipment as prescribed by Training regulations •Freezer •Refrigerator TOOLS -pots and pans -bowls and -Plastic wrap -Aluminum foil -measuring cups -weighing scales -cleaning materials and -linen -tea towels -serviettes -table cloth -aprons -uniforms -hair restraints toque, caps, hairnets SUPPLIES & MATERIALS

Video viewing through blended learning

Written and oral questioning through face to face

•Appetizers may include but not limited to: -Hors d’ oeuvres – hot or cold -Canapes -Savouries -Antipasto Tapas -Finger foods -Sandwiches – hot or cold -Relish -Dips -Terrines -cocktails -Fruit sauces -others -Cold dressings LEARNING MATERIALS •Manuals •Books •Video (CD)

Modules of Instruction

Core Competencies :

COOKERY NC II

Unit of Competency :

PREPARE SALADS AND DRESSINGS

Modules Title:

PREPARING SALADS AND DRESSING

Module Descriptor: This module deals with the skills, knowledge, and attitudes required to prepare and present salads and dressings Nominal Duration:

24 hours

Summary of Learning Outcomes: LO1. Perform Mise en place LO2. Prepare variety of salads and dressings LO3. Present a variety of salads and dressings LO4. Store salads and dressings

Details of Learning Outcomes: LO1 . Perform mise en place Assessment Contents Criteria Tools, utensils and equipment are cleaned, sanitized and prepared based

Variety and ingredients of salads from different recipes.

Conditions

Methodol ogies

The students/trai nees must be provided with the

Discussion / demonstra tion through

Assessmen t Methods Direct observation through face to face

on the required tasks Ingredients are identified correctly, according to standard recipes, recipe cards or enterprise requirements Ingredients are assembled according to correct quantity, type and quality required Ingredients are prepared based on the required form and time frame Frozen ingredients are thawed following enterprise procedures. Where necessary, raw ingredients are washed with clean potable water.

following: Classification of salads

EQUIPMEN T •Electric, Tools, gas or equipments, induction utensils needed ranges in preparing •Ovens, salads including combi Historical ovens development •Microwave and current s trends in •Grills and appetizers griddles •Deep fryers •Salamande Suitable rs commodities •Food and food processors combinations for •Blenders use in salads •Mixers •Slicers Compatible •Pans dressings and •Utensils sauces for •Tilting fry incorporating pan into salads •Steamers •Baine marie Nutritional •Mandoline values of salads •LCD and the effects Projector of cooking (Optional) •Overhead Common Projector culinary terms (Optional for on salads which lecture) are used in the •Television industry and multimedia Safe work player practices on •Whiteboard using knives TOOLS Principles and practices of -pots and hygiene pans

blended learning Oral questionin g through blended learning

Demonstrati on through face to face

Video viewing through blended learning

Written or oral questions through face to face

Review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate, e.g. menus through face to face

including appropriate dress

-bowls and -Plastic wrap -Aluminum Logical and time foil efficient work -measuring flow cups -weighing Waste scales minimization -cleaning techniques and materials environmental and considerations -linen in specific -tea towels relation to -serviettes salads -table cloth -aprons Preparation of -uniforms dishes for -hair customers restraints within typical toque, workplace time caps, constraints hairnets LEARNING MATERIAL S •Manuals •Books •Video (CD) SUPPLIES & MATERIAL S Selection of salads Leafy Non-leafy Protein Combinatio n Congealed Fruit Cooked •Dressings and sauces

may include but not limited to: -Egg oil emulsions -Vinegar oil dressings -Salsa -Fruit sauces -Others -Cold dressings

LO2 . Prepare variety of salad and dressings Assessment Criteria

Contents

Conditions

Variety of salads are prepared using fresh (seasonal) ingredients

Types and classificati on of salads

The students/trai nees must be provided with the

Methodologie s Discussion/ demonstration through blended learning

Assessmen t Methods Direct observation through face to face

according to acceptable enterprise standards to maximize eating qualities, characteristics and taste

Types of Salad dressings

following:

EQUIPMEN T •LCD Projector (Optional) •Overhead Projector Dressings are Compatible (Optional for prepared dressing lecture) suitable to either and •Television incorporate into, sauces for and or accompany incorporati multimedia salads ng into player salads •Whiteboard •Electric, gas Prepared salads Food or induction ad dressings are combinatio ranges tasted and ns use in •Ovens, seasoned in salad and including accordance with dressings combi ovens the required •Microwaves taste •Grills and griddles Workplace safety Common •Deep fryers and hygienic problems •Salamander procedures are on salads s followed and salad •Food according to dressing processors enterprise and preparation •Blenders legal and how to •Mixers requirements identify •Slicers and rectify •Pans them •Utensils •Tilting fry pan Nutritional •Steamers values of •Baine marie salad •Mandoline Safe work practices in TOOLS preparing salad -pots and pans Principles -bowls and and -Plastic wrap practices -Aluminum of hygiene foil -measuring

Video viewing through blended learning

Demonstrati on through face to face Written or oral questions through face to face

Review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate, e.g. men through face to face

cups -weighing scales -cleaning materials and -linen -tea towels -serviettes -table cloth -aprons -uniforms -hair restraints toque, caps, hairnets LEARNING MATERIALS •Manuals •Books •Video (CD) SUPPLIES & MATERIALS Selection of salads Leafy Non-leafy Protein Combination Congealed Fruit Cooked •Dressings and sauces may include but not limited to: -Egg oil emulsions -Vinegar oil dressings -Salsa -Fruit sauces

-Others -Cold dressings

LO3 . Present a variety of salads and dressings Assessment Criteria Suitable plate are selected according to enterprise standards

Contents

Conditions

Attractive presentatio n techniques

The students/trai nees must be provided with the

Methodologie s Discussion/ demonstration through blended learning

Assessment Methods Direct observation through face to face

following: Salads are presented attractively according to enterprise standards

Factors to consider in plating salad

Salads and dressing are accompanied based on clients requirements

Common culinary terms on salad and dressings

Salads and dressings are presented hygienically, logically and sequentially within the required timeframe

Hygienic principles and practices Logical and time efficient work flow Principles and techniques of presenting salad and sauces according to industry standards Organizati onal skills and teamwork Safe work practices Waste minimizatio n techniques and environme nt-friendly

EQUIPMEN T •LCD Projector (Optional) •Overhead Projector (Optional for lecture) •Television and multimedia player •Whiteboard TOOLS -pots and pans -bowls and -Plastic wrap -Aluminum foil -measuring cups -weighing scales -cleaning materials and -linen -tea towels -serviettes -table cloth -aprons -uniforms -hair restraints toque, caps, hairnets LEARNING MATERIALS •Manuals •Books •Video (CD)

Video viewing through blended learning

Demonstratio n through face to face Written or oral questions through face to face

Review of portfolios of evidence and third party workplace reports of onthe-job performance by the candidate, e.g. men through face to face

practices SUPPLIES & MATERIALS Selection of salads Leafy Non-leafy Protein Combination Congealed Fruit Cooked •Dressings and sauces may include but not limited to: -Egg oil emulsions -Vinegar oil dressings -Salsa -Fruit sauces -Others -Cold dressings

LO4 . Store salads and dressings Assessmen t Criteria Salads are kept in appropriate conditions based on enterprise procedures

Contents Storing techniques, temperature , safety and hygiene standards in

Conditions The students/train ees must be provided with the following:

Methodologie s Discussion/ demonstration through blended learning

Assessment Methods Direct observation through face to face

Required containers are used and stored in proper temperature to maintain freshness, quality and taste

storing salads and dressing Safe work practices applied in storing appetizers Hygienic principles and practices in storing and handling salad and salad dressing

EQUIPMENT •LCD Projector (Optional) •Overhead Projector (Optional for lecture) •Television and multimedia player •Whiteboard LEARNING MATERIALS

•Manuals •Books •Video (CD) •Electric, gas Logical and or induction time efficient ranges work flow •Ovens, including combi ovens •Microwaves •Grills and griddles •Deep fryers •Salamander s •Food processors •Blenders •Mixers •Slicers •Pans SUPPLIES & MATERIALS Selection of salads Leafy Non-leafy Protein Combination Congealed Fruit

Video viewing through blended learning

Demonstratio n through face to face Written or oral questions through face to face

Cooked •Dressings and sauces may include but not limited to: -Egg oil emulsions -Vinegar oil dressings -Salsa -Fruit sauces -Others -Cold dressings . •Utensils •Tilting fry pan •Steamers •Baine marie •Mandoline TOOLS -pots and pans -bowls and -Plastic wrap -Aluminum foil -measuring cups -weighing scales -cleaning materials and -linen -tea towels -serviettes -table cloth -aprons -uniforms -hair restraints toque, caps, hairnets

Modules of Instruction

Core Competencies :

COOKERY NC II

Unit of Competency :

PREPARE SANDWICHES,

Modules Title:

PREPARING SANDWICHES

Module Descriptor: This module deals with the skills and knowledge required in preparing and presenting sandwiches Nominal Duration:

24 hours

Summary of Learning Outcomes: LO1. Perform Mise en place LO2. Prepare variety of sandwiches LO3. Present a variety of sandwiches LO4. Store sandwiches

Details of Learning Outcomes: LO1 . Perform mise en place Assessment Contents Criteria Tools, utensils and equipment are cleaned, sanitized and prepared based

Variety and ingredients of sandwiches Classification,

Conditions

Methodol ogies

Students/tra inees must be provided with the following:

Discussion // demonstra tion through

Assessmen t Methods Portfolio Report such as training record book used as part

on the required tasks

kinds of sandwiches

Ingredients are identified correctly, according to standard recipes, recipe cards or enterprise requirements

Tools, equipments, utensils needed in preparing sandwiches

Ingredients are assembled according to correct quantity, type and quality required

Historical development and current trends of sandwiches

Ingredients are prepared based on the required form and time frame

Compatible dressings and sauces for incorporating into appetizers

Frozen ingredients are thawed following enterprise procedures.

Nutritional values of appetizers and the effects of cooking

Where necessary, raw ingredients are washed with clean potable water

Common culinary terms on sandwiches which are used in the industry Safe work practices on using knives Principles and practices of hygiene including appropriate dress

EQUIPMEN T •Electric, gas or induction ranges •Ovens, including combi ovens •Microwave s •Grills and griddles •Deep fryers •Salamande rs •Food processors •Blenders •Mixers •Slicers •Pans •Utensils •Tilting fry pan •Steamers •Baine marie •Mandoline •LCD Projector (optional for lecture) •Overhead Projector (Optional for lecture) •Television and multimedia player •Whiteboard •Applicable equipment as prescribed by Training regulations

blended learning Video viewing through blended learning

of apprentices hip or traineeship arrangement s, sampling of menu items prepared by the candidate Direct observation of the candidate Third Party Report such as feedback from customer about menu items and speed and timing of service Written or oral questioning Review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate

TOOLS -pots and pans -bowls and -Plastic wrap -Aluminum foil -measuring cups -weighing scales -cleaning materials and -linen -tea towels -serviettes -table cloth -aprons -uniforms -hair restraints toque, caps, hairnets SUPPLIES & MATERIAL S Sandwiches •Regular •Baked •Grilled •Fried •Open faced •Specialty •Multidecker Wraps •Pinwheel, domino or checkerboar d sandwiches Techniques

•Garnishing •Spreading •Layering •Piping •Portioning •Molding •Cutting LEARNING MATERIAL S •Manuals •Books •Video (CD)

LO2 . Prepare a variety of sandwiches Assessment Criteria Variety of sandwiches are prepared based on appropriate techniques

Contents

Conditions

Different types of sandwiche s

Students/trai nees must be provided with the following:

Methodologie s Discussion/ demonstration through blended learning

Assessmen t Methods Direct observation of the candidate through face

to face Suitable bases are selected from a range of bread types

Breads for sandwiche s making

Sandwiches are produced using correct ingredients to an acceptable enterprise standard

Filling for sandwiche s

Appropriate equipment are selected and used for toasting and heating according to enterprise procedures and manufacturer’s manual Sandwiches are prepared logically and sequentially within the required time frame and/or according to customer’s request

Componen ts and ingredients of a sandwich Tools, equipment and utensils needed in preparing sandwiche s Prepare a sandwiche s within industryrealistic timeframes Suitable breads, fillings, and ingredients

Food Workplace safety combinatio and hygienic ns for procedures are sandwiche followed s according to enterprise and Common legal culinary requirements terms related to

EQUIPMEN T •Electric, gas or induction ranges •Ovens, including combi ovens •Microwaves •Grills and griddles •Deep fryers •Salamander s •Food processors •Blenders •Mixers •Slicers •Pans •Utensils •Tilting fry pan •Steamers •Baine marie •Mandoline •LCD Projector (optional for lecture) •Overhead Projector (Optional for lecture) •Television and multimedia player •Whiteboard •Applicable equipment as prescribed by Training regulations TOOLS -pots and

Video viewing through blended learning

Third Party Report such as feedback from customer about menu items and speed and timing of service through face to face Written or oral questioning through face to face Review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate through face to face

sandwiche s that are used in the industry Principles and practices of hygiene, including dress standards Basic food information on special dietary needs and customer

pans -bowls and -Plastic wrap -Aluminum foil -measuring cups -weighing scales -cleaning materials and -linen -tea towels -serviettes -table cloth -aprons -uniforms -hair restraints toque, caps, hairnets

Past and current trends in sandwich SUPPLIES & preparation MATERIALS •Hot Hygienic Sandwiches food -Regular handling -Baked practices -Grilled -Fried Safe work -Open faced practices •Cold on cutting Sandwiches -Regular Logical -Specialist and time-Multi-decker efficient -Wraps work flow -pinwheel, domino or checkerboar d sandwiches -filled rolls, foccacia or pita bread •Specialized or ethnic breads such

as dark rye, gluten-free, Turkish LEARNING MATERIALS •Manuals •Books •Video (CD)

LO3 . Present a variety of sandwiches Assessment Criteria Sandwiches are produced using correct ingredients to an acceptable enterprise standard

Contents

Conditions

Present sandwiche s attractively

Students/trai nees must be provided with the following:

Methodologie s Discussion/ demonstration through blended learning

Assessment Methods Direct observation of the candidate through face to face

Sandwiches are presented hygienically, logically and sequentially within the required timeframe

Portion control for sandwiche s

Sandwiches are presented attractively using suitable garnishes, condiments and service wares

Hygienic food handling practices

Factors in plating are observed in presenting sandwiches

Creative sandwich presentatio n techniques

Safe work practices on presenting sandwiche s Suitable storage techniques to maintain optimum quality of ingredients Organizati onal skills and teamwork Waste minimizatio n techniques

EQUIPMEN T •Electric, gas or induction ranges •Ovens, including combi ovens •Microwaves •Grills and griddles •Deep fryers •Salamander s •Food processors •Blenders •Mixers •Slicers •Pans •Utensils •Tilting fry pan •Steamers •Baine marie •Mandoline •LCD Projector (optional for lecture) •Overhead Projector (Optional for lecture) •Television and multimedia player •Whiteboard •Applicable equipment as prescribed by Training regulations TOOLS -pots and

Video viewing through blended learning

Third Party Report such as feedback from customer about menu items and speed and timing of service through face to face Written exam through face to face Oral questioning through face to face Review of portfolios of evidence and third party workplace reports of onthe-job performance by the candidate through face to face

pans -bowls and -Plastic wrap -Aluminum foil -measuring cups -weighing scales -cleaning materials and -linen -tea towels -serviettes -table cloth -aprons -uniforms -hair restraints toque, caps, hairnets SUPPLIES & MATERIALS •Hot Sandwiches -Regular -Baked -Grilled -Fried -Open faced •Cold Sandwiches -Regular -Specialist -Multi-decker -Wraps -pinwheel, domino or checkerboar d sandwiches -filled rolls, foccacia or pita bread •Specialized or ethnic breads such

as dark rye, gluten-free, Turkish LEARNING MATERIALS •Manuals •Books •Video (CD)

LO4 . Store sandwiches Assessment Criteria Quality trimmings and other leftovers are utilized where and when appropriate

Contents

Conditions

Suitable storage techniques to maintain optimum quality of ingredients

Students/trai nees must be provided with the following: EQUIPMEN

Methodologie s Discussion/ demonstration through blended learning

Assessment Methods Direct observation of the candidate through face to face

Sandwiches are stored hygienically at the proper temperature considering the factors specified by the enterprise

Hygienic food handling practices

Sandwiches are kept in appropriate conditions to maintain freshness and quality

Proper temperatur e in storing sandwiche s

Safe work practices on cutting

Organizati onal skills and teamwork

T •Electric, gas or induction ranges •Ovens, including combi ovens •Microwaves •Grills and griddles •Deep fryers •Salamander s •Food processors •Blenders •Mixers •Slicers •Pans •Utensils •Tilting fry pan •Steamers •Baine marie •Mandoline •LCD Projector (optional for lecture) •Overhead Projector (Optional for lecture) •Television and multimedia player •Whiteboard •Applicable equipment as prescribed by Training regulations TOOLS -pots and pans -bowls and

Video viewing through blended learning

Third Party Report such as feedback from customer about menu items and speed and timing of service through face to face Written exam through face to face Oral questioning through face to face Review of portfolios of evidence and third party workplace reports of onthe-job performance by the candidate through face to face

-Plastic wrap -Aluminum foil -measuring cups -weighing scales -cleaning materials and -linen -tea towels -serviettes -table cloth -aprons -uniforms -hair restraints toque, caps, hairnets SUPPLIES & MATERIALS • Hot Sandwiches -Regular -Baked -Grilled -Fried -Open faced •Cold Sandwiches -Regular -Specialist -Multi-decker -Wraps -pinwheel, domino or checkerboar d sandwiches -filled rolls, foccacia or pita bread •Specialized or ethnic breads such as dark rye, gluten-free,

Turkish LEARNING MATERIALS •Manuals •Books •Video (CD)

Modules of Instruction

Core Competencies :

COOKERY NC II

Unit of Competency :

PREPARE MEAT DISHES

Modules Title:

PREPARING MEAT

Module Descriptor: This module deals with the skills , knowledge and attitude required in selecting, preparing , presenting and storing meats. Nominal Duration:

24 hours

Summary of Learning Outcomes: LO1. Perform Mise en place LO2. Cook meat cuts for service LO3. Present meat cuts for service LO4. Store meat

Details of Learning Outcomes: LO1 . Perform mise en place Assessment Contents Criteria Tools, utensils and equipment are cleaned, sanitized and prepared based

Classifications of meat Tools, equipment

Conditions

Methodol ogies

Students/tra inees must be provided with the following:

Lecture/ demonstra tion through blended

Assessmen t Methods Direct observation through face to face

on the required tasks Ingredients are identified correctly, according to standard recipes, recipe cards or enterprise requirements Ingredients are assembled according to correct quantity, type and quality required Ingredients are prepared based on the required form and time frame Frozen ingredients are thawed following enterprise procedures. Where necessary, raw ingredients are washed with clean potable water

needed in preparing meat dishes Applied safe and accurate cutting techniques Prepared a range of meat dishes to enterprise standards Characteristics of meats including type, cut, quality and fat content Characteristics of different meat cuts including primary, secondary and portioned cuts Types of meat and its source Components of meat

learning EQUIPMEN T •LCD Projector (optional for lecture) •Overhead Projector (Optional for lecture) •Television and multimedia player •Whiteboard •Applicable equipment as prescribed by Training regulations •Electric, gas or induction ranges •Ovens, including combi ovens •Microwave s •Grills and griddles •Deep fryers •Salamande rs •Food processors •Blenders •Mixers •Slicers •Pans •Utensils •Tilting fry pan •Steamers •Baine marie

Film viewing through blended learning

On the job experience through face to face

Written or oral questioning through face to face

Review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate through face to face

•Mandoline TOOLS -pots and pans -bowls and -Plastic wrap -Aluminum foil -measuring cups -weighing scales -cleaning materials and -linen -tea towels -serviettes -table cloth -aprons -uniforms -hair restraints toque, caps, hairnets SUPPLIES & MATERIAL S •Types of meat Market forms -Live -Fresh -Frozen -Cryovac -Preserved -Cuts oWhole carcass oPrimal oSub-primal or

Secondary oPortioned cuts oVariety or Offal -Fancy meats -Sources of meat Swine or hog Cow Calf Carabao Goat Sheep Lamb Venison •Meat sundries Liver Intestine blood Gizzard Heart Tongue Ear LEARNING MATERIAL S •Manuals •Books •Video (CD)

LO2 . Cook meat cuts for service Assessment Criteria

Contents

Conditions

Appropriate Methods of cooking methods cooking are identified and meat

Students/trai nees must be provided

Methodologie s Lecture/ demonstration through

Assessmen t Methods Direct observation through face

used for cooking A variety of portioned meat cuts are cooked in accordance to standard recipe specifications

with the following:

blended learning

to face

Different cuts of meat

EQUIPMEN T •LCD Projector (optional for lecture) A variety of offal Uses and •Overhead dishes are characteris Projector cooked tics of (Optional for according to various lecture) standard recipes knives and •Television equipment and Meats are multimedia carved using the Safe work player appropriate tools practices •Whiteboard and techniques •Applicable equipment Ingredients are Logical as adjusted to meet and time prescribed special requests efficient by Training of customers work flow regulations •Electric, gas or induction Cooked dishes Appropriat ranges are tasted and e •Ovens, seasoned in preparation including accordance with and combi ovens the required cookery •Microwaves taste of the methods •Grills and dishes for various griddles cuts and •Deep fryers types of •Salamander Workplace safety meat s and hygienic •Food procedures are processors followed Meat •Blenders according to cutting •Mixers enterprise and techniques •Slicers legal •Pans requirements Knife care •Utensils and •Tilting fry maintenan pan ce •Steamers •Baine marie Organizati •Mandoline onal skills and TOOLS

Film viewing through blended learning

On the job experience through face to face

Written or oral questioning through face to face

Review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate through face to face

teamwork Principles and practices of hygienic handling and storage of meat Costing, yield testing, portion control of meat Waste minimizatio n techniques and environme nt-friendly disposal

-pots and pans -bowls and -Plastic wrap -Aluminum foil -measuring cups -weighing scales -cleaning materials and -linen -tea towels -serviettes -table cloth -aprons -uniforms -hair restraints toque, caps, hairnets SUPPLIES & MATERIALS Market forms -Live -Fresh -Frozen -Cryovac -Preserved -Cuts oWhole carcass oPrimal oSub-primal or Secondary oPortioned cuts oVariety or Offal -Fancy meats -Sources of meat

Swine or hog Cow Calf Carabao Goat Sheep Lamb Venison •Meat sundries Liver Intestine blood Gizzard Heart Tongue Ear Types/kinds of meat Pork Beef Lamb Veal Game Carabao Crocodile Goat Water buffalo Deer Free range chicken Wild boar Exotic meat Sausages Salami Cured or smoked meats Marinated meat cuts LEARNING MATERIALS •Manuals •Books •Video (CD)

LO3 . Present meat cuts for service Assessment Criteria Meat dishes are presented attractively according to classical, cultural

Contents

Conditions

Present cooked meat attractively

Students/trai nees must be provided with the following:

Methodologie s Lecture/ demonstration through blended learning

Assessment Methods Direct observation through face to face

and enterprise standards Meat dishes are presented hygienically, logically and sequentially within the required timeframe Suitable plate are selected according to enterprise standards Factors in plating dishes are observed in presenting poultry and game dishes

EQUIPMEN T Portion control for cooked meat

LCD Projector (optional for lecture)

Creative presentatio n techniques

Overhead Projector (Optional for lecture)

Hygienic food handling practices

Television and multimedia player

Safe work practices on presenting

Whiteboard •Applicable equipment as prescribed by Training regulations •Electric, gas or induction ranges •Ovens, including combi ovens •Microwaves •Grills and griddles •Deep fryers •Salamander s •Food processors •Blenders •Mixers •Slicers •Pans •Utensils •Tilting fry pan •Steamers •Baine marie •Mandoline

Suitable storage techniques to maintain optimum quality of ingredients Organizati onal skills and teamwork Waste minimizatio n techniques

Film viewing through blended learning

On the job experience through face to face

Written or oral questioning through face to face

Review of portfolios of evidence and third party workplace reports of onthe-job performance by the candidate through face to face

TOOLS -pots and pans -bowls and -Plastic wrap -Aluminum foil -measuring cups -weighing scales -cleaning materials and -linen -tea towels -serviettes -table cloth -aprons -uniforms -hair restraints toque, caps, hairnets SUPPLIES & MATERIALS •Types of meat Market forms -Live -Fresh Frozen Cryovac -Preserved -Cuts oWhole carcass oPrimal oSub-primal or Secondary oPortioned cuts oVariety or Offal

-Fancy meats -Sources of meat Swine or hog Cow Calf Carabao Goat Sheep Lamb Venison •Meat sundries Liver Intestine blood Gizzard Heart Tongue Ear LEARNING MATERIALS •Manuals •Books •Video (CD)

LO4 . Store meat Assessment Criteria Quality trimmings and other leftovers are utilized where and when appropriate

Contents

Conditions

Culinary terms related to handling and storage of

Students/trai nees must be provided with the following:

Methodologie s Lecture/ demonstration through blended learning

Assessment Methods Direct observation through face to face

Fresh and cryovac-packed meat are stored correctly according to health regulations

meat commonly used in the enterprise and industry

Required containers are used and stored in proper temperature to maintain freshness, quality and taste

Safe work practices

Meat is stored in accordance with FIFO operating procedures and storage of meat requirements

Organizati onal skills and teamwork

Logical and time efficient work flow

Principles and practices of hygienic handling and storage of meat Costing, yield testing, portion control of meat Waste minimizatio n techniques and environme nt-friendly disposal

EQUIPMEN T LCD Projector (optional for lecture) Overhead Projector (Optional for lecture) Television and multimedia player Whiteboard •Applicable equipment as prescribed by Training regulations •Electric, gas or induction ranges •Ovens, including combi ovens •Microwaves •Grills and griddles •Deep fryers •Salamander s •Food processors •Blenders •Mixers •Slicers •Pans •Utensils •Tilting fry pan •Steamers •Baine marie •Mandoline

Film viewing through blended learning

On the job experience through face to face

Written or oral questioning through face to face

Review of portfolios of evidence and third party workplace reports of onthe-job performance by the candidate through face to face

TOOLS -pots and pans -bowls and -Plastic wrap -Aluminum foil -measuring cups -weighing scales -cleaning materials and -linen -tea towels -serviettes -table cloth -aprons -uniforms -hair restraints toque, caps, hairnets SUPPLIES & MATERIALS •Types of meat Market forms -Live -Fresh Frozen Cryovac -Preserved -Cuts oWhole carcass oPrimal oSub-primal or Secondary oPortioned cuts oVariety or Offal -Fancy

meats -Sources of meat Swine or hog Cow Calf Carabao Goat Sheep Lamb Venison •Meat sundries Liver Intestine blood Gizzard Heart Tongue Ear LEARNING MATERIALS •Manuals •Books •Video (CD)

Modules of Instruction

Core Competencies :

COOKERY NC II

Unit of Competency :

PREPARE VEGETABLE DISHES

Modules Title:

PREPARING VEGETABLE DISHES

Module Descriptor: This module deals with the skill, knowledge and attitude required in cooking, presenting and storing various vegetable dishes Nominal Duration:

24 hours

Summary of Learning Outcomes: LO1. Perform Mise en place. LO2

Prepare vegetable dishes

LO3. Present vegetable dishes LO4. Store vegetable dishes

Details of Learning Outcomes: LO1 . Perform mise en place Assessment Contents Criteria Tools, utensils and equipment are cleaned, sanitized and prepared based

Classifications of meat Tools, equipment

Conditions

Methodol ogies

Students/tra inees must be provided with the following:

Lecture/ demonstra tion through blended

Assessmen t Methods Direct observation through face to face

on the required tasks

needed in preparing meat dishes

Ingredients are identified correctly, according to standard recipes, recipe cards or enterprise requirements

Applied safe and accurate cutting techniques

Ingredients are assembled according to correct quantity, type and quality required Ingredients are prepared based on the required form and time frame Frozen ingredients are thawed following enterprise procedures. Where necessary, raw ingredients are washed with clean potable water

Prepared a range of meat dishes to enterprise standards Characteristics of meats including type, cut, quality and fat content Characteristics of different meat cuts including primary, secondary and portioned cuts Types of meat and its source Components of meat Nutritional value of vegetable

learning EQUIPMEN T •LCD Projector (optional for lecture) •Overhead Projector (Optional for lecture) •Television and multimedia player •Whiteboard •Applicable equipment as prescribed by Training regulations •Electric, gas or induction ranges •Ovens, including combi ovens •Microwave s •Grills and griddles •Deep fryers •Salamande rs •Food processors •Blenders •Mixers •Slicers •Pans •Utensils •Tilting fry pan •Steamers •Baine marie •Mandoline

Film viewing through blended learning

Exposure trips through face to face

Written or oral questioning through face to face

Review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate through face to face

TOOLS -pots and pans -bowls and -Plastic wrap -Aluminum foil -measuring cups -weighing scales -cleaning materials and -linen -tea towels -serviettes -table cloth -aprons -uniforms -hair restraints toque, caps, hairnets SUPPLIES & MATERIAL S Forms of vegetable •Fresh •Frozen •Canned •Dried •Bottled LEARNING MATERIAL S •Manuals •Books •Video (CD) LO2 . Prepare vegetable dishes Assessment Criteria

Contents

Conditions

Methodologie s

Assessmen t Methods

Vegetables are selected according to, quality

Variety of dishes using vegetables products

Students/trai nees must be provided with the following:

Vegetables accompaniments are selected to complement and enhance menu items

Different classificati ons of vegetables

Variety of vegetables dishes are prepared following appropriate Cooking methods to preserve optimum quality and nutrition

Cooking methods applied for vegetable dish

Suitable sauces and accompaniments are selected and served with vegetables

Nutritional value of vegetable

Cooked dishes are tasted and seasoned in accordance with the required taste of the dishes

Common culinary terms related to vegetables

Workplace safety and hygienic procedures are followed according to enterprise and legal requirements

Safe work practices on using knives

EQUIPMEN T •LCD Projector (optional for lecture) •Overhead Projector (Optional for lecture) •Television and multimedia player •Whiteboard •Applicable equipment as prescribed by Training regulations •Electric, gas or induction ranges •Ovens, including combi ovens •Microwaves •Grills and griddles •Deep fryers •Salamander s •Food processors •Blenders •Mixers •Slicers •Pans •Utensils •Tilting fry pan •Steamers •Baine marie

Varieties and characteris tics of vegetables

Principles and practices of hygiene related to

Lecture/ demonstration through blended learning

Film viewing through blended learning

Exposure trips through face to face

Direct observation through face to face Written or oral questioning through face to face

Review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate through face to face

use of raw ingredients

•Mandoline TOOLS

Logical and time efficient work flow Cutting and presentatio n techniques of vegetables and fruits Organizati onal skills and teamwork Waste minimizatio n techniques and environme ntal considerati ons in specific relation to vegetables , eggs and starch dishes

-pots and pans -bowls and -Plastic wrap -Aluminum foil -measuring cups -weighing scales -cleaning materials and -linen -tea towels -serviettes -table cloth -aprons -uniforms -hair restraints toque, caps, hairnets SUPPLIES & MATERIALS Forms of vegetable •Fresh •Frozen •Canned •Dried •Bottled LEARNING MATERIALS •Manuals •Books •Video (CD)

LO3 . Present vegetable dishes Assessment Criteria

Contents

Conditions

Methodologie s

Assessment Methods

Vegetables are uniformly cut and attractively presented

Present vegetable dishes attractively

Suitable plate are selected according to enterprise standards

Creative presentatio n techniques

Factors in plating dishes are observed in presenting poultry and game dishes

Factors to consider in plating vegetable dishes

Vegetables dishes are presented hygienically, logically and sequentially within the required timeframe

Hygienic food handling practices Safe work practices on presenting and plating vegetable Organizati onal skills and teamwork Waste minimizatio n techniques

Students/trai nees must be provided with the following: EQUIPMEN T •LCD Projector (optional for lecture) •Overhead Projector (Optional for lecture) •Television and multimedia player •Whiteboard •Applicable equipment as prescribed by Training regulations •Electric, gas or induction ranges •Ovens, including combi ovens •Microwaves •Grills and griddles •Deep fryers •Salamander s •Food processors •Blenders •Mixers •Slicers •Pans •Utensils •Tilting fry pan •Steamers •Baine marie

Lecture/ demonstration through blended learning

Direct observation through face to face

Film viewing through blended learning

Demonstratio n through face to face

Exposure trips through face to face

Written or oral questioning through face to face

Review of portfolios of evidence and third party workplace reports of onthe-job performance by the candidate through face to face

•Mandoline TOOLS -pots and pans -bowls and -Plastic wrap -Aluminum foil -measuring cups -weighing scales -cleaning materials and -linen -tea towels -serviettes -table cloth -aprons -uniforms -hair restraints toque, caps, hairnets SUPPLIES & MATERIALS Forms of vegetable •Fresh •Frozen •Canned •Dried •Bottled LEARNING MATERIALS •Manuals •Books •Video (CD) LO4 . Store vegetable dishes Assessment Criteria

Contents

Conditions

Methodologie s

Assessment Methods

Quality trimmings and other leftovers are utilized where and when appropriate Vegetables are stored at the correct temperature Optimum freshness and quality is maintained in accordance with enterprise storing techniques and procedure Vegetable is stored in accordance with FIFO operating procedures and storage of vegetable requirements

Observed hygienic handling and storing of vegetable Principles and practices of storing, freezing of fresh vegetables Nutritional content of vegetables

Culinary terms related to handling and storage of vegetables Utilization of leftover and trimmings Safe work practices Logical and time efficient work flow Organizati onal skills and teamwork

Students/trai nees must be provided with the following: EQUIPMEN T •LCD Projector (optional for lecture) •Overhead Projector (Optional for lecture) •Television and multimedia player •Whiteboard •Applicable equipment as prescribed by Training regulations •Electric, gas or induction ranges •Ovens, including combi ovens •Microwaves •Grills and griddles •Deep fryers •Salamander s •Food processors •Blenders •Mixers •Slicers •Pans •Utensils •Tilting fry pan •Steamers •Baine marie

Lecture/ demonstration through blended learning

Direct observation through face to face

Film viewing through blended learning

Demonstratio n through face to face

Exposure trips through face to face

Written or oral questioning through face to face

Review of portfolios of evidence and third party workplace reports of onthe-job performance by the candidate through face to face

Principles and practices of hygienic handling and storage of vegetables Waste minimizatio n techniques and environme nt-friendly disposal

•Mandoline TOOLS -pots and pans -bowls and -Plastic wrap -Aluminum foil -measuring cups -weighing scales -cleaning materials and -linen -tea towels -serviettes -table cloth -aprons -uniforms -hair restraints toque, caps, hairnets SUPPLIES & MATERIALS Forms of vegetable •Fresh •Frozen •Canned •Dried •Bottled LEARNING MATERIALS •Manuals •Books •Video (CD)

Modules of Instruction

Core Competencies :

COOKERY NC II

Unit of Competency :

PREPARE EGG DISHES

Modules Title:

PREPARING EGG DISHES

Module Descriptor: This module deals with the skills and knowledge and attitude required to prepare various eggs dishes Nominal Duration:

24 hours

Summary of Learning Outcomes: LO1. Perform Mise en place LO2. Prepare and cook egg dishes LO3. Present egg dishes LO4. Store egg dishes

Details of Learning Outcomes: LO1 . Perform mise en place Assessment Contents Criteria

Conditions

Methodol ogies

Assessmen t

Tools, utensils and equipment are cleaned, sanitized and prepared based on the required tasks Ingredients are identified correctly, according to standard recipes, recipe cards or enterprise requirements Ingredients are assembled according to correct quantity, type and quality required Ingredients are prepared based on the required form and time frame Frozen ingredients are thawed following enterprise procedures. Where necessary, raw ingredients are washed with clean potable water

Tools, equipments and utensils needed in cooking eggs Variety of eggs dishes

Students/tra inees must be provided with the following:

EQUIPMEN T •LCD Methods of Projector cooking eggs (optional for lecture) Egg sizing •Overhead Projector Quality of eggs (Optional for lecture) Market forms of •Television eggs and multimedia Nutritional player value/componen •Whiteboard ts of eggs •Applicable equipment Safe work as practices prescribed by Training Principles and regulations practices of •Electric, hygiene related gas or to use of raw induction ingredients ranges Logical and time •Ovens, efficient work including flow combi ovens •Microwave Cutting and s presentation •Grills and techniques of griddles vegetables and •Deep fryers fruits •Salamande rs Organizational •Food skills and processors teamwork •Blenders •Mixers Waste •Slicers minimization •Pans techniques and •Utensils

Lecture/ demonstra tion through blended learning

Film viewing through blended learning

Exposure trips through face to face

Methods Direct observation through face to face

Oral questioning through blended learning

Written or oral questioning through face to face

environmental considerations in specific relation to vegetables, eggs and starch dishes

•Tilting fry pan •Steamers •Baine marie •Mandoline TOOL -pots and pans -bowls and -Plastic wrap -Aluminum foil -measuring cups -weighing scales -cleaning materials and -linen -tea towels -serviettes -table cloth -aprons -uniforms -hair restraints toque, caps, hairnets SUPPLIES & MATERIAL S Eggs •Fresh •Century •Salted MATERIAL S •Manuals •Books •Video (CD)

LO2 . Prepare and cook egg dishes

Assessment Criteria

Contents

Conditions

Variety of egg dishes are prepared according to standard recipes using a range of cooking methods

Variety of egg dishes

Students/trai nees must be provided with the following:

Eggs are cooked based on clients requirements

Uses of eggs in cooking

Sauces and accompaniments specific to egg preparations are selected and prepared

Common culinary terms related to egg dishes

Cooked dishes are tasted and seasoned in accordance with the required taste of the dishes

Methods of cooking eggs

Safe work practices

Principles and practices of hygiene related to Workplace safety use of raw and hygienic ingredients procedures are followed Logical according to and time enterprise and efficient legal work flow requirements Organizati onal skills and teamwork Waste minimizatio n techniques and environme

EQUIPMEN T •LCD Projector (optional for lecture) •Overhead Projector (Optional for lecture) •Television and multimedia player •Whiteboard •Applicable equipment as prescribed by Training regulations •Electric, gas or induction ranges •Ovens, including combi ovens •Microwaves •Grills and griddles •Deep fryers •Salamander s •Food processors •Blenders •Mixers •Slicers •Pans •Utensils

Methodologie s Lecture/ demonstration through blended learning

Assessmen t Methods Direct observation through face to face

Demonstration through face to face

Written or oral questioning through face to face

Film viewing through blended learning

Return demonstratio n through face to face Review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate through face to face

ntal considerati ons in specific relation eggs preparation

•Tilting fry pan •Steamers •Baine marie •Mandoline TOOL -pots and pans -bowls and -Plastic wrap -Aluminum foil -measuring cups -weighing scales -cleaning materials and -linen -tea towels -serviettes -table cloth -aprons -uniforms -hair restraints toque, caps, hairnets SUPPLIES & MATERIALS Eggs •Fresh •Century •Salted MATERIALS •Manuals •Books •Video (CD)

LO3 . Present egg dishes

Assessment Criteria Suitable plates are selected according to enterprise standards Eggs are presented hygienically and attractively using suitable garnishes and side dishes sequentially within the required timeframe Factors in plating dishes are observed in presenting poultry and game dishes

Contents

Conditions

Present egg dishes attractively

Students/trai nees must be provided with the following:

Creative presentatio n techniques

EQUIPMEN T •LCD Projector (optional for lecture) •Overhead Projector (Optional for lecture) •Television and multimedia player •Whiteboard •Applicable equipment as prescribed by Training regulations •Electric, gas or induction ranges •Ovens, including combi ovens •Microwaves •Grills and griddles •Deep fryers •Salamander s •Food processors •Blenders •Mixers •Slicers •Pans •Utensils •Tilting fry

Factors to consider in plating egg dishes

Hygienic food handling practices Safe work practices on presenting and plating vegetable Organizati onal skills and teamwork Waste minimizatio n techniques

Methodologie s Lecture/ demonstration through blended learning

Film viewing through blended learning

Assessment Methods Direct observation through face to face Written or oral questioning through face to face Return demonstratio n through face to face Review of portfolios of evidence and third party workplace reports of onthe-job performance by the candidate through face to face

pan •Steamers •Baine marie •Mandoline TOOL -pots and pans -bowls and -Plastic wrap -Aluminum foil -measuring cups -weighing scales -cleaning materials and -linen -tea towels -serviettes -table cloth -aprons -uniforms -hair restraints toque, caps, hairnets SUPPLIES & MATERIALS Eggs •Fresh •Century •Salted MATERIALS •Manuals •Books •Video (CD)

LO4 . Store egg dishes

Assessment Criteria Fresh and processed eggs are stored at the correct temperature Optimum freshness and quality are maintained in accordance with enterprise storing techniques and procedures

Contents

Conditions

Observed hygienic handling and storing of eggs

Students/trai nees must be provided with the following:

Principles and practices of storing eggs

EQUIPMEN T •LCD Projector (optional for lecture) •Overhead Projector (Optional for lecture) •Television and multimedia player •Whiteboard •Applicable equipment as prescribed by Training regulations •Electric, gas or induction ranges •Ovens, including combi ovens •Microwaves •Grills and griddles •Deep fryers •Salamander s •Food processors •Blenders •Mixers •Slicers •Pans •Utensils •Tilting fry

Nutritional content of eggs

Quality trimmings and other leftovers are utilized where and when appropriate

Culinary terms related to handling and storage of eggs

Egg is stored in accordance with FIFO operating procedures and storage of egg requirements

Safe work practices Logical and time efficient work flow Organizati onal skills and teamwork Principles and practices of hygienic handling and storage of vegetables Waste

Methodologie s Lecture through blended learning

Assessment Methods Direct observation through face to face

Demonstration through blended learning

Written or oral questioning through face to face

Film viewing through blended learning

Review of portfolios of evidence and third party workplace reports of onthe-job performance by the candidate through face to face

minimizatio n techniques and environme nt-friendly disposal

pan •Steamers •Baine marie •Mandoline TOOL -pots and pans -bowls and -Plastic wrap -Aluminum foil -measuring cups -weighing scales -cleaning materials and -linen -tea towels -serviettes -table cloth -aprons -uniforms -hair restraints toque, caps, hairnets SUPPLIES & MATERIALS Eggs •Fresh •Century •Salted MATERIALS •Manuals •Books •Video (CD)

Modules of Instruction

Core Competencies :

COOKERY NC II

Unit of Competency :

PREPARE STARCH DISHES

Modules Title:

PREPARING STARCH DISHES

Module Descriptor: This module deals with the skills, knowledge and attitude required to cook, present and store starch dishes such as pasta and noodles. Nominal Duration:

24 hours

Summary of Learning Outcomes: LO1. Perform Mise en place LO2. Prepare starch dishes LO3. Present starch dishes LO4.

Store starch dishes

Details of Learning Outcomes: LO1 . Perform mise en place Assessment Contents Criteria Tools, utensils and equipment are cleaned, sanitized and prepared based on the required tasks Ingredients are identified correctly, according to standard recipes, recipe cards or enterprise requirements Ingredients are assembled according to correct quantity, type and quality required Ingredients are prepared based on the required form and time frame Frozen ingredients are thawed following enterprise procedures. Where necessary, raw ingredients are washed with

Tools, equipments and utensils needed in cooking starch

Conditions

Methodol ogies

Students/tra inees must be provided with the following:

Lecture/ demonstra tion through blended learning

EQUIPMEN T •LCD Methods of Projector cooking starch (optional for lecture) Nutritional •Overhead value/componen Projector ts of starch (Optional for lecture) Safe work •Television practices and multimedia Principles and player practices of •Whiteboard hygiene related •Applicable to use of raw equipment ingredients as prescribed Logical and time by Training efficient work regulations flow •Electric, gas or Cutting and induction presentation ranges techniques of •Ovens, vegetables and including fruits combi ovens Organizational •Microwave skills and s teamwork •Grills and griddles Waste •Deep fryers minimization •Salamande techniques and rs environmental •Food

Assessmen t Methods Direct observation through face to face

Variety /type of starch dishes

Film viewing through blended learning

Written or oral questioning through face to face

Review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate through face to face

clean potable water

considerations in specific relation to vegetables, eggs and starch dishes

processors •Blenders •Mixers •Slicers •Pans •Utensils •Tilting fry pan •Steamers •Baine marie •Mandoline TOOL -pots and pans -bowls and -Plastic wrap -Aluminum foil -measuring cups -weighing scales -cleaning materials and -linen -tea towels -serviettes -table cloth -aprons -uniforms -hair restraints toque, caps, hairnets SUPPLIES & MATERIAL S Forms of pasta •Long pasta •Short pasta •Designer pasta

•Dried stuffed pasta •Flat pasta •Long and flat •Noodles -wheat noodles -egg noodles -rice noodles -cellophane MATERIAL S •Manuals •Books •Video (CD)

LO2 . Prepare starch dishes Assessment Criteria Variety of starch products are selected and prepared according to enterprise recipes

Contents

Conditions

Cooking methods of pasta

Students/trai nees must be provided with the following:

Matching sauces to pasta

EQUIPMEN T Optimum quality Food •LCD is ensured using safety Projector appropriate practices in (optional for cooking methods cooking lecture) pasta •Overhead Sauces and Projector accompaniments Logical (Optional for appropriate to and timelecture) starch products efficient •Television are selected work flow and multimedia Cooked dishes player are tasted and •Whiteboard seasoned in •Applicable accordance with equipment the required as taste of the prescribed dishes by Training regulations Workplace safety •Electric, gas and hygienic or induction procedures are ranges followed •Ovens, according to including enterprise and combi ovens legislated •Microwaves requirements •Grills and griddles •Deep fryers •Salamander s •Food processors •Blenders •Mixers •Slicers

Methodologie s Lecture/ demonstration through blended learning

Film viewing through blended learning

Assessmen t Methods Direct observation through face to face Written or oral questioning through face to face

Review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate through face to face

•Pans •Utensils •Tilting fry pan •Steamers •Baine marie •Mandoline TOOL -pots and pans -bowls and -Plastic wrap -Aluminum foil -measuring cups -weighing scales -cleaning materials and -linen -tea towels -serviettes -table cloth -aprons -uniforms -hair restraints toque, caps, hairnets SUPPLIES & MATERIALS Forms of pasta •Long pasta •Short pasta •Designer pasta •Dried stuffed pasta •Flat pasta •Long and flat •Noodles -wheat noodles

-egg noodles -rice noodles -cellophane MATERIALS •Manuals •Books •Video (CD)

LO3 . Present starch dishes Assessment Criteria Suitable plate are selected according to enterprise standards

Contents

Conditions

Present starch dishes attractively

Students/trai nees must be provided with the following:

Starch dishes are presented hygienically and attractively using suitable garnishes and

Creative presentatio n techniques

side dishes

Factors to consider in plating starch dishes

EQUIPMEN T •LCD Projector (optional for lecture) •Overhead Projector (Optional for lecture) •Television and multimedia player •Whiteboard •Applicable equipment as prescribed by Training regulations •Electric, gas or induction ranges •Ovens, including combi ovens •Microwaves •Grills and griddles •Deep fryers •Salamander s •Food processors •Blenders •Mixers •Slicers •Pans

Factors in plating dishes are observed in presenting poultry and game dishes

Hygienic food handling practices Safe work practices on presenting and plating vegetable Organizati onal skills and teamwork Waste minimizatio n techniques

Methodologie s Lecture/ demonstration through blended learning

Film viewing through blended learning

Assessment Methods Direct observation through face to face Written or oral questioning through face to face

Review of portfolios of evidence and third party workplace reports of onthe-job performance by the candidate through face to face

•Utensils •Tilting fry pan •Steamers •Baine marie •Mandoline TOOL -pots and pans -bowls and -Plastic wrap -Aluminum foil -measuring cups -weighing scales -cleaning materials and -linen -tea towels -serviettes -table cloth -aprons -uniforms -hair restraints toque, caps, hairnets SUPPLIES & MATERIALS Forms of pasta •Long pasta •Short pasta •Designer pasta •Dried stuffed pasta •Flat pasta •Long and flat •Noodles -wheat noodles -egg noodles

-rice noodles -cellophane MATERIALS •Manuals •Books •Video (CD)

LO4 . Store starch dishes Assessment Contents Criteria Starch are stored Observed at the correct hygienic temperature handling and storing starchy products Optimum freshness and quality is maintained in accordance with enterprise storing techniques and procedures

Principles and practices of storing, starchy products

Conditions Students/trai nees must be provided with the following: EQUIPMEN T •LCD Projector (optional for lecture) •Overhead Projector (Optional for lecture)

Methodologie s Lecture/ demonstration through blended learning

Film viewing through blended learning

Assessment Methods Direct observation through face to face Written or oral questioning through face to face

Review of portfolios of

Quality trimmings and other leftovers are utilized where and when appropriate Starch is stored in accordance with FIFO operating procedures and storage of starch requirements

Culinary terms related to handling and storage of starchy products Safe work practices Logical and time efficient work flow Organizati onal skills and teamwork Principles and practices of hygienic handling and storage of meat Costing, yield testing, portion control of meat Waste minimizatio n techniques and environme nt-friendly disposal

•Television and multimedia player •Whiteboard •Applicable equipment as prescribed by Training regulations •Electric, gas or induction ranges •Ovens, including combi ovens •Microwaves •Grills and griddles •Deep fryers •Salamander s •Food processors •Blenders •Mixers •Slicers •Pans •Utensils •Tilting fry pan •Steamers •Baine marie •Mandoline TOOL -pots and pans -bowls and -Plastic wrap -Aluminum foil -measuring cups -weighing scales -cleaning materials and

evidence and third party workplace reports of onthe-job performance by the candidate through face to face

-linen -tea towels -serviettes -table cloth -aprons -uniforms -hair restraints toque, caps, hairnets SUPPLIES & MATERIALS Forms of pasta •Long pasta •Short pasta •Designer pasta •Dried stuffed pasta •Flat pasta •Long and flat •Noodles -wheat noodles -egg noodles -rice noodles -cellophane MATERIALS •Manuals •Books •Video (CD)

Modules of Instruction

Core Competencies :

COOKERY NC II

Unit of Competency :

COOK POULTRY AND GAME DISHES

Modules Title:

COOKING POULTRY AND GAME DISHES

Module Descriptor: This module deals with the knowledge, skills and attitude required in selecting, preparing, cooking, plating/presenting and storing poultry and game. Nominal Duration:

24 hours

Summary of Learning Outcomes:

LO1. Perform Mise en place LO2. Cook poultry and game. LO3. Plate/present poultry and game LO4. Store poultry and game

Details of Learning Outcomes: LO1 . Perform mise en place Assessment Contents Criteria Tools, utensils and equipment are cleaned, sanitized and prepared based on the required tasks Ingredients are identified correctly, according to standard recipes,

Tools, equipments and utensils needed in cooking poultry and game dishes Variety /type of poultry and game Methods of cooking poultry

Conditions

Methodol ogies

Students/tra inees must be provided with the following:

Lecture/ demonstra tion through blended learning

EQUIPMEN T •LCD Projector (optional for lecture) •Overhead Projector

Film viewing through blended

Assessmen t Methods Direct observation through face to face

Written or oral questioning through face to face

recipe cards or enterprise requirements Ingredients are assembled according to correct quantity, type and quality required Ingredients are prepared based on the required form and time frame Frozen ingredients are thawed following enterprise procedures. Where necessary, raw ingredients are washed with clean potable water

Nutritional (Optional for learning value/componen lecture) ts of poultry •Television and Sources of multimedia poultry player •Whiteboard Key factors that •Applicable affect the quality equipment of meat as prescribed by Training Fabricating Regulations poultry •Electric, Different gas or cuts/parts of induction poultry and ranges game •Ovens, including Safe work combi practices ovens •Microwave Principles and s practices of •Grills and hygiene related griddles to use of raw •Deep fryers ingredients •Salamande Logical and time rs efficient work •Food flow processors •Blenders Cutting and •Mixers presentation •Slicers techniques of •Pans vegetables and •Utensils fruits •Tilting fry pan Organizational •Steamers skills and •Baine teamwork marie •Mandoline Waste minimization TOOLS techniques and environmental -pots and considerations pans in specific -bowls and relation to -Plastic vegetables, wrap

Oral questioning through face to face Return demonstrati on through face to face Review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate through face to face

eggs and starch dishes

-Aluminum foil -measuring cups -weighing scales -cleaning materials and -linen -tea towels -serviettes -table cloth -aprons -uniforms -hair restraints toque, caps, hairnets TOOLS AND ACCESSO RIES •Mincers •Slicers •Knives •Cleavers •Saws •Sausage casing machines •Smokers •Pickling vats •Vacuum packer •Robot coupe SUPPLIES & MATERIAL S •Chicken, turkey, duck, goose •Pheasant,

quail, pigeon, guinea fowl, wild duck •rabbit, hare boar, goat Game MATERIAL S •Manuals •Books •Video (CD)

LO2 . Cook poultry and game dishes Assessment Criteria Poultry and game are handled efficiently and hygienically to minimize risk of food spoilage and crosscontamination Poultry and game dishes are cooked according to enterprise standard recipes and appropriate Cooking

Contents

Conditions

Methods of cooking poultry and game -Moist heat -Dry heat - Baking

Students/trai nees must be provided with the following:

-Combinati on of dry heat and moist heat Fabricating , deboning steps and techniques

EQUIPMEN T •LCD Projector (optional for lecture) •Overhead Projector (Optional for lecture) •Television and

Methodologie s Lecture through blended learning

Demonstration through blended learning

Film viewing through

Assessmen t Methods Direct observation through face to face Written or oral questioning through face to face

Review of portfolios of evidence and third

methods Cooked dishes are tasted and seasoned in accordance with the required taste of the dishes

Cuts/parts of poultry and game Ingredients for preparing poultry and game dishes

multimedia player •Whiteboard •Applicable equipment as prescribed by Training Regulations

•Electric, gas or induction Care and ranges use of •Ovens, knives, including machinery combi ovens and •Microwaves equipment •Grills and for poultry griddles and game •Deep fryers •Salamander preparation s •Food Principles processors and •Blenders practices •Mixers of hygiene •Slicers related to •Pans handling •Utensils and •Tilting fry preparation pan of poultry •Steamers and game •Baine marie •Mandoline OHS requiremen TOOLS ts -pots and Skills in pans trimming, -bowls and boning and -Plastic wrap portioning -Aluminum poultry and foil game -measuring cups Waste -weighing minimizatio scales n -cleaning techniques materials and and

blended learning

party workplace reports of on-the-job performance by the candidate through face to face

disposal.

-linen -tea towels -serviettes -table cloth -aprons -uniforms -hair restraints toque, caps, hairnets TOOLS AND ACCESSOR IES •Mincers •Slicers •Knives •Cleavers •Saws •Sausage casing machines •Smokers •Pickling vats •Vacuum packer •Robot coupe SUPPLIES & MATERIALS •Chicken, turkey, duck, goose •Pheasant, quail, pigeon, guinea fowl, wild duck •rabbit, hare boar, goat Game MATERIALS •Manuals •Books •Video (CD)

LO3 . Plate/present poultry and game dishes Assessment Criteria Service wares are selected in accordance with type of poultry and game dishes Poultry and game is plated/presented using suitable sauces, garnishes and accompaniments Poultry dishes are presented hygienically, logically and sequentially within the

Contents

Conditions

Portion control for cooked poultry and game

Students/trai nees must be provided with the following:

Creative presentatio n techniques

EQUIPMEN T •LCD Projector (optional for lecture) •Overhead Projector (Optional for lecture) •Television and multimedia player

Hygienic food handling practices Safe work practices on presenting

Methodologie s Lecture through blended learning

Demonstration through blended learning

Film viewing through blended learning

Assessment Methods Direct observation through face to face Written or oral questioning through face to face

Review of portfolios of evidence and third party workplace reports of on-

required timeframe Factors in plating dishes are observed in presenting poultry and game dishes..

Suitable storage techniques to maintain optimum quality of ingredients Organizati onal skills and teamwork Waste minimizatio n techniques

•Whiteboard •Applicable equipment as prescribed by Training Regulations •Electric, gas or induction ranges •Ovens, including combi ovens •Microwaves •Grills and griddles •Deep fryers •Salamander s •Food processors •Blenders •Mixers •Slicers •Pans •Utensils •Tilting fry pan •Steamers •Baine marie •Mandoline TOOLS -pots and pans -bowls and -Plastic wrap -Aluminum foil -measuring cups -weighing scales -cleaning materials and -linen -tea towels

the-job performance by the candidate through face to face

-serviettes -table cloth -aprons -uniforms -hair restraints toque, caps, hairnets TOOLS AND ACCESSOR IES •Mincers •Slicers •Knives •Cleavers •Saws •Sausage casing machines •Smokers •Pickling vats •Vacuum packer •Robot coupe SUPPLIES & MATERIALS •Chicken, turkey, duck, goose •Pheasant, quail, pigeon, guinea fowl, wild duck •rabbit, hare boar, goat Game MATERIALS •Manuals •Books •Video (CD)

LO4 . Store poultry and game Assessment Criteria Poultry and game are stored ensuring storage conditions and optimal temperature are maintained

Quality trimmings and other leftovers are utilized where and when appropriate

Contents

Conditions

Food safety practices related to handling and storing of poultry and game products

Students/trai nees must be provided with the following:

Methods of preserving poultry and game Logical and timeefficient work flow

EQUIPMEN T •LCD Projector (optional for lecture) •Overhead Projector (Optional for lecture) •Television and multimedia player

Methodologie s Lecture through blended learning

Demonstration through blended learning

Film viewing through blended learning

Assessment Methods Direct observation through face to face Written or oral questioning through face to face

Review of portfolios of evidence and third party workplace reports of on-

Storage procedures for poultry and game Temperatu re requiremen ts for storing poultry and game productsd Waste minimizatio n techniques and disposal

•Whiteboard •Applicable equipment as prescribed by Training Regulations •Electric, gas or induction ranges •Ovens, including combi ovens •Microwaves •Grills and griddles •Deep fryers •Salamander s •Food processors •Blenders •Mixers •Slicers •Pans •Utensils •Tilting fry pan •Steamers •Baine marie •Mandoline TOOLS -pots and pans -bowls and -Plastic wrap -Aluminum foil -measuring cups -weighing scales -cleaning materials and -linen -tea towels

the-job performance by the candidate through face to face

-serviettes -table cloth -aprons -uniforms -hair restraints toque, caps, hairnets TOOLS AND ACCESSOR IES •Mincers •Slicers •Knives •Cleavers •Saws •Sausage casing machines •Smokers •Pickling vats •Vacuum packer •Robot coupe SUPPLIES & MATERIALS •Chicken, turkey, duck, goose •Pheasant, quail, pigeon, guinea fowl, wild duck •rabbit, hare boar, goat Game MATERIALS •Manuals •Books •Video (CD)

Modules of Instruction

Core Competencies :

COOKERY NC II

Unit of Competency :

PREPARE AND COOK SEAFOOD

Modules Title:

PREPARING AND COOKING SEAFOOD

Module Descriptor: This module deals with the knowledge, skills and attitude required in selecting, preparing, presenting and storing seafood in a commercial kitchen or catering operation. Nominal Duration:

24 hours

Summary of Learning Outcomes: LO1. Perform Mise en place LO2: Handle fish and seafood

LO3. Cook fish and shellfish LO4

Plate/present fish and seafood

LO5. Store fish and saefood

Details of Learning Outcomes: LO1 . Perform mise en place Assessment Contents Criteria Tools, utensils and equipment are cleaned, sanitized and prepared based on the required tasks Ingredients are identified correctly, according to standard recipes, recipe cards or enterprise requirements

Conditions

Methodol ogies

The different Students/tra classifications of inees must seafood be provided with the Preparing a following: range of seafood dishes EQUIPMEN according to T enterprise •LCD standards Projector (optional for Classification lecture) and varieties of •Overhead fish and Projector shellfish (Optional for lecture) Sources of •Television seafood and multimedia

Lecture/ demonstra tion through blended learning

Film viewing through blended learning

Assessmen t Methods Direct observation through face to face

Written or oral questioning through face to face

Review of

Ingredients are assembled according to correct quantity, type and quality required Ingredients are prepared based on the required form and time frame Frozen ingredients are thawed following enterprise procedures. Where necessary, raw ingredients are washed with clean potable water

Market forms of seafood Nutrition related to fish and seafood, particularly the nutritional value of fish and seafood Specific dietary issues including allergies and intolerances Common culinary terms related to fish and seafood that are used in the industry Principles and practices of hygiene specifically on handling and storage of fish and seafood Safe work practices, particularly on using sharp knives Appropriate cookery methods for fish and shellfish Waste minimization techniques and environmental considerations in relation to seafood

player •Whiteboard •Applicable equipment as prescribed by Training Regulations •Electric, gas or induction ranges •Ovens, including combi ovens •Microwave s •Grills and griddles •Deep fryers •Salamande rs •Food processors •Blenders •Mixers •Slicers •Pans •Utensils •Tilting fry pan •Steamers •Baine marie •Mandoline TOOLS -pots and pans -bowls and -Plastic wrap -Aluminum foil -measuring cups -weighing

portfolios of evidence and third party workplace reports of on-the-job performance by the candidate through face to face

scales -cleaning materials and -linen -tea towels -serviettes -table cloth -aprons -uniforms -hair restraints toque, caps, hairnets SUPPLIES & MATERIAL S Variety of fishes: •Structure -Fin fish -shellfish •Body shape -Flat fish -Round fish •Market form -Fillets -Drawn -Whole -Butterfly fillet -Steak •Fat content -lean fish -fat fish •Water source -salt water -freshwater •processed fish -dried -smoked -bottled -dried

Types of Seafood •Shellfish -Mollusks Crustacean s -Octopus and squid •Fin fish MATERIAL S •Manuals •Books •Video (CD)

LO2 . Handle fish and seafood Assessment Criteria

Contents

Conditions

Seafood is selected according to quality,

The different classificati ons of seafood

Students/trai nees must be provided with the following:

Seafood are handled hygienically in accordance with enterprise handling and storing techniques

Procedure of thawing seafood

EQUIPMEN T •LCD Projector Criteria for (optional for judging the lecture) quality of •Overhead fresh fish Projector (Optional for Frozen seafood Storage lecture) are thawed requiremen •Television correctly to ts for fish and ensure maximum multimedia quality, and to Criteria for player retain their judging the •Whiteboard

Methodologie s Lecture/ demonstration through blended learning

Film viewing through blended learning

Assessmen t Methods Direct observation through face to face

Written or oral questioning through face to face

Review of portfolios of evidence

nutrients

quality of fresh fish Nutrition related to fish and seafood, particularly the nutritional value of fish and seafood Safe work practices, Cutting and presentatio n techniques , particularly on fish and crustacean s Waste minimizatio n techniques and environme ntal considerati ons in relation to seafood

•Applicable equipment as prescribed by Training Regulations •Electric, gas or induction ranges •Ovens, including combi ovens •Microwaves •Grills and griddles •Deep fryers •Salamander s •Food processors •Blenders •Mixers •Slicers •Pans •Utensils •Tilting fry pan •Steamers •Baine marie •Mandoline TOOLS -pots and pans -bowls and -Plastic wrap -Aluminum foil -measuring cups -weighing scales -cleaning materials and -linen -tea towels -serviettes

and third party workplace reports of on-the-job performance by the candidate through face to face

-table cloth -aprons -uniforms -hair restraints toque, caps, hairnets SUPPLIES & MATERIALS Variety of fishes: •Structure -Fin fish -shellfish •Body shape -Flat fish -Round fish •Market form -Fillets -Drawn -Whole -Butterfly fillet -Steak •Fat content -lean fish -fat fish •Water source -salt water -freshwater •processed fish -dried -smoked -bottled -dried Types of Seafood •Shellfish -Mollusks Crustaceans -Octopus and squid •Fin fish MATERIALS

•Manuals •Books •Video (CD)

LO3 . Cook fish and shellfish Assessment Criteria Fish is cleaned, gutted and filleted correctly and efficiently according to enterprise standards

Contents

Conditions

Steps in fabricating fish

Students/trai nees must be provided with the following:

Appropriat e cookery methods for fish and shellfish

Shellfish and other types of seafood are cleaned and prepared correctly and in accordance with enterprise standards

Preparing a range of seafood dishes according to enterprise standards

Seafood dishes is cooked according to

Nutrition related to fish and

EQUIPMEN T •LCD Projector (optional for lecture) •Overhead Projector (Optional for lecture) •Television and multimedia player •Whiteboard •Applicable equipment

Methodologie s Lecture/ demonstration through blended learning

Assessment Methods Direct observation through face to face

Film viewing through blended learning

Written or oral questioning through face to face

Review of portfolios of evidence and third party workplace

enterprise standards using a variety of cooking methods Fish and shellfish byproducts are used appropriately for a variety of dishes and menu items Cooked dishes are tasted and seasoned in accordance with the required taste of the dishes

seafood, particularly the nutritional value of fish and seafood Specific dietary issues including allergies and intolerance s

Common culinary terms related to fish and Workplace safety seafood and hygienic that are procedures are used in the followed industry according to enterprise and Principles legislated and requirements practices of hygiene specifically on handling preparation of fish and seafood Safe work practices, particularly on using sharp knives Waste minimizatio n techniques and

as prescribed by Training Regulations •Electric, gas or induction ranges •Ovens, including combi ovens •Microwaves •Grills and griddles •Deep fryers •Salamander s •Food processors •Blenders •Mixers •Slicers •Pans •Utensils •Tilting fry pan •Steamers •Baine marie •Mandoline TOOLS -pots and pans -bowls and -Plastic wrap -Aluminum foil -measuring cups -weighing scales -cleaning materials and -linen -tea towels -serviettes -table cloth -aprons

reports of onthe-job performance by the candidate through face to face

environme ntal considerati ons in relation to seafood

-uniforms -hair restraints toque, caps, hairnets SUPPLIES & MATERIALS Variety of fishes: •Structure -Fin fish -shellfish •Body shape -Flat fish -Round fish •Market form -Fillets -Drawn -Whole -Butterfly fillet -Steak •Fat content -lean fish -fat fish •Water source -salt water -freshwater •processed fish -dried -smoked -bottled -dried Types of Seafood •Shellfish -Mollusks Crustaceans -Octopus and squid •Fin fish MATERIALS •Manuals •Books

•Video (CD)

LO4 . Plate/present fish and seafood Assessment Criteria Seafood dishes are presented hygienically, logically and sequentially within the required timeframe

Contents Portion control for cooked seafood

Fish and seafood is prepared and presented for service in accordance to enterprise standards

Creative presentatio n techniques

Suitable sauces and dips are prepared according to standard recipes and as required

Hygienic food handling practices Safe work

Conditions Students/trai nees must be provided with the following: EQUIPMEN T •LCD Projector (optional for lecture) •Overhead Projector (Optional for lecture) •Television and multimedia player •Whiteboard •Applicable equipment

Methodologie s Lecture/ demonstration through blended learning

Assessment Methods Direct observation through face to face

Film viewing through blended learning

Written or oral questioning through face to face

Review of portfolios of evidence and third party workplace

to accompany seafood menu item

practices on presenting

Presentations and garnishing techniques are selected and used according to recipes and enterprise standards

Suitable storage techniques to maintain optimum quality of ingredients

Services are carried out according to enterprise methods and standards

Organizati onal skills and teamwork

Factors in plating dishes are observed in presenting seafood dishes

Waste minimizatio n techniques Cutting and presentatio n techniques , particularly on fish and crustacean s

as prescribed by Training Regulations •Electric, gas or induction ranges •Ovens, including combi ovens •Microwaves •Grills and griddles •Deep fryers •Salamander s •Food processors •Blenders •Mixers •Slicers •Pans •Utensils •Tilting fry pan •Steamers •Baine marie •Mandoline TOOLS -pots and pans -bowls and -Plastic wrap -Aluminum foil -measuring cups -weighing scales -cleaning materials and -linen -tea towels -serviettes -table cloth -aprons

reports of onthe-job performance by the candidate through face to face

-uniforms -hair restraints toque, caps, hairnets SUPPLIES & MATERIALS Variety of fishes: •Structure -Fin fish -shellfish •Body shape -Flat fish -Round fish •Market form -Fillets -Drawn -Whole -Butterfly fillet -Steak •Fat content -lean fish -fat fish •Water source -salt water -freshwater •processed fish -dried -smoked -bottled -dried Types of Seafood •Shellfish -Mollusks Crustaceans -Octopus and squid •Fin fish MATERIALS •Manuals •Books

•Video (CD)

LO5 . Store fish and seafood Assessment Criteria Quality trimmings and other leftovers are utilized where and when appropriate Seafood are stored hygienically in accordance with enterprise handling and storing techniques Where applicable, date stamps and codes are checked to ensure quality control

Contents Storing and handling issues related to seafood

Conditions Students/trai nees must be provided with the following:

EQUIPMEN Storage T requiremen •LCD ts for fish Projector (optional for Temperatu lecture) re •Overhead requiremen Projector ts for (Optional for storing lecture) seafood •Television and Waste multimedia minimizatio player n •Whiteboard techniques •Applicable and equipment

Methodologie s Lecture/ demonstration through blended learning

Assessment Methods Direct observation through face to face

Film viewing through blended learning

Written or oral questioning through face to face

Review of portfolios of evidence and third party workplace

Seafood is stored in accordance with FIFO operating procedures and storage of seafood requirements.

environme ntal considerati ons in relation to seafood Food safety practices related to handling and storing of poultry and game products Methods of preserving seafood Logical and timeefficient work flow

as prescribed by Training Regulations •Electric, gas or induction ranges •Ovens, including combi ovens •Microwaves •Grills and griddles •Deep fryers •Salamander s •Food processors •Blenders •Mixers •Slicers •Pans •Utensils •Tilting fry pan •Steamers •Baine marie •Mandoline TOOLS -pots and pans -bowls and -Plastic wrap -Aluminum foil -measuring cups -weighing scales -cleaning materials and -linen -tea towels -serviettes -table cloth -aprons

reports of onthe-job performance by the candidate through face to face

-uniforms -hair restraints toque, caps, hairnets SUPPLIES & MATERIALS Variety of fishes: •Structure -Fin fish -shellfish •Body shape -Flat fish -Round fish •Market form -Fillets -Drawn -Whole -Butterfly fillet -Steak •Fat content -lean fish -fat fish •Water source -salt water -freshwater •processed fish -dried -smoked -bottled -dried Types of Seafood •Shellfish -Mollusks Crustaceans -Octopus and squid •Fin fish MATERIALS •Manuals •Books

•Video (CD)

Modules of Instruction

Core Competencies :

COOKERY NC II

Unit of Competency :

PREPARE DESSERTS

Modules Title:

PREPARING DESSERTS

Module Descriptor: This module deals with knowledge, skills, and attitudes in the preparation of a range of hot, cold and frozen desserts in a commercial kitchen or catering operation Nominal Duration:

24 hours

Summary of Learning Outcomes: LO1. Perform Mise en place LO2

Prepare desserts and sweet sauces

LO3. Plate/present desserts Prepare sweet sauces LO4. Store desserts

Details of Learning Outcomes: LO1 . Perform mise en place Assessment Contents Criteria Tools, utensils and equipment are cleaned, sanitized and prepared based on the required tasks

Ingredients are identified correctly, according to standard recipes, recipe cards or enterprise requirements Ingredients are

Different types of desserts and sweets Details and characteristics of different types of desserts and sweets Varieties of suitable ingredients for desserts and sweets Common culinary terms related to desserts and sweets that are

Conditions

Methodol ogies

Students/tra inees must be provided with the following:

Lecture/ demonstra tion through blended learning

EQUIPMEN T •LCD Projector (optional for lecture) •Overhead Projector (Optional for lecture) •Television and multimedia player •Whiteboard •Applicable

Film viewing through blended learning

Assessmen t Methods Direct observation through face to face

Written or oral questioning through face to face

Review of portfolios of evidence and third

assembled according to correct quantity, type and quality required Ingredients are prepared based on the required form and time frame Frozen ingredients are thawed following enterprise procedures.

Where necessary, raw ingredients are washed with clean potable water

used in the industry Nutritional value of dessert

equipment as prescribed by Training regulations

TOOLS Principles and AND practices of ACCESSO hygiene on RIES handling and Equipment storage of dairy for making products desserts and sweets Logical and time •Blenders efficient work •Ice-cream flow machines •Ice makers •Juicers and vitaminizers •Mixers • Oven •Chiller and freezers •Steamer •Weighing scales •Low pressure burners SUPPLIES & MATERIAL S Desserts and sweets •Pudding, pies, tarts, flans, fritters •Custard, creams •Prepared fruit •Charlotte, bavarois, mousse, soufflé, sabayon •Meringues,

party workplace reports of on-the-job performance by the candidate through face to face

crepes, omelettes •Sorbet, ice cream, bombe, parfait, tiramisu •Cakes and pastries •Custards and eggbased desserts – crème brulee Sweet sauces May include: •Sugar syrups •Fruit syrups •Fruit purees, sauces and coulis •Chocolatebased sauces •Sabayon and zabaglione •Custards and crèmes •Flavored butters and creams •Sabayon & zabaglione •Crepes Suitable thickening agents for sweet sauces May include: •Roux •Flour

•Corn flour, arrowroot, potato starch •Modified starch •Breadcrum bs •Eggs and egg yolks

LO2 . Prepare desserts and sweet sauces Assessment Criteria Standard or enterprise recipes are used to produce a variety of hot, cold and frozen desserts, appropriate for a variety of menus Range of sweet sauces are produced to a desired consistency and flavor Prepared desserts and sweets are tasted in accordance with the required

Contents

Conditions

Types/clas sification of desserts and sweets

Students/trai nees must be provided with the following:

Methodologie s Lecture/ demonstration through blended learning

Assessmen t Methods Direct observation through face to face

Methods of preparing/c ooking desserts

EQUIPMEN T •LCD Projector Common (optional for culinary lecture) terms •Overhead related to Projector desserts (Optional for and sweets lecture) •Television Ingredients and for the multimedia preparation player of desserts •Whiteboard and sweets •Applicable equipment

Film viewing through blended learning

Sampling of desserts made by the candidate through face to face Written or oral questioning through face to face

taste Workplace safety and hygienic procedures are followed according to enterprise and legislated requirements

Safe work practices Principles and practices of hygiene related to use of raw ingredients Logical and time efficient work flow Organizati onal skills and teamwork Waste minimizatio n techniques and environme ntal considerati ons in specific relation eggs preparation

as prescribed by Training regulations TOOLS AND ACCESSOR IES Equipment for making desserts and sweets •Blenders •Ice-cream machines •Ice makers •Juicers and vitaminizers •Mixers • Oven •Chiller and freezers •Steamer •Weighing scales •Low pressure burners SUPPLIES & MATERIALS Desserts and sweets •Pudding, pies, tarts, flans, fritters •Custard, creams •Prepared fruit •Charlotte, bavarois, mousse, soufflé, sabayon •Meringues, crepes, omelettes •Sorbet, ice cream,

Return demonstratio n through face to face Review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate through face to face

bombe, parfait, tiramisu •Cakes and pastries •Custards and eggbased desserts – crème brulee Sweet sauces May include: •Sugar syrups •Fruit syrups •Fruit purees, sauces and coulis •Chocolatebased sauces •Sabayon and zabaglione •Custards and crèmes •Flavored butters and creams •Sabayon & zabaglione •Crepes Suitable thickening agents for sweet sauces May include: •Roux •Flour •Corn flour, arrowroot, potato starch •Modified starch •Breadcrumb s

•Eggs and egg yolks

LO3 . Plate/present desserts Assessment Criteria Desserts are presented hygienically, logically and sequentially within the required timeframe Desserts are decorated creatively Factors in plating dishes are observed in presenting desserts Desserts are portioned according to enterprise standards

Contents

Conditions

Creative presentatio n techniques for desserts and sweets.

Students/trai nees must be provided with the following:

EQUIPMEN T •LCD Varieties of Projector suitable (optional for ingredients lecture) for •Overhead desserts Projector and sweets (Optional for lecture) Principles •Television and and practices multimedia of hygiene player on •Whiteboard presenting/ •Applicable plating equipment desserts as

Methodologie s Lecture/ demonstration through blended learning

Assessment Methods Direct observation through face to face

Film viewing through blended learning

Sampling of desserts made by the candidate through face to face Written or oral questioning through face to face

and sweets prescribed by Training Desserts are Logical regulations presented in and time accordance with efficient TOOLS AND enterprise work flow ACCESSOR presentation IES techniques Equipment for making Accompaniments Waste desserts and , garnishes and minimizatio sweets decorations are n •Blenders used to enhance techniques •Ice-cream taste, texture and machines and environme •Ice makers balance ntal •Juicers and considerati vitaminizers ons related •Mixers to desserts • Oven •Chiller and freezers •Steamer •Weighing scales •Low pressure burners SUPPLIES & MATERIALS Desserts and sweets •Pudding, pies, tarts, flans, fritters •Custard, creams •Prepared fruit •Charlotte, bavarois, mousse, soufflé, sabayon •Meringues, crepes, omelettes •Sorbet, ice cream, bombe,

Return demonstratio n through face to face Review of portfolios of evidence and third party workplace reports of onthe-job performance by the candidate through face to face

parfait, tiramisu •Cakes and pastries •Custards and eggbased desserts – crème brulee Sweet sauces May include: •Sugar syrups •Fruit syrups •Fruit purees, sauces and coulis •Chocolatebased sauces •Sabayon and zabaglione •Custards and crèmes •Flavored butters and creams •Sabayon & zabaglione •Crepes Suitable thickening agents for sweet sauces May include: •Roux •Flour •Corn flour, arrowroot, potato starch •Modified starch •Breadcrumb s •Eggs and

egg yolks

LO4 . Store desserts Assessment Criteria Quality trimmings and other leftovers are utilized where and when appropriate Desserts are stored at the appropriate temperature and under the correct conditions to maintain quality, freshness and customer appeal Suitable packaging are selected and used to preserve taste, appearance and tasting characteristics

Contents

Conditions

Storing and handling issues related to desserts and sweets

Students/trai nees must be provided with the following:

EQUIPMEN T Temperatu •LCD re Projector requiremen (optional for ts for lecture) storing •Overhead desserts Projector (Optional for lecture) •Television and Waste multimedia minimizatio player n •Whiteboard techniques •Applicable and equipment environme as ntal prescribed considerati by Training

Methodologie s Lecture/ demonstration through blended learning

Assessment Methods Direct observation through face to face

Film viewing through blended learning

Written or oral questioning through face to face

Review of portfolios of evidence and third party workplace reports of onthe-job performance

ons in relation to seafood Sweet sauces are stored to retain desired quality and characteristics Dessert is stored in accordance with FIFO operating procedures and storage of dessert requirements

regulations

TOOLS AND ACCESSOR Food IES safety Equipment practices for making related to desserts and handling sweets and storing •Blenders of desserts •Ice-cream and sweets machines products •Ice makers •Juicers and Methods of vitaminizers preserving •Mixers dessert • Oven •Chiller and Logical freezers and time•Steamer efficient •Weighing work flow scales •Low Safe work pressure practices burners particularly on SUPPLIES & handling MATERIALS and storing Desserts hot and and sweets frozen •Pudding, desserts pies, tarts, flans, fritters •Custard, creams •Prepared fruit •Charlotte, bavarois, mousse, soufflé, sabayon •Meringues, crepes, omelettes •Sorbet, ice cream, bombe, parfait, tiramisu

by the candidate through face to face

•Cakes and pastries •Custards and eggbased desserts – crème brulee Sweet sauces May include: •Sugar syrups •Fruit syrups •Fruit purees, sauces and coulis •Chocolatebased sauces •Sabayon and zabaglione •Custards and crèmes •Flavored butters and creams •Sabayon & zabaglione •Crepes Suitable thickening agents for sweet sauces May include: •Roux •Flour •Corn flour, arrowroot, potato starch •Modified starch •Breadcrumb s •Eggs and egg yolks

Modules of Instruction

Core Competencies :

COOKERY NC II

Unit of Competency :

PACKAGE PREPARED FOOD

Modules Title:

PACKAGE PREPARED FOOD

Module Descriptor: This module deals with the knowledge, skills, and attitudes in packaging of prepared foodstuffs for transportation Nominal Duration:

8 hours

Summary of Learning Outcomes: LO1. Select packaging materials LO2. Package food.

Details of Learning Outcomes: LO1 . Select packaging materials Assessment Criteria

Contents

Conditions

Methodol ogies

Food requirements of client and user are met prior to packaging in accordance with the enterprise standard following the criteria for packaging

Food preparation requirements prior to packaging

Students/tra inees must be provided with the following:

Lecture/ demonstra tion through blended learning

Suitable packaging materials and methods for a different types of food items

EQUIPMEN T SUPPLIES & MATERIAL S

Qualities of packaging materials are selected in accordance enterprise standards

The characteristics and uses of different packaging materials

LEARNING MATERIAL S •LCD Projector (optional for lecture) •Overhead Projector (Optional for lecture) •Television and

Portion control practices and principles Functional design

Film viewing through blended learning

Assessmen t Methods Direct observation through face to face

Written or oral questioning through face to face

Review of portfolios of evidence and third party workplace reports of on-the-job

requirements for multimedia food packaging player areas •Whiteboard Applicable equipment as prescribed by Training regulations Types of packaging materials May include but are not limited to: •Polystyrene foam •Cartons •Plastic cling wrap •Plastic or foil containers •Metal or plastic trays •Manuals •Books •Video (CD)

performance by the candidate through face to face

LO2 . Package food Assessment Criteria

Contents

Conditions

Food is packaged in compliance with sanitary, occupational health and safety and local health regulations requirements

Safe work practices on packaging, dealing with hot surfaces, lifting and bending.

Students/trai nees must be provided with the following:

Environmental requirements for food packaging area is observed

Hygienic practices and occupation al health and safety and local health regulations in packaging, storing and transportin g of food, including: -HACCP Principles

Appropriate packaging procedures are adopted according to enterprise specifications Food labeled according to industry standards

Methodologie s Lecture/ demonstration through blended learning

EQUIPMEN T SUPPLIES & MATERIALS Film viewing through LEARNING blended MATERIALS learning •LCD Projector (optional for lecture) •Overhead Projector (Optional for lecture) •Television and multimedia player •Whiteboard Applicable equipment

Assessmen t Methods Direct observation through face to face

•Written or oral questions to test candidate’s knowledge on packaging types and methods for different types of food, hygienic practices in packaging, maintaining food quality and nutritional value through face

applied to off-site catering

as prescribed by Training regulations Environme Types of ntal packaging requiremen materials ts for food May include packaging but are not area limited to: •Polystyrene Appropriat foam e •Cartons packaging •Plastic cling procedures wrap and •Plastic or techniques foil containers Appropriat •Metal or e labeling plastic trays of •Manuals packaged •Books foodstuffs •Video (CD)

to face

Review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate through face to face