1. education

Vocational Qualifications
EDI Level 2 NVQ Diploma in
Kitchen Services
Learner Pack
Effective from: 1 August 2010
Accreditation number: 500/9214/5
QCFS0121A
For further
information
contact us:
Tel. +44 (0) 8707 202 909
Email. [email protected]
www.ediplc.com
Contents
Introduction
1
What is the QCF?
3
Assessment
5
Claims to Competence
7
Appeals Procedure for Learners
15
Qualification Summary
19
Rules of Combination
21
CU908
Maintenance of a Safe, Hygienic and Secure Working Environment
23
CU909
Working Effectively as Part of a Hospitality Team
31
CU1063
Maintain Food Safety when Storing, Preparing and Cooking Food
37
CU977
Cook Vegetables
53
CU943
Maintain an Efficient Use of Resources in the Kitchen
59
CU1098
Prepare and Cook Fish
65
CU3803
Prepare and Cook Meat and Poultry
71
CU975
Prepare and Finish Simple Salad and Fruit Dishes
77
CU949
Prepare Hot and Cold Sandwiches
83
CU957
Present Menu Items According to a Defined Brand Standard
89
CU922
Provide a Counter and Takeaway Service
95
CU947
Maintain an Efficient Use of Food Resources
103
CU948
Prepare, Operate and Clean Specialist Food Preparation and Cooking
Equipment
109
CU935
Produce Basic Hot and Cold Desserts
115
CU934
Produce Cold Starters and Salads
121
CU944
Produce Healthier Dishes
127
CU954
Promote New Menu Items
133
CU950
Set Up and Close Kitchen
139
CU958
Complete Kitchen Documentation
149
CU920
Employment Rights and Responsibilities in the Hospitality, Leisure, Travel
and Tourism Sector
155
Introduction
About EDI
EDI is one of the largest awarders of accredited vocational qualifications in the UK and has
been involved in providing qualifications for employment for over 100 years. We work with over
1400 centres and we award over 140,000 vocational qualification certificates every year. Our
vocational qualifications are developed in collaboration with industry and are used by students
and employers as a benchmark for practical skills and quality. They include QCF
Qualifications, National Vocational Qualifications (NVQs), Scottish Vocational Qualifications
(SVQs), Vocationally Related Qualifications (VRQs), Technical Certificates, apprenticeships
and Skills for Life qualifications.
EDI qualifications are accredited on the Qualifications and Credit Framework and are eligible
for government funding. EDI offers unrivalled centre support, through online administration,
resources and customer care.
In addition, EDI provides a wide range of services for training providers, colleges, employers
and schools including customised assessments, bespoke training programmes, innovative
interactive online assessments mapped to the national curriculum, an electronic portfolio
system, access to high volume printing and broadband facilities. For more details, please visit
the EDI website: www.ediplc.com.
EDI equal opportunities policy
EDI operates an equal opportunities policy, further details of which can be found on our website
www.ediplc.com.
1
2
What is the QCF?
The Qualifications and Credit Framework (QCF) is a unitised qualification framework
underpinned by a system of credit accumulation and transfer. Every unit on the framework will
have a credit value, which is based on the notional learning hours for that specific unit. The
QCF is designed to allow learners to achieve credit for individual units or qualifications,
providing learners with the opportunity to accumulate credit at their own pace and use it to
claim for a qualification when they are ready.
Qualifications within the QCF
There are three sizes of qualifications in the QCF:

Awards (1-12 credits)

Certificates (13-36 credits)

Diplomas (37 credits or above)
Each qualification title will contain the level of qualification (e.g. Level 2), the size
(award/certificate/diploma) and details indicating the content of qualification. For example:

EDI Level 2 NVQ Certificate in Customer Service

EDI Level 2 Certificate in Principles of Business and Administration
What is credit?
Every unit and qualification on the QCF has been given a credit value, which denotes the
number of credits that will be awarded to each candidate who successfully completes the unit
or qualification.

1 credit represents 10 notional learning hours
Notional learning hours represent the amount of time a learner is expected to take, on average,
to complete the learning outcomes of the unit to the standard required within the assessment
criteria. It is important to note that notional learning hours are not the same as guided learning
hours (GLH). GLH represents the hours during which a tutor or trainer is present and
contributing to the learning process. Notional learning hours represent the hours which are
needed to successfully cover all the learning required to achieve the unit, either guided or
independently.
Rules of combination
Every qualification on the QCF is structured through rules of combination. Rules of
combination are important because they define the number of credits which need to be
achieved and where these credits must come from in order for a learner to achieve the
qualification. Rules of combination also state what the potential is for learners to transfer
credits between qualifications and awarding bodies.
3
Unique Learner Number and Personal Learning Record
You will be provided with a Unique Learner Number (ULN), a ten digit number that will enable
all units and qualifications that you achieve to be logged online within your Personal Learner
Record (PLR). Once you have been allocated your ULN, this number will be used to log all
your future learning achievements. You will have access to your PLR and you will also able to
give training providers and/or employers access to your PLR to enable them to view your
records as evidence of which units and qualifications you have achieved.
4
Assessment
Assessment for this qualification takes the form of ongoing review of learner performance by
the Assessor and Internal Quality Assurer.
How is the qualification assessed?
Assessment is the process used to judge a learner‟s competence against set standards.
This qualification is assessed in the same manner as N/SVQs.
The assessor is usually the person who is responsible for providing training to the learner and
who has the greatest number of opportunities to observe the learner‟s performance. The
assessor may be a work place supervisor.
Assessors must be trained and qualified or working towards a qualification relevant to the
assessor role.
Assessors base their judgement on a learner‟s performance and decide how it compares to the
national standard. The assessor will also ask the learner questions based on the knowledge
required to do the work to ascertain the learner‟s understanding of the job role.
When the required units have been completed and the assessor is satisfied that the learner has
met the national standard, a recommendation for a certificate will be made.
An Internal Quality Assurer is responsible for the quality assurance of the qualifications within
the training organisation, for example the assessor's line manager. The Internal Quality
Assurer provides advice and support to the assessors and ensures that the assessors apply
the standards consistently and fairly. The Internal Quality Assurer will see the learner's
portfolio of evidence during the assessment process.
A Quality Advisor, who is appointed by EDI, will verify the assessment and internal verification
decisions involved in the development of the learner's portfolio. The Quality Advisor will quality
assure the qualification process which ensures that certification of the qualification is reliable,
consistent and to the national standard, by checking the consistency of assessments made by
the training provider, and across training providers. They also make visits to ensure training
providers continue to meet the approval criteria.
5
6
Claims to Competence
In order to claim units and/or the qualification, the learner will need to complete a Claim to
Competence. This is split into two sections: the evidence matrix and learner statement and
summative assessor statement.
The evidence matrix
The evidence matrix is designed to help with evidence collection. It is a mapping activity to
ensure that learners have covered the “Learning outcomes” and “Assessment criteria”
contained in each unit and is intended to help keep the volume of evidence to a minimum.
It is expected that a selection of various types of evidence will be used as appropriate; columns
in the matrix enable learners or assessors to enter the evidence type, e.g. Report, Log, Written
Statement, and also the assessment method, e.g. Obs (= Observation), as shown in the
Assessment method key. By inserting portfolio reference numbers in the boxes provided,
learners will enable the Assessor, Internal Quality Assurer and Quality Advisor to quickly locate
the evidence which learners are submitting to demonstrate their competence.
Examples of types of evidence learners could provide to prove competence:

Record of observation of performance in the workplace

Professional discussion

Product evidence (e.g. implementation plans, correspondence, work records)

Testimony from senior colleagues/clients

Personal report of actions and circumstances

Recognition of Prior Learning/Achievement (RPL/A)

Records of questioning

Case histories

Others
An example of the evidence matrix follows.
7
8
EVIDENCE MATRIX
Registration
number:
Learner name:
Qualification title:
Portfolio
ref
Evidence
description
Unit title
Ass
meth
Learning outcome
Learning outcome
Assessment criteria (e.g. 1.1)
The above evidence has been assessed against the standards for this element and has been judged for validity, authenticity, currency, reliability and sufficiency.
Learner signature:
Date:
Assessor signature
Date:
Internal Quality
Assurer sig:
Assessment method key:
Date:
(if sampled)
9
Obs =
Observation
Wt =
Witness testimony
P=
Product evidence
A=
APA/APL
Q=
Questioning
Ot =
Other
Sim =
Simulation/assignment
10
Learner statement and assessor summative statement
The second section of the Claim to Competence gives learners an opportunity to summarise
details of the work they have carried out, paying particular attention to how they have covered
the assessment criteria.
Each time a learner completes a unit and has signed off the evidence matrix, the assessor will
be required to complete the details on the claim to competence form, i.e. the unit number and
the date of the summative assessment. Both learner and assessor are required to enter their
initials. If the internal verifier has sampled that unit, he or she will also be required to enter the
date and his or her initials.
Once the learner has completed some or all of the units and decides that it is time to claim
these, the learner will need to write a statement showing how he or she achieved the unit/s.
This should show:

how the learner completed the units/award and what she or he has learnt from the
experience

how long the learner has been in his or her current role and working towards this
qualification

the assessment methods used to show competence

how this has affected the way the learner approaches his or her job
The assessor is also required to write a statement. This should provide support for the
learner‟s statement and any supplementary information about how the learner achieved the
unit/s drawing on the learner‟s particular circumstances.
An example of a completed claim to competence form with learner and assessor summative
statements follows. This is for guidance only to give an indication of the kind of things that
should be mentioned.
A claim should only be submitted when there is sufficient evidence to fulfil all of the above.
It is understood, however, that learners may not always have evidence to cover the full range of
situations that are indicated. Nonetheless, the Claim to Competence cannot be agreed and
signed by the assessor until the assessor is sure that the learner could operate across a range
of different situations. As such, where visible evidence is not present, the assessor will need to
interview the learner to cover these aspects. Overall, it is recommended that the portfolio is as
complete as possible in order to fully demonstrate and support the Claim to Competence and in
order to clarify this claim to the assessor as effectively as possible.
A completed Claim to Competence form (completed by both learner and assessor) and blank
Claim to Competence form follow.
11
SAMPLE ONLY
Learner Statement and Assessor Summative Statement
Registration
number:
Learner name:
Qualification title:
Unit no
Summative
assessment
date
Learner
initials
Assessor
initials
Internal
Verifier
date
IV
initials
Number of units
completed for this claim
(write in words)
Full award: Yes/No
Unit
no
Assessor
initials
Summative
assessment
date
Learner
initials
Internal
Verifier
date
IV
initials
LEARNER STATEMENT FOR THE UNITS/AWARD TO BE CLAIMED
Completing these 3 units has been very enjoyable and I have realised whilst doing them that I have learnt a great deal about the way
I work and also about my employment rights and responsibilities. I have gathered evidence from my job role within The Office, my
workplace and have used specific work situations that clearly show how I am able to interact and work within my team and also how I
take responsibility for ensuring that I work within the requirements of my organisation. I am always keen to keep up to date with new
changes within work and also I like to learn new tasks and take on new challenges.
Within my evidence, I have shown that I am sensitive and able to work with a diverse work force and also that I take note of
colleagues‟ needs and beliefs. I am fully aware of my employment rights and responsibilities and have even guided colleagues to
websites I used for research for their own learning.
I am an H&S rep in the office and so completing this unit was not a problem for me. I used copies of risk assessments that I had
carried out and also my assessor carried out a discussion with me around this unit.
Across all of the units, my assessor has observed me and has questioned me to back up the observations.
I realise now just how much I do at work and how completing these 3 units have made me strive to achieve even higher standards
within my work.
I confirm the evidence I have submitted to claim competence is authentic.
Learner signature:
Date:
ASSESSOR SUMMATIVE STATEMENT FOR THE UNITS/AWARD TO BE CLAIMED
A.N. Candidate has used a wide selection of work situations to show exactly how he works within his business environment, carried
out his responsibilities at work and also how he ensures his own actions reduces risks to health and safety.
A.N. has carried out research prior to being assessed in terms of employment rights and responsibilities, which was an area where
he highlighted more knowledge was needed. This has helped him in his work as he is now more aware of what he is legally able to
do and he is now acting as a mentor to other colleagues in this area.
A.N. is the office H&S rep, so collecting evidence for this unit was not a problem and the evidence clearly demonstrates A.N‟s
competence at ensuring all of his colleagues and his safety.
Throughout the period of assessment within the units completed, A.N. has shown his knowledge and competence and this is shown
within assessor observation, discussions and witness testimony that accompanies his work product evidence and personal
statements.
I am satisfied that evidence used clearly demonstrates the requirements for these 3 units fully, well done A.N.
I confirm the evidence I have assessed is authentic.
Assessor signature:
Date:
Internal Verifier signature:
Date:
12
Learner Statement and Assessor Summative Statement
Registration
number:
Learner name:
Qualification title:
Unit no
Summative
assessment
date
Learner
initials
Assessor
initials
Internal
Verifier
date
IV
initials
Number of units
completed for this claim
(write in words)
Full award: Yes/No
Unit
no
Assessor
initials
Summative
assessment
date
Learner
initials
LEARNER STATEMENT FOR THE UNITS/AWARD TO BE CLAIMED
I confirm the evidence I have submitted to claim competence is authentic
Learner signature:
Date:
ASSESSOR SUMMATIVE STATEMENT FOR THE UNITS/AWARD TO BE CLAIMED
I confirm the evidence I have assessed is authentic
Assessor signature:
Date:
Internal Verifier signature:
Date:
13
Internal
Verifier
date
IV
initials
14
Appeals Procedure for Learners
If a learner is dissatisfied with the result of his/her examination or test, he/she should contact
his/her centre who will follow EDI‟s Enquiries about Results service.
The following procedure applies to all competency based qualifications and units of
qualifications. If a learner is dissatisfied with an exam/test result, they will need to follow the
Exams Procedure.
If learners are dissatisfied with an assessment outcome, they have the right to appeal. The
main reasons for an appeal are likely to be:

learners do not understand why they are not yet regarded as competent, because of
unsatisfactory feedback from the Assessor

learners believe they are competent and that the Assessor has misjudged them, or has
failed to utilise some vital evidence
EDI expects most appeals from learners to be resolved within the centre. EDI will only consider
a learner‟s appeal after the centre‟s internal appeals procedure has been fully exhausted.
Stage 1 – Appeal to the centre
If learners have received a decision as to their competence with which they are dissatisfied,
they have the right to appeal directly to the Assessor who carried out the assessment. This
appeal must be in writing and clearly indicate:

the points of disagreement

the evidence in the portfolio that the learner believes meets the requirements for claiming
competence
The Assessor must give a clear judgement, in writing, to the learner within 10 working days
stating justification for the decision.
If learners are not satisfied with the outcome, they can next appeal to the centre‟s Internal
Quality Assurer. This appeal must be in writing, but need not repeat the detail provided to the
assessor. The original written appeal to the Assessor, and the Assessor‟s judgement, must be
made available to the Internal Quality Assurer. Centres are entitled to have further internal
phases to Stage 1 but must communicate this to all learners.
The Internal Quality Assurer must give a clear judgement, in writing to the learner within 10
working days stating justification for the decision.
15
Stage 2 – Appeal to the awarding body
A fee will be charged for an external review (please see current fee sheet). This fee will be
refunded if the appeal is upheld.
Learners who are not satisfied with the outcomes of the Internal Quality Assurer‟s decision and
who have exhausted the Centre‟s internal appeals procedure may proceed by appealing to
EDI. This appeal must be in writing to the Quality Assurance Manager, email
[email protected], accompanied by copies of all documentation from Stage 1 and
submitted within three weeks of the receipt of the outcome from the Internal Quality Assurer.
Learners must also advise their centres that they have made a formal appeal to EDI.
EDI will acknowledge receipt of the appeal within three working days. The Quality Assurance
Manager will work with an appropriate member of staff who has had no prior involvement with
the centre to investigate that all the necessary stages have been correctly completed and
documented.
Internal review
A review of the grounds for Appeal will be undertaken by the Quality Assurance Manager,
together with a sector specific Quality Advisor. The purpose of the review will be to consider
whether the centre‟s original judgement was sound and may include the following:

A discussion with the centre and/or learner and EDI personnel

A request for further information from the centre, learner or EDI personnel

A centre visit by authorised EDI personnel

Any other action that EDI deems appropriate to resolve the case
The outcome of the appeal, including the results of any further reviews of the evidence, will be
communicated to the learner and centre within 10 working days of the conclusion of any further
work authorised.
16
External review
If learners remain dissatisfied following the internal review, they may apply to the Appeals
Panel.
The Appeals Panel will comprise three independent members, the Innovation Manager and a
member of the Quality Assurance Department. One of the independent members shall be
appointed chair of the Panel.
The Appeals Panel will review the case and determine whether the action that EDI has taken to
resolve the case has been both sufficient and appropriate.
The Panel will either:
(a)
agree that the action that EDI has taken has been both sufficient and appropriate and
therefore reject the appeal; or
(b)
uphold the appeal and authorise further action to be carried out. The further action may
include:

the appointment of an independent Assessor

any other action that the Appeals Panel deems appropriate to resolve the case
The outcome of the appeal, including the results of any further action, will be communicated to
the learner and centre within 10 working days of the conclusion of any further work authorised.
Please note: The decision of the Appeals Panel is final.
Please note: Every centre should have its own appeals policy and procedure.
Appeal to regulatory body
Following appeal to the awarding body, if learners are unsatisfied with the result, they:

may appeal to SQA Accreditation, the regulatory body for accredited qualifications in
Scotland

may escalate to Welsh Assembly Government DCELLS, the regulatory body for
accredited qualifications in Wales

may escalate to Ofqual the regulatory body for qualifications, examinations and
assessments in England and vocational qualifications in Northern Ireland
17
18
Qualification Summary
Aims
This qualification is aimed at those working or who are seeking to start a career in kitchen
services. It can be taken whilst in the workplace to allow hands on experience as you train. It is
aimed at chefs and cooks who may be cooking and reheating food that is bought in and that
requires little or no preparation. This could be in more mainstream restaurants or in some parts of
public sector catering.
This qualification has been developed in association with People 1st, the Sector Skills Council for
Hospitality, Leisure, Travel and Tourism and is based on the national occupational standards for
the industry.
Credit
To achieve Level 2 NVQ Diploma in Kitchen Services, learners must achieve a total of 37 credits
Guided learning hours
We recommend that 309-325 guided learning hours (GLHs) provide a suitable course length for
an „average‟ learner at this level.
Guided learning hours include direct contact hours, as well as other time when learners are
completing work that has been agreed with teachers or training providers. It is the responsibility of
the centre to decide the appropriate course duration, based on their learners‟ ability and level of
existing knowledge. It is possible, therefore, that the number of GLHs can vary significantly from
one training provider to another according to learners' needs.
Age ranges and geographical coverage
These qualifications are appropriate for learners aged 14+. They are accredited for learners in
England, Wales and Northern Ireland.
Previous learning requirements
There are no formal entry requirements; this qualification is open to all learners who are
preparing to work, or who already work, in the hospitality industry
Progression
The qualification provides opportunities for progression towards professional and higher level
qualifications, for example Level 2 NVQ Diploma in Food Production and Cooking.
19
Learners with particular requirements
We recognise that some learners will have particular requirements. EDI‟s policy for learners with
particular requirements is stated in the Guidance notes for centres on reasonable adjustments for
learners with particular assessment requirements, which is available via www.ediplc.com or by
contacting Customer Support.
20
Rules of Combination
To achieve the EDI Level 2 NVQ Diploma in Kitchen Services, learners must attain a
minimum of 37 credits. Learners must achieve:
10 credits from Group A Mandatory Units
11 credits from Group B Optional Units
16 credits from Group C Optional Units
Group A – Mandatory – learners must achieve all units
Unit
credit
GLH
Maintenance of a Safe, Hygienic and Secure
Working Environment
3
25
1
Working Effectively as Part of a Hospitality Team
3
22
2
Maintain Food Safety when Storing, Preparing
and Cooking Food
4
32
Unit
credit
GLH
EDI unit
code
Level
CU908
1
CU909
CU1063
Unit title
Group B – Optional Units – learners must achieve 11 credits
EDI unit
code
Level
CU977
1
Cook Vegetables
3
22
CU943
2
Maintain an Efficient Use of Resources in the
Kitchen
3
23
CU1098
1
Prepare and Cook Fish
3
23
CU3803
1
Prepare and Cook Meat and Poultry
4
33
CU975
1
Prepare and Finish Simple Salad and Fruit Dishes
2
16
CU949
1
Prepare Hot and Cold Sandwiches
2
20
CU957
1
Present Menu Items According to a Defined
Brand Standard
3
27
CU922
1
Provide a Counter and Takeaway Service
3
30
Unit title
21
Group C – Optional Units – learners must achieve 16 credits
Unit
credit
GLH
Maintain an Efficient Use of Food Resources
4
34
2
Prepare, Operate and Clean Specialist Food
Preparation and Cooking Equipment
4
35
CU935
2
Produce Basic Hot and Cold Desserts
3
28
CU934
2
Produce Cold Starters and Salads
3
28
CU944
2
Produce Healthier Dishes
3
28
CU954
2
Promote New Menu Items
3
24
CU950
2
Set Up and Close Kitchen
4
37
CU958
2
Complete Kitchen Documentation
3
25
CU920
2
Employment Rights and Responsibilities in the
Hospitality, Leisure, Travel and Tourism Sector
2
16
EDI unit
code
Level
CU947
2
CU948
Unit title
22
CU908
Maintenance of a Safe, Hygienic and Secure Working
Environment
Unit summary
This unit is about basic health, hygiene, safety and security. This includes maintaining a clean
and hygienic personal appearance, getting any cuts and grazes treated and reporting illness
and infections. The unit also covers safety and security in your workplace – helping to spot and
deal with hazards and following emergency procedures when necessary
Evidence requirements
Unit CU908
Maintenance of a safe, hygienic and secure working
environment
Learning outcome 1
Be able to maintain personal health and hygiene
The assessor must assess assessment criteria 1.1 & 1.2 by directly observing the
candidate‟s work.
The assessor may assess assessment criteria 1.3, 1.4 & 1.5 through questioning or
witness testimony if no naturally occurring evidence is available.
23
Learning outcome 3
Be able to help maintain a hygienic, safe and secure
workplace
The assessor must assess assessment criteria 3.1, 3.3, 3.4 and 3.5 by directly observing
the candidate‟s work.
The assessor may assess assessment criteria 3.2 through questioning, witness
testimony or simulation if no naturally occurring evidence is available.
What you must
COVER for Learning
outcome 3
There must be performance evidence, gathered through
observing the candidate‟s work for:

at least one from hazards
a) relating to equipment
b) relating to areas where you work
c) relating to personal clothing

none from ways of dealing with hazards
a) putting them right yourself
b) reporting them to appropriate colleagues
c) warning other people

at least one from emergency procedures
a) fire
b) threat
c) security
Evidence for the remaining points under „what you must cover‟
may be assessed through questioning, witness testimony or
simulation.
24
Description of evidence or activity
CU908
Date
Maintenance of a Safe, Hygienic and Secure Working Environment
Description of evidence/activity
APP/Box
number
25
Assessor
signature
IV
initial
Learning outcome 1: Be able to maintain personal health and hygiene
Assessment criteria
1.1
obs
1.2
obs
1.3
Wear clean, smart and appropriate clothing, footwear and headgear
1.4
Get any cuts, grazes and wounds treated by the appropriate person
1.5
Report illness and infections promptly to the appropriate person
Keep hair neat and tidy and wear it in line with organisational standards
Make sure any jewellery, perfume and cosmetics worn are in line with
organisational standards
The assessor may assess assessment criteria 1.3, 1.4 & 1.5 through questioning or witness
testimony if no naturally occurring evidence is available.
Learning outcome 2: Know how to maintain personal health and hygiene
Assessment criteria
2.1
State own responsibilities under the Health and Safety at Work Act
2.2
State general rules on hygiene that must be followed
2.3
State correct clothing, footwear and headgear that should be worn at all
times
2.4
State the importance of maintaining good personal hygiene
2.5
Describe how to deal with cuts, grazes and wounds and why it is
important to do so
26
Learning outcome 3: Be able to help maintain a hygienic, safe and
secure workplace
Assessment criteria
3.1
obs
Identify any hazards or potential hazards and deal with these correctly
3.2
Report any accidents or near accidents quickly and accurately to the
proper person
3.3
obs
3.4
obs
3.5
obs
Follow health, hygiene and safety procedures during work
Practise emergency procedures correctly
Follow organisational security procedures
The assessor may assess assessment criteria 3.2 through questioning, witness testimony or
simulation if no naturally occurring evidence is available.
What you must cover for Learning outcome 3
Hazards
C1
C3
(obs at least 1)
Ways of dealing with hazards
C2
(obs none)
a
relating to
equipment
a
putting them right yourself
b
relating to areas
where you work
b
reporting them to
appropriate colleagues
c
relating to
personal clothing
c
warning other people
Emergency
procedures
(obs at least 1)
a
fire
b
threat
c
security
Evidence for the remaining points under „what you must cover‟ may be assessed through
questioning, witness testimony or simulation.
27
Learning outcome 4: Know how to maintain a hygienic, safe and secure
workplace
Assessment criteria
4.1
State the importance of working in a healthy, safe and hygienic way
4.2
State where information about Health and Safety in your workplace can
be obtained
4.3
Describe the types of hazard in the workplace that may occur and how
to deal with these
4.4
State hazards that can be dealt with personally and hazards that must
be reported to someone else
4.5
State how to warn other people about hazards and why this is important
4.6
State why accidents and near accidents should be reported and who
these should be reported to
4.7
Describe the type of emergencies that may happen in workplace and
how to deal with these
4.8
State where to find first aid equipment and who the registered first-aider
is in the workplace
4.9
State safe lifting and handling techniques that should be followed
4.10 State other ways of working safely that are relevant to own position
and why these are important
4.11 Describe organisational emergency procedures, in particular fire, and
how these should be followed
4.12 State the possible causes for fire in the workplace
4.13 Describe how to minimise the risk of fire
4.14 State where to find fire alarms and how to set them off
4.15 State why a fire should never be approached unless it is safe to do so
4.16 State the importance of following fire safety laws
4.17 Describe organisational security procedures and why these are
important
4.18 State the correct procedures for dealing with customer property
4.19 State the importance of reporting all usual/non-routine incidents to the
appropriate person
28
Supplementary evidence for CU908
Provide evidence to cover any gaps:
Assessment
criteria
reference
Evidence (eg witness testimony)
29
Appendix (if
appropriate)
Unit Achievement Record
CU908
Maintenance of a Safe, Hygienic and Secure Working Environment
Candidate declaration:
All of the evidence presented is representative of my current performance, is valid and safe.
Print name: ___________________ Signature: _______________________ Date: ______________
Assessor summative statement:
Print name: ___________________ Signature: _______________________ Date: ______________
Internal verifier (if sampled)
Print name: ___________________ Signature: _______________________ Date: ______________
30
CU909
Working Effectively as Part of a Hospitality Team
Unit summary
This unit assesses learner‟s skills and knowledge when working as part of a team. Teams
include line managers, supervisors as well as other people in the same team and those working
at the same level. The unit includes planning and organising work, working effectively as part of
a team and getting feedback from others to support his/her own learning and development.
Evidence requirements
Unit CU909
Working effectively as part of a hospitality team
Learning outcomes
Be able to plan and organise
your own work
Example
Assessment
Methods
Observation
Witness testimony
Questioning
Examples of Evidence
Observation sheets
Notes of meetings with line
manager
Witness assessment criteria
Be able to work effectively with
team members
Observation
Witness testimony
Questioning
Records of oral questioning
Question/answer sheets
Records of professional
discussion Cross reference to
outcome 1
Be able to develop your own
skills
Observation
Witness testimony
Questioning
Observation sheets
Notes of meetings with line
manager
Witness assessment criteria
Should evidence for the following contingency assessment criteria not occur during the period
of assessment, alternative assessment methods may be used.
Contingencies
ask for help from the relevant
person if you need it
Alternative
Assessment
Methods
Simulation
Oral questions
Written questions
Professional
discussion
31
Examples of evidence
Observation sheet
Question/answer sheets
Records of professional
discussion
Description of evidence or activity
CU909
Date
Working Effectively as Part of a Hospitality Team
Description of evidence/activity
APP/Box
number
32
Assessor
signature
IV
initial
Learning outcome 1: Be able to plan and organise own work
Assessment criteria
1.1
Make sure the requirements of the work are understood
1.2
Ask questions if the requirements of the work are not clear
1.3
Accurately follow instructions
1.4
Plan work and prioritise tasks in order of importance
1.5
Keep everything needed for the work organised and available
1.6
Keep work areas clean and tidy
1.7
Keep waste to a minimum
1.8
Ask for help from the relevant person if it is needed
1.9
Provide work on time and as agreed
Learning outcome 2: Be able to work effectively with team members
Assessment criteria
2.1
Give team members help when they ask for it
2.2
Ensure the help given to team members is within the limits of own job
role
2.3
Ensure the help given to team members does not prevent own work
being completed on time
2.4
Pass on important information to team members as soon as possible
2.5
Maintain good working relationships with team members
2.6
Report any problems with working relationships to the relevant person
2.7
Communicate clearly and effectively with team members
Learning outcome 3: Be able to develop own skills
Assessment criteria
3.1
Seek feedback on own work and deal with this feedback positively
3.2
Identify with the relevant person aspects of own work which are up to
standard and areas that could be improved
3.3
Agree what has to be done to improve their work
3.4
Agree a learning plan with the relevant person
3.5
Seek opportunities to review and develop learning plan
33
Learning outcome 4: Know how to plan and organise own work
Assessment criteria
4.1
State why it is essential to understand the requirements of the work
4.2
List the benefits of planning and organising work
4.3
Describe how to make the most efficient use of time and avoid things
that may cause unnecessary disruptions
4.4
List the benefits of keeping everything needed for own work organised
and available
4.5
State why it is important to keep work areas clean and tidy
4.6
State why it is important to keep waste to a minimum
4.7
State when to ask for help and who can be asked
Learning outcome 5: Know how to work effectively with team members
Assessment criteria
5.1
State the importance of effective teamwork
5.2
State the people in own team and explain how they fit into the
organisation
5.3
List the responsibilities of the team and why it is important to the
organisation as a whole
5.4
Describe how to maintain good working relationships with team
members
5.5
State how to determine if helping a team member will prevent own work
from being completed on time
5.6
State the limits of own job role and what can and cannot be done when
helping team members
5.7
State why essential information needs to be passed on to a team
member as soon as possible
5.8
List the types of behaviour that help teams to work effectively and
behaviours that do not
5.9
State why problems with working relationships should be reported to
the relevant person
5.10 Describe how to communicate clearly and why it is important to do so
Learning outcome 6: Know how to develop own skills
Assessment criteria
6.1
State the importance of improving own knowledge and skills
6.2
Describe how to get feedback from team members and how this is
helpful
6.3
Describe how a learning plan can improve own work
6.4
State why it is important to regularly review own learning plan
34
Supplementary evidence for CU909
Provide evidence to cover any gaps:
Assessment
criteria
reference
Evidence (eg witness testimony)
35
Appendix (if
appropriate)
Unit Achievement Record
CU909
Working Effectively as Part of a Hospitality Team
Candidate declaration:
All of the evidence presented is representative of my current performance, is valid and safe.
Print name: ___________________ Signature: _______________________ Date: ______________
Assessor summative statement:
Print name: ___________________ Signature: _______________________ Date: ______________
Internal verifier (if sampled)
Print name: ___________________ Signature: _______________________ Date: ______________
36
CU1063
Maintain Food Safety when Storing, Preparing and
Cooking Food
Unit summary
This unit covers the main competencies needed for preparing and cooking food safely, and
focuses on the four main areas of control - Cooking, Cleaning, Chilling and preventing Crosscontamination, in addition to supplies being satisfactory. It provides staff with a broad
understanding of reviewing hazards and hazard procedures such that they are part of a team
maintaining food safety. This unit is appropriate to staff that directly prepare and cook food.
Evidence requirements
Unit CU1063
Maintain food safety when storing, preparing and cooking
food
Learning outcome 1
Be able to keep yourself clean and hygienic
The assessor must assess assessment criteria 1.1, 1.2, 1.3 and 1.5 by directly observing
the candidate‟s work.
The assessor may assess assessment criteria 1.4, 1.6, 1.7 and 1.8 through questioning or
witness testimony if no naturally occurring evidence is available.
37
What you must
COVER for Learning
outcome 1
There must be performance evidence, gathered through
observing the candidate‟s work for:

at least four from clothes
a)
b)
c)
d)
e)
f)
g)

trousers
tops/jackets
coats
disposable gloves
shoes
headgear
aprons
at least five from appropriate times to wash your hands
a) after going to the toilet or in contact with faeces
b) when going into food preparation and cooking
areas including after any work breaks
c) after touching raw food and waste
d) before handling raw food
e) after disposing of waste
f) after cleaning
g) changing dressings or touching open wounds

none from unsafe behaviour
a) failure to wash hands thoroughly when necessary
b) touching your face, nose of mouth, blowing your
nose
c) chewing gum
d) eating
e) smoking
f) scratching
Evidence for the remaining points under „what you must cover‟
may be assessed through questioning or witness testimony.
38
Learning outcome 3
Be able to keep your working area clean and hygienic
The assessor must assess assessment criteria 3.1, 3.2, 3.5 and 3.6 by directly observing
the candidate‟s work.
The assessor may assess assessment criteria 3.3, 3.4, 3.7, 3.8 and 3.9 through
questioning or witness testimony if no naturally occurring evidence is available.
What you must
COVER for Learning
outcome 3
There must be performance evidence, gathered through
observing the candidate‟s work for:

at least two from surfaces and equipment
a)
surfaces and utensils for preparing, cooking and
holding food
b) surfaces and utensils used for displaying and
serving food
c) appropriate cleaning equipment
Evidence for the remaining points under „what you must cover‟
may be assessed through questioning or witness testimony.
Learning outcome 5
Be able to store food safely
The assessor must assess assessment criteria 5.1-5.7 by directly observing the
candidate‟s work.
The assessor may assess assessment criteria 5.8 and 5.9 through questioning or witness
testimony if no naturally occurring evidence is available.
What you must
COVER for Learning
outcome 5
There must be performance evidence, gathered through
observing the candidate‟s work for:

at least two from storage areas
a) ambient temperature
b) refrigerator
c) freezer
Evidence for the remaining points under „what you must cover‟
may be assessed through questioning or witness testimony.
39
Learning outcome 7
Be able to prepare, cook and hold food safely
The assessor must assess assessment criteria 7.4, 7.5 and 7.6 by directly observing
the candidate‟s work.
The assessor may assess assessment criteria 7.1, 7.2 and 7.3 through questioning or
witness testimony if no naturally occurring evidence is available.
What you must
COVER for Element
2GEN3/10.4
There must be performance evidence, gathered through
observing the candidate‟s work for:

at least four from operations
a)
b)
c)
d)
e)
f)
defrosting food
preparing food, including washing and peeling
cooking food
reheating food
holding food before serving
cooling cooked food not for immediate
consumption
g) freezing cooked food not for immediate
consumption

none from hazards
a)
b)
c)
d)
bacteria and other organisms
chemical
physical
allergenic
Evidence for the remaining points under „what you must cover‟
may be assessed through questioning or witness testimony.
40
Description of evidence or activity
CU1063
Date
Maintain Food Safety when Storing, Preparing and Cooking Food
Description of evidence/activity
APP/Box
number
41
Assessor
signature
IV
initial
Learning outcome 1: Be able to keep yourself clean and hygienic
Assessment criteria
1.1
obs
1.2
obs
1.3
obs
Wear clean and hygienic clothes appropriate to the jobs being
undertaken
1.4
1.5
obs
1.6
Change clothes when necessary
1.7
Report any cuts, boils grazes illness and infections promptly to the
appropriate person
1.8
Make sure any cuts, boils, skin infections and grazes are treated and
covered with an appropriate dressing
Tie hair back and/or wear appropriate hair covering
Only wear jewellery and other accessories that do not cause food
safety hazards
Wash hands thoroughly at appropriate times
Avoid unsafe behaviour that could contaminate the food being
worked with
The assessor may assess assessment criteria 1.4, 1.6, 1.7 and 1.8 through questioning or
witness testimony if no naturally occurring evidence is available.
What you must cover for Learning outcome 1
C1
Clothes
(obs at least 4)
C2
Appropriate time to wash
your hands
(obs at least 5)
a
trousers
a
after going to the toilet or
in contact with faeces
b
tops/jackets
b
when going into food
preparation and cooking
areas including after any
work breaks
c
coats
c
after touching raw food
and waste
d
disposable gloves
d
before handling raw food
e
shoes
e
after disposing of waste
f
headgear
f
after cleaning
g
aprons
g
changing dressings or
touching open wounds
42
Unsafe behaviour
C3
(obs none)
a
failure to wash
hands thoroughly
when necessary
b
touching your
face, nose or
mouth, blowing
your nose
c
chewing gum
d
eating
e
smoking
f
scratching
Evidence for the remaining points under „what you must cover‟ may be assessed through
questioning or witness testimony.
Learning outcome 2: Know how to keep yourself clean and hygienic
Assessment criteria
2.1
State why clean and hygienic clothes must be worn
2.2
State why hair must be tied back or an appropriate hair covering be
worn
2.3
State the different types of protective clothes are appropriate for
different jobs in storage, preparation and cooking food
2.4
Describe the food safety hazards that jewellery and accessories can
cause
2.5
State when clothing should be changed
2.6
State the importance of changing clothes
2.7
State why hands must be washed after going to the toilet, before
going into food preparation and cooking areas, after touching raw food
and waste, before handling ready-to-eat food
2.8
Describe how to wash hands safely
2.9
State the importance of not handling food when open cuts are present
2.10 Describe what to do if anyone has an open cut
2.11 State the importance of reporting illnesses and infections promptly
2.12 State why stomach illnesses are particularly important to report
2.13 State the importance of avoiding touching , face, nose or mouth,
blowing nose, chewing gum, eating, smoking when working with food
43
Learning outcome 3: Be able to keep working area clean and hygienic
Assessment criteria
3.1
Make sure surfaces and equipment are clean and in good condition
obs
3.2
obs
Use clean and suitable cloths and equipment for wiping and cleaning
between tasks
3.3
Remove from use any surfaces and equipment that are damaged or
have loose parts
3.4
Report damaged surfaces, equipment to the person responsible for
food safety
3.5
obs
3.6
obs
Dispose of waste promptly, hygienically and appropriately
Identify, take appropriate action on any damage to walls, floors,
ceilings, furniture and fittings
3.7
Report any damage to walls, floors, ceilings, furniture and fittings to
the appropriate person
3.8
Identify, take appropriate action on any signs of pests
3.9
Report any signs of pest to the appropriate person
The assessor may assess assessment criteria 3.3, 3.4, 3.7, 3.8 and 3.9 through questioning or
witness testimony if no naturally occurring evidence is available.
What you must cover for Learning outcome 3
C1
Surfaces and
equipment
(obs at least 2)
a
surfaces and
utensils for
preparing, cooking
and holding food
b
surfaces and
utensils used for
displaying and
serving food
c
appropriate
cleaning
equipment
Evidence for the remaining points under „what you must cover‟ may be assessed through
questioning or witness testimony.
44
Learning outcome 4: Know how to keep working area clean and
hygienic
Assessment criteria
4.1
State why surfaces and equipment must be clean, hygienic and
suitable for the intended use before beginning a new task
4.2
Describe how to ensure that surfaces and equipment are clean,
hygienic and suitable for the intended use before beginning a new
task
4.3
State the importance of only using clean and suitable cloths when
cleaning before tasks
4.4
State how to ensure that clean and suitable cloths are used before
tasks
4.5
Explain why surfaces and equipment that are damaged or have loose
parts can be hazardous to food safety
4.6
List the types of damaged surfaces or equipment that can cause food
safety hazards
4.7
Describe how to deal with damaged surfaces and equipment
4.8
State the importance of clearing and disposing of waste promptly and
safely
4.9
Describe how to safely dispose of waste
4.10 Describe how damage to walls, floors, ceilings, furniture, food
equipment and fittings can cause food safety hazards
4.11 State the types of damage that should be looked out for
4.12 State the types of pests that could be found in catering operations
4.13 State how to recognise the signs that pest may be present
45
Learning outcome 5: Be able to store food safely
Assessment criteria
5.1
obs
5.2
obs
5.3
obs
5.4
obs
5.5
obs
5.6
obs
5.7
obs
5.8
Check that food is undamaged, at appropriate temperature and within
„use-by-date‟ on delivery
5.9
Keep necessary records up-to-date
Look at and retain any important labelling information
Prepare food for storage
Place food in storage as quickly as necessary to maintain its safety
Make sure storage areas are clean, suitable and maintained at the
correct temperature for the type of food
Store food so that cross contamination is prevented
Follow stock rotation procedures
Safely dispose of food that is beyond „use-by-date‟
The assessor may assess assessment criteria 5.8 and 5.9 through questioning or witness
testimony if no naturally occurring evidence is available.
What you must cover for Learning outcome 5
Storage areas
(obs at least 2)
a
ambient
temperature
b
refrigerator
c
freezer
Evidence for the remaining points under „what you must cover‟ may be assessed through
questioning or witness testimony.
46
Learning outcome 6: Know how to store food safely
Assessment criteria
6.1
State the importance of making sure food deliveries are undamaged,
at the correct temperature and within use-by-date
6.2
State the importance of preparing food for storage
6.3
State why food must be put in the correct storage area
6.4
State the temperature food should be stored at
6.5
State the importance of keeping storage areas clean and tidy
6.6
Describe what to do if storage areas are not clean and tidy
6.7
State the importance of storing food at the correct temperature
6.8
Describe how to store food at the correct temperature
6.9
State what types of food are raw
6.10 State why types of food are ready-to-eat
6.11 State why stock rotation procedures are important
6.12 State why food beyond its „use-by-date‟ must be disposed of
47
Learning outcome 7: Be able to prepare, cook and hold food safely
Assessment criteria
7.1
Check food before and during operations for any hazards
7.2
Follow correct procedures for dealing with food hazards
7.3
Follow organisational procedures for items that may cause allergic
reactions
7.4
obs
7.5
obs
7.6
obs
Prevent cross-contamination between different types of food
Use methods, times, temperatures and checks to make sure food is
safe following operations
Keep necessary records up-to-date
The assessor may assess assessment criteria 7.1, 7.2 and 7.3 through questioning or witness
testimony if no naturally occurring evidence is available.
What you must cover for Learning outcome 7
Operations
(obs at least 4)
Hazards
C2
a
defrosting food
a
bacteria and other
organisms
b
preparing food,
including
washing and
peeling
b
chemical
c
cooking food
c
physical
d
reheating food
d
allergenic
e
holding food
before serving
f
cooling cooked
food not for
immediate
consumption
g
freezing cooked
food not for
immediate
consumption
Evidence for the remaining points under „what you must cover‟ may be assessed through
questioning or witness testimony.
48
Learning outcome 8: Know how to maintain food safety
Assessment criteria
8.1
Describe how to operate a food safety management system
8.2
Explain the concept of hazards to food safety in a catering operation
8.3
State the necessity of controlling hazards to food safety in order to
remove or keep risks to a safe level
8.4
Describe what may happen if hazards are not controlled
8.5
State the types of hazards that may occur in a catering operation
8.6
Describe how to control hazards by cooking, chilling, cleaning and the
avoidance of cross-contamination
8.7
State why monitoring is important
8.8
State the key stages in the monitoring process
8.9
State the importance of knowing what to do when things go wrong
8.10 State why some hazards are more important than others in terms of
food safety
8.11 State who to report to if there are food safety hazards
Learning outcome 9: Know how to prepare, cook and hold food safely
Assessment criteria
9.1
State why it is necessary to defrost foods before cooking
9.2
State when it is necessary to defrost foods before cooking
9.3
Describe how to safely and thoroughly defrost food before cooking
9.4
Describe how to recognise conditions leading to safety hazards
9.5
State what to do if any food safety hazards are discovered
9.6
State the importance of knowing that certain foods cause allergic
reactions
9.7
Describe organisational procedures to deal with foods possible of
causing allergic reactions
9.8
State what to do if a customer asks if a particular dish is free from
certain food allergen
9.9
Describe how cross-contamination can happen between different food
types
9.10 Describe how to avoid cross-contamination between different food
types
9.11
Explain why thorough cooking and reheating methods should be
used
9.12 State cooking , reheating, temperatures and times to use for food
being worked with
9.13 Describe how to check that food is thoroughly cooked or safely
reheated
49
9.14 State the importance of making sure that food is at the correct
temperature before and during holding , prior to serving it to the
customer
9.15 State the types of foods that may need to be chilled or frozen because
they are not for immediate consumption
9.16 Describe how to safely store food not for immediate consumption
50
Supplementary evidence for CU1063
Provide evidence to cover any gaps:
Assessment
criteria
reference
Evidence (eg witness testimony)
51
Appendix (if
appropriate)
Unit Achievement Record
CU1063
Maintain Food Safety when Storing, Preparing and Cooking Food
Candidate declaration:
All of the evidence presented is representative of my current performance, is valid and safe.
Print name: ___________________ Signature: _______________________ Date: ______________
Assessor summative statement:
Print name: ___________________ Signature: _______________________ Date: ______________
Internal verifier (if sampled)
Print name: ___________________ Signature: _______________________ Date: ______________
52
CU977
Cook Vegetables
Unit summary
Successful assessment of the unit proves that the candidate has achieved the national
occupational standard to cook vegetables.
Evidence requirements
Unit CU978
Cook Vegetables
Learning outcome 1
Be able to cook vegetables
The assessor must assess statements 1.1, 1.2, 1.3, 1.4 and 1.5 by directly observing the
candidate‟s work.
The assessor may assess statements 1.6 through questioning or witness testimony if no
naturally occurring evidence is available.
What you must
COVER for Learning
outcome 1
There must be performance evidence, gathered through
observing the candidate‟s work for:

at least one from vegetables
a) frozen
b) pre-prepared fresh

at least two from cooking methods
a)
b)
c)
d)
boiling
frying
grilling
microwaving
Evidence for the remaining points under „what you must cover‟
may be assessed through questioning or witness testimony.
53
Description of evidence or activity
CU977
Date
Cook Vegetables
Description of evidence/activity
APP/Box
number
54
Assessor
signature
IV
initial
Learning outcome 1: Be able to cook vegetables
Assessment criteria
1.1
Choose and use the correct tools and equipment
obs
1.2
Check vegetables meet quality standards
obs
1.3
Cook vegetables to meet requirements
obs
1.4
Finish vegetables as required
obs
1.5
Make sure vegetables are at the correct temperature for holding and
obs serving
1.6
Safely store any cooked vegetables not for immediate use
The assessor may assess statements 1.6 through questioning or witness testimony if no
naturally occurring evidence is available.
What you must cover for Learning outcome 1
Vegetables
C1
Cooking methods
(obs at least 1)
C2 (obs at least 2)
a
frozen
a
boiling
b
pre-prepared fresh
b
frying
c
grilling
d
microwaving
Evidence for the remaining points under „what you must cover‟ may be assessed through
questioning or witness testimony.
Learning outcome 2: Understand how to cook vegetables
Assessment criteria
2.1
Describe how to store frozen and unfrozen vegetables before cooking
2.2
Describe what to look for in vegetables before cooking
2.3
Describe what to do if there are any problems with the vegetables
2.4
State what tools and equipment to use for cooking vegetables
2.5
State why it is important to use correct tools and equipment
2.6
Describe how to carry out cooking methods for vegetables correctly
2.7
Describe why it may be necessary to avoid contamination from meat
and fish products and how to do so
2.8
State how to store vegetables that are not for immediate use
55
Supplementary evidence for CU977
Provide evidence to cover any gaps:
Assessment
criteria
reference
Evidence (eg witness testimony)
56
Appendix (if
appropriate)
Unit Achievement Record
CU977
Cook Vegetables
Candidate declaration:
All of the evidence presented is representative of my current performance, is valid and safe.
Print name: ___________________ Signature: _______________________ Date: ______________
Assessor summative statement:
Print name: ___________________ Signature: _______________________ Date: ______________
Internal verifier (if sampled)
Print name: ___________________ Signature: _______________________ Date: ______________
57
58
CU943
Maintain an Efficient Use of Resources in the Kitchen
Unit summary
This unit is about preparing fresh, semi-prepared fish for basic dishes. The unit covers various
preparation methods and fish types.
Evidence requirements
Unit CU987
Maintain an efficient use of resources in the kitchen
Learning outcome 1
Be able to maintain an efficient use of resources in the
kitchen
The assessor must assess assessment criteria 1.2 by directly observing the candidate‟s
work.
The assessor may assess assessment criteria 1.1, 1.3, 1.4, 1.5 and 1.6 through
questioning or witness testimony if no naturally occurring evidence is available.
What you must
COVER for Learning
outcome 1
There must be performance evidence, gathered through
observing the candidate‟s work for:
 at least three from cooking equipment
a)
b)
c)
d)
e)
grills
ovens
hot plates
fridges and freezers
extraction equipment
 at least two from waste
a)
b)
c)
d)
food waste
glass
card
plastic packaging
Evidence for the remaining points under „what you must cover‟
may be assessed through questioning or witness testimony.
59
Description of evidence or activity
CU943
Date
Maintain an Efficient Use of Resources in the Kitchen
Description of evidence/activity
APP/Box
number
60
Assessor
signature
IV
initial
Learning outcome 1: Be able to maintain an efficient use of resources
in the kitchen
Assessment criteria
1.1
Follow manufacturers' guidelines to ensure that kitchen equipment is
working at correct settings
1.2
obs
Use cooking equipment efficiently to reduce unnecessary waste of
energy
1.3
Ensure taps are not left running to reduce the waste of water
1.4
Ensure correct disposal of packaging to minimise space
1.5
Ensure packaging is disposed of in the correct place
1.6
Report equipment faults or potential wastage to the appropriate
person
The assessor may assess assessment criteria 1.1, 1.3, 1.4, 1.5 and 1.6 through questioning or
witness testimony if no naturally occurring evidence is available.
What you must cover for Learning outcome 1
Cooking equipment
C1
(obs at least 3)
Waste
C2
(obs at least 2)
a
grills
a
food waste
b
ovens
b
glass
c
hot plates
c
card
d
fridges and
freezers
d
plastic packaging
e
extraction
equipment
Evidence for the remaining points under „what you must cover‟ may be assessed through
questioning or witness testimony.
Learning outcome 2: Understand how to maintain an efficient use of
resources in the kitchen
Assessment criteria
2.1
State the principals of energy efficiency and waste reduction
2.2
Describe the financial impact that wastage of physical resources can
have upon the organisation
2.3
Describe how electricity and gas waste can be minimised
2.4
List the different types of waste produced by the operation
2.5
Describe how different types of waste should be safely handled
2.6
Describe the organisational procedures for storing waste
2.7
State who excessive waste should be reported to
61
Supplementary evidence for CU943
Provide evidence to cover any gaps:
Assessment
criteria
reference
Evidence (eg witness testimony)
62
Appendix (if
appropriate)
Unit Achievement Record
CU943
Maintain an Efficient Use of Resources in the Kitchen
Candidate declaration:
All of the evidence presented is representative of my current performance, is valid and safe.
Print name: ___________________ Signature: _______________________ Date: ______________
Assessor summative statement:
Print name: ___________________ Signature: _______________________ Date: ______________
Internal verifier (if sampled)
Print name: ___________________ Signature: _______________________ Date: ______________
63
64
CU1098
Prepare and Cook Fish
Unit summary
This unit is about preparing and cooking fish for simple dishes, for example:
 Fish burger
 Battered fish (prepared)
 Breaded fish (prepared)
 Scampi (prepared)
Evidence requirements
Unit CU1098
Prepare and cook fish
Learning outcome 1
Be able to prepare and cook fish
The assessor must assess assessment criteria 1.3, 1.4, 1.6, 1.7 and 1.8 by directly
observing the candidate‟s work.
The assessor may assess assessment criteria 1.1, 1.2 and 1.5 through questioning or
witness testimony if no naturally occurring evidence is available.
What you must
COVER for Learning
outcome 1
There must be performance evidence, gathered through
observing the candidate‟s work for:
 at least two from fish
a)
b)
c)
d)
coated
un-coated
frozen
un-frozen
 at least two from preparation methods
a) deep frying
b) grilling
c) baking
 at least two from cooking methods
a)
b)
c)
d)
boiling
frying
grilling
microwaving
Evidence for the remaining points under „what you must cover‟
may be assessed through questioning or witness testimony.
65
Description of evidence or activity
CU1098
Date
Prepare and Cook Fish
Description of evidence/activity
APP/Box
number
66
Assessor
signature
IV
initial
Learning outcome 1: Be able to prepare and cook fish
Assessment criteria
1.1
Safely store any fish not for immediate use
1.2
De-frost fish when necessary
1.3
obs
1.4
obs
1.5
1.6
obs
1.7
obs
1.8
obs
Check fish is fit for cooking
Choose right tools and equipment
Prepare fish to meet requirements
Cook fish as required
Finish fish as required
Make sure fish is at the correct temperature for holding and serving
The assessor may assess assessment criteria 1.1, 1.2 and 1.5 through questioning or witness
testimony if no naturally occurring evidence is available.
What you must cover for Learning outcome 1
Fish
C1
Cook by
(obs at least 2)
C2
(obs at least 3)
a
coated
a
boiling
b
un-coated
b
frying
c
frozen
c
grilling
d
un-frozen
d
microwaving
Preparation methods
C3
(obs at least 2)
a
deep frying
b
grilling
c
baking
Evidence for the remaining points under „what you must cover‟ may be assessed through
questioning or witness testimony.
67
Learning outcome 2: Understand how to prepare and cook fish
Assessment criteria
2.1
Describe how to store frozen and unfrozen fish correctly before
cooking
2.2
Describe how to check that coated and uncoated fish, frozen and
unfrozen is fit for preparation and cooking
2.3
Describe how to decide whether fish needs de-frosting before cooking
and why it is important
2.4
State how to de-frost pre-prepared fish
2.5
Describe what to do if there are any problems with fish or other
ingredients
2.6
State the right temperatures and cooking times for different types of
fish
2.7
State the right tools and equipment to prepare and cook fish
2.8
State why it is important to use the right tools and equipment
2.9
State the correct cooking methods to use
2.10 Describe how to decide when different types of fish are properly
cooked
2.11 Describe how to garnish and present cooked fish
68
Supplementary evidence for CU1098
Provide evidence to cover any gaps:
Assessment
criteria
reference
Evidence (eg witness testimony)
69
Appendix (if
appropriate)
Unit Achievement Record
CU1098
Prepare and Cook Fish
Candidate declaration:
All of the evidence presented is representative of my current performance, is valid and safe.
Print name: ___________________ Signature: _______________________ Date: ______________
Assessor summative statement:
Print name: ___________________ Signature: _______________________ Date: ______________
Internal verifier (if sampled)
Print name: ___________________ Signature: _______________________ Date: ______________
70
CU3803
Prepare and Cook Meat and Poultry
Unit summary
This unit is about preparing and cooking meat and poultry for simple dishes, for
example:
 Minute steaks
 Burgers
 Chops
 Sausages
 Bacon
 Chicken nuggets.
Evidence requirements
Unit CU3803
Prepare and cook meat and poultry
Learning outcome 1
Be able to prepare and cook meat and poultry
The assessor must assess assessment criteria 1.3, 1.4, 1.6, 1.7 and 1.8 by directly
observing the candidate‟s work.
The assessor may assess assessment criteria 1.1, 1.2 and 1.5 through questioning or
witness testimony if no naturally occurring evidence is available.
What you must
COVER for Learning
outcome 1
There must be performance evidence, gathered through
observing the candidate‟s work for:
 at least two from meat/poultry
a)
b)
c)
d)
e)
pre-prepared
uncoated
steaks
chops
chicken cuts
 at least two from cooking methods
a)
b)
c)
d)
grilling/griddling
shallow frying
deep frying
microwaving
 one from preparation methods
a) defrosting
b) seasoning
Evidence for the remaining points under „what you must cover‟
may be assessed through questioning or witness testimony.
71
Description of evidence or activity
CU3803
Date
Prepare and Cook Meat and Poultry
Description of evidence/activity
APP/Box
number
72
Assessor
signature
IV
initial
Learning outcome 1: Be able to prepare and cook meat and poultry
Assessment criteria
1.1
Safely store any meat/poultry not for immediate use
1.2
De-frost meat/poultry when necessary
1.3
obs
1.4
obs
1.5
1.6
obs
1.7
obs
1.8
obs
Check that meat/poultry is fit for cooking
Choose the right tools and equipment
Prepare meat/poultry to meet requirement
Cook meat/poultry as required
Finish meat/poultry as required
Make sure meat/poultry is at the correct temperature for holding and
serving
The assessor may assess assessment criteria 1.1, 1.2 and 1.5 through questioning or witness
testimony if no naturally occurring evidence is available.
What you must cover for Learning outcome 1
Meat/poultry
C1
(obs at least 2)
Cooking methods
C2
(obs at least 2)
a
pre-prepared
a
grilling/griddling
b
uncoated
b
shallow frying
c
steaks
c
deep frying
d
chops
d
microwaving
e
chicken cuts
Preparation methods
C3
(obs at least 1)
a
defrosting
b
seasoning
Evidence for the remaining points under „what you must cover‟ may be assessed through
questioning or witness testimony.
73
Learning outcome 2: Understand how to prepare and cook meat and
poultry
Assessment criteria
2.1
Describe how to store fresh and frozen meat/poultry correctly before
cooking
2.2
Describe how to check that meat/poultry is fit for preparation and
cooking
2.3
Describe what to do if there are problems with the meat/poultry or
other ingredients
2.4
Describe how to decide when meat/poultry needs defrosting before
cooking and why this is important
2.5
State the right tools and equipment for: defrosting, seasoning and
storing meat/poultry
2.6
Describe how to prepare meat/poultry using different cooking methods
2.7
State the correct tools and equipment for different cooking methods
2.8
State why it is important to use correct tools and equipment
2.9
Describe how to carry out different cooking methods
2.10 Describe how to finish and season meat/poultry according to
requirements
2.11 State the correct temperatures for holding meat/poultry
74
Supplementary evidence for CU3803
Provide evidence to cover any gaps:
Assessment
criteria
reference
Evidence (eg witness testimony)
75
Appendix (if
appropriate)
Unit Achievement Record
CU3803
Prepare and Cook Meat and Poultry
Candidate declaration:
All of the evidence presented is representative of my current performance, is valid and safe.
Print name: ___________________ Signature: _______________________ Date: ______________
Assessor summative statement:
Print name: ___________________ Signature: _______________________ Date: ______________
Internal verifier (if sampled)
Print name: ___________________ Signature: _______________________ Date: ______________
76
CU975
Prepare and Finish Simple Salad and Fruit Dishes
Unit summary
This unit is about preparing and presenting salad and fruit dishes, for example:
 Fruit salad
 Mixed salad
 Grapefruit cocktail.
Evidence requirements
Unit CU975
Prepare and finish simple salad and fruit dishes
Learning outcome 1
Be able to prepare simple salad and fruit dishes
The assessor must assess assessment criteria 1.1, 1.2 and 1.3 by directly observing the
candidate‟s work.
What you must
COVER for Learning
outcome 1
There must be performance evidence, gathered through
observing the candidate‟s work for:
 at least three from ingredients:
a)
b)
c)
d)
e)
frozen fruit
fresh fruit
fresh salad
prepared fruit
prepared salad
 at least three from prepare by:
a)
b)
c)
d)
e)
f)
peeling
trimming
washing
soaking
cutting
mixing
Evidence for the remaining points under „what you must cover‟
may be assessed through questioning or witness testimony.
Learning outcome 3
Be able to finish simple salad and fruit dishes
The assessor must assess assessment criteria 3.1 by directly observing the candidate‟s
work.
The assessor may assess assessment criteria 3.2 through questioning or witness
testimony if no naturally occurring evidence is available.
77
Description of evidence or activity
CU975
Date
Prepare and Finish Simple Salad and Fruit Dishes
Description of evidence/activity
APP/Box
number
78
Assessor
signature
IV
initial
Learning outcome 1: Be able to prepare simple salad and fruit dishes
Assessment criteria
1.1
Check the ingredients to make sure they are fit for preparation
obs
1.2
Choose the correct tools and equipment
obs
1.3
Prepare the ingredients correctly for the dish
obs
What you must cover for Learning outcome 1
Ingredients
C1
Prepare by
(obs at least 3)
C2
(obs at least 3)
a
frozen fruit
a
peeling
b
fresh fruit
b
trimming
c
fresh salad
c
washing
d
prepared fruit
d
soaking
e
prepared salad
e
cutting
f
mixing
Learning outcome 2: Understand how to prepare simple salad and fruit
dishes
Assessment criteria
2.1
State how to store salad and fruit before preparation
2.2
Describe how to check the salad, fruit or other ingredients to make
sure they are fit for use
2.3
Describe what to do if there is a problem with the salad, fruit or other
ingredients
2.4
State what tools and equipment are needed to carry out the relevant
cooking methods
2.5
State why it is important to use the correct tools and equipment
2.6
State why it is important to avoid cross contamination with meat and
fish products and how to do so
Learning outcome 3: Be able to finish simple salad and fruit dishes
Assessment criteria
3.1
Present the dish to meet requirements
obs
Safely store any prepared items not for immediate use
3.2
The assessor may assess assessment criteria 3.2 through questioning or witness testimony if
no naturally occurring evidence is available.
79
Learning outcome 4: Understand how to finish simple salad and fruit
dishes
Assessment criteria
4.1
Describe how to store prepared salads and fruit that are not for
immediate use
80
Supplementary evidence for CU975
Provide evidence to cover any gaps:
Assessment
criteria
reference
Evidence (eg witness testimony)
81
Appendix (if
appropriate)
Unit Achievement Record
CU975
Prepare and Finish Simple Salad and Fruit Dishes
Candidate declaration:
All of the evidence presented is representative of my current performance, is valid and safe.
Print name: ___________________ Signature: _______________________ Date: ______________
Assessor summative statement:
Print name: ___________________ Signature: _______________________ Date: ______________
Internal verifier (if sampled)
Print name: ___________________ Signature: _______________________ Date: ______________
82
CU949
Prepare Hot and Cold Sandwiches
Unit summary
This unit is about preparing hot and cold sandwiches including:
 Burgers
 Wraps
 Rolls
 Paninis
 Fajitas.
Evidence requirements
Unit CU949
Prepare hot and cold sandwiches
Learning outcome 1
Be able to prepare hot and cold sandwiches
The assessor must assess assessment criteria 1.1, 1.2 & 1.3 by directly observing the
candidate‟s work.
The assessor may assess assessment criteria 1.4 through questioning or witness
testimony if no naturally occurring evidence is available.
What you must
COVER for Learning
outcome 1
There must be performance evidence, gathered through
observing the candidate‟s work for:
 at least two from bread
a)
b)
c)
d)
sliced bread
un-sliced bread
wraps
bread rolls
 at least four from fillings:
a)
b)
c)
d)
e)
f)
fats/pastes/spreads
cooked meat and poultry
cooked fish
dairy products
salad/vegetables/fruit
sauces/dressings/relishes
 at least two from preparation methods:
a)
b)
c)
d)
slicing
preparing fillings
garnishing
heating/toasting
Evidence for the remaining points under „what you must cover‟
may be assessed through questioning or witness testimony.
83
Description of evidence or activity
CU949
Date
Prepare Hot and Cold Sandwiches
Description of evidence/activity
APP/Box
number
84
Assessor
signature
IV
initial
Learning outcome 1: Be able to prepare hot and cold sandwiches
Assessment criteria
1.1
obs
1.2
obs
1.3
obs
1.4
Check the bread and fillings to make sure that they meet quality and
quantity requirements
Choose the right tools and equipment
Prepare sandwiches as required
Safely store any sandwich and fillings not for immediate use
The assessor may assess assessment criteria 1.4 through questioning or witness testimony if
no naturally occurring evidence is available.
What you must cover for Learning outcome 1
Bread
(obs at least 2)
C1
a sliced bread
C3
C2
Fillings
(obs at least 4)
a fats/pastes/spreads
b
un-sliced bread
b
cooked meat and
poultry
c
wraps
c
cooked fish
d
bread rolls
d
dairy products
e
salad/vegetables/fruit
f
sauces/dressings/
relishes
Preparation methods
(obs at least 2)
a slicing
b
preparing fillings
c
garnishing
d
heating/toasting
Evidence for the remaining points under „what you must cover‟ may be assessed through
questioning or witness testimony.
Learning outcome 2: Understand how to prepare hot and cold
sandwiches
Assessment criteria
2.1
Explain how to check that bread and fillings are fit for purpose
2.2
State the correct tools and equipment for making sandwiches
2.3
Describe how to present sandwiches and bread products attractively
2.4
State the correct methods of storage to avoid spoiling sandwiches and
bread products between preparation and consumption
85
Supplementary evidence for CU949
Provide evidence to cover any gaps:
Assessment
criteria
reference
Evidence (eg witness testimony)
86
Appendix (if
appropriate)
Unit Achievement Record
CU949
Prepare Hot and Cold Sandwiches
Candidate declaration:
All of the evidence presented is representative of my current performance, is valid and safe.
Print name: ___________________ Signature: _______________________ Date: ______________
Assessor summative statement:
Print name: ___________________ Signature: _______________________ Date: ______________
Internal verifier (if sampled)
Print name: ___________________ Signature: _______________________ Date: ______________
87
88
CU957
Present Menu Items According to a Defined Brand
Standard
Unit summary
This unit is about providing a consistent quality of menu items. This unit reflects the need to
ensure that menu items are presented in such a way that they reflect the marketing and
promotional styles used by the organisation.
Evidence requirements
Unit CU957
Present menu items according to a defined brand standard
Learning outcome 1
Be able to present menu items according to a defined brand
standard
The assessor must assess assessment criteria 1.1-1.4 by directly observing the
candidate‟s work.
Learning outcomes
Be able to produce dishes in a
manner that is consistent with
the relevant brand standard
Understand why organisations
use brand standards
Example
Assessment
Methods
Observation
Products of work
Witness testimony
Professional
discussion
Candidate statement
Oral questions
Written questions
Reflective account
Professional
discussion
89
Examples of Evidence
Observation sheets
Videos/photos
Notes of meetings with line
manager
Maintenance records
Team briefing notes
Work schedules
Witness assessment criteria
Records of professional
discussion
Records of oral questioning
Question/answer sheets
Reflective account
Records of professional
discussion
Cross reference to outcome 1
Description of evidence or activity
CU957
Date
Present Menu Items According to a Defined Brand Standard
Description of evidence/activity
APP/Box
number
90
Assessor
signature
IV
initial
Learning outcome 1: Be able to present menu items according to a
defined brand standard
Assessment criteria
1.1
Collect and assemble relevant ingredients required for specific dishes
1.2
Prepare dishes as specified within the relevant brand standard,
ensuring cooking methods and ingredients are as prescribed
1.3
Collect crockery and dishes which are relevant and designated as
being required according to the brand standard
1.4
Assemble prepared food items onto plates/dishes to accurately reflect
presentation style and portion sizes as set out in brand standard
1.5
Check that the dish has been prepared to the brand standard correctly
1.6
Make adjustments to the presentation of the dish to ensure that the
brand standard is reflected accurately
1.7
Present the dish for service together with the specified
accompaniments as set out within the brand standards
Learning outcome 2: Understand how to present menu items according
to a defined brand standard
Assessment criteria
2.1
Describe brand literature and material to ensure familiarity with the
required standards for each menu item
2.2
Describe what a brand standard is
2.3
Explain why organisations use brand standards
2.4
List implications of not adhering to the organisation‟s brand standard
2.5
State where information relating to brand standards can be obtained
2.6
State which brand standards are relevant to own area of work
2.7
Describe how menu items should be prepared to ensure that the
brand standards are maintained correctly
2.8
State how brand standards are used to ensure portion control
2.9
State why portion control is important to the organisation
2.10 Describe what course of action to take if insufficient ingredients are
available to achieve the required brand standard
91
Supplementary evidence for CU957
Provide evidence to cover any gaps:
Assessment
criteria
reference
Evidence (eg witness testimony)
92
Appendix (if
appropriate)
Unit Achievement Record
CU957
Present Menu Items According to a Defined Brand Standard
Candidate declaration:
All of the evidence presented is representative of my current performance, is valid and safe.
Print name: ___________________ Signature: _______________________ Date: ______________
Assessor summative statement:
Print name: ___________________ Signature: _______________________ Date: ______________
Internal verifier (if sampled)
Print name: ___________________ Signature: _______________________ Date: ______________
93
94
CU922
Provide a Counter and Takeaway Service
Unit summary
This unit is about taking customers‟ orders and serving food and drink on a counter or
takeaway basis. It also covers maintaining the counter and service areas, with items such as
trays and utensils, and displaying food and drink items in the correct manner.
Evidence requirements
Unit CU922
Provide a counter and takeaway service
Learning outcome 1
Be able to serve customers at the counter
The assessor must assess assessment criteria 1.1, 1.2, 1.3, 1.4 and 1.5 by directly
observing the candidate‟s work.
What you must
COVER for Learning
outcome 1
There must be performance evidence, gathered through
observing the candidate‟s work for:
 one from customers
a) customers with routine needs
b) customers with non-routine needs
 at least two from information:
a) items available
b) ingredients
c) prices, special offers and promotions
 at least two from food and drink items:
a)
b)
c)
d)
hot food
cold food
hot drinks
cold drinks
 at least two from condiments and accompaniments:
a) seasonings
b) sugars/sweeteners
c) prepared sauced/dressings
Evidence for the remaining points under „what you must cover‟
may be assessed through questioning or witness testimony.
95
Learning outcome 3
Be able to maintain counter and service areas
The assessor must assess assessment criteria 3.1–3.6 by directly observing the
candidate‟s work.
What you must
COVER for Learning
outcome 3
There must be performance evidence, gathered through observing
the candidate‟s work for:

At least three from service items:
a) service utensils
b) food containers/dispensers
c) trays
d) crockery
e) cutlery
f) disposable items

At least two from food and drink items:
a) hot food
b) cold food
c) hot drinks
d) cold drinks
Evidence for the remaining points under „what you must cover‟
may be assessed through questioning or witness testimony
96
Description of evidence or activity
CU922
Date
Provide a Counter and Takeaway Service
Description of evidence/activity
APP/Box
number
97
Assessor
signature
IV
initial
Learning outcome 1: Be able to serve customers at the counter
Assessment criteria
1.1
Give customers information that meets their needs, and promotes
obs organisation‟s products and service
1.2
Find out what customers require, and if necessary tell them about any
obs waiting times
1.3
Process the order promptly
obs
1.4
Serve food and drink items at the recommended temperature, using
obs clean, hygienic and undamaged service equipment of the appropriate
type
1.5
Make sure there are appropriate condiments and accompaniments
obs available for customers
What you must cover for Learning outcome 1
Customers
C1
Information
(obs at least 1)
a
b
C2
customers with routine
needs
customers with nonroutine needs
Food and drink items
C3
(obs at least 2)
C2
(obs at least 2)
a
items available
b
ingredients
c
prices, special offers
and promotions
Condiments and
accompaniments
(obs at least 2)
a
hot food
a
seasonings
b
cold food
b
sugars/sweeteners
c
hot drinks
c
prepared
sauces/dressings
d
cold drinks
98
Learning outcome 2: Know how to serve customers at the counter
Assessment criteria
2.1
Describe safe and hygienic working practices for serving customers
and why these are important
2.2
State why it is important to use separate serving equipment for each
food item
2.3
State why portions must be controlled when serving customers
2.4
State why food and drink items must be served at the correct
temperature
2.5
State why information given to customers must be accurate
2.6
Outline the types of unexpected situations that may occur when
serving customers and how to deal with them
Learning outcome 3: Be able to maintain counter and service areas
Assessment criteria
3.1
Keep work area tidy, hygienic and free from rubbish and food debris
obs during service
3.2
Maintain enough stock of clean service items
obs
3.3
Restock with food and drink items when necessary
obs
3.4
Display and store food and drink items in line as required
obs
3.5
Clear work area of used and non-required service items at the
obs appropriate times
3.5
Dispose of rubbish, used disposable items and food waste as required
obs
What you must cover for Learning outcome 3
Service items
C1
(obs at least 3)
Food and drink items
C2
(obs at least 2)
a
service utensils
a
hot food
b
food containers/
dispensers
b
cold food
c
trays
c
hot drinks
d
crockery
d
cold drinks
e
cutlery
f
disposable items
99
Learning outcome 4: Know how to maintain counter and service areas
Assessment criteria
4.1
Describe safe and hygienic working practices for clearing and why
these are important
4.2
State why food which is prepared first should be served first
4.3
State why counter preparation areas and dining areas must be kept
tidy and free from rubbish and food debris throughout the service
4.4
State why waste must be handled and disposed of correctly
4.5
State why a constant stock of service items should be maintained
4.6
State why maintaining food at the correct temperature is important
and how this can be ensured
4.7
Outline the types of unexpected situations that may occur when
clearing away and how to deal with them
100
Supplementary evidence for CU922
Provide evidence to cover any gaps:
Assessment
criteria
reference
Evidence (eg witness testimony)
101
Appendix (if
appropriate)
Unit Achievement Record
CU922
Provide a Counter and Takeaway Service
Candidate declaration:
All of the evidence presented is representative of my current performance, is valid and safe.
Print name: ___________________ Signature: _______________________ Date: ______________
Assessor summative statement:
Print name: ___________________ Signature: _______________________ Date: ______________
Internal verifier (if sampled)
Print name: ___________________ Signature: _______________________ Date: ______________
102
CU947
Maintain an Efficient Use of Food Resources
Unit summary
This unit is about working in an efficient way to ensure food resource wastage is limited.
Evidence requirements
Unit CU947
Maintain an efficient use of food resources
Learning outcome 1
Be able to maintain an efficient use of food resources
The assessor must assess assessment criteria 1.1–1.7 by directly observing the
candidate‟s work.
The assessor may assess assessment criteria 1.8, 1.9 and 1.10 through questioning or
witness testimony if no naturally occurring evidence is available.
What you must
COVER for Learning
outcome 1
There must be performance evidence, gathered through
observing the candidate‟s work for:
 at least three from information to be gained from:
a)
b)
c)
d)
senior colleagues
booking information
records of sales patterns
records of anticipated customer volumes
 at least two from portion control measures:
a) use of scoops, measures and scales
b) counting of items
c) following standard recipe and brand standards
Evidence for the remaining points under „what you must cover‟
may be assessed through questioning or witness testimony.
103
Description of evidence or activity
CU947
Date
Maintain an Efficient Use of Food Resources
Description of evidence/activity
APP/Box
number
104
Assessor
signature
IV
initial
Learning outcome 1: Be able to maintain an efficient use of food
resources
Assessment criteria
1.1
Gain information to anticipate the volume of customers to be served
obs
1.2
Check storage areas to ensure that sufficient volumes of food
obs resources are available
1.3
Check that available food items are of the type and quality required
obs
1.4
Organise food resources for immediate use in a manner that makes
obs them accessible
1.5
obs
Follow portion control measures that meet organisational and dish
requirements
1.6
obs
Organise food items for immediate use to reduce the risk of cross
contamination
1.7
obs
Label and store food items in a safe manner for use in the next
service period
1.8
Identify items nearing the end of their shelf life
1.9
Record any food wastage
1.10 Identify any potential food shortages and report to relevant people
The assessor may assess assessment criteria 1.8, 1.9 and 1.10 through questioning or witness
testimony if no naturally occurring evidence is available.
What you must cover for Learning outcome 1
C1
Information to be gained
from
(obs at least 3)
Portion control measures
C2
(obs at least 2)
a
senior colleagues
a
use of scoops,
measures and scales
b
booking information
b
counting of items
c
records of sales
patterns
c
following standard
recipe and brand
standards
d
records of anticipated
customer volumes
Evidence for the remaining points under „what you must cover‟ may be assessed through
questioning or witness testimony.
105
Learning outcome 2: Understand how to maintain an efficient use of
food resources
Assessment criteria
2.1
Describe the principles of stock and portion control
2.2
Describe the financial impact of food resource wastage can have
upon the organisation
2.3
State organisational procedures for recording food usage
2.4
State procedures for storing opened food items
2.5
State the importance of maintaining minimum food stock levels
2.6
Describe how stock items should be stored and labelled
2.7
Describe how labelling systems used by the organisation operate
2.8
State the individuals responsible for re-ordering food stock items
2.9
Describe how food stock needing to be disposed of is recorded and
reported
106
Supplementary evidence for CU947
Provide evidence to cover any gaps:
Assessment
criteria
reference
Evidence (eg witness testimony)
107
Appendix (if
appropriate)
Unit Achievement Record
CU947
Maintain an Efficient Use of Food Resources
Candidate declaration:
All of the evidence presented is representative of my current performance, is valid and safe.
Print name: ___________________ Signature: _______________________ Date: ______________
Assessor summative statement:
Print name: ___________________ Signature: _______________________ Date: ______________
Internal verifier (if sampled)
Print name: ___________________ Signature: _______________________ Date: ______________
108
CU948
Prepare, Operate and Clean Specialist Food Preparation
and Cooking Equipment
Unit summary
This unit is about operating and maintaining cooking equipment which is specific to the
operation.
„Specialist equipment‟ may include items specific to the operation or those which do not appear
in all kitchen environments. This may include items such as pressure fryers, combination ovens
and food holding systems.
The assessment of this unit is to be carried out in conjunction with the assessment guidance on
page 29 of this support pack.
Evidence requirements
Unit CU948
Prepare, operate and clean specialist food preparation and
cooking equipment
Learning outcomes
Example
Assessment
Methods
Examples of Evidence
1. Be able to operate and
maintain cooking equipment
which is specific to the
hospitality operation
Observation
Witness testimony
Observation sheets
Videos/photos
Notes of meetings with line
manager
Maintenance records
Witness assessment criteria
2. Understand how to prepare,
operate and clean cooking
equipment which is specific
to the hospitality operation
Oral questions
Written questions
Professional
discussion
Records of oral questioning
Question/answer sheets
Records of professional
discussion Cross reference to
outcome 1
Should evidence for the following contingency assessment criteria not occur during the period
of assessment, alternative assessment methods may be used.
Contingencies
3. Report any identified
problems or faults to the
relevant person
Alternative
Assessment
Methods
Examples of evidence
Simulation
Oral questions
Written questions
Professional
discussion
Observation sheet
Video
Question/answer sheets
Records of professional
discussion
109
Description of evidence or activity
CU948
Date
Prepare, Operate and Clean Specialist Food Preparation and
Cooking Equipment
Description of evidence/activity
APP/Box
number
110
Assessor
signature
IV
initial
Learning outcome 1: Be able to prepare specialist food preparation and
cooking equipment
Assessment criteria
1.1
Ensure that the equipment is safe to operate
1.2
Check the equipment controls are set at the correct level before
operating
Learning outcome 2: Be able to operate specialist food preparation and
cooking equipment
Assessment criteria
2.1
Follow manufacturer‟s procedures to both switch on and operate
equipment
2.2
Follow manufacturer‟s procedures to both switch on and operate
equipment
2.3
Monitor the action of the equipment to ensure that it is operating at the
correct temperature and speed
2.4
Shut down equipment at the end of service following the correct
procedures
2.5
Re-assemble the equipment so it is ready to use and meets required
health and safety and food safety standards
2.6
Report any identified problems or faults to the relevant person
Learning outcome 3: Know how to operate specialist food preparation
and cooking equipment
Assessment criteria
3.1
State the types of specialist equipment used with the organisation
3.2
State what each type of specialist equipment is used for
3.3
Describe the relevant hazards and potential hazards relating to
specialist equipment
3.4
State how hazards and potential hazards can be minimised
3.5
State who to report any identified faults to
Learning outcome 4: Be able to clean specialist food preparation and
cooking equipment
Assessment criteria
4.1
Check the equipment is suitably clean to use
4.2
Disassemble the equipment correctly and safely to enable effective
cleaning
4.3
Clean the equipment and its component parts using the correct
methods and cleaning agents
111
Learning outcome 5: Know how to clean specialist food preparation
and cooking equipment
Assessment criteria
5.1
Describe how the equipment should be cleaned
5.2
List the relevant cleaning agents that should be used with the
equipment
5.3
Describe how cleaning agents should be used to avoid accidents and
potential food safety hazards
112
Supplementary evidence for CU948
Provide evidence to cover any gaps:
Assessment
criteria
reference
Evidence (eg witness testimony)
113
Appendix (if
appropriate)
Unit Achievement Record
CU948
Prepare, Operate and Clean Specialist Food Preparation and Cooking Equipment
Candidate declaration:
All of the evidence presented is representative of my current performance, is valid and safe.
Print name: ___________________ Signature: _______________________ Date: ______________
Assessor summative statement:
Print name: ___________________ Signature: _______________________ Date: ______________
Internal verifier (if sampled)
Print name: ___________________ Signature: _______________________ Date: ______________
114
CU935
Produce Basic Hot and Cold Desserts
Unit summary
This unit is about cooking and finishing basic hot and cold desserts.
Evidence requirements
Unit CU935
Produce basic hot and cold desserts
Learning outcome 1
Be able to produce hot and cold desserts
The assessor must assess assessment criteria 1.1-1.5 by directly observing the
candidate‟s work.
For assessment criteria 1.6, where there is no naturally occurring evidence for both
„holding‟ and „serving‟, the assessor may assess the candidate through questioning or
witness testimony for one of them (i.e. either holding or serving) but must observe the
other.
The assessor may assess assessment criteria 1.7 through questioning or witness
testimony if no naturally occurring evidence is available.
What you must
COVER for Learning
outcome 1
There must be performance evidence, gathered through
observing the candidate‟s work for:
 at least three from ingredients:
a)
b)
c)
d)
e)
f)
ice cream
pre-prepared pastry based products
pre-prepared sponge based products
pre-prepared egg based products
fresh fruit
pre-prepared fruit
 at least two from cooking methods:
a)
b)
c)
d)
baking
frying
microwaving
steaming
 at least three from finishing methods:
a)
b)
c)
d)
e)
f)
garnishing
de-moulding
slicing
portioning
piping
glazing
Evidence for the remaining points under „what you must cover‟
may be assessed through questioning or witness testimony.
115
Description of evidence or activity
CU935
Date
Produce Basic Hot and Cold Desserts
Description of evidence/activity
APP/Box
number
116
Assessor
signature
IV
initial
Learning outcome 1: Be able to prepare basic hot and cold desserts
Assessment criteria
1.1
Check ingredients meet quality and quantity requirements
obs
1.2
Choose and use the right tools and equipment
obs
1.3
Use correct preparation and cooking methods to prepare desserts
obs
1.4
Make sure dishes have the correct flavour, colour, texture and
obs quantity
1.5
Finish and present the dish to meet organisational standards
obs
Make sure dishes are at the correct temperature for holding and
1.6
serving
Safely store any prepared ingredients not for immediate consumption
1.7
For assessment criteria 1.6, where there is no naturally occurring evidence for both „holding‟
and „serving‟, the assessor may assess the candidate through questioning or witness testimony
for one of them (i.e. either holding or serving) but must observe the other.
The assessor may assess assessment criteria 1.7 through questioning or witness testimony if
no naturally occurring evidence is available.
What you must cover for Learning outcome 1
Ingredients
C1
Cooking methods
(obs at least 3)
C2
(obs at least 2)
a
ice cream
a
baking
b
pre-prepared pastry
based products
b
frying
c
pre-prepared sponge
based products
c
microwaving
d
pre-prepared egg based
products
d
steaming
e
fresh fruit
f
pre-prepared fruit
Finishing methods
C3
(obs at least 3)
a
garnishing
b
de-moulding
c
slicing
d
portioning
e
piping
f
glazing
117
Learning outcome 2: Understand how to produce hot and cold desserts
Assessment criteria
2.1
Describe how to check that ingredients meet dish requirements
2.2
Describe what to do if there are any problems with ingredients
2.3
State why time and temperature are important when finishing basic
hot and cold desserts
2.4
State what quality points to look for in basic hot and cold desserts
2.5
Describe how to correctly carry out the relevant cooking methods
2.6
Describe how to carry out the relevant finishing methods
2.7
State why it is important to use the correct tools, equipment and
techniques
2.8
Describe how to identify the correct colour, texture, consistency and
quantity of hot and cold desserts
2.9
Describe what types of problems can occur when cooking and
finishing hot and cold desserts and how to correct them
2.10 Describe how to store prepared hot and cold desserts
2.11 State healthy eating options when preparing hot and cold desserts
118
Supplementary evidence for CU935
Provide evidence to cover any gaps:
Assessment
criteria
reference
Evidence (eg witness testimony)
119
Appendix (if
appropriate)
Unit Achievement Record
CU935
Produce Basic Hot and Cold Desserts
Candidate declaration:
All of the evidence presented is representative of my current performance, is valid and safe.
Print name: ___________________ Signature: _______________________ Date: ______________
Assessor summative statement:
Print name: ___________________ Signature: _______________________ Date: ______________
Internal verifier (if sampled)
Print name: ___________________ Signature: _______________________ Date: ______________
120
CU934
Produce Cold Starters and Salads
Unit summary
This unit is about preparing and presenting cold products such as salads, bread products, pies,
pâtés and cured meats. It also covers the holding of such foods to maintain effective food
safety.
Evidence requirements
Unit CU934
Produce Cold Starters and Salads
Learning outcome 1
Be able to produce cold starters and salads
The assessor must assess assessment criteria 1.1-1.5 by directly observing the
candidate‟s work.
The assessor may assess assessment criteria 1.6 through questioning or witness
testimony if no naturally occurring evidence is available.
What you must
COVER for Learning
outcome 1
There must be performance evidence, gathered through
observing the candidate‟s work for:
 at least five from food products:
a)
b)
c)
d)
e)
f)
g)
h)
bread products
salads
pre-prepared pastry items
cooked and cured meats
fish and shellfish
pre-prepared patès
cold dressings and sauces
pre-prepared vegetable items
 at least four from preparation methods:
a)
b)
c)
d)
e)
f)
g)
de-frosting
washing
slicing
dressing
garnishing
portioning
combining ingredients
Evidence for the remaining points under „what you must cover‟
may be assessed through questioning or witness testimony.
121
Description of evidence or activity
CU934
Date
Produce Cold Starters and Salads
Description of evidence/activity
APP/Box
number
122
Assessor
signature
IV
initial
Learning outcome 1: Be able to produce cold starters and salads
Assessment criteria
1.1
Check ingredients meet dish requirements
obs
1.2
Choose and use tools and equipment correctly
obs
1.3
Prepare products using the correct preparation methods
obs
Make sure that food products have the correct flavour, colour,
1.4
obs texture and quantity
1.5
obs
Make sure that food products are garnished and presented to meet
organisational requirements
1.6
Safely store any prepared food not for immediate consumption
The assessor may assess assessment criteria 1.6 through questioning or witness testimony if
no naturally occurring evidence is available.
What you must cover for Learning outcome 1
Food products
C1
Preparation methods
(obs at least 5)
C2
(obs at least 4)
a
bread products
a
de-frosting
b
salads
b
washing
c
pre-prepared pastry items
c
slicing
d
cooked and cured meats
d
dressing
e
fish and shellfish
e
garnishing
f
pre-prepared pates
f
portioning
g
cold dressings and
sauces
g
combining ingredients
h
pre-prepared vegetable
items
123
Learning outcome 2: Understand how to produce cold starters and
salads
Assessment criteria
2.1
Describe how to check that food products and garnish ingredients
meet requirements
2.2
State what quality points to look for in the presentation of cooked,
cured and prepared foods
2.3
Describe what to do if there are any problems with the ingredients
2.4
State which tools and equipment should be used to carry out the
relevant preparation methods
2.5
State why it is important to use the correct tools, equipment and
techniques
2.6
Describe how to prepare the food products and garnish ingredients for
cold presentation
2.7
Describe how to produce basic dressings and cold sauces
2.8
Describe how to finish and garnish cold starters and salads
2.9
Describe how to identify the correct colour, flavour, texture and
quantity of food products
2.10 State why time and temperature are important when preparing
cooked, cured and prepared for presentation
2.11 State healthy eating options available when preparing and presenting
food for cold presentation
124
Supplementary evidence for CU934
Provide evidence to cover any gaps:
Assessment
criteria
reference
Evidence (eg witness testimony)
125
Appendix (if
appropriate)
Unit Achievement Record
CU934
Produce Cold Starters and Salads
Candidate declaration:
All of the evidence presented is representative of my current performance, is valid and safe.
Print name: ___________________ Signature: _______________________ Date: ______________
Assessor summative statement:
Print name: ___________________ Signature: _______________________ Date: ______________
Internal verifier (if sampled)
Print name: ___________________ Signature: _______________________ Date: ______________
126
CU944
Produce Healthier Dishes
Unit summary
This unit is about preparing, cooking and finishing dishes which use healthier ingredients and
healthier preparation, cooking and finishing techniques.
Evidence requirements
Unit CU944
Produce healthier dishes
Learning outcome 1
Be able to produce healthier dishes
The assessor must assess assessment criteria 1.1-1.4 by directly observing the
candidate‟s work.
The assessor may assess assessment criteria 1.5 and 1.6 through questioning or witness
testimony if no naturally occurring evidence is available.
What you must
COVER for Learning
outcome 1
There must be performance evidence, gathered through
observing the candidate‟s work for:
 at least four from dish:
a)
b)
c)
d)
e)
f)
g)
h)
i)
meat/poultry
fish
vegetables/fruit
eggs
pasta/rice/grain/pulses
soups/sauces
pastry
bread/dough
sponges/cakes/biscuits/scones
Evidence for the remaining points under „what you must cover‟
may be assessed through questioning or witness testimony.
127
Description of evidence or activity
CU944
Date
Produce Healthier Dishes
Description of evidence/activity
APP/Box
number
128
Assessor
signature
IV
initial
Learning outcome 1: Be able to produce healthier dishes
Assessment criteria
1.1
Check ingredients meet dish requirements
obs
1.2
Prepare ingredients in a way that minimises fat, salt and sugar
obs content and maximises fibre
1.3
Cook food in a way that maximises its nutritional value
obs
1.4
Use flavourings that minimise the use of salt and sugar
obs
Present dishes in a way that is attractive to the customer
1.5
Allow customers to choose what sauces, dressing, toppings or
condiments to add to the dish
1.6
The assessor may assess assessment criteria 1.5 and 1.6 through questioning or witness
testimony if no naturally occurring evidence is available.
What you must cover for Learning outcome 1
Dish
C1
(obs at least 4)
a
meat/poultry
b
fish
c
vegetables/fruit
d
eggs
e
pasta/rice/grain/pulses
f
soups/sauces
g
pastry
h
bread/dough
i
sponges/cakes/biscuits/s
cones
129
Learning outcome 2: Understand how to produce healthier dishes
Assessment criteria
2.1
Describe the concept of a balanced diet and how this is important to
good health
2.2
State the government‟s current guidelines for healthy eating
2.3
State the types and combinations of ingredients that make up a
healthy dish
2.4
Describe the nutritional benefits of minimising the fat, sugar and salt
content of dishes
2.5
Describe the nutritional benefits of starchy foods, fruits vegetables
and pulses
2.6
Explain how to read and interpret food labelling
2.7
Describe how to select types, combinations and proportions of
ingredients that will make a healthy dish
2.8
Describe what techniques can be used to prepare ingredients in a
healthy way
2.9
Describe what techniques can be used to cook the dish in a way that
maximises its nutritional value
2.10 State what healthier flavourings can be used to alternatives to salt and
sugar
2.11 Explain why it is important to present healthier dishes to customers in
an attractive way and how to do so
2.12 State why it is important to provide the customers with their choice of
sauces, dressing, toppings and condiments
2.13 State appropriate alternative healthier types of sauces, dressings,
toppings and condiments
130
Supplementary evidence for CU944
Provide evidence to cover any gaps:
Assessment
criteria
reference
Evidence (eg witness testimony)
131
Appendix (if
appropriate)
Unit Achievement Record
CU944
Produce Healthier Dishes
Candidate declaration:
All of the evidence presented is representative of my current performance, is valid and safe.
Print name: ___________________ Signature: _______________________ Date: ______________
Assessor summative statement:
Print name: ___________________ Signature: _______________________ Date: ______________
Internal verifier (if sampled)
Print name: ___________________ Signature: _______________________ Date: ______________
132
CU954
Promote New Menu Items
Unit summary
This unit is about promoting menu items that have been recently introduced, and/or are being
sold as part of a promotion. This includes using promotional materials such as tent cards and
posters to display around the service area.
The unit also reflects the competencies required to highlight new dishes that may appeal to the
customer.
The assessment of this unit is to be carried out in conjunction with the assessment guidance on
page 29 of this support pack.
Evidence requirements
Unit CU954
Promote new menu items
Learning outcomes
Example
Assessment
Methods
Examples of Evidence
1. Be able to promote menu
items
Observation
Products of work
Witness testimony
Professional
discussion
Candidate statement
Observation sheets
Videos/photos
Notes of meetings with line
manager
Maintenance records
Team briefing notes
Work schedules
Witness assessment criteria
Records of professional
discussion
2. Understand the purpose of
promotional activities
Oral questions
Written questions
Reflective account
Professional
discussion
Records of oral questioning
Question/answer sheets
Reflective account
Records of professional
discussion Cross reference to
outcome 1
133
Description of evidence or activity
CU954
Date
Promote New Menu Items
Description of evidence/activity
APP/Box
number
134
Assessor
signature
IV
initial
Learning outcome 1: Be able to promote new menu items
Assessment criteria
1.1
Liaise with colleagues and senior staff to identify what food items are
to be promoted
1.2
Obtain relevant promotional material
1.3
Assemble and display promotional material in a manner that makes it
clear attractive to the customer
1.4
Ensure service areas are clean and set up correctly
1.5
Inform customers of new menu items in a helpful and clear manner
1.6
Answer questions regarding, flavour, ingredients and nature of the
food item to customers in a helpful and clear manner
1.7
Refer to promotional material and displays to highlight features of
menu items
1.8
Provide feedback regarding the impact of promotions to the
appropriate people
Learning outcome 2: Understand how to promote new menu items
Assessment criteria
2.1
State why organisations use promotional activities
2.2
Describe the advantages and disadvantages of different types of
promotional materials that can be used
2.3
State where promotional material can be obtained form and the
organisational requirements for using it
2.4
State when promotional might commonly be used
2.5
Describe how food items can be promoted by staff when
communicating with customers
2.6
State the key features that can be highlighted when describing
new/promoted menu items to customers
2.7
State why it is important to know the ingredients contained within
new/promoted menu items
2.8
State which customer groups that might not be attracted to
new/promoted items and why
135
Supplementary evidence for CU954
Provide evidence to cover any gaps:
Assessment
criteria
reference
Evidence (eg witness testimony)
136
Appendix (if
appropriate)
Unit Achievement Record
CU954
Promote New Menu Items
Candidate declaration:
All of the evidence presented is representative of my current performance, is valid and safe.
Print name: ___________________ Signature: _______________________ Date: ______________
Assessor summative statement:
Print name: ___________________ Signature: _______________________ Date: ______________
Internal verifier (if sampled)
Print name: ___________________ Signature: _______________________ Date: ______________
137
138
CU950
Set Up and Close Kitchen
Unit summary
This unit is about ensuring that all equipment is ready for kitchen operations. It also covers
ensuring that common ingredients are ready for the cooking process. Finally it details the skills
required to shut down the kitchen at the end of the shift.
Evidence requirements
Unit CU950
Set Up and Close Kitchen
Learning outcome 1
Be able to prepare kitchen for food operations
The assessor must assess assessment criteria 1.1, 1.2, 1.3 and 1.5 by directly observing
the candidate‟s work.
The assessor may assess assessment criteria 1.4 through questioning or witness
testimony if no naturally occurring evidence is available.
What you must
COVER for Learning
outcome 1
There must be performance evidence, gathered through
observing the candidate‟s work for:
 at least two from tools
a) knives
b) utensils
 at least five from kitchen equipment
a) oven/combination oven
b) grill
c) hob
d) fryer
e) microwave
f) steamer
g) fridge/freezer
Evidence for the remaining points under „what you must cover‟
may be assessed through questioning or witness testimony.
139
Learning outcome 3
Be able to prepare food items ready for operations
The assessor must assess assessment criteria 3.1, 3.2, 3.3 and 3.5 by directly observing
the candidate‟s work.
The assessor may assess assessment criteria 3.4 through questioning or witness
testimony if no naturally occurring evidence is available.
What you must
COVER for Learning
outcome 3
There must be performance evidence, gathered through
observing the candidate‟s work for:
 at least one from establishment requirements
a) number of customers
b) menu requirements
 at least two from ingredients
a) vegetables
b) garnishes
c) frozen products
d) fresh high risk products
 at least two from prepare
a) washing
b) cutting
c) defrosting
d) weighing
Evidence for the remaining points under „what you must cover‟
may be assessed through questioning or witness testimony.
140
Learning outcome 5
Be able to close kitchen after operations
The assessor must assess assessment criteria 5.1, 5.2, 5.3, 5.4 and 5.6 by directly
observing the candidate‟s work.
The assessor may assess assessment criteria 5.5 through questioning or witness
testimony if no naturally occurring evidence is available.
What you must
COVER for Learning
outcome 5
There must be performance evidence, gathered through
observing the candidate‟s work for:
 at least two from tools
a) knives
b) utensils
 at least two from food storage equipment
a) fridge
b) freezer
c) dry store/larder
 at least four from cooking equipment
a) oven/combination oven
b) grill
c) hob
d) fryer
e) microwave
f) steamer
Evidence for the remaining points under „what you must cover‟
may be assessed through questioning or witness testimony.
141
Description of evidence or activity
CU950
Date
Set Up and Close Kitchen
Description of evidence/activity
APP/Box
number
142
Assessor
signature
IV
initial
Learning outcome 1: Be able to prepare kitchen for food operations
Assessment criteria
1.1
Prioritise work and carry it out in an efficient manner
obs
Check that food preparation and cooking tools and kitchen
1.2
obs equipment are clean, and of the right type and in working order
1.3
obs
Turn on appropriate kitchen equipment at the correct time and to
correct setting
1.4
Report any unhygienic or defective tools or kitchen equipment, or
other problems to the proper person
1.5
obs
Conduct work in line with legal requirements, workplace procedures
and current legislation relating to hygienic and safe working practices
when preparing the kitchen for food operation
The assessor may assess assessment criteria 1.4 through questioning or witness testimony if
no naturally occurring evidence is available.
What you must cover for Learning outcome 1
Tools
C1
Kitchen equipment
(obs at least 2)
C2
(obs at least 5)
a
knives
a
oven/combination oven
b
utensils
b
grill
c
hob
d
fryer
e
microwave
f
steamer
g
fridge/freezer
Learning outcome 2: Understand how to prepare kitchen for food
operations
Assessment criteria
2.1
State why knives/utensils should be handled correctly
2.2
State why and to whom all incidents should be reported
2.3
Describe how to safely turn on different types of equipment
2.4
State why faulty equipment and maintenance requirements should be
reported to the proper person
2.5
State why it is important to ensure all appropriate equipment is safely
turned off
143
Learning outcome 3: Be able to prepare food items for operation and
service
Assessment criteria
3.1
Prepare work and carry it out in an efficient manner
obs
Ensure that there are sufficient ingredients in stock in line with
3.2
obs establishment requirements
3.3
obs
Prepare ingredients to the organisational needs and quality
requirements
3.4
Report any ingredients that are not prepared to the correct quantity or
quality to the proper person
Conduct work in line with legal requirements, workplace procedures
and current legislation relating to hygienic and safe working practices
when preparing food items ready for operations
3.5
obs
The assessor may assess assessment criteria 3.4 through questioning or witness testimony if
no naturally occurring evidence is available.
What you must cover for Learning outcome 3
Establishment requirements
C1
Ingredients
(obs at least 1)
C2
a
number of customers
a
vegetables
b
menu requirements
b
garnishes
c
frozen products
d
fresh high risk products
Prepare
C3
(obs at least 2)
(obs at least 2)
a
washing
b
cutting
c
defrosting
d
weighing
144
Learning outcome 4: Understand how to prepare food items for
operation and service
Assessment criteria
4.1
State why machinery should be cleared between tasks
4.2
State why it is important to monitor the temperature of kitchen storage
equipment and areas
4.3
Describe the organisational menu requirements in terms of the type,
quality and number of ingredients
Learning outcome 5: Be able to close kitchen after operations
Assessment criteria
5.1
Prioritise work and carry it out in an efficient manner
obs
Check that tools are cleaned and stored to organisational and legal
5.2
obs requirements
5.3
obs
Check food storage equipment meets organisational and legal
requirements for kitchen closure
5.4
obs
Check that cooking equipment is turned off, unplugged and cleaned
following manufacturer's and organisation's instructions
5.5
Report any un-cleaned tools, food storage or cooking equipment or
problems to the appropriate person
5.6
obs
Conduct work in line with legal requirements, workplace procedures
and current legislation relating to hygienic and safe working practices
when closing down the kitchen after operations
The assessor may assess assessment criteria 5.5 through questioning or witness testimony if
no naturally occurring evidence is available.
What you must cover for Learning outcome 5
Tools
C1
Food storage equipment
(obs at least 2)
C2
(obs at least 2)
a
knives
a
fridge
b
utensils
b
freezer
c
dry store/larder
Cooking equipment
C1
(obs at least 4)
a
oven/combination oven
b
grill
c
hob
d
fryer
e
microwave
f
steamer
145
Learning outcome 6: Understand how to close kitchen after operations
Assessment criteria
6.1
State why tools and equipment should be cleaned and stored
following use
6.2
Describe organisational and legal requirements for food storage
equipment when kitchen is closed
6.3
State organisational and legal requirements for turning off, unplugging
and cleaning cooking equipment following use
6.4
State who problems should be reported to
146
Supplementary evidence for CU950
Provide evidence to cover any gaps:
Assessment
criteria
reference
Evidence (eg witness testimony)
147
Appendix (if
appropriate)
Unit Achievement Record
CU950
Set Up and Close Kitchen
Candidate declaration:
All of the evidence presented is representative of my current performance, is valid and safe.
Print name: ___________________ Signature: _______________________ Date: ______________
Assessor summative statement:
Print name: ___________________ Signature: _______________________ Date: ______________
Internal verifier (if sampled)
Print name: ___________________ Signature: _______________________ Date: ______________
148
CU958
Complete Kitchen Documentation
Unit summary
Successful assessment of the unit proves that the candidate has achieved the national
occupational standard to complete kitchen documentation.
Evidence requirements
Unit CU958
Complete Kitchen Documentation
Learning outcome 1
Be able to complete kitchen documentation
The assessor must assess assessment criteria 1.1 and 1.2 by directly observing the
candidate‟s work.
The assessor may assess assessment criteria 1.3, 1.4 and 1.5 through questioning or
witness testimony if no naturally occurring evidence is available.
What you must
COVER for Learning
outcome 1
There must be performance evidence, gathered through
observing the candidate‟s work for:
 at least two from relevant documents
a) temperature charts
b) food safety information
c) accident report forms
d) equipment fault reports
e) stock usage reports
Evidence for the remaining points under „what you must cover‟
may be assessed through questioning or witness testimony.
149
Description of evidence or activity
CU958
Date
Complete Kitchen Documentation
Description of evidence/activity
APP/Box
number
150
Assessor
signature
IV
initial
Learning outcome 1: Be able to complete kitchen documentation
Assessment criteria
1.1
obs
Ensure sufficient relevant documents are available and when
necessary, obtain extra copies
1.2
obs
Complete relevant documents accurately and legibly to meet
organisational requirements
1.3
Ensure relevant documents arrive with proper person within time
required
1.4
Copy and file relevant documents in line with organisational
requirements
1.5
Respond to queries about completion of relevant documents, within
the boundaries of authority
The assessor may assess assessment criteria 1.3, 1.4 and 1.5 through questioning or witness
testimony if no naturally occurring evidence is available.
What you must cover for Learning outcome 1
Relevant documents
C1
(obs at least 2)
a
temperature charts
b
food safety information
c
accident report forms
d
equipment fault reports
e
stock usage reports
151
Learning outcome 2: Understand how to complete kitchen
documentation
Assessment criteria
2.1
State organisational documents that need to be completed
2.2
State why it is important to complete documentation
2.3
Describe how to complete particular documents
2.4
State where to obtain appropriate documents from
2.5
State when and where documentation is copied and kept
2.6
State who should be contacted when problems occur and explain why
2.7
Describe why kitchen documentation needs to remain confidential
2.8
Describe what information required by law within the kitchen is
required to be noted and kept
2.9
State why it is important that information is accurate
2.10 State why it is important that documents are not fraudulently
completed
152
Supplementary evidence for CU958
Provide evidence to cover any gaps:
Assessment
criteria
reference
Evidence (eg witness testimony)
153
Appendix (if
appropriate)
Unit Achievement Record
CU958
Complete Kitchen Documentation
Candidate declaration:
All of the evidence presented is representative of my current performance, is valid and safe.
Print name: ___________________ Signature: _______________________ Date: ______________
Assessor summative statement:
Print name: ___________________ Signature: _______________________ Date: ______________
Internal verifier (if sampled)
Print name: ___________________ Signature: _______________________ Date: ______________
154
CU920
Employment Rights and Responsibilities in the
Hospitality, Leisure, Travel and Tourism Sector
Unit summary
Successful assessment of the unit proves that the candidate has achieved the national
occupational standard to understand employment rights and responsibilities.
155
Description of evidence or activity
Unit CU920 Employment Rights and Responsibilities in the Hospitality, Leisure,
Travel and Tourism Sector
Date
Description of evidence/activity
APP/Box
number
156
Assessor
signature
IV
initial
Learning outcome 1: Know employer and employee rights,
responsibilities and own organisational procedures
Assessment criteria
1.1
State employer and employee rights and responsibilities under
employment law, including Disability Discrimination Act, Health and
Safety and other relevant legislation
1.2
State the importance of having employment rights and responsibilities
1.3
Describe organisational procedures for health and safety, including
documentation
1.4
Describe organisational procedures for equality and diversity, including
documentation
1.5
Identify sources of information and advice on employment rights and
responsibilities, including Access to Work and Additional Learning
Support
Learning outcome 2: Know factors that affect own organisation and
occupation
Assessment criteria
2.1
Describe the role played by own occupation within organisation and
industry
2.2
Describe career pathways available to them
2.3
State types of representative body related to the industry, their main
roles and responsibilities and their relevance to the industry
2.4
Identify sources of information and advice on own industry, occupation,
training and career
2.5
Describe principles, policies and codes of practice used by own
organisation and industry
2.6
Describe issues of public concern that affect own organisation and
industry
157
Supplementary evidence for CU920
Provide evidence to cover any gaps:
Assessment
criteria
reference
Evidence (eg witness testimony)
158
Appendix (if
appropriate)
Unit Achievement Record
CU920
Employment Rights and Responsibilities in the Hospitality, Leisure, Travel and Tourism
Sector
Candidate declaration:
All of the evidence presented is representative of my current performance, is valid, reliable, sufficient
and authentic.
Print name: ___________________ Signature: _______________________ Date: ______________
Assessor summative statement:
Print name: ___________________ Signature: _______________________ Date: ______________
Internal verifier (if sampled)
Print name: ___________________ Signature: _______________________ Date: ______________
159
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