2016 TVET Commercial Food Prep

COURSE MATERIAL FOR
OPEN DISTANCE
LEARNING
Commercial Food Preparation
Local Cuisine
TVET Unit
Ministry of Education, Innovation, Gender Relations and Sustainable Development
Copyright
The Commonwealth of Learning (COL) is an intergovernmental organisation created by

Commonwealth Heads of Government to promote the development and sharing of open
learning and distance education knowledge, resources and technologies.
Commonwealth of Learning 2016
©2016 by the Commonwealth of Learning. Except where otherwise noted, Commercial

Food Preparation: Local Cuisine is made available under a Creative Commons Attribution
4.0 International (CC BY 4.0) License: https://creativecommons.org/licenses/by/4.0. By using
the content of this publication, the users accept to be bound by the terms of use of the
Commonwealth of Learning’s Open Access repository (http://oasis.col.org).
Disclaimer: The ideas and opinions expressed in this publication are those of the author;
they are not necessarily those of Commonwealth of Learning and do not commit the
organization.
Caveat: This course material was published to support the learning of students. Neither The
Ministry of Education, Innovation, Gender Relations and Sustainable Development of Saint
Lucia nor the Commonwealth of Learning grants any degree, certification or credits based
solely on your completion of this course material.
Acknowledgement: The development of this course material was supported by the

Commonwealth of Learning, Burnaby, Canada as part of the Grant #2015-2585 generously
made by The William and Flora Hewlett Foundation, USA.
Acknowledgements
The TVET Unit, Ministry of Education, Innovation, Gender Relations and Sustainable Development
wishes to thank those below for their contribution to this Course Material for Open Educational
Learning:
TVET Unit
Ministry of Education, innovation, Gender Relations and Sustainable Development
Francis Compton Building

Waterfront
Castries
Saint Lucia
Fax: +1758 453 6285

E-mail: tvet5437@gmail.com
Website: wwwwww.education.govt.lc
Hyacinth Dorleon Course Coordinator, workshop facilitator,
editor
TVET Unit
Ministry of Education, Innovation, Gender
Relations and Sustainable Development
Saint Lucia
Sonia Severin External reviewer
Sir Arthur Lewis Community College
Saint Lucia
Euthalia Philgence Team Leader & subject expert
TVET Unit
Ministry of Education, Innovation, Gender

Relations and Sustainable Development
Saint Lucia
Andrew Henry Team member & subject expert
St James Club
Saint Lucia
Dabina Clark Team member & subject expert
Sandals Regency – La Toc
Saint Lucia
Sarah George Team member & subject expert
Sandals Grande
Saint Lucia
Commercial Food Preparation
Contents
About this course 9
How this course is structured.............................................................................................9
Course overview 31
Welcome to [Commercial Food Preparation] [Local Cuisine]........................................31
[Commercial Food Preparation] [Local Cuisine]—is this course for you?.....................31
Course outcomes..............................................................................................................42
Timeframe.......................................................................................................................42
Study skills......................................................................................................................53
Need help?.......................................................................................................................64
Assignments.....................................................................................................................85
Assessments.....................................................................................................................85
Getting around this course 96

Margin icons....................................................................................................................96
Unit 1 117
Operate in a Culturally Diverse Work Environment.....................................................117
1.1 Introduction....................................................................................................117
1.2 Cultural Barriers to Communication..............................................................139
1.3 Other Barriers: Generation Gap; Education; Personal Experience................149
1.4 Body Language and Gestures.........................................................................214
1.5 Simple Words that may be used when there is a Language Barrier.................23
1.6 Treating Customers and Colleagues of all Cultural Backgrounds with
Sensitivity and Utmost Respect.............................................................................23
Unit summary..................................................................................................................25
Assignment......................................................................................................................26
Assessment......................................................................................................................26
Unit 2 29
Prepare Vegetables and Farinaceous Dishes...................................................................29
2.1 Introduction......................................................................................................29
2.2 Some Basic Vegetable Cuts.............................................................................30
2.3 Guidelines for preparing Vegetable Dishes.....................................................31
Contents
2.4 Prepare Farinaceous Dishes.............................................................................31

2.5 Choosing High Quality Farinaceous Foods.....................................................32
2.6 Storing Vegetables and Farinaceous Foods.....................................................34
2.7 Portion Control.................................................................................................35
2.8 Identify and Prepare Appropriate Sauces, Garnishes and Accompaniments...36
2.9 Recipes Involving Vegetables and Farinaceous Foods....................................38
Unit summary..................................................................................................................43
Assignment......................................................................................................................44
Assessment......................................................................................................................44
Unit 3 47
Prepare and Cook Meat and Seafood..............................................................................47
3.1 Introduction......................................................................................................47
3.2 Identify, Select and Store Meats and Seafood.................................................48
3.3 Treatmeant of Live Animals............................................................................53
3.4 Receiving Meats and Fish Products.................................................................53
3.5 How to Detect Fresh Seafood when Receiving and Purchasing Seafood........54
3.6 How to Clean and Prepare Seafood.................................................................55
3.7 Extracting the Flesh from Cooked Lobster......................................................63
3.8 Maintaining Nutritional Value of Meat............................................................66
3.9 Storage of Meats and Seafood..........................................................................66
3.10 How to Package and Store Fish and Meat.....................................................67
3.11 Thawing Out Meat and Seafood....................................................................68
3.12 Plate Meat and Seafood Dishes......................................................................68
3.13 Sauces and Accompaniments.........................................................................71
3.14 Recipes Involving Meats and seafood............................................................73
Unit summary..................................................................................................................77
Assignment......................................................................................................................78
Assessment......................................................................................................................79
Unit 4 887
Prepare Breakfast Items...................................................................................................81
4.1 Introduction....................................................................................................887
4.2 Prepare Food Preparation Area for Use...........................................................83
4.3 Good Personal Hygiene....................................................................................84
4.4 Hands Pashing Procedures...............................................................................85
4.5 Sanitation Buckets............................................................................................85
4.6 Labelling and Dating Items..............................................................................86
4.7 Small Equipment..............................................................................................87
4.8 Assemble Ingredients.......................................................................................89
4.9 Prepare/cook Breakfast Items..........................................................................89
4.10 Recipes For Breakfast....................................................................................94
Unit summary............................................................................................................13523
Assignment................................................................................................................13624
Assessment................................................................................................................14028
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About this course

Commercial Food Preparation: Local Cuisine has been produced by the
TVET Unit: Ministry of Education, Innovation, Gender Relations and
Sustainable Development of St. Lucia supported by the Open Educational
Resources for Skills Development (OER for SD) project of
Commonwealth of Learning (COL). All courses produced by COL are
structured in the same way, as outlined below.
How this course is structured

The course overview
The course overview gives you a general introduction to the course.
Information contained in the course overview will help you determine:
 If the course is suitable for you.
 What you will already need to know.
 What you can expect from the course.
 How much time you will need to invest to complete the course.
The overview also provides guidance on:
 Study skills.
 Where to get help.
 Course assignments and assessments.
 Activity icons.
 Units.
We strongly recommend that you read the overview carefully before

starting your study.
The course content

The course is broken down into units. Each unit comprises:
 An introduction to the unit content.
1
Unit 1 Operate in a Culturally Diverse Environment
 Unit outcomes.
 New terminology.
 Core content of the unit with a variety of learning activities.
 A unit summary.
 Assignments and/or assessments, as applicable.
Resources
For those interested in learning more on this subject, we provide you with
a list of additional resources at the end of this course; these may be
books, articles or web sites.
Your comments
After completing course we would appreciate it if you would take a few
moments to give us your feedback on any aspect of this course. Your
feedback might include comments on:
 Course content and structure.
 Course reading materials and resources.
 Course assignments.
 Course assessments.
 Course duration.
 Course support (assigned tutors, technical help, etc.)
Your constructive feedback will help us to improve and enhance this

course.
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Course overview
Welcome to Commercial Food

Preparation: Local Cuisine
Employers in Saint Lucia and the region continue to lament that
employees lack the skills to operate productively and efficiently at the
workplace. The local cuisine of a country is one of its unique selling
points (USP) which sets it apart from other places and attracts visitors. As
a country whose economy depends heavily on tourism, it is imperative
that visitors continue to sample the appetising foods that Saint Lucia has
been known to create, both those that they may be familiar with in their
home country and those that are unfamiliar. In that regard, a course in
Commercial Food Preparation with an emphasis on preparing delicacies
using local produce and variation in preparing imported produce will
equip hospitality workers with the skills, knowledge and competencies of
how to prepare our local produce and other produce using our signature
methods and techniques as well as cater to the pallet of people of
different cultures. This is likely to foster longevity of the local cuisine
and maintain a particular standard of preparing foods. Moreover, since
the course can be taken by any nationality, it will be a medium to market
the local cuisine internationally. Most importantly, it is hoped that the
emphasis on local cuisine will encourage practising and up-coming food
preparation personnel to develop even more creative ways of preparing
our local produce.
Commercial Food Preparation:

Local Cuisine - is this course for
you?
This course is intended for people who want to make a career in the
hospitality field or improve their local cuisine food preparation
competencies.
This course will assist in developing participants’ skills, knowledge and

understanding necessary for preparing Saint Lucian cuisine for various
occasions and when preparing meals for people of diverse cultures. It will
enable students to select appropriate ingredients to prepare appetising
meals and to present and store them in an appealing manner. In addition,
it will inform participants on safety handling procedures to avoid
contamination when dealing with foods.
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Course outcomes
Upon completion of Commercial Food Preparation: Local Cuisine you
will be able to:
 Prepare a variety of local dishes for different occasions
 Prepare a variety of dishes for different cultures
Outcomes  Develop an appreciation for local and culturally diverse cuisine
 Use their creativity to prepare meals for different nationalities
Timeframe
Reading and practical activities such as demonstrations and simulations
are key elements of this course as it is competency based. The key
concepts and substantive knowledge are clarified by the use of pictures,
diagrams and links to videos and further readings. Accordingly, besides
learning the theoretical aspect of this course, the practical aspect is
How long?
essential to developing the competencies in commercial food preparation.
In that regard the suggested timeframe for the course is as follows:
The expected course duration is 90 hours.
Unit1: 7 hours study time, 3 hours practical time
Unit 2: 10 hours study time, 3 hours practical time
If you are doing the course via a distance learning mode, you should
expect to complete it in 95 to 100 hours.
Study skills
As an adult learner your approach to learning will be different to that
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from your school days: you will choose what you want to study, you will
have professional and/or personal motivation for doing so and you will
most likely be fitting your study activities around other professional or
domestic responsibilities.
Essentially you will be taking control of your learning environment. As a

consequence, you will need to consider performance issues related to
time management, goal setting, stress management, etc. Perhaps you will
also need to reacquaint yourself in areas such as essay planning, coping
with exams and using the web as a learning resource.
Your most significant considerations will be time and space i.e. the time
you dedicate to your learning and the environment in which you engage
in that learning.
We recommend that you take time now—before starting your self-study

—to familiarize yourself with these issues. There are a number of
excellent resources on the web. A few suggested links are:
 http://www.how-to-study.com/
The “How to study” web site is dedicated to study skills resources.
You will find links to study preparation (a list of nine essentials for a
good study place), taking notes, strategies for reading text books,
using reference sources, test anxiety.
 http://www.ucc.vt.edu/stdysk/stdyhlp.html
This is the web site of the Virginia Tech, Division of Student Affairs.
You will find links to time scheduling (including a “where does time
go?” link), a study skill checklist, basic concentration techniques,
control of the study environment, note taking, how to read essays for
analysis, memory skills (“remembering”).
 http://www.howtostudy.org/resources.php
Another “How to study” web site with useful links to time
management, efficient reading, questioning/listening/observing skills,
getting the most out of doing (“hands-on” learning), memory building,
tips for staying motivated, developing a learning plan.
The above links are our suggestions to start you on your way. At the time
of writing these web links were active. If you want to look for more go to
www.google.com and type “self-study basics”, “self-study tips”, “self-
study skills” or similar.
5
Video Resources
This study material comes with additional online resources in the form of
videos. As videos puts in human element to e-learning at the same time
demonstrating the concepts visually also improves the overall learning
experience.
Each video clip used in this study

material has a corresponding QR
code which has been custom
generated. You can use the
Print2Screen Android app to
view these videos on your
Android powered mobile device.
The Print2Screen (Beta version)
app is available for download on
Google play.
You can learn how to create

Print2Screen compatible QR
codes for your teaching and MF181: Figure 5.47 by Rosenfeld Media used
under a CC BY 2.0 License
learning materials at (https://www.flickr.com/photos/rosenfeldmedi
http://colprint2screen.blogspot.ca/ a/7171786116/in/photolist-aNdRFX-5q5RiK-
2016/07/how-do-i-create-qr- bbKjnP-iWWQsB-bVKh9L)
codes.html or through the info

menu inside the app.
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Need help?
Course Instructors:
1. Euthalia Philgence
Help Quality Assurance Officer
TVET Unit
Ministry of Education, Innovation, Gender Relations and Sustainable

Develop
3rd Floor Francis Compton Building
Waterfront
Castries
Email: euthaliacass@gmail.com
2. Andrew Henry
Chef
St James Club
Gros Islet
Email: ahenry5199@yahoo.com
7
Assignments
There are four units in this course and each unit has one (1) or more
assignments. You will be expected to complete the assignments after you
have completed the unit. However, you may decide to work on the
assignments as you progress through the unit. Assignments will be
completed during and outside of class time. All assignments will be
Assignments discussed to dispel misconceptions and gauge participants’ progress.
Assignments will be tutor and peer assessed with prompt and descriptive
feedback.
Assignment will be presented to the instructor/tutor according to the order

of the units. The following details the number of assignments per unit:
Unit 1: 2 assignments
Assessments
This course has four units and one major assessment at the end of each
unit.
All assignments must be completed and any misconceptions clarified

Assessments
before assessments are done.
The assessment for each unit will be administered at the end of the unit.
This assessment is the final evaluation of your competence in each unit
and will therefore be conducted and marked by the course instructor/tutor
or any other assigned assessor of the TVET Unit. All assessments will
follow the order of the units in this course.
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Getting around this course
Margin icons
While working through this course you will notice the frequent use of
margin icons. These icons serve to “signpost” a particular piece of text, a
new task or change in activity; they have been included to help you to
find your way around this course.
A complete icon set is shown below. We suggest that you familiarize

yourself with the icons and their meaning before starting your study.
Activity Assessment Assignment Case study
Discussion Group activity Help Note it!
Outcomes Reading Reflection Study skills
Summary Terminology Time Tip
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Unit 1
Operate in a Culturally Diverse

Environment
1.1 Introduction
People at the work place come from various backgrounds including
ethnicity, religion, belief systems and values. These attributes can result
in differences in communication and interaction systems. It is therefore
imperative that colleagues are aware of the differences that may exist
between and among them. Moreover, people employed in occupational
areas such as that of hospitality which receives and serves people of
diverse backgrounds should have a fair understanding of the
communication barriers that can affect their customer service.
Upon completion of this unit you will be able to:
11
 Treat customers and colleagues of all cultural backgrounds with

sensitivity and utmost respect
 Take accounts of cultural differences when using verbal and non-

Outcomes verbal communication
 Make efforts to communicate through the use of gestures and simple

words where language barriers exist
 Source assistance from colleagues, books, internet and organizations

when required
 Identify issues and misunderstandings which may arise within the

workplace
 Seek and address difficulties with appropriate team leaders
 Consider cultural differences when misunderstandings occur
 Take into account cultural differences when resolving

misunderstandings
 Refer to appropriate team leader/supervisor when issues occur
Terminology
Gender : The socially constructed characteristics of women

and men – such as norms, roles and relationships
of and between groups of women and men.
(WHO)
Customs: An action or way of behaving that is usual and
traditional among the people in a particular group
or place.
Race: A group of people who share similar and distinct

physical characteristics.
Disabilities: A physical or mental condition that limits a

person's movements, senses, or activities.
Special needs: The individual requirements of a person with a

disadvantaged background or a mental, emotional,
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or physical disability or at a high risk of

developing one.
Culturally aware: Sensitivity to the similarities and differences that

exist between different cultures.
Culture: Is an accepted pattern of how a given collection of

people should think, act, and feel as they go about
their daily affairs
Religious: A cultural system of behaviours and practices, world
views, sacred texts, holy places, ethics, and societal
organisation that relate humanity to an order of
existence.
Ethnocentrism: Evaluation of other cultures according to the

standards and customs of one's own culture.
Cultural Barriers: Primary cultural attitude ideas or practices that

maybe unacceptable or unadoptable in another
culture
1.2 Cultural Barriers to Communication

Since the world is a global market it is almost certain that you would
meet someone from a different country with different practices from you.
These people could be a fellow employee(s), customers, your manager
and other stakeholders. It is therefore important to understand some of the
barriers to cross-cultural communication.
 Language is one of the most common cultural barriers.

Sometimes we misunderstand people who speak the same
language as us; therefore we should understand that there may be
challenges dealing with people whose first language is different
from ours. One major issue can be the interpretation of some
words which are spelt the same way but have different meanings
in different cultures.
 Behaviour can have an effect on the way we communicate.

Whereas eye contact is encouraged in countries like the United
States and St. Lucia, it is inappropriate in some Asian countries
and can be interpreted as a sign of disrespect and one’s intention
to challenge authority. Also, acceptable social distance is
important to know as they may be different from country to
country.
 It is important that we do not share stereotype thinking and

assumptions about people based on the culture that they are from.
13
We should avoid branding people from a country or religion,

especially when the labels have negative connotations.
 Sometimes we judge each other by our cultural standard, which is

considered to be ethnocentric. The way we do things may be
totally different from the other person, but that should not hinder
effective communication in the workplace.
 Emotional display is an important part of human life, however

the way it is displayed and what is accepted may be different
across cultures. In some cultures emotions such as anger, fear
and frustrations should not be displayed in the workplace whilst
in others that is expected.
Additional Information on Cultural Barriers
This video discusses how culture affects communication.
https://www.youtube.com/watch?v=9waEeSQqZU4
Video
This talk was given at a local TEDx event, produced

independently of the TED Conferences. Pellegrino, being a
cross cultural expert, he is sharing with us his personal and
professional experience about how do very different cultures
can successfully coexist next to each other. Is it difficult to
live in Norway, being an expat? Do you know how to
establish the mutual understanding between Italian and
Norwegian?
Video https://www.youtube.com/watch?v=YMyofREc5Jk
1.3 Other Barriers

Generation Gap
People from different generations may have different work ethics from
those of the new generation. Sometimes the old generation laments at the
way younger generations handle different situations. With new
technology some of them are left behind and are unable to cope and work
together with the newer aged people. A work place may include people
that have been labelled as traditionalists, baby boomers, Generation X,
Generation Y and Millennials. Thus, it is imperative that colleagues are
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aware of each other’s peculiar characteristics that can cause conflicts in

the work place.
Education
Academic differences can create conflicts in the work place. People with
vocational background or on the job training may have conflicts with
those who are considered as academics with little or no practical
experience: theory versus practice. A university graduate may think that
he/she has a right to manage skilled workers and this may create friction
as the other employees may be able to perform the tasks better than
him/her because of his/her experience and practical knowledge.
Personal Background
The experiences of someone, where he/she lives and where he/she has
travelled can influence how he/she works and how he/she handles
situations. Also, negative connotations can be derived from past
experiences and can surface whilst interacting with colleagues and
customers.
15
1.4 Body Language and Gestures

Sometimes people communicate through body language and gestures
which can lead to some cultural challenges and misunderstanding as one
gesture may have different interpretations/meanings for different people
and contexts. The use of gestures has caused even top ranking officials
some sort of discomfort and embarrassment. For example:
On Inauguration Day 2005, President George W. Bush raised his fist,

with the index and little finger extended, to give the time honoured ‘hook
em horns gesture’ of the Texas Longhorn football team to the marching
band of the University of Texas. The world was surprised at the use of
the gesture which the Italians refer to as “il cornuto,” which means, that
your wife is cheating on you. In some parts of Africa it is considered a
curse.
The following are some Gestures and their meanings in different

Countries
Gesture Countries Meaning
Australia, Insulting
Greece, and
Bangladesh and offensive
certain parts of
the Middle East,
Widely known Approval

throughout the
rest of the world Agreement
Thumbs Up
(Source: By Damian Yerrick - Own work, CC BY
2.5, https://commons.wikimedia.org/w/index.php?
curid=1455310)
Curved figures USA and other Come here

English speaking
part of the world
Asia To beacon
dogs
Philippines, An
Slovakia, China, offensive
East Asia, insult that
Malaysia, may require
Singapore jail time
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Mediterranean Spouse
and Latin cheating on
countries, such you
as Argentina,
Brazil,
Colombia, Cuba,
Spain, Italy,
Portugal
Horn fingers
(Image source: from CC BY 4.0 public domain USA Approval
web site,
https://commons.wikimedia.org/wiki/files: Rock on
guesture_raised_fist_with_index_and_pinky_lifted
.jpg)
Looking at your watch Arabic culture, once

communica
tion has
started, it
must “take
its time” so
its rude to
look at your
watch
USA other ‘I’m in a

Caribbean hurry’ or
Countries ‘I’ve got to
be
somewhere’
English- Everything
speaking world is
great/perfec
t/ok
Brazil Germany, Rude

Russia gesture/
depict a
private
bodily
The OK
orifice (the
(Image source: from CC BY 4.0 public domain anus)
web site,
https://commons.wikimedia.org/wiki/files:dive_si
g-ok.jpg)
France/Germany Zero
(sometimes
offensive in
France
17
Japan Money
US “victory”
and peace
UK, Australia The same

and South Africa gesture with
the back of
the hand
facing the
V sign in two formats: Palm face other
inwards and palm face outwards person is
considered
to be
extremely
insulting.
(Source: CC BY 0 public domain website,

https://creativecommons.pixabay.com/api/docs/)
China, Japan, Rude and

Indonesia, Latin impolite
America, Europe
and many other
countries.
Pointing finger
(Image source: from CC BY 4.0 public domain
web site,
https://commons.wikimedia.org/wiki/files:sign_la
nguage_g.svg
Reading
Additional reading on body language
http://westsidetoastmasters.com/resources/book_of_body_language/
toc.html
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1.5 Simple Words that may be used when there is Language Barrier
The
lang Words
uage
y
Engli hell goodby pleas thank Engl n che
e
sh o e e you ish o ers
s
auf n
Germ Deuts hall Engl j pro
Wieder bitte danke ei
an ch o isch a sit
sehen n
n
Dutc Nederl hall tot alstub dankj enge j pro
e
h ands o ziens lieft ewel ls a ost
e
Vær
Dani så enge j n skå
dansk hej farvel tak
sh venli lsk a ej l
g
Swed svensk enge j n skå

hej hejdå tack tack
ish a lska a ej l
s'il o n
Frenc frança bonj au angl san
vous merci u o
h is our revoir ais té
plaît i n
Span españ por gracia inglé s n sal

hola adiós
ish ol favor s s í o ud
There is no single word or expression that directly corresponds to

“please.” Polite requests are made in different ways.
Reading
More simple words
http://www.infoplease.com/ipa/A0900905.html
http://common-words-translated.findthedata.com/
19
http://www.wikihow.com/Say-Common-Phrases-in-Multiple-Languages
#
1.6 Treating Customers and Colleagues of all Cultural Backgrounds with

Sensitivity and Utmost Respect
It is important to treat everyone whom we come into contact with
respectfully irrespective of his/her gender, race, religious beliefs etc.
Every colleague and customer has a right to be respected and treated as
an equal despite his/her cultural background. People may have different
cultural orientations, but that should not affect the individual’s ability to
work efficiently or to receive high quality customer service. Therefore, it
is imperative that workers are aware of the cultural backgrounds of their
colleagues and potential customers as well as how to deal with challenges
that may arise so as to deal with them in a respectful manner. There
should be clear guidelines for dealing with sensitive issues that may arise
at the workplace based on differences in cultural values; especially as it
relates to who should deal with such matters.
Reading
www.un.org/en/ethics/pdf/WorkinTogetherGuide_en.pd
www.healthinfonet.ecu.edu.au/uploads/.../19163_19163.pd
https://hbr.org/.../making-differences-matter-a-new-paradig ...
www.foodqualityandsafety.com/.../how-understanding-cultural-
differences-improve-t..
digitalscholarship.unlv.edu/cgi/viewcontent.cgi?article=1510&context...
http://www.heti.nsw.gov.au/International-medical-graduate/Cultural-
Awareness/
https://en.wikipedia.org/wiki/Race
www.merriam-webster.com/dictionary
Penn Sharon. (ND). Cultural Communication Barriers in the Workplace.

Demand Media. Retrieved June 12, 2016.
http://smallbusiness.chron.com/cultural-communication-barriers-
workplace-13888.html
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Mayhem Ruth. (ND). Examples of Cultural Differences in the

Workplace. Demand Media.
http://smallbusiness.chron.com/examples-cultural-differences-workplace-
11494.html
Busuu. (ND). What Hand Gestures Mean In Different Countries.

Busuu.Com. Retrieve June 11, 2016.
https://blog.busuu.com/what-hand-gestures-mean-in-different-countries/
Group Activity
In groups of four, prepare a short skit to depict some of the problems that
may arise from differences in cultural values between and among
colleagues and customers at the hospitality establishment at which you
work and to deal with it.
Activity
Make a framework for dealing with and reporting cultural conflicts that
may arise with your
a) colleagues
b) customers
Unit summary
In this unit you learned how to treat customers and colleagues of diverse
cultural backgrounds with sensitivity and utmost respect, communicate
through use of gestures and simple words where language barriers exist
and source assistance when faced with cultural challenges with
Summary
colleagues and customers.
21
Assignment
Assignment 1: Project
Choose a country and compile a project to include: customs and practices,

cultural activities, national dress. Also provide general information such
as population geographical location, weather and language spoken in the
Assignment introduction. Your project is not limited to only the information above,
but should contain a minimum of 1500 words but not more than 3000
words. Please include photos.
Or
Choose a religion and write on their practices, foods they abstain from,
their holy text, basic beliefs and religious rites. Include what countries
they are most prevalent in and how their beliefs are different from the
general population. Your project is not limited to only the information
above, but should contain a minimum of 1500 words but not more 3000
words. Please include photos.
NB: Your work must be shared with your colleagues.
Assignment 2: Class work
a. From your experience or other person’s experiences discuss any

miscommunication that may have occurred during
communication due to cultural barriers. Explain the type of
cultural barrier and how you or the person(s) dealt with it.
b. Identify some of the cultural issues that you would report to your
supervisor
c. Discuss six (6) hand gestures and body language that may have
different meanings in different cultures
d. Write the following words in at least five (5) other languages

including French, Spanish, German and any other two:
Yes, No, Please, Thank You, Come, Go, Excuse me, Sorry
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Assessment
Case Study:
Mageurito and his family are here from one of the Latin American
countries. He also has strong Christian values as he practices the
Assessment
Seventh Day Adventist faith. He is working in the kitchen with you and
there seem to be a big difference in how he perceives and interprets
conversations between staff in the kitchen. For some reason there are
always conflicts surrounding him and other staff members. Your
supervisor has appointed you to make the transition easier for Mageurito.
Explain the following:
a. What are the cultural and religious issues that one needs to be
cognisant of for Mageurito?
b. What are some of the actions that need to be taken to make his
life here easier?
c. Indicate how you would make him more involved in the St. Lucia
culture bearing in mind his religious background?
d. Provide some gestures that can be used to speak to Mageurito in

light of the language barrier
e. Indicate three gestures that would be offensive to Mageurito
f. Explain why these gestures would be offensive
g. List five simple words that can be used in Mageurito’s language

to communicate with him
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Unit 2
Prepare Vegetables and

Farinaceous Dishes
2.1 Introduction
The Caribbean of which Saint Lucia is an island has a variety of
vegetables and farinaceous foods which make food preparation versatile
exciting and flavourful. This unit focuses on how these vegetables and
farinaceous foods can be prepared in a variety of ways to satisfy the
pallet.
 Select vegetables based upon quantity and quality intended for use
 Complement and enhance menu items through use of chosen

vegetables
Outcomes
 Select appropriate sauces and accompaniments to be served with
vegetables
 Implement portion control and preparation methods to minimize

wastage
 Prepare farinaceous based foods according to standardized methods
 Select sauces and accompaniments to complement farinaceous

dishes
 Implement methods and portion control to minimize waste
 Store processed and fresh vegetables and farinaceous dishes

according to enterprise standards
Farinaceous: Containing or rich in starch having a mealy texture
Steamed: Cooked with steam from boiling water
Terminology Sauté: To cook foods in a hot, lightly-oiled pan
Blanch: To scald briefly then drained and sometimes

rinsed in ice water
25
Batonnet: The batonnet is typically made by cutting off a

vegetable to have four flat sides like a rectangle
and then cut in 1/4 inch (6.35 mm) wide.
Dice: To cut food item into even cubes
Jullienne: To cut in short thin strips also known as

matchstick cuts.
Chiffonade: A preparation of shredded or finely cut leafy

vegetables
Brunoise: The process of dicing julienned items into 3 mm

or less cubes commonly called small dice
Macedoine: A mixture of vegetables or fruit cut into small

pieces and served as a salad
Wedge: Food cut into equal halves and halves are then
cut into quarters
2.2 Some Basic Vegetable Cuts

Vegetables can be cut in a variety of ways to add to their aesthetic appeal.
The following are some of the commonly used cuts:
(CC BY 4.0,
Eduardo Sesma - own work, Pinterest 2016
https://in.pinterest.com/search/pins/?rs=ac&len=2&q=vegetable%20cuts
%20techniques&etslf=25441&eq=vegetable%20cuts&term_meta)
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Examples of Fresh vegetable cuts
(Images source: from CC BY 4.0 public domain web site,

https://www.flickr.com/search/?text=Fresh%20vegetable%20cuts)
2.3 Guidelines for Preparing Vegetable Dishes

 Check for spoilage and freshness
 Remove any spoiled parts
 Wash vegetables in colander with cold running water and allow

to air dry in colander
 Choose appropriate cooking methods and cuts
 Use clean and appropriate coloured chopping board
2.4 Prepare Farinaceous Dishes

A meal is not complete without a starch (farinaceous) item. The
Caribbean has its own unique assortment such as dasheen, sweet potatoes
in a variety of colours, yams, plantain, bananas, breadfruit, cassava etc.
Incorporating them into your menu can be versatile and exciting and
result in scrumptious and fulfilling meals.
Imported starches such as rice and white or ware potatoes are economical
and are found on every menu. Cous cous, pasta and some gluten free
grains such as quinoa are also starches. They are usually served with
meats or vegetables based on cultural and taste preferences. Availability
and cooking ability is also a factor.
Farinaceous foods are usually boiled in salt water before additional

preparation; however they can be fried directly into fries or chips.
Plantain is commonly fried when both green and ripe. The crops and
vegetables could be riced and roasted and made into pies, salads, soups,
casseroles etc.
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Commonly Used Farinaceous Foods
Items Common Names and

Scientific Names
Sweet potato
Ipomoea batatas
Sweet potatoes can be

boiled, broiled, roasted,
baked, fried and grilled.
They are excellent for
(Image source: from CC BY 4.0 public domain web site, salads, soups, casseroles,
https://commons.wikimedia.org/wiki/files:nice_sweet_potato.jp
g)
side dishes, entrees,
breads and baked goods.
Breadfruit
Artocarpus altilis
Breadfruits are typically

prepared by boiling,
frying, baking and
roasting. They are used as
a vegetable and can be
(Image source: from CC BY 4.0 public domain web site, used to make chips, pies,
https://commons.wikimedia.org/wiki/files:breadfruit.jpg) pizza dough, bread,
punches and desserts.
Cassava
Manihot esculenta
Cassava is harmful when

raw and must be cooked
properly to detoxify. It is
usually boiled and can
replace potatoes. It may be
steamed, deep fried and
baked much like potatoes.
(Image source: from CC BY 4.0 public domain web site, It can be used to made
https://commons.wikimedia.org/wiki/files:cassava_root2_(4627 cassava pone, cassava
298692).jpg)
chips and cassava bread.
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Scientific Names
Dasheen/Taro
Colocasia esculenta
Dasheen is often boiled. It

may also be fried and
eaten with meat or
crushed with butter as
well as being part of a
(Image source: from CC BY 4.0 public domain web site, soup (eddoe soup is a
https://commons.wikimedia.org/wiki/files:starr_070730- great favourite). The
7885_colocasia_esculenta.jpg) leaves of the plant, called
dasheen bush, are used in
the making of the popular
Caribbean dish called
callaloo.
Yams
Dioscorea rotundata
They may be baked or

boiled, or put to use in
many other imaginative
ways such as Sheppard’s’
pie.
(Image source: from CC BY 4.0 public domain web site,
https://commons.wikimedia.org/wiki/files:three_yams.jpg)
Tannia
Xanthosoma
sagittifolium
They are often cooked
in soups and stews.
They may also be
eaten grilled, fried, or
puréed. The young
(Image source: from CC BY 4.0 public domain web site, leaves may be boiled
https://commons.wikimedia.org/wiki/files:xanthos_sagitt_14051 or used in soups and
8-0357_tdp.jpg) stews much like the
dasheen leaves.
29

Scientific Names
Plantain
Musa balbisiana
Green unripe and ripe
plantains are cooked
by boiling, frying,
steaming, or baking
and added to soups.
(Image source: from CC BY 4.0 public domain web site, They are boiled, baked
https://commons.wikimedia.org/wiki/files:banane_plantain_de_l or mashed in much the
a_rca.jpg) same way as potatoes,
or pounded into foo-
foo (fu-fu) dried and
ground into flour.
Plantain chips, sweet
or salty, are popular as
snacks and appetizers.
Banana
Musa sapientum
Although they are mostly

eaten raw in the ripe stage,
they may be baked in their
skins or sliced and deep-
fried; or made into fritters,
https://commons.wikimedia.org/wiki/files:bananas.jpg) jam, pancakes, chips, even
flour. They may also be
used like potatoes when
green. Bananas are widely
eaten in the Caribbean.
2.5 Choosing High Quality Farinaceous Crops

1. The root must be firm with no soft or rot spots
2. No cracks or bruised skin
3. Plantain and banana skins should be intact
4. There should be no signs of growth on the corms or tubers
5. Edible leaves should be free from pest and insects and yellowing
6. Roots or tubers should have no signs of burrowing
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2.6 Storing Vegetables and Farinaceous Food Items

Vegetables are to be stored six inches from the ground in proper storage
bins. They should be sorted and cleaned and placed on shelves in walk-in
chiller to maintain freshness. However, it is recommended that tropical
produce be stored in a cool well-ventilated area to maintain flavour and
be protected from freezer burns.
Storing Fresh Produce
Ideally, refrigerators should consistently be at a temperature of 41 0F or

less, but the internal temperature of a refrigerator can range from colder
(320F) to warmer (410F) depending on its location. Warmer temperatures
are found at the front whilst colder temperatures are located at the back of
the refrigerator. Some produce should be stored at the back in the colder
temperatures in order to maintain their fresh quality. Others can be stored
at the front in warmer temperatures. Fruits and vegetables produce
ethylene gas which increases the speed of ripening and cause them to
deteriorate more rapidly. Therefore, those ethylene-producing fruits
should be stored away from each other to lessen the effects of the
ripening process on them.
31
Storage of Produce in a Walk-in Refrigerator
(Source: CC BY 4.0, Dabina Clark, Saint Lucia, 2016)
Proper Storage Bins and Storage Methods
Tip
Go to the following Source for storing fresh foods tips:

www.foodsafety.gov
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2.7 Portion Control

Portion control is necessary to save money and to ensure consistency.
Some of the issues that impact portion control are:
The customer
The persons you cater for will determine your portions. If your focus is
construction workers in a city the setting will be bigger than that of a
seated a la carte upscale restaurant.
The food quality
The better the quality of your ingredients (such as organic food or T bone
steak or loin) then the smaller the servings will be. If you serve cheap
ingredients then the portions would normally be more generous.
Food price
Buying quality generally comes with a higher price tag, but low quality
food could also come with a higher price. Hence, it is necessary to
purchase from a reputable supplier and also the purchaser should have
knowledge of what he is purchasing. Buying foods at the right time is
also important as you can save money by purchasing foods in their peak
season.
It is also important to use tools and equipment that can help with plating
the correct portions at all times such as scoops, ladles and in some
instances automated dispensers for food. Placing food in individual bowls
will control the amount each diner gets.
Follow the link for portion control equipment:
http://thecafesucrefarine.com/2011/12/roasted-garlic-parsnip-mashed-
potatoes/
Activity
1. Students will make a list of other equipment that can be used to

control portions in the kitchen.
2. Students will plate various food items using portion control

measures.
33
2.8 Identify and Prepare Appropriate Sauces, Garnishes and

Accompaniments as per Menu Items
A Sauce - is a flavoured liquid that is used to thicken, flavour or enhance
food. Sauces maybe thick or thin, sweet or savoury, spicy and have
varied colours depending on the purpose. Sauces may be incorporated in
a dish, serve separately or poured over or placed below the main food
item on the plate.
The functions of Sauces are to:
 add moisture
 add flavour
 add richness
 improve and enhance appearance of food
The five mother sauces are:
 Veloute (white stock , chicken, fish and veal)
 Espagnole (brown sauce)
 Bechamel (roux and milk)
 Hollandaise (clarified butter)
 Tomato Sauce
All other sauces are usually made from these base sauces and are usually
referred to as small sauces. A sauce has two parts the liquid and the
thickening agent. The liquid in a sauce is usually stock. However,
water, fruit juices and drippings may be used depending on the dish.
Flour is the main thickener used in a roux. Roux is a cooked mixture of
equal parts of fat and flour. Other thickeners include egg yolks (in the
case of Hollandaise), cornflour, arrowroot or bread crumbs. A sauce
could also be thickened by reduction which is boiling a sauce to allow
most of the liquid to evaporate until it gets to the consistency that is
required for the dish.
The dish below is a seared chicken, topped with fried rice, accompanied
by vegetables, herbs and a small sauce, Madiera Jus which is made from
an espagnole.
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For more tips on accompaniments view search the following link:
http://paynecorleyhouse.com/q-a-what-is-a-plated-event/
Sauces and their Appropriateness to Dishes
Basic Ingredients Mother sauces Appropriate dishes
White sauces
Milk + roux Béchamel Incorporated in pies and

used to make other sauces
such as cheese sauces and
other herb sauces which
may be used on vegetables
Chicken, fish or lamb Velouté To accompany

stock + roux corresponding meat dishes
Brown Sauce
Brown Stock + roux Espagnole For mashes and meats
Fond Lié For mashes and meats
Red/Tomato sauce Pasta and meats
35
Butter+ egg yolk Hollandaise Egg dishes, fish and

vegetables
Bearnaise Grilled meat and fish
(CC BY 4.0, Euthalia Philgence, Saint Lucia, 2016)
Characteristics of a Good Sauce
 Sauce should be smooth with no lumps.
 It should not be too thick, but should be able to coat the food.
 It should have a well-balanced flavour.
 It should have a shine and is the characteristic colour of the

sauce.
2.9 Recipes Involving Vegetables and Farinaceous Foods
STEAMED VEGETABLES WITH GARLIC BASIL BUTTER

SAUTED ONIONS AND POMEGRANATE. (adapted)
Ingredients
¼ lb string beans salt and pepper to taste
1 small squash 6 leaves basil
1 christophene
1 big onions
3 assorted bell peppers (optional)
1tb spoon pomegranate seeds
½ stick butter
3 cloves garlic
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Method
Bring water to a rapid boil, add salt, place vegetables in a sieve and place
over boiling water for three minutes, remove and place in a bowl.
In a sauté pan melt half a stick of butter add three cloves of minced
garlic, six leaves of cut basil, salt and pepper, onions and assorted bell
peppers. When tender (but still crunchy) add other vegetables. Stir
carefully ensuring that squash remain firm.
Spread the pomegranate seeds before serving
Note: A steamer or double boiler can also be used to steam the

vegetables.
VEGETABLE CRUIDITE WITH MINT AND YOUGURT AND

FETA DIP
Method
Cut any vegetable of choice into batonnet or other appropriate cuts.
Dip
1 clove garlic
1 cup plain yogurt,
5 ounces of feta cheese,
10 fresh mint leaves (CC BY

4.0, Dabina Clark, Saint Lucia, 2016)
Blend all in food processor and serve
37
PLANTAIN LASAGNA
Ingredients
11/4 pound ground meat of your choice
15 fingers of plantain
1/4 cup minced onion
2 cloves garlic, crushed
1 (28 ounce) can crushed tomatoes (or chopped tomatoes)
2 (6 ounce) cans tomato paste
1 cup water
1/4 cup fresh chopped basil leaves
1/2 teaspoon thyme
1 tablespoon oregano
1 tablespoon salt
1/4 teaspoon ground black pepper
4 tablespoons chopped fresh parsley
2lbs of mixed grated cheese of your choice (mozzarella, ricotta,
cheddar, parmesan)
Cook meat of choice with, onion, and garlic over medium heat until
well browned. Stir in crushed tomatoes, tomato paste, and water.
Season with, basil, oregano and thyme, parsley, salt and pepper to
taste. Simmer, covered, until fully cooked and liquid has been
absorbed and product thickens. Stir occasionally.
1. Peel and cook plantains in lightly salted water until tender (can
also be cooked in its skin). Drain plantains let cool, then cut into
slices length wise.
2. Make a cheese sauce using a roux and the combination of
cheeses. Leave some grated cheese to spread between layers.
3. Preheat oven to 375 degrees F (190 degrees C).
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4. To assemble, spread 1/3 of meat sauce in the bottom of a 9x13

inch baking dish. Arrange plantain slices over meat sauce. Spread
with cheese mixture then spread some grated cheese over it and
continue layering with meat sauce, plantain, cheese sauce, grated
cheese until all ingredients is used up finishing with grated
cheese to the top.
5. Bake in preheated oven until golden brown on the top. Cool for
15 minutes before serving.
Substitutes: vegetables like spinach, callaloo, dasheen leaves maybe

used to make a vegetable lasagne.
Any other staple can be used such as yam, breadfruit, bluggoe,

dasheen to replace plantain.
SWEET POTATO MASH

www.flickr.com/photos/nd_lora/2538718453/in/photolist)
Ingredients
2 lb sweet Potato
3 oz. butter
3 oz. sour cream
1/2 cup heavy cream
2 cloves garlic
1 tablespoon minced onions
3 sprigs of parsley finely chopped
Salt and pepper to taste
39
Chives to garnish
Method
Boil sweet potato with salt and garlic cloves
When cooked pour into bowl and use whisk or masher to mash
Heat heavy cream and butter till melted, pour into potato
Add sour cream and black pepper
Mix well and adjust seasoning if needed
Onions and parsley maybe added for variety
Other starch such as dasheen, plantain or yams can be substituted for

sweet potatoes
BREADFRUIT PIE
(Images source: from CC BY 4.0 public domain web

site,www.flickr.com/photos/11683866@N06/8253543794/in/photolist)
Ingredients
1 breadfruit (approx. 2lbs)
3 cups of grated cheese
2tbsp mustard
2ozs flour
2ozs butter or other fat
Approx. 2qt of milk
2tbsp chopped onions
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2tbsp chopped parsley
Method
Boil breadfruit until tender. Remove skin, mash and set aside. Make a
roux with the butter and flour. Then add milk a little at a time until you
get a smooth sauce. Add herbs, and ¾ of the cheese to make a herb
cheese sauce. Season sauce with salt and pepper to taste. Add to
breadfruit and mix thoroughly. Put into a baking tray, sprinkle the rest of
the cheese on top then bake at 250oF until cheese is golden brown.
An alternative recipe can be found on these sites.
http://caribbeanpot.com/the-ultimate-breadfruit-pie/
https://tastestlucia.wordpress.com/recipes/breadfruit-pie/
Unit summary
In this unit you learned how to:
 Select quality vegetables appropriate for different dishes

Summary  Select appropriate sauces to be served with vegetables
 Implement portion control and preparation methods to minimize

wastage
 Prepare farinaceous based foods
 Store processed and fresh vegetables and farinaceous dishes
41
Assignment
Assignment 1:
Identify as many farinaceous foods as possible that you know of in the

Caribbean. You may use internet sources, books or resource persons such
as your parents. Compile the information using pictures, the scientific
Assignment names, the origin and the uses of these crops or foods.
Assignment 2:
Write the correct cut name next to the description. There may be more
than one name for a description.
Description Cuts
The best cut for carrots in a stew
The name of the cut when finely

slicing basil leaf
The cuts for vegetables when

making crudité
The cut use on a mire-poix
Assignment 3:
Prepare one cooked vegetable dish and one farinaceous dish suitable for
lunch or a cocktail. Ensure that all sauces and accompaniments are
included.
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Assessment
The manager of the Motor Industries is planning a staff awards. He is
planning a four course dinner. You are invited to make samples of the
dishes that you are planning to make for a management meeting. Prepare
one dish for the first course and one for the entrée to take to the meeting.
Assessment
a. Ensure that the dishes include local farinaceous food and
vegetables
b. The presentation is suitable for the dish
c. All vegetable cuts are done correctly
d. The accompaniments/sauces are suitable for the dish
Bibliography
Noland Tara (2014). Basic Knife Skills. Bonbon Break. Pinterest.

Retrieved June 14 2016.
https://www.pinterest.com/pin/494199759083063269/
Dyer Mary H. (2015). Sweet Potato Varieties: Learn About Different

Types of Sweet Potatoes. Gardening Know How. Retrieved June 13, 2016
http://www.gardeningknowhow.com/edible/vegetables/sweet-potato/swee
t-potato-varieties.htm
Ballantyne Sarah. (2015). Cassava Oven Fries. Side dishes. Paleomom.

Retrieved June 13, 2015.
http://www.thepaleomom.com/2015/11/cassava-oven-fries.html
Beabeeinc. (2015). Is a Yam a Vegetable Lets Define It. Providing

Information on Plants. Retrieved June 12th 2016
http://www.beabeeinc.com/2015/10/is-a-yam-a-vegetable-lets-define-it/
Silver Torch. (nd). Caribbean Food: Vegetables, Fruits, Herbs and

Seasonings. Silvertorch.com. Retrieve June 14, 2016
http://silvertorch.com/plants-of-the-caribbean4.html
Cathy. (2011). The best side to fall for. You Can’t Eat What. Genius
blogger. Retrieve June 15, 2016.
http://youcanteatwhat.blogspot.com/
Caribbean Pot. (2015). The Ultimate Breadfruit Pie. Caribbean cuisine,

recipes and culinary culture. Retrieve June 15, 2016.
http://caribbeanpot.com/the-ultimate-breadfruit-pie/
43
Gisslen Wayne. (1989). Professional Cooking Second Edition. John

Wiley & Sons. United States.
Scheuer Chris . (2011). Roasted Garlic Parsnip Mashed Potatoes. The

Café Sucre de Farine. Retrieved June 18, 2016.
http://thecafesucrefarine.com/2011/12/roasted-garlic-parsnip-mashed-
potatoes/
Caterer. (2005). Portion control. Media Centre. Retrieved June 18,

2016. https://www.thecaterer.com/articles/57659/portion-control
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Unit 3
Prepare and Cook Meat and

Seafood
3.1 Introduction
Meats and seafood are plentiful in the Caribbean. This increases their
chances of being fresh upon purchase. However, precautionary measures
are necessary when dealing with meats and seafood as any contamination
can result in severe harm to people.

 Purchase and select meat and seafood based upon seasonal
availability and menu requirements
 Obtain accurate yields from various types of meats and seafood
 Practice and maintain a non-cruel and humane manner where
live meat and seafood are used
Outcomes  Handle and store seafood hygienically and safely
 Thaw meats correctly to ensure maximum safety hygiene and
nutrition based on industry standards
 Check expiry dates and stamps to ensure quality control
 Ensure that shell stock tags are kept in accordance with food
and safety standards
 Clean, dress and fabricate fish correctly and efficiently in
accordance with enterprise standards
 Clean and prepare shellfish and other types of seafood correctly
in accordance to enterprise standards
 Use a variety of methods to prepare seafood
 Exercise portion control to minimise waste
 Select meat types based on quality and correct quantity
 Prepare meats prior to cooking based on recipes given
 Use methods and cook meats appropriately based upon recipe
and guests satisfaction
 Store finished meat dishes not for immediate consumption
appropriately
 Prepare sauces according to standardized recipes for menu items.
 Apply techniques when garnishing and plating based on recipes and
enterprise standards
 Carry out methods of service according to enterprise standards
 Exercise accurate portion control
45
Poached: To cook food gently in liquid just below the

boiling point
Frying: To cook food in hot fat over moderate to high heat

Terminology
Grilled To prepare food on a grill over hot coals or other
heat source
Sauté: To cook food quickly in a small amount of fat or

oil or other fat in a skillet or sauté pan over direct
heat
Grilled: To prepare food on a grill over hot coals or other

heat source
Cured: To treat food such as meat, fish and cheese by one

of several methods in order to preserve it
Braising: A cooking method by which food is first browned

in fat then cooked, and tightly covered in a small
amount of liquid at low heat for a lengthy period
of time
Baking: To cook in an oven, thereby surrounding it with

dry heat
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3.2 Identify, Select and Store Meats and Seafood

Fish are presented in many market forms, but they all start as a whole
fish and are then cut into different ways depending on the cooking
purpose. Dressing seafood is basically about cleaning them and
preparing them for further processing
How Fish is Prepared
Whole fish
A whole fish or ‘round fish’ is a fish which has the head, viscera, and tail
still intact. Fish that are normally sold whole include tuna, salmon,
tilapia, mahi-mahi, sea bass, trout, snapper and others.
(Images recreated: CC BY 4.0. Johnathan Symphorien, Saint Lucia, 2016)
H&G: Headed and Gutted

H&G are fish which have their heads and guts removed. Fish typically
presented in this manner are tuna, salmon, halibut, Chilean sea bass, and
mahi-mahi.
Loin Cut
Prime lion cuts are usually boneless pieces of equal thickness cut
lengthwise from the backbone into quarters. The skin is usually removed.
Loin cuts are mostly taken from large fish like tuna or swordfish.
47
Fillet Cuts
Fillet cuts are sides of a fish that are cut away from the backbone. The
size and thickness of the fillet will depend on the type of fish. For
instance, round fish has four fillets; two from the top side and two from
the bottom.
Examples of Fillet Cuts
Whole Cut Natural Cut J-cut
(Images recreated: CC BY 4.0.

Johnathan Symphorien, Saint Lucia, (Images recreated: CC BY 4.0.
2016) (Images recreated: CC BY 4.0. Johnathan Symphorien, Saint
Johnathan Symphorien, Saint Lucia, Lucia, 2016)
2016)
One cut Portion cut Steak cut
(Images recreated: CC BY 4.0. (Images recreated: CC BY 4.0. (Images recreated: CC BY 4.0.

Johnathan Symphorien, Saint Lucia, Johnathan Symphorien, Saint Lucia, Johnathan Symphorien, Saint
2016) 2016) Lucia, 2016)
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Fresh Fish Cuts
(CC BY, 4.0, Dabina Clark and Euthalia Philgence, Saint Lucia, 2016)
Additional Information: http://www.slideshare.net/ilove_TEL/ch14-fish-

and-shelfish?next_slideshow=1
The round fish is very common in cooking, but people often

avoid it because they don't know how to clean it: learn how
easy it is on the cooking tutorial by YellowSaffron!
https://www.youtube.com/watch?v=XKKh6cnhzAY
Video
Meat Cuts
Similar to fish, meat is marketed in a variety of forms. Moreover, the
cuts are cooked in several different methods depending on the toughness
of the cut and according to menu specification. Meat can be used to
make, minced meat, burgers, bacon, ham, sausages and prosciutto.
49
Pork and Beef Cuts

https://www.flickr.com/search/?text=pork%20primal%20cuts is licensed
under creative commons Attribution 3.0 in International (CC BY 3.0)
License)

https://www.flickr.com/search/?text=beef%20primal%20cuts is licensed
License)
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Goat and Lamb Cuts

https://www.flickr.com/search/?text=goat%20primal%20cuts is licensed
License)
Primal Lamb Cuts

https://www.flickr.com/search/?text=lamb%20primal%20cuts is licensed
License)
51
Activity
Choose 3 cuts from each animal and indicate the most appropriate
cooking methods for each cut. Affix a photo of the cut if possible.
Animal Cut Cooking Method
Beef
Goat/Lamb
Pork
Additional Information:
https://opentextbc.ca/meatcutting/
http://www.slideshare.net/sunnytandan/how-to-cut-pork-beef-or-meat?
qid=73fcefab-4d4b-4e0c-a3e2-34369173313d&v=&b=&from_search=
Jamie shows the cuts of meat that correspond to each part of

the animal and demonstrates how to cook the perfect steak.
https://www.youtube.com/watch?v=3EcF_dKHXHY
Video
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3.3 Treatment of Live Animals

In most establishment majority of the animals get there already
slaughtered and cut into their market form. However, the restaurant may
provide the service of allowing the customer the opportunity to choose
live lobsters, which brings the Animal Welfare Act of countries into
effect. Animals should be treated in a way in which they can only be
exposed to the least amount of stress. The method of slaughter or
cooking should be done quickly and swiftly.
Example of proper treatment of lobster

https://www.flickr.com/search/?text=%20lobster)
Activity
Familiarize yourself with the Animal Welfare act and programmes, then
come to class prepared to discuss the practices of the establishment at
which you work that follow and those that do not follow the principles of
the act.
3.4 Receiving Meat and Fish Products

It is important that the supplier understands the product quality that will
be accepted when ordering and receiving fresh seafood and meats. The
temperature for receiving seafood and meats is 30o F to 34oF or -1.1oC to
1.1oC. It is equally important that the receiver always check the core or
the internal temperature of the meat and seafood; especially the thickest
pieces received to ensure that they are within the correct temperature
range.
The receiver should ensure that packaging is not damaged. He/she should
check the temperatures, and evaluate overall product quality. Meats and
53
seafood received should be placed on ice or in a cool area as soon as they

have been received.
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3.5 How to Detect Fresh Seafood when Receiving and Purchasing

Seafood
Characteristics of Freshness for Meats and Seafood
Whole fish
 Bright and intact skin or scales.
 Firm flesh that springs back when touched.
 Bright pink-red gills.
 Pleasant fresh sea smell.
Example

https://www.flickr.com/search/?text=%20fresh%20seafood%20and%20)
55
Fillets and cutlets:
 Bright and firm flesh.
 Dark muscle should be pink-red in colour.
 No discolouration or bruising.
Example

https://www.flickr.com/search/?text=%20cutlets)

https://www.flickr.com/photos/avlxyz/6306944869/in/photolist)
Crustaceans and molluscs:
 Brightly coloured, shiny shells.
 Firm, intact shells, heads, tentacles or flesh.
 Shells closed when tapped or gently squeezed.
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 No discolouration, particularly at joints
Example

https://www.flickr.com/photos/13523064@N03/15213813987/in/photolis
t)

https://www.flickr.com/photos/13523064@N03/15174275390/in/photolis
t)
Meat: Beef, Lamb and Pork
 Meat should feel cold to touch.
 It should have the characteristic smell of the meat
 There should be no slime when you touch the meat
 Choose packages that are tightly wrapped and have no tears or

punctures.
 Choose beef with a bright cherry-red color
 Fresh ground beef should be purchased by the ‘sell by’ date on

the package label.
57
 Choose pork cuts with a pink color. Cuts, steaks, and roasts
should be firm to touch.
 Choose lamb which is dark pink in colour
Example
fresh lamb

https://www.flickr.com/search/?text=fresh%20lamb)
fresh beef

https://www.flickr.com/search/?text=fresh%20beef)
Fresh pork
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https://www.flickr.com/search/?text=fresh%20pork)
59
3.6 How to Clean and Prepare Seafood

How to Clean and Gut a Fish
Fish and crustacean have to be cleaned to remove their guts and internal
cavity. Cleaning fish thoroughly lessens the potential for spoilage and
enhances the quality of the fish.
Step 1
Hold the fish by its

head and scrape the
scales off the fish
using a knife or any
appropriate descaling
tool. Use short and
quick strokes until all
scales are off the fish.
(CC BY 4.0, Euthalia Philgence, Saint Lucia, 2016)
Step 2
On a clean surface
place the fish on its
side. Cut across from
one side of the gills to
the other as seen in
the picture.
(Source: By Euthalia Philgence -own work, Saint Lucia,

2016)
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Step 3
Insert the knife into

the anus near the tail
of the fish and cut
towards the head

2016)
Step 4
Spread the fish’s

abdominal cavity
open with your
fingers, and then
gently cut away at the
insides.
2016)
Step 5
Scrape the insides out

and rinse the fish
ready to be sold
61
How to clean a squid (Mollusc)
1. Pull the head

and tentacles
away from the
main body.
(P hotos: CC B Y 4.0, Euthalia Philge nce, Saint
Luc ia, 2016)
Luc ia, 2016)
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2. Chop the
tentacles in
front of the
eyes off and
discard the
head. Push out
the beak with
your thumb if
it is still left in
the tentacles.
Luc ia, 2016)
63
3. Peel away the

fins from the
body and
remove the
remaining skin.
The fins can be
used but
discard the
skin.
Luc ia, 2016)
4. Remove the
quill from the
tube.
5. Chop the tube

into rings if
desired. The
squid tub and
tentacles are
now ready to
cook.
Luc ia, 2016)
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How to Prepare Raw Crustaceans
Shrimps
1. Gently twist the

head and pull it
from the
prawn's body.
(P hotos: CC B Y 4.0, Euthalia Philge nce,

Saint Lucia, 2016 )
2. Using your
fingers, roll off
the shell from
the underside
with the legs
still attached to
the shell and
(P hotos: CC B Y 4.0, Euthalia Philge nce, Saint continue gently
Luc ia, 2016)
to the tail. The
tail flap can
remain attached.
3. Use your
fingers to strip
out the black
intestinal tract
(vein)
completely.

Luc ia, 2016)
4. The vein can
also be removed
by cutting the
shelled shrimp
lengthwise,
65
almost right
through the
flesh and along
its entire length,
traditionally
along the
stomach and
then gently
remove the
vein.
Lobster
1. Place the dead animal on its stomach. If it is cooked, the tail can
be left curled up. Insert the point of a strong knife through the
centre of the body.
2. Cut all the way through the body towards the tail with a levering
action.
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Crabs

https://www.flickr.com/search/?text=crabs)
1. Place the
dead crab
with the
underside
up. Break
off the
claws and
legs as
close as
possible to
the shell.
(P hotos: CC B Y 4.0, Euthalia Philge nce, Saint Lucia,
2016) Do this by
twisting
them
backwards
. Crack the
claws with
the back of
a heavy
knife or
with crab
claw
crackers,
taking care
not to
crush the
meat. Leg
meat may
be
removed
by using
your
fingers at
67
the thin
end to
squeeze
the flesh
out.
Alternative
ly, use a
crab fork
2. To open
the body,
first lift up
the
abdominal
flap, twist
it off and
discard.
(P hotos: CC B Y 4.0, Euthalia

P hilgence , Saint Luc ia, 2016 )
3. Slip your
thumb or
the point
of a knife
under the
shell from
the back
and gently
remove the
top shell
(P hotos: CC B Y 4.0, Euthalia Philge nce, off.
Saint Lucia, 2016 ) Remove
the guts
and gills
under fast
running
water.
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4. Cut or
crack the
body
section in
half.

Saint Lucia, 2016 )
5. Discard
any small
pieces of
membrane.

Saint Lucia, 2016 )
6. Some
crabs
contain a
small
quantity of
roe and
milt which
can be
either
eaten with
the crab or
used in a
69
sauce.
How to dress a crab
(P hotos: CC B Y 4.0, Euthalia

Philge nce, Saint Lucia, 2016 )
1. The crab
should
be
cooked
before it
is
dressed.
Collect
all tools
and
(P hotos: CC B Y 4.0, Euthalia Philge nce, Saint Lucia, equipme
2016) nt:
skewer,
knife,
nut
cracker
or claw
cracker
or mallet
or
hammer.
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2. Put the
crab on
its back
on the
choppin
g board,
so that
the
claws
and
softer
(P hotos: CC B Y 4.0, Euthalia Philge nce, Saint body
Luc ia, 2016) section
face
upwards,
then
simply
twist off
the legs
and
claws
and put
them to
one side.
3. Now put
your
thumbs
against
the hard
shell
close to
the
crab's
tail, and
push and
prise the
Luc ia, 2016) body
section
out and
away
from the
shell.
4. From the
(P hotos: CC B Y 4.0, Euthalia Philge nce, Saint shell
Luc ia, 2016) remove
and
discard
the small
greyish-
white
71
stomach
sac,
situated
just
behind
the
mouth.
5. Remove
the long
white
pointed
'dead
man's
fingers'
from the
body
section.
6. In body
section
Scrape
and pick
the meat
out,
dividing
it
between
the
bowls
(P hotos: CC B Y 4.0, Euthalia Philge nce, Saint Lucia, accordin
2016)
g to the
colour of
the
meat.
Remove
the meat
from the
shell in
the same
way.
7. Crack
(P hotos: CC B Y 4.0, Euthalia Philge nce, Saint the
Luc ia, 2016) claws
and legs
with
your
hammer
or
nutcrack
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er then,
with a
skewer,
poke out
all the
white
meat
into the
appropri
ate
bowl.
8. If you
want to
serve the
crab in
the shell,
break off
the
jagged,
overlapp
ing rim
from all
round
the edge
of the
shell,
then
wash
and dry
it well,
(P hotos: CC B Y 4.0, Euthalia Philge nce, Saint and
Luc ia, 2016) smear
oil
inside.
73
9. Season
the
white
meat and
brown
meat to
taste.

Luc ia, 2016)
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3.7 Extracting the Flesh from Cooked Lobster

https://www.flickr.com/search/?text=cooked%20lobster)
1. The lobster should be cooked before removing the meat.
2. Grasp the body of the lobster firmly in one hand and the
claw in the other. Twist the claw and pull from the body
of the lobster.
3. Twist off all the legs from both sides of the body. Set
legs aside to clean later.
4. Break the claw into three sections. Hold on to the claw

and pull down on the pincer to remove it from the claw,
and twist the lower section at the joint to remove it.
5. Crack open the claw to remove the meat. Use a mallet or

rolling pin to break the claw or use a lobster cracker to
break it open. Try not to break into the claw so hard that
it tears the meat inside.
6. Break just enough off the claw to be able to get a good

hold of the meat. Pull carefully on the meat and the
whole section should come out.
7. Carefully crack open the pincer and the lower section of

the claw.
8. A lobster pick may be useful when trying to remove the

meat from the smaller parts and the legs.
9. To remove the meat from the tail, begin by placing the

lobster right side up on a cutting board. Holding the head
in one hand, insert the tip of the knife into the middle of
the body beginning at the seam between its head and
body. Cut all the way through lengthwise down its body
and through its tail.
75
10. Turn the lobster around and hold firmly onto its tail.
Finish cutting lengthwise through the head to cut entirely
in half.
11. Remove the stomach sac and feather-gills from the head
and discard. Find the greyish black intestinal thread that
runs down the tail and remove it.
12. To remove the meat from the tail, loosen the meat with
fingers and pull it out in one whole section.
13. Tails can also be removed by cutting the inside edges

with a scissors and removing the meat
For images visit

http://www.alaskaseafood.org/fishingprocessing/fsgsq.htm )
3.8 Maintaining Nutritional Value of Meat

Preserving nutritional value must be considered when preparing meats
and seafood’s. Hence, meat and seafood should be cooked at safe
temperatures, but in a way to prevent nutrients from leaching but to be
retained. Proteins and minerals are mostly stable, however vitamin B
found in meat may be lost from over cooking. Stir frying is the way to
cook meats and fish to preserve nutrients; it involves little liquid and fat,
but not all meats can be stir fried. Therefore cooking meats at the lowest
temperature possible is recommended.
Additional Information:
The video is all about how to choose meat, seafood, and

poultry, and cook it to perfection at home, with no special
equipment.
https://www.youtube.com/watch?v=2PBse7Ihj54
Video
Prepare sauces for meat dishes:

https://stellaculinary.com/podcasts/video/understanding-the-five-french-
mother-sauces-a-brief-overview
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3.9 Storage of Meats and Seafood

Proper storage is very important to prevent meats and fish from spoilage.
Hence, it is important to ensure that your storage facilities are safe and
you also purchase only enough that can be used before the food gets
expired. To maintain a proper food storage system one must follow these
principles:
 The First In First Out Procedures (FIFO).

 Keep foods out of the temperature danger zone
 Only store foods in safe designated areas (food should not be
stored with chemicals or near toilets)
 Food should be stored in clean undamaged containers and
wrappers that are airtight and moisture-proof.
 Keep storage areas, clean and dry at all times
 Keep all food contact areas clean, that includes transportation.
Cold storage
Cold and chilled storage is usually done in the refrigerator or deep chiller
for chilled short term items, a freezer for longer term items. A
refrigerator, deep chiller and freezer should not be overloaded. There
should be room for cool air to pass around food. Foods should be
packaged properly and dated when placed in the storage.
Units should be opened minimally so as to maintain temperatures. It is

advisable that walk -in units should have plastic curtains in the door.
Hot items should not be placed in the units as they should be cooled
down first in a blast chiller or by other appropriate methods. If possible
there should be separate refrigerators for each major food item.
Food Item Safe Temperatures

Refrigerator
Meat and Poultry 32o F to 40oF or 0oC to 4.4oC
Fish 30o F to 34oF or -1.1oC to 1.1oC
Live shellfish 35o F to 45oF or 1.7oC to 7.2oC
Eggs 38o F to 40oF or 3.3oC to 4.4oC
Dairy products 38o F to 40oF or 3.3oC to 4.4oC
Vegetables and fruits 40o F to 45oF or 4.4oC to 7.2oC
3.10 How to Package and Store Fish and Meat

Fish is stored better when it is scaled and gutted. Always try to remove as
much air as possible in bags and label and date the item.
77
Item Preparation and Storage time

Packaging
Lean fish Wrap well or use ice Chiller: 1 to 2 days
method below. Freezer: 6 months
Fatty Fish Place on cookie sheet, Chiller: 1 to 2 days
loosely covered with Freezer: 3 months
foil. Freeze. Dip in
water several times;
freeze to form thin ice
glaze; wrap well
Shrimps/squid/octopus Dip in water, freeze, to Chiller: 1 to 2 days
form ice glaze; place in Freezer: 6 to 10
freezer plastic bags days
(if cooked can stay
up to 3 months)
Oysters /clams Remove from shells; Chiller: not
scallops (raw) freeze in their own advisable
liquid in airtight plastic Freezer: 7 to 10
freezer bags or days
containers; (raw
scallops easily become
rubbery)
Whole Lobsters (only Dip in water, freeze, to Chiller: 1 to 2 days
cooked) form ice glaze; place in Freezer: 3 months
freezer plastic bags
Lobster Tails( raw) Chiller: not
Wrap well advisable
Freezer: 3 months
Crab (only cooked) If in shell, leave in Chiller: 1 to 2 days
shell; dip in water and Freezer: 2 months
freeze to form thin ice
glaze to prevent drying
out and becoming
stringy; then package
Meats: beef, pork, Wrap tightly with Chiller: 2 to 3days
lamb freezer bag or paper Freezer: 3 months
with the waxy side
facing the meat. Stick
paper with masking
tape, put into plastic zip
lock bag them freeze
3.11 Thawing Out Meat and Seafood

The best way to thaw out fish or meat is by placing in the refrigerator.
However, if the product is required within a short period, it could be
placed in cold water. Another method that is used is microwaving, but
that method is seldom used in commercial settings. Since they deal with
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large quantities and microwaving starts the cooking process which may
not be desirable to the chef.
Be sure that the product is well contained and covered in the refrigerator
to prevent any drippings going into other food items. It should be kept
separately from cooked foods and should be monitored. Thawing of meat
should be planned but most of that work is done by the butcher shop at
most commercial kitchens.
3.12 Plate Meat and Seafood Dishes

In food presentation one must take into consideration some main points.
In garnishing and plating food balance is important. There cannot just be
a whole chunk of food without any symmetry; hence the size of portions
and placing of food should be considered. There should also be a
common theme or pattern in your food preparation methods yet leaving
room for contrast in textures, colour and flavours. The dish should also
have a focal point and that should be the main ingredient of the dish. It is
said “variety is the spice of life” and with food it is a reality. A plate
should have a variety of ingredients which adds flavor to the food and
then all these elements must come together to form the perfect plat dish.
Examples of plating meats and seafoods
(Source: CC BY 4.0, Dabina Clark – own work, Saint Lucia, 2016)
Fundamentals of Plating
There is no one way to plate a dish. Each chef may develop his/her own
unique style with experience and time. Below are some basic guidelines:
Source: CC BY 4.0, Dabina Clark – own work,

Saint Lucia, 2016
Source: CC BY 4.0, Dabina Clark – own
work, Saint Lucia, 2016
79
Traditional Plating Using odd Numbers
Most menus have a main course, a Stick to an odd number to

starch and a vegetable and a increase your meal's appeal. This
protein. The plate is usually means place an odd number of
referred to as a face a clock The shrimps or steak s slices on the
protein is usually placed on the plate such as 5 shrimps, 3 pieces
bottom half of the plate, centered of ribs etc...
between the 3 and 9 on the clock.
On the top half of the plate, the
starch side can be placed between
the 9 and 11 and the vegetable
between the 11 and 3.

Saint Lucia, 2016 Source: CC BY 4.0, Dabina Clark – own
work, Saint Lucia, 2016
Adding Colour
Adding Texture
Although you do not want a too
busy plate a pop of colour makes a Texture is very important.
plate very appealing to the eye Contrasting textures is what you
should strive for in this dish with
meats and vegetables.

Saint Lucia, 2016
Symmetry is when each side of Stacking is another method used.

the plate look the same. It adds height to food by placing
Asymmetry is a more recent dish components on top of each
method where food may only be other.
placed on one side of the plate.
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Plates: What to Use
Of course if you are plating your choice of plate is part of the overall
look. For example you cannot have soup in a flat plate or serve finger
foods in a deep bowl that makes it impossible to reach. Three factors to
consider when choosing plates are size, shape and colour.
 Size: The plate needs to be suitable for the dish. For example,

you may want to use a deep plate with chunks of meat in sauce,
and a flatter plate for a product that has less sauce.
 Shape: has to do with personal preferences; however the plate

must not distract the diner from the food.
Color: White plates are the colour that is commonly used, but dark
colours can give a good contrast with foods that are light coloured. Food
should not blend into the plate but is easily seen.
A balanced plate: This dish shows a well-chosen plate for this dish with
appropriate garnish and a pop of colour.
81
3.13 Sauces and Accompaniments
Sauces add depth, eye appeal and moisture to a dish and they are very
important when serving fish and meats. A garnish could be part of a dish
or just for eye appeal, but must be appropriate for the dish and not over-
powering. Meats are usually served with salads and a farinaceous dish.
These accompaniments must enhance the meal but not be the focal point.
They can also be plated in the traditional way. The following are some
guidelines for sauces garnishes and other accompaniments:
 Thin sauces are usually placed at the base of the main ingredient
or poured on the top whilst thick sauces are place in dots or
simple art design to add interest to the meal.
 The garnish, sauce and accompaniments should not dominate the

dish.
 A garnish should always be edible.
 Add garnishes and sauces immediately before serving.
 Always clean your plate before serving.
Help
Need further assistance with plating look up the following link:
http://www.unileverfoodsolutions.com.sg/our-services/your-menu/food-
presentation/plating-trends
Activity
Read the information on plating trends, and discuss your thoughts or

write a paragraph on your views on the new trends of plating.
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3.14 Recipes Involving Meats and seafood

JAMAICAN CURRIED GOAT
(Source: CC BY 4.0, Dabina Clark - own work, Saint Lucia, 2016)
Ingredients
3 lbs Goat meat, chopped in cubes

2 tsp Salt
1 tsp Black pepper
5-6 tbsp Curry powder
1 large Onion, sliced
4-6 cloves Garlic, minced
1 Scotch bonnet pepper, slice and discard seeds (handle with care)
4 tbsp Cooking oil
4 cups boiling Water
1 large spring Thyme
1 medium Onion, chopped
3 medium Potatoes, each cut in 3 pieces
1 tbsp Tomato ketchup

Mix together goat meat, salt, black pepper, 4tbsp curry powder, 1 large
onion sliced, garlic, Scotch bonnet pepper. Please in the fridge overnight
(or at least 5 hours) to marinate.

Method
1. Remove the sliced onions and scotch bonnet pepper from the bowl of
marinated goat meat and set aside.
2. Heat cooking oil in large saucepan on High. Place goat meat in pan and
brown to seal in juices.
3. Once the meat is browned add thyme and 2 cups of boiling water;
cover, lower heat to Medium-Low and simmer for about 1 hour
4. Chop 1 medium onion and add to pot along with the sliced onion and
Scotch bonnet pepper that was set aside earlier
5. Add 2 cups of boiling water and bring to a boil
83
5. Taste and remove Scotch bonnet pepper based on your taste; add more
curry powder to taste
6. Add potatoes and tomato ketchup; simmer on low heat for 1/2 hour, or
until the meat is falling off the bone

Serve with white rice and a green salad
http://cooklikeajamaican.com/new-recipe-curry-goat-video/
CARIBBEAN STEW BEEF

https://www.flickr.com/search/?text=stew%20beef)
Ingredients
1.5 lbs beef – cubed into 1 inch pieces
1/2 teaspoon salt
1 teaspoon Worcestershire sauce
1 tablespoon ketchup
2 cloves of garlic – thinly sliced or crushed
1 teaspoon fresh or bottled ginger – crushed. (use 1/2 if it’s ginger

powder)
2 tablespoon vegetable oil (one that can withstand high heat)
1 medium onion – chopped
1 medium tomato – chopped
2 tablespoon cilantro (or 2 tbs Trinidad green meat seasoning)
1 tablespoon brown sugar
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2 1/4 cups water
1/4 teaspoon black pepper
1/4 hot pepper (only if you like your food spicy)
1 green onion or chive – chopped
2 sprigs of fresh thyme (1 teaspoon dried)
1 lime or lemon or 3 tablespoons of vinegar
1 small shallot
1. Start by cutting the beef into 1 inch cubes, then using the lime
(lemon or vinegar) wash the pieces of meat and drain. With the
cubed pieces of beef in a bowl, start to season. Add all the
ingredients mentioned above, except the oil, water and sugar.
Allow the seasoned meat to marinate for at least 30 minutes
before cooking. For best results, leave to marinate about 2 hrs in
the fridge.
2. In a heavy pot on high heat pour in the oil and allow to get hot,
then place the sugar and move it around so it starts to melt,
change color and bubble. Remember to use a long handle spoon
to prevent getting burn and have the seasoned meat within reach.
This step requires good timing. When you see the sugar fully
melted and turns to a rich brown colour start putting in the pieces
of meat. Remember to stir everything around, so it’s fully coated.
3. Leave on high heat for about 3 minutes, then turn down the heat
to a simmer and cover the pot. Allow to cook for a further 10
minutes, stirring occasionally to ensure all the pieces of beef gets
evenly browned. Now remove the lid and turn the heat back to
high med-high.
4. In the same bowl we seasoned the beef, add the water and
swoosh it around a bit so every bit of remaining seasoning is
mixed in with the water. When all the liquid has evaporated from
the pot, add the water from the bowl.
5. Bring to a boil, then turn down the heat to a gentle simmer. With
the pot covered, allow to cook for about 1 hour or until the beef is
really tender and gravy is rich and thick.
6. Serve this dish with rice or ground provisions.
See the link below for the process of stewing beef:
https://www.bing.com/search?
q=caribbean+cook+pot&form=PRUSEN&mkt=enus&httpsmsn=1&refig=6
09d9df69fc24000afc1c26652014cd4&qs=AS&pq=caribbean+cook+p&sc=4-
16&sp=1&cvid=609d9df69fc24000afc1c26652014cd4
85
SEAFOOD BOUILLON
Ingredients
11/2lb of fish cut into bite size
1 lb of shrimp cleaned
850ml Water
Juice of 1 lemon
1 Onion (roughly chopped)
2 Cloves Garlic (sliced)
1 Stick of Celery (roughly
chopped)
4 Bay Leaves
4 leaves Spanish oregano

(chopped) (CC BY 4.0, Dabina Clark, Saint Lucia, 2016)
3 Parsley Stalks (chopped
5 Sprigs of Thyme (chopped)
1 hot pepper (optional chopped finely without seed)
2tbsp of oil
Vegetables of your choice (cut into bite sized)

Sea salt to taste
Method
1. Sauté all the ingredients except fish, shrimp, vegetables and lemon
juice into a saucepan.
2. When vegetables have wilted add water to saucepan.
3. Allow to get to boiling point
4. Add vegetables and fish to pot until fish begins to flake.

5. Add lemon juice and adjust salt
6. Garnish with a twist of lemon. Serve immediately
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Unit summary
In this unit you learned
 Obtain accurate yields from various types of meats and seafood.
 Practice and maintain a non-cruel and humane manner where live
Summary meat and seafood are used.
 Handle and store seafood hygienically and safely.
 Thaw meats correctly to ensure maximum safety hygiene, and
nutrition.
 Clean, dress, and fabricate fish correctly and efficiently.
 Use of a variety of methods to prepare seafood.
 Select meat types based on quality and correct quantity.
 Prepare meats prior to cooking based on recipes given.
 Store finished meat dishes not for immediate consumption
appropriately.
 Prepare sauces according to standardized recipes for menu items.
 Apply techniques when garnishing and plating based on recipes and
enterprise standards
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Assignment
Assignment 1:
Put in the appropriate method, temperature and duration

for storage in the refrigerator or chiller for the following
seafood or meat
Assignment
Items Method/Temperature/
duration
Scallops
Pork
Lobster
Fish fillet
Beef
Lamb
Assignment 2:
Answer the following questions
1. How do you know that the fish you are purchasing is

fresh?
2. Explain how one can preserve nutrients when cooking

fish
3. What is the correct method of thawing fish?
4. Give four guidelines one should observe when plating

food
5. List four considerations when storing meats
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Assessment
James has decided to have a birthday party for his 50th birthday. He has
asked you to prepare 2 different meat dishes and 2 different seafood
dishes using different cooking techniques. Choose 4 appropriate dishes
that you would prepare for the party. Cook and present dishes
Assessment
a. You can choose meats from beef, goat, lamb or pork (any 2)
b. The seafood could be fish, crustaceans or mollusc (any 2)
Use appropriate sauce
BIBLIOGRAPHY
Fish Is Life. (nd). Ult Albacore Center Cut Loin. Retrieved June 13th
2016
http://fishislife.com/en/product-range/ult-albacore-center-cut-loin
Castelazo Tomas. (2008). Meat market at Tenancingo, Estado de Mexico.

Wikimedia.org. retrieved June 13, 2016
https://commons.wikimedia.org/wiki/File:Meatmarket.jpg
Senyei Kelly. (2013). 10 Tips For Plating Your Food Like A Pro. The
kitchenthusiast. Retrieve June 14, 2016.
http://blog.kitchenaid.com/10-tips-plating-food-like-a-pro/
Gerrard Gene. (nd). How to Buy and Cook Goat Meat. Frequently Asked
Questions About Goat Meat. About.com. Retrieved June 13, 2016
http://meatandwildgame.about.com/od/Goat/fl/Frequently-Asked-
Questions-About-Goat-Meat.htm
Bc Cook Articulation Committee. (2015). Meat Cutting and Processing

for Food Service. BC open textbook. Retrieved June 14, 2016.
https://opentextbc.ca/meatcutting/chapter/lamb/
89
Fay. (2012). Jamaican Curry Goat Recipe. Cook like a Jamaican.

Retrieved June 2016.
http://cooklikeajamaican.com/new-recipe-curry-goat-video/
Caribbean Pot. (2009). A delectable stewed beef recipe, the Caribbean

way. Retrieved June 14, 2016. http://caribbeanpot.com/a-delectable-
stewed-beef-recipe-the-caribbean-way/
Gisslen W. (1989).Professional cooking, Second Edition. copyright John

Wiley and Sons. USA
Alaska Seafood Marketing Institute. (ND).A Foodservice Guide to

Seafood Quality: Basic tips on handling fresh and frozen. Fresh Seafood
Purchasing. Accessed October 29, 2014
http://www.alaskaseafood.org/fishingprocessing/fsgsq.htm
Illustrations came from the following sites
http://www.matis.is/media/matis/utgafa/39-10-Overview-fish-quality.pdf
http://whatscookingamerica.net/Information/FreezerChart.htm
Sydney Fish Market. (n.d). Purchasing and Storing Seafood. IT worx.

Accessed October 11, 2014.
http://www.sydneyfishmarket.com.au/seafood-school/cooking-info/
purchasing-storage
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Unit 4
Prepare Breakfast Items
4.1 Introduction:
Breakfast is considered to be one of the most important meals of the day.
Thus it should be prepared in such a way that it is fulfilling, nutritious
and uncompromising to the health of the consumer.
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 Sanitize utensil, equipment and safely assemble them.
 Sanitize work surfaces
Outcomes  Use cleaning supplies and materials appropriately
 Select and measure all items needed for a required menu
 Clean, peel, plate vegetables and fruits.
 Understand the appropriate temperature dairy products, eggs, fish

and meats should be held at.
 Use appropriate cooking methods accordingly.
 Clean, trim, mince and slice protein and seafood items correctly
for intended purpose
 Cook vegetables dishes for breakfast including cook potatoes

items for breakfast.
 Cook egg and egg dishes
 Cook proteins including bacon, sausages, sardines and smoke

herring
 Prepare batter for breakfast items.
 Prepare Dough products appropriate for breakfast.
 Prepare fruit juices and smoothies.
 Prepare native breakfast dishes
 Prepare hot beverages and potage.
 Prepare syrups, sauces and fillings for breakfast items
HACCP: HACCP Stands for Hazard Analysis and Critical

Control Points. This is a preventative food safety
system which monitors food from production until
it gets to the consumer.
Terminology
Sanitization : The process of keeping pathogens at a safe level.
It can be done by using chemicals, hot water or
steam.
Danger Zone : The temperature range between 5°C and 60°C

which is the temperature that bacteria can grow to
unsafe levels.
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Contamination: Food contamination refers to foods that are spoiled

or tainted because they either contain
microorganisms, such as bacteria or parasites, or
toxic substances that make them unfit for
consumption.
Lactose Intolerance: The inability of the body to easily digest lactose - a

type of natural sugar found in milk and dairy
products
Gluten free: A gluten-free diet is one that does not include

grains such as wheat, barley, rye, or hybrids of
these grains.
Mis en place: A French culinary phrase which means ‘putting in

place’ or ‘everything in its place’
4.2 Prepare Food Preparation Area for Use

Hygiene, Safety, Sanitation and Small Equipment
To avoid food borne illnesses, it is critical that every food establishment

has a good food safety management system. The system must address all
areas of the food preparation area from the ceiling to the floors and also
outside. If one area is not addressed you may find the work done
elsewhere is futile. It is also the food handlers’ responsibility to ensure
that they are healthy and are aware of the food safety issues. One should
be able to follow a standard sanitation setup and procedures in a kitchen
environment, whether it is a commercial or private restaurant.
Study Skills
Study the Food Safety and Hygiene video via the link below:
The video gives a general idea of standards, routine and

expectation of a cook. It is important that students pay
attention and watch the video until the end as most of the
topics to be discussed will be highlighted.
https://www.youtube.com/watch?v=Ddn1W3Rp-Fk
Video
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4.3 Good Personal Hygiene
Discussion
Student and teacher will discuss the expectations of the uniform standards
of a cook/chef and how each item relates to safety and sanitation.
 Clean and press uniform ( pants, jacket, neckerchief, socks,

vests/undershirt, hats)
 Non-slip and non- marking kitchen shoes
 No watches or jewellery
 Neat and trimmed nails
 Body odours (bathing and use of deodorant daily, no perfumes

etc.)
Case Study
Case study : Spicyinc is a busy restaurant serving breakfast, lunch and

dinner. Today five individuals including three customers were diagnosed
with foodborne gastrointestinal illness from the Spicyinc Restaurant.
Upon close assessment the managers realized that one cook was handling
raw chicken and immediately plated the salad which the server
demanded, because the guests were waiting for 15 minutes. John, the
grill cook had just return from a washroom break and went straight to the
grill. In another instance, he noticed how Susan, the trainee, had just
flashed her hand under the handwashing sink and never bothered to use
soap.
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Activity
Questions:
1. List four food safety issues that occurred above and discuss or
explain how they could have been avoided
2. What are the proper procedures for hand washing in the kitchen?
3. When should cooks wash hands?
4. What other factors that may have contributed to this

gastrointestinal illness?
4.4 Hands Pashing Procedures
Reflection
Participants will view the hand washing procedures in the link below and
write a reflection on the importance of the processes. Reflections will be
discussed in class.
http://www.vea.com.au/secondary-school/food-tech-food-safety-and-
hygiene.html
Activity
Participants will demonstrate how to wash their hands before and after
handling food and other items.
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4.5 Sanitation Buckets

Sanitation Buckets should always be available to wipe surfaces at all
times. It should contain bleach 50ppm or other sanitizer solution (used as
specified by the manufacturer). The bucket must be placed away from
food usually at the bottom of the food surface area. The bucket should be
labelled and be changed every 2 hours.
Reading
Participants will read more about the sanitation bucket from provided
course reading materials.
4.6 Labelling and Dating Items

All preparation items must be properly covered and labelled. Labelling
should not be written on plastic wrap with a marker, but on stickers. All
items should be named e.g Lime wegdes, French toast batter.
Items should be dated using the present day’s date.
For items that have more than one ingredient the lifespan or date written
should reflect the date of the oldest product. For example, if we boiled
and clean salt fish and did not consume all, the label would read:
Item: Boiled Saltfish
Date: 22/05/16,
Used by: 29/05/16 ( please note that the life span of a potentially
hazardous food has a life span of 7 days including day prepared, whilst
non-potentially hazardous foods has a life span of 21 days)
Activity
Activity: You made salt fish fritters on the 22/05/16 and didn’t use all the
salt fish. You are making another batch of fritters on 24 th of May, 2016
and have used the remaining salt fish from two days ago and the herbs
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were left over from morning whilst all other ingredients are fresh. What
would be the expiration date of the fritter following the guidelines above?
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4.7 Small Equipment

Small Equipment and their Use
Equipment Name Purpose
Vegetable A peeler (potato peele
peeler (carrot r or vegetable peeler)
peeler) is a kitchen tool
comprising a slotted
metal blade attached
to a handle that is used
to remove the outer
skin or peel of
(Source: from CC BY 4.0 public certain vegetables,
domain web site,
https://commons.wikimedia/wikifile:pee
often potatoes and
ler_01_pengo.jpg) carrots,
and fruits such as
apples, pears, etc. A
paring knife may also
be used to
peel vegetables.
Waffle iron This pan is specially

pan design to make
waffles.
(Source: from CC BY 4.0 public

domain web site,
https://commons.wikimedia/wikifile:wa
ffle_maker.org)
Cutting While many

Board establishments use
their own colour
scheme, the typical
colour code for cutting
boards are as follow:
domain web site,
https://commons.wikimedia/wikifile:pro Red is used for raw
vola_delle_moddonie1.(sq-wk3).jpg) meats
Yellow for poultry
White for dairy

products
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Brown for cooked

meats including
chicken
Green for vegetables

and fruits
domain web site,
Blue for seafood items
https://commons.wikimedia/wikifile:snij
plank.jpg)
Some kitchen use only

white as it may be
easy to maintain
cleanliness.
For safety reason a

paper towel soaked in
sanitizing solution
should be placed
under the board to
prevent movement.
Clean and Sanitize

boards between uses
of products, or if
potential
contamination has
occurred, or every
four hours.
Colander A colander (or cullen
der) is a bowl-shaped
kitchen utensil with
holes in it used for
draining food such as
pasta or rice. A
colander is also used
(Source: from CC BY 4.0 public to rinse vegetables.
domain web site,
https://commons.wikimedia/wikifile:col
ander_(psf).jpg)
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Slotted spoon The slotted spoon has

similar function as a
sieve; however, a
ladle-sized slotted
spoon is most often
used to retrieve items
from a cooking liquid
while preserving the
(Source: from CC BY 4.0 public liquid in the pot.
domain web site,
https://commons.wikimedia/wikifile:kit
Table-sized slotted
chen_utencils_hanging_below_a_spice_ spoons are often used
rack.jpg) to serve foods.
Commercial The commercial

Toaster toaster has a conveyor
belt that passes
alongside the heat. It
can accommodate
more than one order of
(Source: from CC BY 4.0 public food item.
domain web site,
https://commons.wikimedia/wikifile:san
yo_oven_toaster_(sq-wk3).org)
Grill and Flat These are ovens which

Top are great for cooking
pancakes on the flat
top and frying eggs.
4.8 Assemble Ingredients

It is important to start each recipe with good products that are free from
contaminants. Also to have a great finished product one has to ensure that
all ingredients are measured and cooked at the right temperature.
Activity
Measurement and Conversion:
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Participants will be exposed to different measurement conversions and

instrument of measurements using the link below. They will use the
conversions and instruments to demonstrate accuracy in using them.
http://safarimp.com/kitchen-conversion-table/the-most-kitchen-
conversion-chart-8-ballwork-about-kitchen-conversion-table-resize
Examples of Measurement Conversion Equipment

https://commons.wikimedia.org/wiki/files:measuring_cups.jpg)
4.9 Prepare/cook Breakfast Items

Traditionally breakfast is the first meal of the day and it’s usually one of
the meals that maybe the easiest to prepare. The main part of the
breakfast is the protein which is usually an egg dish, a cold cut of meat,
bacon and fry fish in some parts of the world served with bread or other
savoury dough products with a beverage. In other countries corn,
potatoes, hash browns, fried ripe plantains, fish cakes are other additions.
The beverages may include orange juice, teas, coffee or smoothies or
shakes.
Food preparation: Protein Breakfast Items
Cook eggs and egg dishes-
Egg classifications:
Boiled and served in shell - Hard boiled and stuffed
Fried – sunny side up, over easy, over medium, over hard.
Soft boiled Omelette Poached
Cooked in a dish- quiche
Cook proteins – bacon
Black pudding Sausage Saltfish

(codfish) Smoke herring Souse
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Egg Dish Description

• Soft Boiled
A soft boiled egg is
cooked by putting the
whole egg in its shell,
in a pot of boiling
water for about three
to five minutes. It is
removed and peeled
then served warm.
(Image source: from CC BY 4.0 public domain web site, ) The egg whites should
https://www.flickr.com/search/?text=soft%20boiled%20egg) be completely solid
and the yolk should be
dripping. Soft boiled
eggs are great for
soaking up with a
piece of bread
or toast.
• Hard Boiled
Hard boiled eggs are

prepared in the same
way as soft boiled
eggs, but cooked all
the way through for
(Image source: from CC BY 4.0 public domain web site, approximately seven
https://www.flickr.com/search/?text=hard%20boiled%20egg)
to nine minutes to
allow the yolk to
solidify completely.
The eggs can be eaten
warm, but are good in
cold dishes such as
salads.
• Scrambled
eggs
To make scrambled
eggs, crack the eggs
into a bowl and
whisked swiftly to
blend the whites and
the yolk into a smooth
mixture. Water or milk
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(Image source: from CC BY 4.0 public domain web site, can be added to the
https://commons.wikimedia.org/wiki/files:huevos_revueltos.jpg)
mixture, which is then
poured onto a heated
pan which may have
been greased with
butter or an
appropriate fat. The
mixture is stirred until
full curds form and all
of the liquid solidifies.
When scrambled eggs
are prepared correctly
they are soft and
fluffy.
• Sunny Side Up
To cook a sunny side

up egg, an egg is
cracked onto a heated
pan and kept intact.
The egg is fried on one
side until the white
https://commons.wikimedia.org/wiki/files:telur.jpg) becomes solid and the
edges of the whites
begin to crisp. The egg
is then removed from
the pan and served.
Sometimes the pan is
covered while the egg
cooks to speed up the
firming process of the
egg whites. This
method better
guarantees that the
whites are solid and
not slippery.
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Poached
To poach an egg, the

egg is cracked into a
bowl and then
carefully poured into a
pot of water. The
water is swirled gently
so that, as the egg
https://commons.wikimedia.org/wiki/files:poached_eggs_with_mo cooks, the whites of
ccha.jpg) the egg encase the
yolk. The egg is
removed after two to
four minutes,
depending on the
desired firmness of
the yolk. Poached
eggs are typically the
main attraction of any
Benedict brunch.
• Over Easy
Eggs can be termed as

over easy, medium or
hard which refers to
the consistency of the
yolk. This means how
hard or soft the yolk
(Image source: from CC BY 4.0 public domain web site, is.
https://commons.wikimedia.org/wiki/files:egg_spinach_and_fried_ In the case of “over
bread.jpg)
easy,” the egg is fried
on both sides so that
the egg whites are
firm while the yolk
remains runny. It is
prepared the same
way as a sunny side up
egg, but turned over
with a spatula.
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• Over Medium
To prepare an egg
“over medium,” the
egg is fried on both
sides until the yolk is
semi-solid.
https://commons.wikimedia.org/wiki/files:eggs_and_pancakes.jpg)
• Over
Hard
To cook an “over
hard,” egg, the egg is
fried on both sides
until the yolk is fully
solid, like that of a
(Image source: from CC BY 4.0 public domain web site, hard-boiled egg.
https://commons.wikimedia.org/wiki/files:brbagel.jpg)
Baked eggs are

cooked in the oven —
most often with
additional
ingredients, such as
half an avocado or in
a tomato sauce
base as seen in the
picture. The dish is
(Image source: from CC BY 4.0 public domain web site, mainly prepared in a
https://commons.wikimedia.org/wiki/files:italian_baked_eggs.jpg)
ramekin (or another
oven-safe dish). The
egg is baked so that
the yolk is mostly
runny.
Eggs cooked in a dish
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(Image source: from CC BY 4.0 public domain web site, Eggs can be prepared
https://commons.wikimedia.org/wiki/files:quiche_pie_crust.jpg)
as part of a dish. For
instance, quiche and
frittata are great
examples. There are
various types of
quiche. Quiche is an
open-faced savoury
pastry crust with a
filling of savoury
layers of cheese,
meat, seafood, and/or
vegetables which is
served hot or cold. A
frittata is cooked in a
skillet over low heat
until firm. It may have
the same ingredients
as quiche, but does
not have a crust.
Cook Vegetables Items for Breakfast
Potatoes/dashseen/ breadfruit/ yams/plantain
For example: Hash Browns made with dasheen/breadfruit/yams/ plantain/

potatoes
Salads –pickled cucumber Tomato salad
Prepare batters: Fritters French toast Waffles

Pancakes
Prepare dough products: bakes/floats Dahl Bread –local,

cassava bread, coconut bread Bun
Turnover Brioche
Croissants Doubles
Prepare fruit juices – local fruit juices will be taken into considerations,
soursop, tamarind and lime
Prepare smoothies – energy boosters
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Light smoothies
Paring of fruits
Prepare hot beverages and potage: Cocoa tea (native)
Oatmeal
Cream of wheat
Prepare syrups, sauces and fillings – maple, blueberry, strawberry,
Cherry and banana fillings
Sauces – hollandaise, cocktail, beans
4.10 Recipes for Breakfast

Breakfast dasheen (any local starch can be used)
(The starch can be parboiled prior to putting in oven to consume less

time.)
Ingredients
6 cups of dasheen/plantain/potatoes or yams/ breadfruit
½ cup of onion
½ cup of bell peppers
2 tbsp cayenne
2 tbsp of butter
2 oz of oil
Salt and pepper to taste
Method
In a large bowl, toss together the dasheen/ plantain/yam or potatoes,

garlic, onion, green bell pepper, red bell pepper, olive oil, butter,
seasoned salt, cayenne pepper and some sea salt and pepper.
Pour potatoes onto two rimmed baking sheets. Bake for 20 to 25 minutes,
shaking the pan twice
HASH BROWNS
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https://www.flickr.com/search/?text=hash%20browns)
Plantain Potatoes/ dasheen and yams could be used to substitute
Ingredients
 1 egg, beaten
 3 medium peeled plantain
 1 medium onion
 salt and pepper
 vegetable oil for frying
Method
1. Coarsely grate the plantain and onion into a clean tea towel and
then squeeze out the excess liquid by twisting the towel. Place
the mix in a large bowl.
2. Add the egg, a good couple of pinches of salt and freshly ground
black pepper. Mix the ingredients well. (You need to salt the mix
well otherwise the hash browns can be quite bland).
3. Heat a good glug of oil in a heavy based frying pan and when the
oil is hot (but not smoking), add spoonfuls of the plantain
mixture into the pan and flatten into patties about 1cm thick. Flip
over once browned and crispy - about 2-3 minutes each side.
4. Serve hot as a breakfast or supper side dish. Especially good with

bacon and eggs
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PICKLED CUCUMBERS SALAD

https://www.flickr.com/photos/dcandy/4466554437/in/photolist)
Ingredients
2 large cucumbers
1 tbsp of fresh lime juice
1 tsp of minced garlic
Baron hot sauce or scotch bonnet peppers.
Salt to taste
Method
Peel and grate the cucumber, add the lime juice, garlic and hot sauce.
Add salt for taste. Allow to rest for 30 minutes in fridge before eating.
TOMATO SALAD

https://www.flickr.com/search/?text=tomato%20salad)
Ingredients
2 large tomatoes
2 sprig parsley chopped
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9
1 clove garlic
¼ tsp finely chopped onions
Juice of one line or 1 tsp vinegar
1 tbsp oil of choice
5 leaves basil chiffonade (optional)
Pepper and salt to taste
Method
Wash and prepare all vegetables. Cut the tomatoes in wedges set aside.
Mix all other ingredients thoroughly pour over tomatoes just before
serving. Garnish with basil of more sprigs of parsley.
ACCRAS ‘FISH CAKES’
Accras are great with bakes as an appetizer or breakfast dish.

Ingredients
2 cups flour
2 tsp baking powder
1/2 lb chopped shredded
saltfish
2 scallions chopped
1 small onions chopped
4 cloves garlic
1 tsp thyme
1 tsp parsley
hot pepper sauce to taste
black pepper to taste
water
oil for frying (Source: CC BY 4.0, Sarah George, Saint Lucia, 2016)
Method
1. Combine the chopped scallions, onions, garlic in bowl.
2. Add remaining ingredients except water and mix thoroughly.

Add hot pepper sauce and water making sure that the mixture
reaches a thick consistency.
3. Beat the mixture until is smooth.
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4. Heat the oil in a frying pan and drop by spoonful into hot oil and
fry until both sides are brown.
5. Drain excess oil on paper towel.
SALTFISH AND BREADFRUIT QUICHE
(Source: CC BY 4.0, Dabina Clark – own work Saint Lucia, 2016)
Ingredients
1 short crust pastry pie crust
1cup half-and-half or milk
4 eggs, slightly beaten
¼ teaspoon salt
1/4teaspoon pepper
2 oz. sauté salt fish cooked, crumbled
4oz of cooked small diced breadfruit
1cup shredded Swiss or Cheddar cheese
1/4 cup grated Parmesan cheese
1tablespoon chopped onion
Method
1. Heat oven to 350°F. Place pie crust in 9-inch pie plate /hotel
sheet pan
2. In medium bowl, mix half-and-half, eggs, salt and pepper; set

aside. Layer saltfish, breadfruit, cheeses and onion in crust-lined
plate. Pour egg mixture over top.
3. Bake 40 to 50 minutes or until knife inserted in centre comes out

clean. Let stand 5 minutes; cut into wedges.
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For more information on egg dish dishes
allrecipes.com/all-about-eggs-grades-safety-and-nutrition/
It’s important to know the freshness of eggs, their classification and

how they should be stored.
SAUTÉED SALTFISH AND VEGETABLE

https://www.flickr.com/photos/sweettntmagazine/16507178133/in/photol
ist)
Ingredients
1lb salt cod fish, boneless

1
⁄4cup tomatoes, chopped
1
⁄3onion, chopped
1
⁄4cup sweet pepper, chopped
¼ cup carrots
¼ cup white cabbage
2 tsp of minced garlic
fresh ground black pepper (to taste)
2tablespoons olive oil/coconut oil
2 tbsp chives
1
⁄2 scotch bonnet peppers (optional) or 1⁄2 habanero(optional), hot
sauce(optional)
1
⁄2 lime (optional)
Method
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1. Break fish in pieces and place in saucepan with water and boil
10-15 minutes Drain. (pre-soaking fish will assist with removal
of salt contains and lessening on the time used to cook it)
2. Taste fish at this point to check salt content. If at this point it is

still too salty repeat step 1.
3. Shred fish with your fingers.
4. Heat oil in a skillet and add onion. Stir in the fish, sweet peppers
carrot, cabbage, hot pepper. Fry for 1 to 2 minutes.
5. Add the tomato, mix well and cook until tomatoes are just soft.
Add freshly grated black pepper. Squeeze half lime over mixture.
6. Serve with, coconut bake or other hearty bread and sliced

avocado pear.
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SOUSE

https://www.flickr.com/photos/14235673@N00/475694156/in/photolist)
Ingredients
5lb meat ( pigs feet, offal’s can be used to made souse, cow or pigs ears,
tongue, pig nose even the intestines )
2 cloves garlic
1 pimento pepper/scotch bonnet
1 bunch watercress (optional)
2 leaves chadon beni (cilantro)
5 cloves of garlic
2 cups of large diced onions
½ celery stalks
1 tbsp. chives
1 tbsp. thyme
Salt to taste
1- 2 sliced cucumbers
1 hot pepper sauce
1 limes
¼ cup of oil
2 tsp. garlic
Method
1. Clean pig foot/ or assorted meat. In a pressure cooker or deep pan

place cleaned pieces of meat add all the rest of the ingredients in
the pot. Cover with cold water and let come to a boil.
2. Make cucumber salad. Sliced cucumbers, add hot sauce, lime

juice, oil and garlic.
3. When the meat is fork tender, drain excess water and add to
cucumber salad.
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4. Add salt to taste.
BLACK PUDDING

https://www.flickr.com/photos/bertie_bighead/14971996947/in/photolis)
Ingredients
4 cups fresh pig's blood
2 1/2 teaspoons salt
1 1/2 cups steel-cut (pinhead) oatmeal/ sweet potato/ rice could be used
2 cups finely diced pork fat (or beef suet), finely chopped
1 large yellow onion, finely chopped
1 1/2 teaspoons freshly ground black pepper
1 teaspoon ground allspice
Cayenne pepper / hot sauce
2 small intestines
Method
1. With a stick turn and wash intestines with lime juice and vinegar
to remove all possible contents. Turn to original position and tie
one end, using banana leaf string/clear wrap or butcher rope.
2. Drain blood into a pan and add all ingredients. Mix thoroughly
and pour into intestines.
3. Place it in a boiling pan of water with salt for approximately 15-

25 minutes.
4. It should be hard to touch and cooked all the way through. Cut
and served with local bread.
5. The black pudding can also be done without the intestines.
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6. Preheat the oven to 325°F and grease 2 glass loaf pans. (If you
don't have glass loaf pans, line metal loaf pans with parchment to
keep the blood sausage from reacting with the metal and creating
an off-flavor.) Stir 1 teaspoon of salt into the blood.
7. Bring 2 1/2 cups water to a boil and stir in the oats. Simmer,
stirring occasionally, for 15 minutes, until just tender, not mushy.
8. Pour the blood through a fine sieve into a large bowl to remove
any lumps. Stir in the fat, onion, milk, pepper, allspice and
remaining 1 1/2 teaspoons salt. Add the oatmeal and mix to
combine. Divide the mixture between the loaf pans, cover with
foil, and bake for 1 hour, until firm. Cool completely. Seal in
plastic wrap and wither freeze for extended use or store in the
refrigerator for up to a week.
9. To serve, cut a slice about 1/2-inch thick off the loaf. Fry in
butter or oil until the edges are slightly crisped and browned.
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SMOKED HERRING

https://www.flickr.com/search/?text=smoked%20herring)
Ingredients
½ lb smoked Herring
3 cloves garlic, crushed
1 small onion, chopped finely
¾ lb tomatoes, chopped
½ tsp chive, chopped
½ tsp thyme, chopped (Spanish or fine leaf)
2tbsp olive oil
1 small hot pepper, finely chopped (optional
Method
1. Boil smoke herring until salt contain is satisfactory.
2. In a hot frying pot add oil, and other ingredients.
3. Add smoke herring
4. Adjust salt and pepper if needed.
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Preparation of Bacon

https://commons.wikimedia.org/wikimedia?commons/c/cd/korean_barbe
cue_samgyeopsal-01.jpg)
Bacon is a meat product prepared from a pig and usually cured. It is first

cured using large quantities of salt, either in a brine solution or in a dry
packing. The result is fresh bacon or green bacon. Fresh bacon may then
be further dried for weeks or months in cold air, or it may
be boiled or smoked. It is usually prepared by frying.
Bacon could be fried crispy or baked on hotel sheet pans (wax paper will
assist with the absorption of excessive fat) for approximately 15-20
minutes. For the buffet, line bread can be placed under bacon to absorb
liquids and fats, also a rack could be used.
Preparation of Sausages

https://commons.wikimedia.org/wiki/file:italian_sausage_on_the_grill.jp
g)
Sausage could be placed on a hotel sheet pan and placed in the over at
180 degree Celsius for 20 minutes. They could easily be placed on a
greased flat top and turned often to avoid burning or over cooking.
Breakfast sausage needs to be cooked through, brown on the outside and

not too greasy. One simple trick makes this easier to achieve every time.
The key is to first cook the sausages in a bit of water. Place a large sauté
pan over medium-high heat and add just enough water to barely cover the
bottom of the pan. When the water begins to simmer, add the sausages
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(patties or links will work using this method) in a single layer and simmer
until the water is cooked off and the sausages begin to sizzle in rendered
fat.
Continue cooking the sausages until they are deeply browned on one side,
for about 5-10 minutes (depending on their thickness). Flip the sausages
over and continue cooking on the other side until they are browned.
Remove them from the pan and serve.
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FRENCH TOAST WITH SYRUP/FILLING

https://commons.wikimedia.org/wikipedia/commons/a/ae/00_french_toas
t.jpg)
Ingredients
6 thick slices bread
2 eggs
2/3 cup milk
1/4 teaspoon ground cinnamon (optional)
1/4 teaspoon ground nutmeg (optional)
1 teaspoon vanilla extract (optional)
salt to taste
Add all ingredients to list
Method
1. Beat together egg, milk, salt, desired spices and vanilla.
2. Heat a lightly oiled griddle or skillet over medium-high heat.
3. Dunk each slice of bread in egg mixture, soaking both sides.

Place in pan, and cook on both sides until golden. Serve hot.
For syrup/filling
Using any seasonal fruit Guava, pineapple, mangoes, sorrel
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3 cups of fruit
1 tsp. Cinnamon
11/2 sugar
WAFFLES
COCONUT WAFFLES

https://commons.wikimedia.org/wiki/file:a_pair_waffles_december_2007
.jpeg)
Ingredients
4 large eggs
1 tbsp maple syrup/or syrup made from seasonal fruits
¼ tsp unrefined sea salt
½ tsp cinnamon
2 tbsp melted grass fed butter
2 tbsp organic milk, coconut milk, or raw milk
2-4 tbsp water
1 tsp gluten free organic vanilla extract
¼ cup coconut flour
¼ tsp baking powder,
Method
1. Preheat a waffle iron.
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2. If you do not have a waffle iron, you could make these into
pancakes by pouring the batter onto a skillet. Mix together eggs,
maple syrup, salt, cinnamon, melted butter, milk, vanilla and 2
tbsp of water.
3. Add coconut flour, baking powder and mix until there are no
lumps.
4. Let stand for 5 minutes. If the batter is thick, add up to 2 more

tablespoon of water to thin it out. You should have the
consistency of a pancake batter.
5. Pour into a preheated waffle maker and cook for 2 minutes. Serve
hot.
Regular flour could be used. This recipe is gluten free.
PANCAKES
BREADFRUIT PANCAKE
(Source: CC BY 4.0, Christine Harms- own work, Pinterest 2016

https://www.pinterest.com/pin/137008013642789842)
Ingredients
1 small ripe breadfruit about 1 and ½ pounds or 700 grams
2 medium eggs
⅓ cup milk (can substitute non-dairy milks)
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1 tsp cinnamon
1/4 teaspoon nutmeg
½ teaspoon vanilla
1 teaspoon baking powder
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Materials:
Blender
Pan
Spatula
Method
1) Cut open breadfruit, discard middle and scoop as much flesh as
possible into a blender or small mixer

2) Add the rest of the ingredients

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3) Blend all together until smooth. Consistency should be similar to

pancake batter.

4) Heat pan on medium, add small amount of coconut oil

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5) Pour about 1/4 cup or less into the pan, and turn down to low. They are
a little hard to flip over so I cover the pan with a lid and let the top cook
with the trapped heat for about 3 minutes. It should puff up, and look
yummy and fluffy

6) Turn to cook for another 2 minutes

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7) Enjoy with maple syrup, honey or any other topping of your choice

Can you find another creative way to make the pancakes from a local
starch?
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DOUGH PRODUCTS
Bakes
(Source: CC BY 4.0, Sarah George – own work, Saint Lucia, 2016)
Ingredients
4 cups flour (may sub small portion-1 cup-whole wheat flour)

1
⁄4 cup sugar
2 teaspoons salt
2 teaspoons yeast
2 teaspoons baking powder
1 1⁄2 cups water (or as needed to bring the dough together)
Method
1. Add all ingredients to the bowl of a stand mixer fitted with dough
attachment, OR you can do this by hand.
2. Mix until a soft dough forms.
3. If you can stand to wait thirty minutes to an hour, let the dough
rest and rise. If you can't wait, these bake up great even if you
cook them right away. But they do become rather lovely little
plump pillows once they do puff up.
4. Right before cooking, pat them down into relatively thin discs
(about 1/4 inch thick).
5. Fry in a 1/4 inch of oil on both sides until puffy, browned, and
cooked through. Try your heat set to medium and this should be
about perfect. You might need to play around with your
temperature to get it to cook through on the inside before the
outside gets too dark.
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DAHL
(Source: CC BY 4.0, Sarah George – own work, Saint Lucia, 2016)
Use the same dough as the above used for making bakes
Ingredients
1 cup of yellow split peas
1 tsp garlic
1 tsp onions
1tsp thyme
1cup celery
2tbsp season peppers
1lbs salt-fish
Method
1. Soak salt fish overnight.
2. For dahl filling: In a deep pan add yellow peas, onions, garlic,
thyme, celery and season peppers. Add a little sugar to peas. Let
boil until the peas are completely tender.
3. Shred salt-fish and add to peas mixture.
4. Check for taste and allow to cool. The mixture should be very
thick.
5. Using the same recipe for bakes, create thinner disc. Place filling
in the centre.
6. Fold over the ends of the dough using a fork to create a half
moon shape.
7. Fry or bake the dhal.
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Basic Bread
Bread is a staple found on all breakfast types.
Bread is a food made of flour, water, and yeast or any other leavening
agent, mixed together and baked. Many additions could be made to the
bread dough prior to baking. For example: oats could be added on top or
during the mixing process. Garlic, fruits, raisins and more sugar or herbs
help give the bread a distinctive flavour.
(Source: CC BY 4.0, Dabina Clark – own work Saint Lucia, 2016)
BREAD RECIPE (ROLLS)
Ingredients
500 grams or 1lbs flour
2 tbsp. salt
7 grams yeast
3 tbsp. butter
300 ml water
Method
1. Mix the flour, salt and yeast in a large bowl. Make a well in the
centre, then add the oil and water, and mix well. If the dough
seems a little stiff, add 1-2 tbsp. water, mix well then tip onto a
lightly floured work surface and knead. Once the dough is satin-
smooth, place it in a lightly oiled bowl. Leave to rise for 1 hour
until doubled in size
2. Line a baking tray with baking parchment. Knock back the

dough, then gently mould the dough into 3 oz balls. Place it on
the baking parchment to prove for a further hour until doubled in
size.
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3. Heat oven to 2200C. Bake for 25-30 mins until golden brown
Banana Bread
(Source: CC BY 4.0,
https://www.flickr.com/photos/notitievanlien/5614342910/in/photolist )
Ingredients
1 2/3 cups all-purpose flour
1 teaspoon baking soda
1/4 teaspoon ground cinnamon
1/2 teaspoon salt
1 cup plus 2 tablespoons sugar
2 eggs
1/2 cup oil
3 1/2 bananas, very ripe, mashed
2 tablespoons creme fraiche or sour cream
1 teaspoon banana essense
2/3 cup walnuts, toasted and chopped
Method
1. Set oven to 350 degrees F. Line the bottom of a loaf pan with
parchment paper.
2. Sift together the flour, baking soda, cinnamon and salt. Beat
sugar and eggs with a whisk until light and fluffy, about 10
minutes. Drizzle in oil. Add mashed bananas, creme fraiche, and
essence. Fold in dry ingredients and nuts. Pour into a lined loaf
pan and bake for about 45 minutes to 1 hour.
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CASSAVA BREAD (manioc, yacca roots)
(Source: CC BY 4.0,
Sarah George – own work, Saint
Lucia, 2016)
Casabe Recipe
Cassava Bread: is very rich in fiber, has no cholesterol, no sodium, no

fat, and only a moderate carbohydrate content. It is an ancient wonder
food that should be tried.
Serves: 6 servings
Ingredients
1 lb [0.48 kg] of cassava (yuca), peeled and washed
Parmesan Casabe
⅓ cup of freshly grated parmesan
Garlic casabe
teaspoon of salt
2 garlic cloves crushed into a paste
¼ cup of olive oil
Method
1. Grate the cassava with the least coarse side of the grater.
2. Using a clean cotton cloth, squeeze the cassava until you extract
as much liquid as possible.
3. Spread on a baking tray and leave in the fridge for an hour (the
refrigerator acts as a dehumidifier.
4. Heat oven to 250 ºF [120 ºC].
5. Heat a non-stick pan over medium heat.
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6. Spread some cassava on it, making sure to break down any

clumps before you do.
7. Cook for 45 seconds, turn and cook for another 45 seconds, or

until both sides are light golden.
8. Once you have made all the cassava breads, place on a wire tray
and bake for 5-10 minutes or until cassava has turned a light
brown color (see pictures).
To make Parmesan Casabe:
Mix half the grated parmesan with the grated cassava before step 3.
Proceed with the instructions above. Sprinkle with the remaining
parmesan before placing in the oven.
To make Garlic Casaba:
Mix garlic and salt with the grated cassava before step 3. Proceed with
the instructions above. Sprinkle with the olive oil before placing in the
oven.
Notes
Use the smallest pan you have: A one-egg pan to make 12 single serving
cassava breads. If yours is bigger, serving size may vary.
Aim for thin cassava - thinner cassava is crispier.
Place in a sealed bag and refrigerate - it should keep for weeks.
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FRUIT JUICE
The Caribbean has an assortment of fruits year round which makes it easy
to serve guests with a variety of local fruit juices. Some of the common
seasonal fruits which make tasty juices are golden apples, tamarind,
mangoes, sour sop, guavas etc.
Golden Apple Juice

https://www.flickr.com/photos/3point141/8055608026/in/photolist)
Ingredients
8 cups of water
10 golden apples
4 to 5 heaped tablespoons of sugar
Method
First peel and grate apples such that only the seeds remain.
Finally allow the grated apples to set for one day for better flavour or just
strain and sweeten right away
Tamarind Juice

https://commons.wikimedia.org/wikipedia/commons/8/8c/tamarind_pods.
jpg)
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Ingredients
2 cups tamarind pulp
2 quarts boiling water
2 tablespoons sugar (for taste) honey (optional)
2 tablespoons lime juice (for taste (optional)
Method
In a kettle bring water to boil
Place the tamarind pulp in a heatproof mixing bowl or pan
Add lime juice if using it
Pour boiling water over the tamarind/stir in sugar or honey
Strain the tamarind water through a strainer or clean cloth
Refrigerate and serve over ice
Sour Sop Juice/Squash
(Source: By Freddie – own work, CC BY 4.0,

https://www.flickr.com/photos/tree22-fting/123636916/in/photolist)
Ingredients
1 ripe sour sop

1 can sweetened condensed milk
1 tsp grated nutmeg
2 tbsp fresh lime juice
1 tablespoon vanilla extract
5 cups of water
Method
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Peel the sour sop by hand; put flesh in a large mixing bowl and remove
all seeds
Put fruit into blende; add 3 cups of water and puree
Pour puree into in the mixing bowl and add 2 to 3 more cups of water a
smooth drink use a strainer and the additional water to remove fruit fibres
Add sweetened condensed milk, nutmeg, lime juice, vanilla and stir to
blend
Serve chilled with or without ice
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Mango juice

https://commons.wikimedia.org/wiki/file:mango.jpg)
Ingredients
2 Fresh mango
2 tbsp Sugar
1 cup Water
A few ice cubes
Method
Wash the mangoes, remove the skin and chop then into cubes. Add it to a
mixer/blender along with sugar and ice cubes add water and blend to a
smooth juice
Strain and discard the leftover pulp/ add water if you want to dilute add
ice serve chilled
SMOOTHIES

https://commons.wikimedia.org/wiki/file:yogurt.jpg)
Smoothies can be quite satisfying, refreshing and tasty when the right
combination of ingredients is used. The availability of a variety of local
fruits also makes it easy to serve guests with mouth-watering smooties.
Banana-Peanut Butter Smoothie
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Ingredients
1 banana
½ cold milk
1 tsp creamy peanut butter
3 ice cubes
Method
In blender, combine peeled banana, milk, peanut butter, and ice cubes;
blend until mixture is smooth and frothy. Makes about 1 ½ cups
Mango- Papaya Smoothie
Ingredients
1 cup fresh papaya

1 cup mango
½ plain or vanilla yogurt
Ice cubes
Method
In blender combine papaya, mango nectar, yogurt, and ice and blend until
mixture is smooth and frothy. Pour into 2 tall glasses
June Plum Smoothie
Ingredients
½ cup june plum juice

¼ cup plain low-fat yogurt
1 cup frozen seedless red grapes
Method
In blender combine juice, yogurt, and grapes and blend until mixture is
smooth and frothy
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HOT BEVERAGE/POTAGE
Coco tea
(Source: By Franka Philip CC BY 4.0

https://www.flickr.com/photos/14235673@N00/383654015/in/photolist)
Ingredients
2 cups water
½ cup of grated cocoa (stick)
¼ teaspoon of cinnamon
½ teaspoon of vanilla
1 cup of milk
Sugar to sweeten (optional)
Pour 2 cups of water, grated cocoa, cinnamon and vanilla in a pot and
bring to boil let it boil for a few minutes
Then add milk stir. Add the sugar to sweeten. Then strain and serve
Oat meal
Ingredients
1 cup water/or milk

½ cup oats
Salt (optional) 1/8 cup
Method
Bring water and salt to a rolling boil
Stir in oats; reduce to medium heat and cook 1 minute, stirring

occasionally.
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Cover; remove from heat and serve in 2-3 minutes
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Cream of Wheat Farina
Ingredients
2 cups water or milk

1/3 cups cream of wheat
1 (3-inch) cinnamon stick
Sugar and milk to taste
Method
1. Add water and cinnamon stick to a saucepan, cover and bring to a

boil. If using milk, let the milk only come to a simmer.
2. Add cream of wheat and use a whisk to stir as you add the cream
of wheat. This is to ensure that there are no lumps.
3. Lower the heat to low or simmer and cook uncovered for 2-3
minutes or until the cream of wheat has thickened.
Cassava farine can be substituted for cream of wheat.
Unit summary
In this unit you learned the sanitation standards and processes and how
they apply to real operating kitchens. You should have a clear
understanding of the consequences if they are not followed correctly. We
also covered preparation of breakfast items that included fruits,
Summary
vegetables, protein, eggs, fish and seafood. Upon completion of this unit
you would have acquired knowledge of batter, doughs and fruit juices and
smoothies.
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Assignment
Assignment 1
Food Preparation individual assignment:
Assignment 1. Describe two food borne illnesses and the “bug/microorganism”

which causes each. (10m)
2. What are the symptoms of those food borne illnesses?(10m)
3. How can they be prevented? (5m)
4. What are five (5) other ways in which food can become
contaminated? Please give examples. (10m)
5. Write six (SOPs) standards a restaurant/hotel can put in place at
breakfast to prevent individuals from getting sick. (10m)
Assignment 2
This 15 question examination covers every aspect of Commercial Food

Preparation unit four, Preparation of Breakfast Items.
1.What allows the egg to coagulate whilst poaching?

a) Hot water
b) salted water
c) acidic water
d) cold water
2. How do you know an egg is fresh and good to use?
a) It lays on its side after submersion in a bowl of water.
b) Its stands upright in the bottom of the bowl of water.
c) The egg floats to the top of the bowl of water.
d) The egg cracks when submerge in a bowl of water
3. What is the difference between a Saint Lucian bake and a float?
a) They have different raising agents.
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b) Bakes are harder in texture than floats
c) One can be roasted and the other cannot
d) One floats in water and the other sinks
4. What is a batter?
a) A thin liquid that can accompany proteins.
b) A liquid mixture with flour/or by products
c) A sauce used to coat meats.
d) All of the above
5. Which list of dough items contains the correct items?

a) Sweet bread, pancakes, dahl
b) Dahl, bakes, creole bread
c) Croissants, dahl, waffles
d) Dahl, ackra, pancakes
6. Which list of classification of eggs is correct?

a) Over easy fried eggs, sunny side up eggs, scrambled eggs
b) Hard boiled eggs, devil eggs, steamed eggs
c) Baked eggs, over medium eggs, omelette
d) B and c
7. Four cups is equivalent to _______ oz

a) 4
b) 8
c) 16
d) 32
8. What temperature should the oven be to be considered a moderate
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temperature ideal for baking?

a) 180°C
b) 200°C
c) 160°C
d) 200°C
9. There are four basic types of breakfast. Which of the breakfast below is
limited, and only includes hot beverage or juice, cold meats and bread
items?
a) American breakfast
b) Continental breakfast
c) Indian breakfast
d) English breakfast
10. Which of the following would be considered a Caribbean breakfast?
a) Doubles with chick pea and chicken
b) Ackee and saltfish with Jonny rolls
c) Smoke herring and pickled cucumber and bakes
d) All of the above
11. What amount of time should food handlers typically spend washing
their hands?
a) 2 minutes
b) 20 seconds
c) 30 seconds
d) 1 minute.
12. Explain the purpose and process of washing hands as a food handler.
(10m)
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___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
__________________________________________________________.
13.Two cleaning tasks that should be done monthly are ______________

and _____________. Two cleaning tasks that should be done weekly are
__________________ and _______________________. Two cleaning
tasks that should be done daily are ____________________ and
__________________. (8m).
14. You are the cook for the breakfast station in the Su Breakfast
Restaurant. What equipment/materials and food items should you have
available to prepare poach eggs, fried eggs and scrambled eggs? (6m)
Eggs type Equipment Food items
Poached eggs
Fried eggs
Scrambled eggs
15. State the ingredients and steps in making a good float and souse dish
that will be served as breakfast in one of our local restaurants. (10m)
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
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___________________________________________________________
16. You want to prepare a traditional breakfast for some visitors, but they
have requested hash brown potatoes or breakfast potatoes. What other
Saint Lucian starch can you used to substitute? Give a brief description
on how you would do this. (4m)
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
______________________________________
Assignment 3
Mr and Mrs Rogers are both gluten free guests who will visit Saint Lucia
in the next two weeks. They have asked that their breakfast on two
separate occasions include a gluten free meal. Provide a full Saint Lucian
breakfast menu for one day and an American breakfast menu for the
second day. Be sure to include native Saint Lucian dishes with a twist and
keep in mind that the guests are gluten free.
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Assessment
You are preparing breakfast for a group of students on vacation. Prepare
and serve the following dishes:
Each student will be asked to write a complete menu including

Assessment
1. A vegetable dish suitable for breakfast
2. An egg or egg dish
3. A batter item or a dough item
4. Prepare a potage using a local starch
5. Prepare a fruit juice, or smoothie, or a hot beverage,
All items produced must have appropriate sauces, filling or syrups
Rubric for Assessing Students’ Competence
91-100 81-90 71-80 61-70 51-60 50 and

below
Exceeds Has Has Shows Limited Inconsist

knowledg successfu successfu limited knowledg ent with
e and lly lly difficultl e, needs knowled
execution sanitize sanitize y in assistanc ge and
in work work sanitizing e in executio
sanitizati surfaces, surfaces, , however sanitizati n of
on of utensils utensils has not on sanitizati
work and and completel processes on of
surfaces, equipmen equipmen y , however work
utensils t’s, t’s, sanitized complete surfaces,
and however however equipmen d more utensils
equipmen lacks lacks t’s, than one and
t’s attention judgemen utensils task in equipme
to details t as and work sanitation nt and
appropria surfaces. processes perform
te timing . only one
and task
attention
to details
Outstandi Successf Successf Students The The

ng ully ully had vegetable vegetabl
execution executed executed difficulty dish is e dish
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of vegetable vegetable in complete was not

vegetable item. The item. The executing d and executed
item. The item was item was the eatable, in a
item was prepared prepared vegetable however matter as
prepared with the with the dish, assistanc demonstr
with the same same however e was ated nor
same technique technique parts of required is it
technique as as the dish eatable
as demonstr demonstr were not but
demonstr ated, but ated, but executed student
ated, but with an with as tried.
with an understan does not demonstr
understan ding of have an ated.
ding of feel free understan
feel free to ding of
to creative a feel free
creative a derivativ to
derivative e. creative a
. derivativ
e
Whichev The egg The egg Students The egg The egg
er egg or egg or egg had or egg or egg
dish dish is dish is difficulty dish was dish was
selected successfu successfu in not not
from lly or lly or executing executed executed
classificat efficientl efficientl the egg as in a
ion is y y dish, demonstr matter as
outstandi executed executed however, ated, demonstr
ngly it is it is it was however ated nor
executed, cooked as cooked as complete it is still is eatable
the egg demonstr demonstr d in time eatable but
dish or ated but ated but frame but and student
egg must lacks one lacks lacks student tried
be cook of the more that tried with
as per following one of the
demonstr : it is not the assistanc
ation in oily, its following e of
class. It moist, : it is not someone.
must be and taste oily, its
moist, oil excellent moist,
free and and has a and taste
taste sauce to excellent
excellent complim and has a
and sauce ent it. sauce to
to complim
accompa ent it.
ny it
complime
nts it.
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While The The The The The

dough or student batter or dough or students student
batter successfu dough batter had an was
product lly product product idea unable to
will be complete was was about the complete
selected d the executed complete product dough or
for dough or in d but was batter
students, batter reasonabl however unable to product
it’s products. e time it lacks complete
important The but taste, product.
that product is assistanc colour
students tasty, e was and
have a moist and required. texture.
clear has good Product
understan texture is tasty,
ding of and has great
recipes colour. colour
for both. However, and
Great may have texture.
execution lack in
, any one
including of the
taste, areas
texture above.
and
colour.
Students Students The The item The The

shows an has products selected beverage product
outstandi successfu had been did not lacks an lack
ng lly complete complim ingredien more
knowledg complete d but ent the ts and is than one
e for hot d the hot required total not of the ingredien
beverages beverage, the breakfast right ts, it is
recipes, fruit juice assistanc selection. texture not
potage, or e of The but was drinkable
fruit smoothie. someone. ingredien complete and
juices and However ts did not d in due procedur
smoothie it lacks enhance time es were
s. And an the entire not
whicheve ingredien breakfast followed
r one t and lacks .
selected good
has the judgemen
right t.
consisten
cy.
Sources
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0
Commercial Fo
Oven temperatures:
http://www.onlineconversion.com/cooking_gasmark.htm
Labelling sticker:
http://www.burkett.com/Cambro-Stickers-Labels-p/cam-23slinb250.htm
www.honey.com/honey-industry/honey-testing-and.../ HYPERLINK
"http://www.honey.com/honey-industry/honey-testing-and.../haccp-
definition-and-procedures/"haccp HYPERLINK
"http://www.honey.com/honey-industry/honey-testing-and.../haccp-
definition-and-procedures/"-
www.merriam-webster.com/dictionary/ HYPERLINK
"http://www.merriam-webster.com/dictionary/sanitation"sanitation
http://www.diet.com/g/food-contamination
https://www.enasco.com/product/WA23292H
www.webmd.com/digestive-disorders/tc/ HYPERLINK
"http://www.webmd.com/digestive-disorders/tc/lactose-intolerance-
topic-overvie"lactose HYPERLINK "http://www.webmd.com/digestive-
disorders/tc/lactose-intolerance-topic-overvie"- HYPERLINK
"http://www.foodnetwork.com/recipes/ree-drummond/marinated-
tomato-salad-with-herbs-recipe.html
http://www.glutenfreedietitian.com/dietcom-blog-so-what-exactly-is-a-
gluten-free-diet/
https://en.wikipedia.org/wiki/ HYPERLINK
"https://en.wikipedia.org/wiki/Mise_en_place"Mise_en_place
accra: https://tastestlucia.wordpress.com/recipes/accras-recipe/
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2016 TVET Commercial Food Prep

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2016 TVET Commercial Food Prep

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COURSE MATERIAL FOR

The Commonwealth of Learning (COL) is an intergovernmental organisation created by

©2016 by the Commonwealth of Learning. Except where otherwise noted, Commercial

Acknowledgement: The development of this course material was supported by the

Francis Compton Building

Fax: +1758 453 6285

Sonia Severin External reviewer

Sir Arthur Lewis Community College

Euthalia Philgence Team Leader & subject expert

Ministry of Education, Innovation, Gender

Andrew Henry Team member & subject expert

Dabina Clark Team member & subject expert

Sandals Regency – La Toc

Sarah George Team member & subject expert

Getting around this course 96

2.4 Prepare Farinaceous Dishes.............................................................................31

About this course

How this course is structured

 If the course is suitable for you.

 What you will already need to know.

 What you can expect from the course.

The overview also provides guidance on:

 Where to get help.

 Course assignments and assessments.

We strongly recommend that you read the overview carefully before

The course content

 An introduction to the unit content.

 Core content of the unit with a variety of learning activities.

 Assignments and/or assessments, as applicable.

 Course content and structure.

 Course reading materials and resources.

 Course support (assigned tutors, technical help, etc.)

Your constructive feedback will help us to improve and enhance this

Welcome to Commercial Food

Commercial Food Preparation:

This course will assist in developing participants’ skills, knowledge and

 Prepare a variety of local dishes for different occasions

 Prepare a variety of dishes for different cultures

Outcomes  Develop an appreciation for local and culturally diverse cuisine

 Use their creativity to prepare meals for different nationalities

The expected course duration is 90 hours.

Unit1: 7 hours study time, 3 hours practical time

Unit 2: 10 hours study time, 3 hours practical time

Unit 3: 20 hours study time, 10 hours practical time

Unit 4: 15 hours study time, 15 hours practical time

Essentially you will be taking control of your learning environment. As a

We recommend that you take time now—before starting your self-study

Each video clip used in this study

You can learn how to create

codes.html or through the info

Help Quality Assurance Officer

Ministry of Education, Innovation, Gender Relations and Sustainable

3rd Floor Francis Compton Building

Assignment will be presented to the instructor/tutor according to the order

All assignments must be completed and any misconceptions clarified

Getting around this course

A complete icon set is shown below. We suggest that you familiarize

Activity Assessment Assignment Case study

Discussion Group activity Help Note it!

Outcomes Reading Reflection Study skills

Summary Terminology Time Tip

Operate in a Culturally Diverse

Upon completion of this unit you will be able to:

 Treat customers and colleagues of all cultural backgrounds with