SITHCCC008

Prepare vegetable, fruit,

eggs, and farinaceous dishes
Learner Guide
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Table of Contents

Unit of Competency...............................................................................................................................5
Application..........................................................................................................................................5
Performance Criteria...........................................................................................................................6
Range of Conditions............................................................................................................................7
Foundation Skills.................................................................................................................................8
Assessment Requirements..................................................................................................................9
1. Select ingredients for vegetable, fruit, egg and farinaceous dishes..................................................13
1.1 – Confirm food production requirements from food preparation list and standard recipes...........14
Food production requirements.........................................................................................................14
Studying recipes to understand requirements..................................................................................15
Activity 1A.........................................................................................................................................16
1.2 – Calculate ingredient amounts according to requirements...........................................................17
Calculating ingredients......................................................................................................................17
Allowing room for error....................................................................................................................18
Activity 1B.........................................................................................................................................19
1.3 – Identify and select ingredients from stores according to recipe, quality, freshness and stock
rotation requirements...........................................................................................................................20
Identifying and selecting ingredients from recipes...........................................................................20
Identifying and selecting good quality ingredients............................................................................20
Identifying and selecting fresh ingredients.......................................................................................20
Activity 1C.........................................................................................................................................22
1.4 – Check perishable supplies for spoilage or contamination prior to preparation...........................23
Perishable supplies............................................................................................................................23
Signs of spoilage and contamination.................................................................................................23
Activity 1D.........................................................................................................................................25
2. Select, prepare and use equipment..................................................................................................26
2.1 – Select type and size of equipment suitable to requirements.......................................................27
Select the necessary equipment.......................................................................................................27
Selecting the right sized equipment..................................................................................................28
Activity 2A.........................................................................................................................................29
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2.2 – Safely assemble and ensure cleanliness of equipment before use..............................................30

Safely assemble preparatory equipment..........................................................................................30
Safely assemble cooking equipment.................................................................................................30
Cleanliness of equipment..................................................................................................................31
Activity 2B.........................................................................................................................................32
2.3 – Use equipment safely and hygienically according to manufacturer instructions.........................33
Using equipment safely.....................................................................................................................33
Using equipment hygienically...........................................................................................................34
Activity 2C.........................................................................................................................................35
3. Portion and prepare ingredients......................................................................................................36
3.1 – Sort and assemble ingredients according to food production sequencing...................................37
Food production sequencing.............................................................................................................37
Activity 3A.........................................................................................................................................38
3.2 – Weigh and measure ingredients and create portions according to recipe...................................39
Weighing and measuring ingredients................................................................................................39
Creating appropriately sized portions...............................................................................................40
Activity 3B.........................................................................................................................................41
3.3 – Clean and cut ingredients as required using basic culinary cuts according to culinary standards 42
Basic culinary cuts.............................................................................................................................42
Types of cuts.....................................................................................................................................42
Cleaning ingredients..........................................................................................................................43
Activity 3C.........................................................................................................................................44
3.4 – Prepare eggs for different culinary uses.......................................................................................45
Preparing eggs...................................................................................................................................45
Activity 3D.........................................................................................................................................47
3.5 – Prepare fresh farinaceous ingredients.........................................................................................48
What are farinaceous ingredients?...................................................................................................48
Preparing farinaceous ingredients....................................................................................................48
Activity 3E.........................................................................................................................................50
3.6 – Minimise waste to maximise profitability of food items prepared...............................................51
The main causes of wastage..............................................................................................................51
Minimising waste..............................................................................................................................51
Activity 3F..........................................................................................................................................53
4. Cook vegetable, fruit, egg and farinaceous dishes............................................................................54
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4.1 – Follow standard recipes to select and use relevant cookery methods for vegetable, fruit, egg and
farinaceous foods..................................................................................................................................55
Following standard recipes...............................................................................................................55
Cookery methods..............................................................................................................................55
Eggs...................................................................................................................................................57
Activity 4A.........................................................................................................................................58
4.2 – Select and add accompaniments suited to the dish.....................................................................59
Selecting and adding accompaniments.............................................................................................59
Activity 4B.........................................................................................................................................60
4.3 – Make food quality adjustments within scope of responsibility....................................................61
Making food quality adjustments......................................................................................................61
Responsibility....................................................................................................................................61
Scope of responsibility......................................................................................................................63
Activity 4C.........................................................................................................................................64
5. Present and store vegetable, fruit, egg and farinaceous dishes........................................................65
5.1 – Present dishes attractively on appropriate service-ware.............................................................66
Presenting dishes attractively...........................................................................................................66
Using the appropriate service-ware..................................................................................................66
Activity 5A.........................................................................................................................................68
5.2 – Add dips, sauces and garnishes according to standard recipes and regional variations...............69
Dips and sauces.................................................................................................................................69
Adding garnishes according to standard recipes...............................................................................70
Activity 5B.........................................................................................................................................71
5.3 – Visually evaluate dish and adjust presentation............................................................................72
Visually evaluating dishes..................................................................................................................72
Adjusting presentation......................................................................................................................72
Activity 5C.........................................................................................................................................73
5.4 – Store dishes in appropriate environmental conditions.................................................................74
Storing dishes in the correct conditions............................................................................................74
Activity 5D.........................................................................................................................................75
5.5 – Clean work area, and dispose of or store surplus and re-usable by-products according to
organisational procedures, environmental considerations, and cost-reduction initiatives...................76
Cleaning the work area.....................................................................................................................76
Disposing of rubbish..........................................................................................................................76
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Storing surplus or re-usable products...............................................................................................77

Activity 5E.........................................................................................................................................78
Summative Assessments.......................................................................................................................79
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Unit of Competency
Application

This unit describes the performance outcomes, skills and knowledge required to prepare and cook
various vegetable, fruit, egg and farinaceous dishes following standard recipes. It requires the ability to
select and prepare ingredients, and to use relevant equipment, cookery and food storage methods.

The unit applies to cooks working in hospitality and catering organisations. This could include
restaurants, educational institutions, health establishments, defence forces, cafeterias, kiosks, cafes,
residential caterers, in flight and other transport caterers, and event and function caterers.

It applies to individuals who work with very little independence and under close supervision and
guidance of more senior chefs. They follow predefined organisational procedures and report any
discrepancies to a higher level staff member for action.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time
of publication.

Pre-requisite Unit

SITXFSA001 Use hygienic practices for food safety

Competency Field

Commercial Cookery and Catering

Unit Sector

Hospitality
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Performance Criteria
Element Performance Criteria
Elements describe the Performance criteria describe the performance needed to
essential outcomes. demonstrate achievement of the element.

1. Select ingredients for 1.1 Confirm food production requirements from food
vegetable, fruit, egg preparation list and standard recipes
and farinaceous dishes 1.2 Calculate ingredient amounts according to requirements
1.3 Identify and select ingredients from stores according to
recipe, quality, freshness and stock rotation requirements
1.4 Check perishable supplies for spoilage or contamination
prior to preparation

2. Select, prepare and 2.1 Select type and size of equipment suitable to requirements
use equipment 2.2 Safely assemble and ensure cleanliness of equipment before
use
2.3 Use equipment safely and hygienically according to
manufacturer instructions

3. Portion and prepare 3.1 Sort and assemble ingredients according to food production
ingredients sequencing
3.2 Weigh and measure ingredients and create portions
according to recipe
3.3 Clean and cut ingredients as required using basic culinary
cuts according to culinary standards
3.4 Prepare eggs for different culinary uses
3.5 Prepare fresh farinaceous ingredients
3.6 Minimise waste to maximise profitability of food items
prepared

4. Cook vegetable, fruit, 4.1 Follow standard recipes to select and use relevant cookery
egg and farinaceous methods for vegetable, fruit, egg and farinaceous foods
dishes 4.2 Select and add accompaniments suited to the dish
4.3 Make food quality adjustments within scope of
responsibility

5. Present and store 5.1 Present dishes attractively on appropriate service-ware

vegetable, fruit, egg 5.2 Add dips, sauces and garnishes according to standard recipes
and farinaceous dishes and regional variations
5.3 Visually evaluate dish and adjust presentation
5.4 Store dishes in appropriate environmental conditions
5.5 Clean work area, and dispose of or store surplus and re-
usable by-products according to organisational procedures,
environmental considerations, and cost-reduction initiatives
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Range of Conditions
Specifies different work environments and conditions that may affect performance. Essential operating
conditions that may be present (depending on the work situation, needs of the candidate, accessibility
of the item, and local industry and regional contexts) are included.

Range is restricted to essential operating conditions and any other variables essential to the work
environment.

Food quality adjustments must involve consideration of factors relating to:

 Taste
 Temperature
 Texture.

Adjusting presentation must involve consideration of:

 Accompaniments and garnishes that maximise visual appeal:

o balance
o colour
o contrast
 Plating food for practicality of:
o customer consumption
o service
 Wiping drips and spills.

Environmental conditions must ensure appropriate:

 Atmosphere
 Humidity
 Light
 Packaging
 Temperature
 Use of containers
 Ventilation.
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Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the
performance criteria that are required for competent performance.

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are
listed here, along with a brief context statement.

 Reading skills to:

o locate information in food preparation lists and standard recipes to determine food preparation
requirements
o locate and read date codes and rotation labels on food products.
 Numeracy skills to:
o calculate the number of portions
o determine cooking times and temperatures.
 Problem-solving skills to:
o evaluate quality of ingredients and finished dishes and make adjustments to ensure a quality
product
o adjust taste, texture and appearance of food products according to identified deficiencies.
 Planning and organising skills to:
o efficiently sequence the stages of food preparation and production.
 Self-management skills to:
o manage own speed, timing and productivity.
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Assessment Requirements
Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in
the context of the job role, and:

 Follow standard recipes to prepare dishes for at least six different customers using each of the
following types of products:
o vegetables and fruit:
 dried
 fresh
 frozen
o eggs used for the following applications:
 aerating
 binding
 setting
 coating
 enriching
 emulsifying
 glazing
 clarifying
 garnishing
 thickening
o farinaceous items:
 couscous
 pasta and noodles
 polenta
 pulses
 rice
 Prepare dishes using each of the following cookery methods at least once:
o boiling
o braising
o deep and shallow frying
o poaching or scrambling
o roasting
o stewing
 Prepare at least three different types of fresh pasta
 Prepare the above dishes:
o within commercial time constraints and deadlines
o reflecting required quantities to be produced
o following procedures for portion control and food safety practices when handling and storing
different food types
o responding to special customer requests and dietary requirements.
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Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria
of this unit:

 Culinary terms and trade names for ingredients used in standard recipes for vegetable, fruit, egg
and farinaceous dishes, relating to:
o convenience products
o fresh products
 Contents of stock date codes and rotation labels
 Characteristics of different vegetable, fruit, egg and farinaceous dishes:
o appearance and presentation
o classical and contemporary variations
o freshness and other quality indicators
o nutritional value
o service style
o taste
o texture
 Accompaniments and sauces for vegetable, fruit, egg and farinaceous dishes
 Historical and cultural origin of different vegetable, fruit, egg and farinaceous dishes and products
 Cookery methods for vegetable, fruit, egg and farinaceous dishes listed in the performance
evidence
 Health risks associated with raw egg products and alternative egg products
 Culinary applications which use eggs as specified in the performance evidence
 Mise en place requirements for vegetable, fruit, egg and farinaceous dishes
 Appropriate environmental conditions for storing food products to:
o ensure food safety
o optimise shelf life
 Safe operational practices using essential functions and features of equipment used to produce
vegetable, fruit, egg and farinaceous dishes.

Assessment Conditions

Skills must be demonstrated in an operational commercial kitchen. This can be:

 An industry workplace
 A simulated industry environment, such as a training kitchen servicing customers.

Assessment must ensure access to:

 Fixtures and large equipment:

o commercial:
 blenders and food mills
 food processor
 planetary mixer
o commercial grade work benches (1.5 m/person)
o commercial ovens with trays (one per two persons)
o commercial refrigeration facilities:
 cool room and/or fridge
 freezer
o deep-fryer
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o designated storage areas for dry goods and perishables

o double sink
o gas, electric or induction stove tops (two burners per person)
o hot plate or griddle
o microwave
o pasta machine
o salamander or other form of griller (one per four persons)
o storage facilities:
 shelving
 trays
 Small equipment:
o baking sheets and trays
o beaters
o containers for hot and cold food
o cutting boards
o food handler gloves
o graters
o juicers
o knife sharpening equipment
o sharpening steels and stones
o knives:
 chef knives
 utility knives
o measurers:
 metric calibrated measuring jugs
 measuring spoons
 portion control scoops
o oven mitts
o pots and pans for small and large production:
 stainless steel
 cast iron
 non-stick fry pans
o scoops, skimmers and spiders
o scales
o service-ware:
 platters, dishes and bowls
 cutlery and serving utensils
o sets of stainless steel bowls
o steamers
o small utensils:
 flour and drum sieves
 pastry brushes
 peelers, corers and slicers
 scrapers
 spatulas
 strainers and chinois
 tongs and serving utensils
 whisks:
• fine stainless steel wire
• coarse stainless steel wire
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o spoons:
 large plain and slotted metal spoons
 ladles in a variety of sizes
 serving spoons
 wooden spoons
o thermometers
 Cleaning materials and equipment:
o cleaning cloths
o commercial cleaning and sanitising agents and chemicals for cleaning commercial kitchens,
equipment and food storage areas
o dustpans and brooms
o garbage bins and bags
o hand towel dispenser and hand towels
o mops and buckets
o separate hand basin and antiseptic liquid soap dispenser for hand washing
o sponges, brushes and scourers
o tea towels
 Organisational specifications:
o equipment manufacturer instructions
o current commercial stock control procedures and documentation for ordering, monitoring and
maintaining stock
o mise en place lists, menus, standard recipes, and recipes for special dietary requirements
o guidelines relating to food disposal, storage and presentation requirements
o ordering and docketing paperwork
o food safety plan
o safety data sheets (SDS) for cleaning agents and chemicals
 Diverse and comprehensive range of perishable food supplies for commercial cookery or catering
operations as specified in the performance evidence
 Industry-realistic ratios of kitchen staff to customers; these can be:
o staff and customers in an industry workplace during the assessment process; or
o individuals who participate in role plays or simulated activities, set up for the purpose of
assessment, in a simulated industry environment operated within a training organisation.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors;
and:

 Have achieved the Certificate III in Commercial Cookery or Certificate IV in Commercial Cookery to
assess this unit as part of a Certificate III in Commercial Cookery or Certificate IV in Commercial
Cookery qualification; and
 Have worked in industry for at least three years where they have applied the skills and knowledge
of this unit of competency.

Links

Companion Volume Implementation Guide: - http://www.serviceskills.com.au/resources

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1. Select ingredients for vegetable, fruit, egg and farinaceous

dishes
1.1. Confirm food production requirements from food preparation list and standard recipes

1.2. Calculate ingredient amounts according to requirements

1.3. Identify and select ingredients from stores according to recipe, quality, freshness and stock
rotation requirements

1.4. Check perishable supplies for spoilage or contamination prior to preparation

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1.1 – Confirm food production requirements from food preparation list and
standard recipes
By the end of this chapter, the learner must be able to:
 Confirm deadlines

 Decide on portion sizes, based on the recipe and the number of people

 Determine special customer requests and dietary requirements.

Food production requirements

You will need to understand exact food production requirements before preparing dishes, depending on
the recipes you are working with, who you are preparing food for, how many you are preparing food
for, and depending on any other requests placed with orders.

Deadlines
It is important to find out when dishes need to be ready for, so that you know when to start preparing
fruit, vegetable, and farinaceous ingredients. Customers and guests will expect a timely service, so your
time management skills will be required regularly.

For example, if you are preparing food for a wedding reception, you will need to find out time when
guests arrive. If they arrive at 3, for example, you may need to start preparation in the morning,
depending on how many guests are expected and how much food is required.

Portion sizes
You will need to know how big portion sizes should be for the recipe you are preparing. This will affect
how many ingredients you need and how long you require to prepare and cook them.

Portion sizes will be dependent on:

 The type of foods you are working with

 The occasion or situation

 Your organisation and its standard portion sizes

 The customers’ orders.

The number of people you are cooking for

You will need to determine how many people you are cooking for, as this will also affect the quantities
of ingredients required and the time needed for preparation and cooking. For example, a wedding will
usually require huge quantities of ingredients, while a small business meeting may only require
ingredients for five or six meals.

Customer requests
Another point that will affect food production requirements is customer requests and needs. You will
regularly receive individual customer requests, which may be based on individual preferences, or
specialised dietary requirement, such as allergies.
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For example, you may have to offer an option which is gluten free for any coeliac customers/guests.

Studying recipes to understand requirements

The first step you should take when trying to understand food production requirements is to study
recipes or food preparation lists. Recipes will often state the exact ingredients needed, the time needed
to prepare and cook, and a host of other useful information.

Recipes will tell you:

 What ingredients you need

 The quantities of ingredients you need

 How to prepare ingredients

 About equipment needed

 About techniques required

 How to mix ingredients

 How long cooking will take.

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1.2 – Calculate ingredient amounts according to requirements

By the end of this chapter, the learner must be able to:
 Read recipes to establish what ingredients quantities are required for a
standard portion

 Decide on portion sizes that fit the type of restaurant and the type of occasion

 Calculate the quantities of ingredients required, based on the number of people

that are attending.

Calculating ingredients
If you are to accurately calculate the amounts of ingredients that you require, you will need to take a
number of things into account.

Recipe requirements
Recipes will usually state the quantities of ingredients required for one to four people –
any more and you will need to make some calculations. Read recipe instructions carefully
to make sure you obtain the right ingredients and the right amounts for the number of
customers or guests expected.

For example, a recipe may state that you need 800 grammes of broccoli for a meal
aimed at two adults. You will then need to half the quantities of ingredients stated to
find out how much is needed for one person, and then multiply this figure by the
number of customers/guests expected.

Portion sizes
One variable which can significantly affect the quantity of ingredients you need is portion size. Portion
sizes will be determined by the type of restaurant, café, or event you are cooking for, as well as
customer preferences and orders.

For example, if you are cooking aeroplane meals, you will know exactly how big portion sizes need to
be; on the other hand, if you are cooking at a café or fast food restaurant, then you may need to alter
portion sizes depending on customer orders. In the latter case, you would need to make sure you order
enough ingredients to cover the largest portion sizes available.

Numbers of people expected

The number of people that you are planning to cook for will greatly affect the amount of ingredients
you need. For example, you may be planning to cook for a small party of six, or for a wedding where a
few hundred guests are expected.

Calculating the amount of ingredients needed can be done easily by dividing recipe ingredients to find
out the quantities of ingredients required for one person/portion, and then multiplying those quantities
by the number of guests expected. You should use a calculator to ensure accuracy.
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Allowing room for error

It is vital that you order at least 10% more ingredients than you think you need for the number of guests
expected. This should be enough to cover accidents, errors, or changes of plan, but be sure to check
with your supervisor about exact quantity requirements.

Ordering slightly more ingredients than required will:

 Allow for mistakes in the preparation and cooking phases

 Allow for changes to plans

 Allow for dropped or spoiled food in the serving phase

 Allow for food which is rejected and sent back by

customers

 Allow for second helpings, if customers/guests want more.


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1.3 – Identify and select ingredients from stores according to recipe, quality,
freshness and stock rotation requirements
By the end of this chapter, the learner must be able to:
 Identify and select all ingredients listed in the recipe being used

 Identify and select good quality brands and produce to ensure that the final
taste is optimised

 Identify and select ingredients and produce which is fresh.

Identifying and selecting ingredients from recipes

Recipes will often specify the exact types and brands of ingredients and produce that you need, and you
should look to follow this advice as closely as possible to ensure the desired outcome.

When looking for ingredients and produce, make sure it is stored where it should be, whether that be
on a shelf, in a freezer or fridge, or in a storage room. All ingredients must have been stored at the
correct temperatures, and be in date, in order to meet minimum food safety standards.

Identifying and selecting good quality ingredients

It is imperative that you only select good quality produce and ingredients to ensure the final taste, as
well as customer safety.

You should make sure that all fruit and vegetables are a good size, and that they are not damaged in any
way. If you identify any signs of low quality or damage listed below, you should look elsewhere for more
appropriate ingredients.

Make sure you check for:

 Marks and bruises

 Discolouration

 Broken packaging

 Missing items

 Mould and growths.

Identifying and selecting fresh ingredients

It is important that you only select fresh ingredients to guarantee the best taste possible.

Food date labels

You will need to check all food date labels to understand when a product is fresh and when it is not.

Food Standards Australia states that it is the responsibility of the supplier to place a date label on their
products, for health and safety reasons. You will need to know where this information is shown on
ingredients, and what it means.
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Food date labels include:

 Best before dates

o food will still be good to eat after this date

 Display until labels

o food must be sold by a certain date

 Use by date

o for safety reasons, food must be used by this date

o it may be unsafe if used after this date.

Stock rotation
If you are selecting produce and ingredients from your organisation’s stores and supplies, you will need
to be aware of stock rotation procedures.

Older items should appear at the front of storage areas – such as fridges and shelves – while newer
items should be put to the back. This is to ensure that all items get used by their use-by date. However,
this means you should be especially careful when selecting ingredients from the front of storage areas,
as there is an increased chance that these ingredients may not be fresh enough to use.

Methods of storage
Think about how produce and ingredients have been stored, as this will affect their freshness. If items
have been frozen, then they should be safe to eat but they may no longer qualify as ‘fresh’. If they have
been refrigerated or stored on shelves for a short period of time, then they are likely to be fresh.

You should also consider whether produce has been transported. If it has, then you should find out how
long it was in transportation and under what conditions it was stored.

If items have been pre-prepared and are left over from a previous service, then you will need to
establish whether they have been stored correctly, in order to decide whether they are fresh enough to
use again.

o
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1.4 – Check perishable supplies for spoilage or contamination prior to

preparation
By the end of this chapter, the learner must be able to:
 Identify supplies that are perishable

 Correctly identify spoiled and contaminated supplies

 Take the correct action when spoiled or contaminated items are identified.

Perishable supplies
You will need to be able to identify all produce and ingredients that are perishable, so you know how to
make the necessary checks for freshness before selection.

In general, all fruit and vegetable products perish relatively quickly, while farinaceous ingredients –
although also classed as perishable – will generally last much longer. Be aware that items will perish
much more quickly if they are not stored correctly at the appropriate temperatures.

Below are some common examples of perishable supplies, but you may find that the majority of foods
you use are perishable.

Common perishable supplies may include:

 Berries

 Leafy vegetables

 Bananas

 Oranges

 Apples

 Broccoli and
cauliflower

 Lettuce

 Avocado

 Cucumber.

Signs of spoilage and contamination

It is important that you can establish when ingredients and produce are not appropriate for selection,
and when they need to be disposed of.

Spoilage may present itself in a number of different ways, depending on the type of product or
ingredient. For example, fruits such as bananas, berries, and apples, will usually bruise and show
discolouration when damaged or below the freshness standards required.
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Signs of spoilage include:

 Marks and bruises on fruit

 Discolouration on vegetables

 Broken packaging

 Missing items

 Mould and growths.

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2. Select, prepare and use equipment

2.1. Select type and size of equipment suitable to requirements

2.2. Safely assemble and ensure cleanliness of equipment before use

2.3. Use equipment safely and hygienically according to manufacturer instructions

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2.1 – Select type and size of equipment suitable to requirements

By the end of this chapter, the learner must be able to:
 Select the necessary equipment for the job

 Choose the right sized equipment, based on the number of people they are
cooking for.

Select the necessary equipment

You will need specific equipment to prepare and cook ingredients quickly, safely, and to the required
standard. Many recipes will establish what equipment is required and, depending on the organisation
you work for, you may have most of that equipment readily available to you.

Try to think about what you are cooking – including all the ingredients involved – and the different
stages involved in cooking it. Consider what types of equipment you will need at each of these stages.

Preparatory equipment
The following equipment can be used to prepare ingredients and produce before the cooking stage. For
example, you will need to have the equipment to cut, mince, and process foods for certain recipes.

Equipment may include:

 Blenders

 Pasta makers

 Food processors

 Knives and knife sharpeners

 Scales

 Measuring beakers and spoons

 Thermometers

 Utensils.

Cooking equipment
The following equipment may be required to cook the intended recipe. Be aware that recipes may
require you to cook using specific types of equipment, and this guidance should always be followed to
achieve the best outcome. For example, you may need to use an induction frying pan on an induction
cooking range, if your organisation uses this equipment.

Cooking equipment may include:

 Barbeques

 Microwaves
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 Ovens

 Pans

 Steamers

 Fryers

 Cooking ranges – electric, gas, and

induction

 Grills and griddles.

Selecting the right sized equipment

You will need to consider what size equipment you require for preparation and cooking, and this will
depend largely on how many people you are cooking for, as well as average portion sizes.

You will need to make sure processors, cookers, pans, grills, griddles, and ovens are all big enough to
allow you to get food done on time and to a consistently high standard. As ever, plan ahead so that you
know you have the appropriately sized equipment for the job.
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2.2 – Safely assemble and ensure cleanliness of equipment before use

By the end of this chapter, the learner must be able to:
 Assemble all preparatory equipment in a safe manner

 Assemble all cooking equipment in a safe manner

 Check equipment to make sure it is clean enough to use.

Safely assemble preparatory equipment

Safety should be your number one priority when preparing equipment, and this means looking out for
your personal safety, the safety of colleagues, and the safety of customers.

Remember: a sharp knife is a safe knife. If a knife is sharp, you know it will consistently cut through
ingredients without you having to force it. You can sharpen a knife safely by using a knife sharpener.

Make sure you read manufacturer instructions or receive training before attempting to assemble
electrical equipment, such as blenders and food processors. Trying to assemble these items without
guidance can increase the risk of injury and breakages of equipment.

You will need to make sure that:

 Knives are sharpened

 You consult manuals before assembling equipment

 Surfaces and floors are dry

 There are no electrical faults with plug sockets, and

that there are no exposed wires.

Safely assemble cooking equipment

You will also need to make sure that all cooking equipment is assembled safely and is ready for safe
usage across an entire shift. This is especially important because of the fire risks that come from dirty,
faulty, and improperly assembled cooking equipment.

You will need to make sure that:

 Fire hazards are removed

 Equipment is cleaned and kept clean

 Electrical faults are identified and removed

 Equipment works properly and that it reaches the required temperatures.

 P a g e | 26

Cleanliness of equipment
It is vital that all equipment is clean, in order to ensure safety standards are met, and so that all meals
taste as they should. You will need to be aware of grease and food on pans and inside equipment. You
will also need to take equipment apart to clean it properly.

Unclean equipment is a serious issue and can cause fire hazards and lead to contaminated food which is
unsafe to eat. You will need to adhere to cleanliness standards laid out in the Food Standards Code and
Food Regulations 2010.

You will need to:

 Use washing up liquid to clean knives and other preparatory equipment

 Disassemble equipment to clean the component parts

 Use cleaning sprays on hobs, pans,

grills, microwaves and other cooking
equipment

 Use wipes and cloths on

equipment

 Use hot water to clean equipment

 Organise usage of equipment to

avoid cross contamination

 Clean and dry equipment before

and after use.


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2.3 – Use equipment safely and hygienically according to manufacturer

instructions
By the end of this chapter, the learner must be able to:
 Operate preparatory equipment safely, according to manufacturer instructions

 Use cooking equipment safely, according to manufacturer instructions

 Maintain standards of hygiene when using equipment.

Using equipment safely

It is important to pay attention to the way you use equipment, to ensure you use it in a safe manner,
according to manufacturer instructions.

Following instructions and training from senior staff

You should receive training from senior staff on how to use equipment safely. Make sure you listen and
follow their advice as closely as possible, as well as observing how they use equipment.

You may need to:

 Watch demonstrations

 Listen to advice, tips and instructions

 Observe senior staff when using equipment

themselves.

Following manufacturer instructions

You will need to follow manufacturer instructions to learn how to operate specific equipment. Each
piece of equipment will have a manual or instructional leaflet, which should tell you how to turn
equipment on and off, adapt temperatures and cooking modes, and how to safely assemble and
disassemble equipment for cleaning and maintenance.

Key safety issues include:

 How to handle, sharpen, and carry knives and blades

 Electrical safety when equipment is running

o for example, keeping hands away from moving parts, avoid getting wet,
and switch off before cleaning

 Monitoring any equipment in use

o leaving equipment unattended can lead to safety issues

 Not using damaged equipment

o it may be tempting to use damaged equipment if it still works, but this

can pose many risks and dangers
 P a g e | 28

 Placement of power cords on wet and hot surfaces, and over walkways

o you run the risk of electrocution when power cords are not positioned
properly

 Keeping electrical equipment away from water

 Making sure flammable equipment is kept away from heat sources

 Wearing personal protective gear

o this may include gloves, eye protection, or simply wearing long sleeves.

Using equipment hygienically

You must always strive to meet hygiene standards when using equipment, in order to ensure that food
is safe to eat. Be aware that your own hygiene plays a significant part in meeting safety standards, and
you should always make sure your hands are washed, you are wearing a clean apron, and that long hair
is covered by a hair net.

You should always:

 Wash hands

 Wear the appropriate clothing and gear

o gloves

o hairnets

o aprons

 Wash equipment before and after use

 Use appropriate cleaning products on equipment.


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3. Portion and prepare ingredients 

3.1. Sort and assemble ingredients according to food production sequencing

3.2. Weigh and measure ingredients and create portions according to recipe

3.3. Clean and cut ingredients as required using basic culinary cuts according to culinary standards

3.4. Prepare eggs for different culinary uses

3.5. Prepare fresh farinaceous ingredients

3.6. Minimise waste to maximise profitability of food items prepared

 P a g e | 30

3.1 – Sort and assemble ingredients according to food production sequencing

By the end of this chapter, the learner must be able to:
 Develop a logical sequence for preparing and cooking food

 Assemble all ingredients required for the recipe

 Organise ingredients based on when they will be required in the food

production sequence.

Food production sequencing

It is important that you can develop a logical food production sequence that you can follow when it
comes to the preparatory and cooking phases. A good sequence will lay out exactly what tasks need
completing, in the order that they need completing.

A good food sequence will:

 List all tasks in the order that they need to be done

 List all ingredients required in each stage

 List all equipment needed in each stage

 Set an estimated time for each stage

o think about how long ingredients will take

to cook.

Organising ingredients
By studying the food production sequence, it should be clear when you will need ingredients. You
should look to prepare all ingredients that are part of the recipe – by chopping, cutting, slicing, dicing,
etc – before laying them out on worktops so that they are easy to reach when they are needed.

You will need to:

 Prepare all ingredients you need in the recipe and set them out logically on worktops

 Have all the equipment out and ready that you will need for the recipe

 Use the mise en place technique by measuring and setting all the ingredients out
before you start cooking and placing them in ramekins

 Organise when you will cook each ingredient

o for example, if something takes longer to cook you will need to make
this a priority and cook it first, so you don’t have to wait for it at the end.
 P a g e | 31

3.2 – Weigh and measure ingredients and create portions according to recipe
By the end of this chapter, the learner must be able to:
 Use weighing scales to measure ingredients, according to the recipe

 Use measuring cups, spoons, jugs, and beakers to measure ingredients,

according to the recipe

 Create appropriate sized portions.

Weighing and measuring ingredients

It is important to weigh and measure ingredients, using recipes as a guide for the quantities of
ingredients in each portion. When measuring ingredients, it is important that you consider how many
people you will be serving, so that you can adjust quantities appropriately.

In order to measure ingredients, you may need to use:

 Measuring spoons

 Beakers

 Measuring jugs/cups

 Electronic or manual weighing scales.

Tips for weighing and measuring

There are certain steps you can take to make sure you measure and weigh as accurately as possible, and
some of these are outlined below.

Remember:
 When using measuring jugs/cups, always place them on a flat, level surface to ensure
you get an accurate measurement

 Bend down and look at the measurements at eye level, rather than guessing what the
measurement is

 A ‘pinch’ means an amount that fits exactly between your thumb and forefinger

 Level any ingredients on a measuring spoon using the straight edge of a knife or a
spatula, in order to make sure you don’t add more than is required

 When measuring butter, the wrapper will usually have markings on with the
measurement, so you can use a knife to easily cut off the amount you need

 Don’t rush – measuring ingredients correctly is crucial to get the best results when
cooking, so it’s important that you take your time to get it right.
 P a g e | 32

Creating appropriately sized portions

As was mentioned earlier in the Learner Guide, you will need to make sure portion sizes are appropriate
for the event, restaurant, café, or function you are cooking for, as well as customer preferences for the
size of meals.

It is likely that you will cook recipes in large quantities if cooking for a
lot of people, so you will need to make sure you cut appropriately
sized portions. Knowing exactly how to divide portions will come
with experience, but until you get that experience you should ask a
senior colleague, or weigh portions to make sure each one is exactly
the right size.
 P a g e | 33

3.3 – Clean and cut ingredients as required using basic culinary cuts according to
culinary standards
By the end of this chapter, the learner must be able to:
 Clean all vegetables, fruits, and farinaceous ingredients thoroughly

 Accurately and safely use a variety of basic culinary cuts

 Adhere to culinary standards when making cuts.

Basic culinary cuts

It is important that you know how to make basic culinary cuts to prepare fruit, veg, and farinaceous
ingredients quickly, safely, and to a high enough quality to meet accepted culinary standards.

Having the knowledge and ability to use basic culinary cuts will help:
 With the presentation of food

 With the speed and accuracy of preparation

 In meeting culinary standards

 To keep you safe.

Types of cuts
Brunoise
This French term means cutting a vegetable into small and precise 3mm cubes to use in sauces and
soups. Carrots, onions, leek and celery are used as part of a brunoise. To make this, you should shape
ingredients into a rectangle or square, cut into 2” long pieces, and then cut into 4mm thick slices.

Source: http://www.cooksinfo.com/brunoise. Accessed on 21/08/2016

Chiffonnade
This means slicing food into fine shreds, and it is normally used for lettuce, kale, and herbs, in order to
garnish dishes. Stack the salad on top of each other, roll it up, and cut at 3mm increments.

Source: http://www.reluctantgourmet.com/knife-cuts/. Accessed on 21/08/2016

Concasse
This means to crush or grind, and it is usually referred to as Tomato Concasse, which is a tomato that
has been peeled, seeded and chopped to remove the skin and inedible parts, before adding to a sauce
or salad.

Source: http://www.cheftalk.com/a/tomato-concasse-how-to-peel-and-seed-a-tomato. Accessed on

21/08/2016

Jardinière
 P a g e | 34

This means cutting a vegetable, such as carrots, into thick baton shapes. To make this, cut the vegetable
into a rectangle or square shape, then cut into 4” long pieces, before slicing these into batons of 2”-5”.

Source: http://www.cooksinfo.com/jardiniere. Accessed on 21/08/2016

Julienne
This means cutting ingredients into a matchstick shape with the measurements 3mm x 3mm x 3-5cm. To
make this, cut food into 2” rectangles and then stack them together and vertically cut them 1/8” apart.
This is used in coleslaw recipes to get the thin strips of vegetables.

Source: http://www.reluctantgourmet.com/knife-cuts/. Accessed on 21/08/2016

Macédoine
This means a fine mixture of vegetables and fruit sliced and served raw or cooked, in cubes of 4mm x
4mm x 4mm. To make this, shape food into a rectangle or square, cut into long pieces first, then keep
stacking and slicing them until you’re left with small cubes.

Source: http://www.cooksinfo.com/macedoine. Accessed on 21/08/2016

Mirepoix
This is a mixture of finely chopped carrots, celery and onions that are used in sauces, stocks, and soups,
in order to enhance the flavour. This mixture should consist of 25% each of carrots and celery, and 50%
onions.

Source: http://culinaryarts.about.com/od/seasoningflavoring/p/mirepoix.htm. Accessed on 21/08/2016

Paysanne
This means cutting vegetables into a country style, which is a rougher cut than other precision cuts. To
make this, cut vegetables thinly according to their natural shape.

Source: http://www.cooksinfo.com/paysanne. Accessed on 21/08/2016

Cleaning ingredients
It is important to wash all fruit and vegetables before preparation, as well as farinaceous ingredients if
the recipe requires it.

Washing ingredients should be done to remove any harmful chemicals or bacteria, which can
sometimes survive cleaning processes carried out by growers and suppliers.

Washing farinaceous ingredients can get rid of starches, which can affect taste, so it is important that
you consult the recipe to see if this is required.

To clean ingredients, you should:

 Run them under cold water, using a strainer

 Gently run/brush your thumb across their surface

 Cut any damaged or bruised areas off fruit and veg

 P a g e | 35

 Leave to dry.

3.4 – Prepare eggs for different culinary uses

By the end of this chapter, the learner must be able to:
 Check eggs for freshness

 Crack eggs accurately

 Separate whites from yolks.

Preparing eggs
The first step you should take is to make sure that the eggs you are using are fresh. You can do this by
checking the use-by date, and also by placing eggs in water. If they float, this generally means that eggs
are not fresh enough to use; if they stand upright on the bottom then they are generally fresh and okay
to use.

Eggs should be refrigerated at 5 degrees Celsius or below and must be kept in the refrigerator until the
time of use, or just before. They should not be out of the fridge for longer than a day before use.

Purpose of eggs
Eggs may need to be prepared in a specific way, depending on the recipe and the meal you are cooking.

You will need to know why you are using eggs in a recipe so that you know how to prepare them
properly. Eggs are often used for a range of purposes, from thickening mixes to adding moisture into
recipes.

Eggs can be used to:

 Thicken foods

o for example, quiches

 Add colour to recipes

o for example, in yellow cake and egg custard

 Provide moisture

o for example, in cookies or brownies

 Form an emulsion

 Add nutritional value.

Source: www.theicn.org – accessed on 13/10/2016

Preparation
When you know why you are using eggs or egg products, then you can begin to prepare them.
 P a g e | 36

You will need to make sure you know how to crack eggs effectively without pieces of shell entering
food. Usually, a single firm tap against the side of a pan of beaker will be enough to break the shell and
the membrane.

You will also need to know how to separate egg whites from yolks by repeatedly transferring egg yolks
between two halves of a cracked shell. This will allow the egg white to pour into the
pan/container/beaker, while the egg yolk remains in the shell.

Depending on the recipe, you may need to use:

 Refrigerated liquid eggs

 Frozen egg products

 Dried egg products

 Whole eggs

 Only eggs yolks

 Only egg whites.


 P a g e | 37

3.5 – Prepare fresh farinaceous ingredients

By the end of this chapter, the learner must be able to:
 Identify common farinaceous ingredients

 Wash and prepare farinaceous ingredients.

What are farinaceous ingredients?

The word ‘farinaceous’ is commonly used to describe foods high in starch, such as pasta, noodles, and
rice. These ingredients will feature in many recipes and meals, adding a carbohydrate element to the
mix.

Farinaceous ingredients may include:

 Pasta

 Noodles

 Rice

 Couscous

 Polenta

 Gnocchi.

Preparing farinaceous ingredients

To prepare farinaceous ingredients, you may need to wash them (depending on what the recipe states)
in order to get rid of starches – although some recipes will require the starches to be present for taste
purposes.

You may make the pasta and other farinaceous ingredients yourself, but this can be a very time-
consuming process, so it is often easier to buy ready-made ingredients. If you buy ingredients, you may
need to cut them into appropriate lengths and sizes, as specified by the recipe.

Make sure you weigh all farinaceous ingredients, in order to make sure you get exactly the right
amounts for the recipe you are using. It can be easy to misjudge quantities of farinaceous ingredients if
relying on visual checks, so make sure you have accurate scales.

You may need to:

 Check the best before and use by dates on the ingredient packaging

 Make a visual check for quality and freshness

 Wash farinaceous ingredients

o you will often need to use a colander

 Select the right types of pasta, as stated in the recipe

 P a g e | 38

o make sure you get the right sizes, shapes, and brands

 Measure/weigh farinaceous ingredients using accurate equipment

 Make sure water is boiling before you cook farinaceous ingredients.

 P a g e | 39

3.6 – Minimise waste to maximise profitability of food items prepared

By the end of this chapter, the learner must be able to:
 Identify the main areas of wastage in the preparatory phase

 Prepare and cook all ingredients in an efficient manner

 Determine the exact quantities of ingredients needed to maximise profitability.

The main causes of wastage

It is important to understand where and when wastage occurs most often in your organisation, so that
you can take action to minimise it.

Wastage is not contained to the areas listed below, so it may be necessary to carry out a full assessment
of your preparation and cooking methods, in order to fully understand how much you waste and in
what areas.

Common causes of wastage include:

 Not using food items before their use-by
date

 Storing items in the wrong places

 Storing ingredients at the wrong

temperatures and in the wrong environments

 Cutting and slicing ingredients using

incorrect or inefficient techniques

 Overcooking/undercooking recipes

 Dropping items.

Minimising waste
There are many ways you can improve efficiency and maximise profitability when preparing ingredients
and cooking them. You should break up recipes into separate tasks to understand what can be done to
improve efficiency.

Wasting less will mean that your organisation spends less on ingredients and produce in the long term,
and that it maximises sales from the produce and ingredients it does by.

Some of the things you can do to minimise wastage include:

 Ordering the correct quantity of ingredients, depending on the amount of food
you plan to cook

 Serving portion sizes that can be comfortably finished by guests and customers

 Using the right techniques and being careful when preparing ingredients
 P a g e | 40

o lots of wastage occurs through not using the right techniques

 Making sure that food is stored in fridges and freezers when required

 Making sure that food is stored in Tupperware and cling film/foil when
required.
 P a g e | 41

4. Cook vegetable, fruit, egg and farinaceous dishes

4.1. Follow standard recipes to select and use relevant cookery methods for vegetable, fruit, egg and
farinaceous foods

4.2. Select and add accompaniments suited to the dish

4.3. Make food quality adjustments within scope of responsibility

 P a g e | 42

4.1 – Follow standard recipes to select and use relevant cookery methods for
vegetable, fruit, egg and farinaceous foods
By the end of this chapter, the learner must be able to:
 Follow recipes accurately

 Use accepted cookery methods, as laid out in recipes.

Following standard recipes

Following recipes closely will help guide you in the cooking phase. You will need to highlight specific
information about cooking methods, some of which are highlighted below.

You will need to pay attention to:

 Which ingredients need to be cooked

 The cooking methods required for each

ingredient

 The temperatures that food needs to be

cooked at

 How long each ingredient needs to be cooked

for

 Any dangers from undercooking ingredients.

Cookery methods
Recipes will usually specify what cooking methods you need to use to bring about the best results. Make
sure you have at least a basic knowledge of the following cooking methods. If you require training in any
of them, make sure you inform your trainer, supervisor, or manager.

Cookery methods include:

 Baking

o baking involves cooking food in a dry heat (usually in an oven)

o it usually requires a longer period of time than most other cooking

methods and is often used for farinaceous dishes, such as pasta bakes

 Blanching

o blanching involves plunging food into boiling water for a specified

period, before removing it and placing in cold water to retain freshness

 Boiling

o boiling involves cooking food in boiling water for specified period of

time
 P a g e | 43

 Braising

o braising involves cooking using both moist and dry heat

o typically, food is seared at high temperature and then placed in a pot

and covered with liquid, before being cooked in an oven

 Deep-frying

o food is cooked in hot oil or fat

o normally using a deep fat fry, but can be done in a large pan

 Grilling

o cooking the surface of the food, usually under a

grill or in a griddle pan

 Poaching

o food is submerged in hot water, but

cooked more slowly

 Roasting

o food is cooked in an oven at high

temperatures for specified period of time

 Shallow frying

o pan-frying – food is cooked in a frying pan with a small amount of oil or

fat

o sauté – food is placed in a pan with a small amount of oil over a

medium-high heat and browned whilst being tossed frequently

o stir-frying – food is cooked in a frying pan on a very high heat and

turned very frequently

 Steaming

o the steam from boiling water is used to cook the food

o usually carried out using a steamer

 Stewing

o food is cooked in liquid e.g. stock, wine, etc

o the liquid is then served with the food as a gravy/stock/sauce

 Microwaving
 P a g e | 44

o microwaving is a quick method of cooking but food must be

turned/stirred to ensure it is cooked equally.

Eggs
It is important that you follow specific rules when cooking eggs. Whatever purpose you use eggs for,
you must always make sure that eggs are cooked thoroughly to eliminate the risk of salmonella.

You will need to make sure you:

 Cook eggs at a temperature of at least 71 degrees Celsius to
kill all bacteria

 Cook egg whites between at least 62 and 65 degrees

Celsius to coagulate

 Cook scrambled eggs until no visible liquid egg remains

 Cook poached egg in gently simmering water until whites

are completely set and the yolks begin to thicken but are not hard – about 5 mins.
 P a g e | 45

4.2 – Select and add accompaniments suited to the dish

By the end of this chapter, the learner must be able to:
 Identify accompaniments that suit the dish they are creating

 Select fresh and high-quality accompaniments.

Selecting and adding accompaniments

You will need to think carefully about the type of accompaniments that suit the dish you are making,
and leave sufficient time to prepare and add these to the dish.

The accompaniments you choose should be based on the characteristics of the main dish. For example,
if you are cooking a lasagne, you may want to choose a bowl of chips and a salad as accompaniments.

You may choose accompaniments based on:

 Colour

 Nutritional value

 Contrasting values to the main meal

 Taste

 Texture

 A mix of all of the above.

Common accompaniments
If you are unsure of what accompaniments should go with your main dish, then you should look to ask
an experienced member of staff, or carry out your own research from physical texts or from trusted
online sources.

Common accompaniments include:

 Salt and pepper
 Breadsticks
 Chips
 Salad and veg
 Fresh herbs
 Fruits
 Spices
 Nuts
 Dip
 Sauces
 P a g e | 46

 Yogurt.

4.3 – Make food quality adjustments within scope of responsibility

By the end of this chapter, the learner must be able to:
 Make adjustments to raise the quality of dishes

 Act and make decisions based on their level of responsibility.

Making food quality adjustments

When it comes to kitchen work, it is vital that you know how to assess and adjust food quality.

This is important because all dishes must meet a consistently high standard, as set out by your
organisation, industry standards, and legal standards. To send out a few high-quality dishes and then a
few dishes that aren’t so good would be lazy and unfair. You can be certain that the customers with the
lower quality dishes will notice.

You should be able to assess and adjust a dish’s:

 Taste

o for example, you may choose to add

herbs, salt, and pepper to add flavour

 Temperature

o for example, you may need to put a meal

in the microwave for a short time

 Texture

o for example, you may need to add eggs to

thicken mixes

 Visual appeal

o for example, you may need to add accompaniments to add colour.

Responsibility
It is the entirety of the kitchen staff and waiting staff’s responsibility to ensure that when a diner
receives a dish, it is to the highest quality, both in terms of ingredients and presentation. If each
individual member performs their duties correctly and in line with quality and presentation procedure,
as well at the Food Standards code, then this should always be the case. However, in a busy kitchen,
steps can sometimes be missed, which results in a sub-par plate of food. This doesn’t necessarily mean
that the food will be wasted, as there are actions that can be undertaken to remedy the quality of the
food.
 P a g e | 47

Taste
If a dish does not taste as it should, it could be for a variety of reasons.

These may include:

 Using spoiled produce and ingredients

 Using produce that is past its best

 Serving at the wrong temperature

 Using the wrong cooking techniques

 Getting timings wrong

 Under or over seasoning

 Using the wrong ingredients

 Not using the right amount of ingredients.        

If spoiled produce has been used then the food will have to be thrown away as it is not fit for human
consumption. If the wrong ingredients have been used, this is also difficult to rectify as the flavour
profiles of those ingredients may be immersed within the dish.

Using the wrong amount of ingredients, however, may not make a dish unsalvageable. If discovered
during the preparation and cooking stages, then the other ingredients can be adjusted accordingly to
match the ratios within the recipe.

Over-seasoning can be tricky to rectify, especially if too much salt has been used, as it will require a
flavour to counteract the effect on the taste buds. Under-seasoning is perhaps the easiest issue to solve
– just add more seasoning.

Temperature
Food that is too cold may be able to be reheated so long as it is noticed straight away, has not been
partially eaten and reheating will not affect the quality of the food. Dishes that are too warm, however,
may not be as easy to correct, as too much heat when it is not wanted tends to affect food more
drastically.

Texture
If the texture of a dish is not at its best, it could be because there is a component or accompaniment
missing that adds variation. If you think this is the case, consult the sous chef or chef de cuisine.
 P a g e | 48

Scope of responsibility
The scope of responsibility is the range of duties you are expected to carry out within your job role. In a
catering and hospitality environment, there is a chain of command and where you lie within this chain
will determine your accountability for the presentation and quality of food. 

The chain of command within a kitchen is as follows:

 Kitchen manager

 Chef de cuisine

 Sous chef

 Area chefs

 Commis

 Apprentice

 Serving staff and dishwashers.

 P a g e | 49

5. Present and store vegetable, fruit, egg and farinaceous

dishes
5.1. Present dishes attractively on appropriate service-ware

5.2. Add dips, sauces and garnishes according to standard recipes and regional variations

5.3. Visually evaluate dish and adjust presentation

5.4. Store dishes in appropriate environmental conditions

5.5. Clean work area, and dispose of or store surplus and re-usable by-products according to
organisational procedures, environmental considerations, and cost-reduction initiatives
 P a g e | 50

5.1 – Present dishes attractively on appropriate service-ware

By the end of this chapter, the learner must be able to:
 Use appropriate service-ware

 Arrange and present dishes according to organisational standards.

Presenting dishes attractively

You will need to pay special attention to the presentation of every dish you send out, making sure that
each one reaches the same high standard. The presentation of the dish sends out a message to the
customer/guest – it tells them that you care and that you are part of a professional organisation which
pays attention to details.

Use your observation skills to make sure the plate is okay before it goes out. Would you be happy to
receive the plate?

You will need to pay attention to:

 The plates and cutlery that you use

o these should be appropriate for the

food you are serving

o make sure you watch for chips and

cracks

 The layout of food on the plate

 The amount of food on the plate

 Make sure that colours and textures sit well

together

 Make sure the correct garnishes are laid out in an attractive arrangement.

Following the recipe

The recipe may determine what should be presented – for example, chicken soup in a bowl, with a side
dish of bread. The recipe may also specify in what order items of food should appear on the plate – for
example, should the sauce be served over or under the pasta or mixed in with it?

Using the appropriate service-ware

Part of presentation is using the correct cutlery and crockery, and this will depend on the type of event,
function, restaurant, or café you are serving at, as well as the type of food you are serving.

Usually, your manager or the head chef will pick out the type of service-ware you will be using for a
service. However, you will have to make sure the right plates, bowls, and cutlery are presented with
each course.
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You may have to use:

 Knives, forks, and spoons for starters

 Knives, forks and spoons for main meals

 Knives, forks and spoons for sweet/desserts

 Specialist items of cutlery

o fruit forks

o soup spoons

o steak knives

o bread knives

o cheese knives

 Large plates

 Small plates

 Side-plates.
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5.2 – Add dips, sauces and garnishes according to standard recipes and regional
variations
By the end of this chapter, the learner must be able to:
 Choose appropriate dips and sauces

 Add appropriate garnishes

 Make adjustments to dips, sauces, and garnishes based on regional variations.

Dips and sauces

You may keep a selection of dips and sauces on tables, or present them on the dish. You might do this
automatically with every dish that you serve, or upon the request of the customer.

Keep in mind what dips and sauces go well with different dishes, so you know what the customer is
likely to want. This way you can prepare enough of those sauces and dips before the service begins.

Dips and sauces may include:

 Ketchup

 Mayonnaise

 Tartar sauce

 Barbecue sauce

 Lemon juice

 Brown sauce

 Aioli

 Cheese sauce

 Hollandaise

 Wine sauces

 Mustard

 Mushroom sauce

 Chutney.
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Adding garnishes according to standard recipes

Adding garnishes is a hugely effective way to boost not just the flavour, but also the visual appeal of
your food. Garnishes can help to transform the colour, taste and texture of stocks, sauces and soups,
and therefore offer an outlet for your creativity when cooking.

When adding garnishes, remember that less is more. You do not want to clutter the plate or dish with
herbs, sauces, vegetables, etc. as this will overwhelm the visual appeal, taste, texture and aroma of the
main ingredients.

When adding garnishes, you should:

 Ensure they are edible

 Ensure they are appropriate for the dish

 Vary the colour and texture

 Remember that ‘less is more’.

Garnishes include (but are not limited

to):
 Fresh herbs

 Vegetables

 Breadcrumbs and croutons

 Crushed nuts

 Basic sauces such as pesto, chemoula or chimichimi

 Citrus zests

 Spices

 Salt and pepper.

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5.3 – Visually evaluate dish and adjust presentation

By the end of this chapter, the learner must be able to:
 Assess dishes visually

 Identify improvements that could be made to presentation

 Adjust and improve presentation.

Visually evaluating dishes

Before the dish is served to the customer, you will need to use your observation skills to visually
evaluate the dish to make sure it has reached the required standard.

You should check:

 The size of the portion

o make sure there is not too much or too little food on the plate

 The arrangement of food on the plate

o make sure different ingredients and

parts of the meal have their own clearly defined
space

 The colours and textures

o make sure the dish is visually appealing

 For burned or undercooked ingredients

 For bones, seeds, gristle, or anything else which

look unappealing.

Adjusting presentation
If you find that the dish does not meet the presentation standards set by yourself and your organisation,
you will need to make adjustments.

You may ask a senior member of personnel to make a quick visual check on the dish before it goes out,
in order to make sure it meets organisational standards.
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5.4 – Store dishes in appropriate environmental conditions

By the end of this chapter, the learner must be able to:
 Keep leftover food in the appropriate environmental conditions

 Set temperature and amount of light to preserve food.

Storing dishes in the correct conditions

It is vital that you store dishes in the correct environmental conditions, in order to stop perishable foods
spoiling, and to stop harmful bacteria making the food unsafe to eat.

You will need to consider various environmental factors when storing dishes, and some of these are
outlined below.

You will need to think about:

 The temperature that food is stored at

 The humidity in the environment where foods are stored

 The lighting conditions where food is stored

 Air pollutants.

Setting the temperature

Most leftover food will need to be stored in fridges and freezers, as keeping it below a certain
temperature will kill bacteria that threaten to spoil food. Make sure fridges and freezers hit the
temperatures that they are required to, in order to make sure food is preserved for as long as possible.

Options
Depending on the food you have cooked or prepared, you will need to store it in the appropriate place
to ensure it is preserved as well as it can be. Consider food storage areas in your workplace, taking note
of the lighting, temperature, and air conditions, and think about what kinds of dishes you would store in
each.

For example, most eggs and vegetables will need to be stored in fridges, while most fruits can be stored
in bowls at room temperature. Most farinaceous dishes will also be suitable for storing at room
temperature, in cupboards of storage rooms, for example.

You may keep dishes in/on:

 Fridges
 Freezers
 Shelves
 Store rooms
 Hot plates
 Trolleys.
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5.5 – Clean work area, and dispose of or store surplus and re-usable by-products
according to organisational procedures, environmental considerations, and
cost-reduction initiatives
By the end of this chapter, the learner must be able to:
 Clean the work area after use, according to organisational procedures

 Dispose of leftover food, according to environmental considerations

 Store surplus or re-usable foods to cut costs and maximise profits.

Cleaning the work area

When you have finished a shift, you will need to make sure you thoroughly clean the kitchen area.
Cleaning the work area – including all equipment, utensils, worktops, and floors – is done for hygiene
and safety reasons

You will have to make sure you follow organisational procedures when cleaning up following a shift.
Your organisation will usually have a specific cleaning checklist, which must be worked through
carefully, in order to adhere to regulations.

Organisational procedures may include:

 Washing floors

 Cleaning all dishes and cutlery

 Carefully cleaning all cleaning utensils

 Collecting all table cloths for washing

 Disassembling all equipment before cleaning parts

 Using wipes, sprays and other cleaning chemicals to clean

work surfaces.

Disposing of rubbish
You will be required to dispose of rubbish, while taking environmental considerations into account. You
will collect a wide range of rubbish over the course of a shift – including packaging, jars, and bottles –
and you will need to know how to safely dispose of each item.

Your organisation should have a policy of separating rubbish and disposing of it the appropriate bin, and
you should look to follow this system as closely as possible. For example, your kitchen may have a bin
for food waste, a bin for recycling cardboard and plastics, and a bin for disposing of hazardous
materials.
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You may need to:

 Recycle

o cardboard and paper from packaging

o plastics

o glass

 brown glass

 green glass

 clear glass

 Dispose of food waste separately

 Dispose of general waste in the correct bin

 Dispose of hazardous waste safely.

Storing surplus or re-usable products

At the end of a shift or service, you may find that you have surplus stock, or ingredients which can be
used again (these may have been cooked or prepared already). You will need to know how to store
these items so that they can be used again. Doing this effectively can significantly cut costs and boosts
profits for your organisation.

You may have to:

 Store items in the fridge or freezer

 Store items in a storeroom or cupboard

 Store items in a trolley or other specialised area

 Wrap food using cling film or foil

 Separate food items to avoid the risk of cross-contamination.

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Summative Assessments
At the end of your Learner Workbook, you will find the Summative Assessments.

This includes:

 Skills assessment

 Knowledge assessment

 Performance assessment.

This holistically assesses your understanding and application of the skills, knowledge and performance
requirements for this unit. Once this is completed, you will have finished this unit and be ready to move
onto the next one – well done!