Suite 416Fort DunlopFort ParkwayBirminghamB24 9FD www.skillsfirst.co.uk

Skillsfirst Awards

Handbook

Level 2 NVQ Diploma in Kitchen Services (QCF)

KSD02

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Contents Page Section 1 – Introduction 2 Section 2 – Skillsfirst Awards Limited 2.1 Data protection 2 2.2 Diversity and equality 2 2.3 Enquiries and information sources 3 2.4 Complaints and appeals 3 2.5 Malpractice 4 Section 3 – The sector skills council for hospitality 3.1 People1st 4 3.2 Occupational expertise of those who assess performance, and moderate and verify assessments 4 3.3 Employer direct model 6 3.4 Continuous professional development 6 Section 4 – Summary of assessment methods 4.1 Assessment principles 7 4.2 Characteristics of assessment guidance 7 4.3 Simulation and witness testimony 8 4.4 Recognition of prior learning (RPL) 9 Section 5 – Qualification information 5.1 What is the qualification and credit framework (QCF) 10 5.2 QCF units 10 5.3 QCF terminology 11 5.4 Availability of qualifications 11 Section 6 – Qualification structure 6.1 Number of credits required for this qualification 11 6.2 The rules of combination 11 6.3 List of available units and their credit value 11 6.4 Learner entry requirements 13 6.5 Progression opportunities 13 Section 7 – The units of learning 7.1 Structure of the units 14 7.2 Group A – mandatory units 15 7.3 Group B – optional units 31 7.4 Group C – optional units 57

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1.0 Introduction 1.1 Skillsfirst Awards is an awarding organisation specialising in the provision of vocational

qualifications across a range of occupational areas. 1.2 Skillsfirst Awards recognises the need for industry to have fully trained and qualified staff

– reliably qualified to recognised industry standards. 1.3 The following handbook provides the learning outcomes and assessment strategy for the

delivery of the Level 2 NVQ Diploma in Kitchen Services (QCF). The handbook is a live document and will be updated should there be any incremental change made. Centres will be informed electronically when changes are made and it will be the responsibility of any recognised centre to ensure the most up to date version of the handbook is used. The document also provides details of the administrative procedures, requirements and responsibilities that are associated with the delivery of vocational qualifications.

The handbook is available on the Skillsfirst Awards website www.skillsfirst.co.uk 1.4 This document is copyright but can be copied by any of our recognised centres for the

purpose of assessing learners and may also be copied by learners for their own use. 1.5 All learners should be provided with a copy of the Skillsfirst qualification handbook

together with the Skillsfirst learner guide. This document can be found on our web-site at www.skillsfirst.co.uk

2.0 Skillsfirst Awards 2.1 Data protection Skillsfirst Awards takes the protection of data seriously and to this end has developed a data protection statement outlining how Skillsfirst and our centres, comply with the current legislation on data protection. It is important for centres to read our statement and ensure that our requirements are put in place. It is particularly important that centres make learners aware that data is shared with Skillsfirst Awards. Our policy statement on this and data requirements can be found in our centre handbook on our website www.skillsfirst.co.uk 2.2 Diversity and equality Diversity and equality Skillsfirst is committed to giving everyone who wants to gain one of our qualifications an equal opportunity of achieving it in line with current UK legislation and EU directives including the Equality Act 2010 and to ensure this occurs, has in place a policy on diversity and equality which can be found on our website www.skillsfirst.co.uk and within our centre handbook. Skillsfirst will ensure that centres use a diversity and equality policy that works together with ours and that they maintain an effective appeals procedure which along with the diversity and equality policy, will be monitored by the external verifier. We expect centres to tell learners how to find and use their own diversity and equality and appeals procedures.

http://www.skillsfirst.co.uk/http://www.skillsfirst.co.uk/http://www.skillsfirst.co.uk/http://www.skillsfirst.co.uk/

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Access to assessment Skillsfirst Awards is committed to guaranteeing all learners are treated fairly and equally and to ensure this occurs, has in place a policy on reasonable adjustments and special considerations. This policy states clearly what centres can and in some cases must, put in place to assist learners who may have particular requirements. We expect centres to tell learners how to find and use their own reasonable adjustments and special considerations policy and will monitor implementation through the external verification process. This policy can be accessed at www.skillsfirst.co.uk and within our centre handbook. Further advice on this policy and its application can be obtained from our customer services team at customerservices@skillsfirst.co.uk 2.3 Enquiries and information sources Skillsfirst aims to provide accurate information in a variety of formats and media. Recognised centres are encouraged to make enquiries to the customer services team, or seek clarification from our website. Learners wishing to enquire about qualifications, aspects of qualifications or quality assurance policies and procedures are encouraged, in the first instance, to seek information from the recognised centre or their tutor/assessor. Where a satisfactory answer is unavailable, learners are encouraged to seek clarification from our website, or from the Skillsfirst customer services team. As a guide, the majority of frequently requested information is available on our website or on request via the electronic helpline listed below. Website: www.skillsfirst.co.uk email: customerservices@skillsfirst.co.uk Tel: 0121 270 5100 Fax: 0121 747 4102 In writing to: Customer Services Skillsfirst Awards Limited Suite 416 Fort Dunlop Fort Parkway Birmingham B24 9FD 2.4 Complaints and appeals Complaints Skillsfirst Awards will endeavour at all times to satisfy our customer’s needs and ensure a quality service. There may be times when our centres do not feel we have met these needs. Should they wish, centres may complain in writing to the Skillsfirst Awards customer services manager. We will attempt to resolve all complaints within the published timescales and will record and review all complaints as part of our on-going customer service commitment.

http://www.skillsfirst.co.uk/mailto:customerservices@skillsfirst.co.ukhttp://www.skillsfirst.co.uk/

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Appeals Skillsfirst Awards aims to ensure that at all times its decisions are fair, consistent and based on valid judgements. However, it is recognised that there may be occasions when a centre or a learner may wish to question a decision made. Skillsfirst Awards therefore has an appeals policy and process which clearly indicates the rights of the centre and the learner to appeal against a range of decisions taken by Skillsfirst. The Skillsfirst Awards appeals policy and process can be accessed on our website www.skillsfirst.co.uk and within our centre handbook. Centres are required to have a documented policy and procedure which allows learners to question decisions made by the centre. The final stage of such a procedure may be to appeal to the Skillsfirst Awards external verifier. This policy would form part of the original centre recognition process and its implementation will be monitored by the external verifier. 2.5 Malpractice Skillsfirst Awards has a responsibility to ensure that malpractice, non compliance and maladministration is addressed effectively and to publish procedures to centres for dealing with malpractice (including cheating, copying and plagiarism) on the part of learners, centre staff and any others involved in providing the qualification. To meet this requirement, Skillsfirst Awards has a malpractice policy and process, the details of which can be accessed on our website www.skillsfirst.co.uk 3.0 The sector skills council for housing 3.1 People 1st The Level 2 NVQ Diploma in Kitchen Services (QCF) is based on the units developed by People1st who are the sector skills council for hospitality. Their contact details are: 2nd Floor, Armstrong House 38 Market Square UXBRIDGE UB8 1LH Tel: 01895 817000 enquiries@people1st.co.uk This handbook provides details from People1st’s assessment strategy, which centres will need to apply in order to assess and quality assure the Level 2 NVQ Diploma in Kitchen Services (QCF) and includes the:

occupational expertise of those who assess performance, and moderate and verify assessments

continuous professional development

summary of assessment methods The complete assessment strategy is available for view and to download from the People1st website www.people1st.co.uk

http://www.skillsfirst.co.uk/http://www.skillsfirst.co.uk/mailto:enquiries@people1st.co.ukhttp://www./

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3.2 Occupational expertise of those who assess performance, and moderate and verify assessments Assessors and internal verifiers (IVs) are appointed by the recognised centre and approved by Skillsfirst through the external verifier (EV). Assessors and IVs should:

have verifiable relevant experience and current knowledge of the occupational working area at, or above, the level they are assessing or verifying. This experience and knowledge must be of sufficient depth to be effective and reliable when judging learner competence or verifying assessment processes and decisions. This could be verified by:

curriculum vitae and references

possession of a relevant qualification

corporate membership of a relevant professional institution

have sufficient occupational expertise so they have up to date knowledge and experience of the particular aspects of work they are assessing or verifying. This could be confirmed by records of continuing professional development (CPD) achievements

be prepared to participate in training activities for their CPD

have a sound in-depth knowledge of, and uphold the integrity of, the National Occupational Standards (NOS), units of assessment and the people1st assessment principles

be employed directly or contractually by the same centre as the learner or

be acting as a counter signatory on a short-term basis for a maximum period of 18 months, where the assessor/IV has not achieved the relevant award.

Centre staff may undertake more than one role, eg tutor and assessor or internal verifier, but must never internally verify their own assessments. Internal verifiers The IV is responsible for the approved centre’s assessment quality. Therefore, in addition to the above, IVs must also:

provide evidence of knowledge, understanding and application of the regulatory authorities’ code of practice

undertake CPD to ensure that they are working to the current NOS in assessment and verification

only verify the decisions of assessors which fall within their acknowledged area of technical and occupational competence.

Internal verifiers will either: Hold a D34 or V1 qualification, or be working towards a V1.

IVs working towards a V1 should achieve the qualification within 18 months of beginning internal verification duties

IV decisions, by those still working towards V1 certification, must be countersigned by a fully qualified IV

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All new IVs must hold units A1 and/or A2. or: Where employers opt for an ‘employer direct’ model (described below) the qualification requirement may be waived. It is desirable that all IVs hold a relevant qualification. Assessors Assessors should only assess in their area of technical and occupational competence, approved by Skillsfirst. Assessors will either: Hold a D32 and/or D33, or an A1 and/or A2, qualification, or be working towards an A1 and/or A2

those working towards an A1 or A2 should achieve the qualification within 18 months of beginning assessment duties

assessment decisions, by those still working towards A1/A2 certification, must be countersigned by a qualified assessor

or: Where employers opt for an ‘employer direct’ model (described below) the qualification requirement may be waived. 3.3 Employer direct model Where employers opt for an ‘employer direct’ model, the qualification requirements for assessors and internal verifiers may be waived. The employer direct’ model is where colleagues, supervisors and/or managers in the workplace are involved in the assessment process. Under this model, the employer, with the agreement of Skillsfirst and People1st and the approval of the qualification regulators, may choose between:

achieving the appropriate approved qualifications for assessment/verification or

demonstrating that their (the employer’s) training and development activity undertaken to prepare, validate and review these assessment roles, maps 100% to the National Occupational Standards which these qualifications are based on. The mapping process must be agreed by Skillsfirst as providing the equivalent level of rigour and robustness as achievement of the approved assessment/verification qualification.

Each application to use the employer direct model will be considered on an individual organisation and qualification basis and agreed by the qualification regulators, including the sector skills council. Prospective organisations must be able to confirm that their in-house practices conform to the requirements of the standards in association with Skillsfirst. 3.4 Continuous professional development Centres are responsible for ensuring that assessors and IVs plan and maintain their CPD. Centres are expected to support their assessors and IVs in ensuring that their knowledge remains current of the occupational area and of best practice in delivery, mentoring, training, assessment and verification, and that it takes account of any national or legislative developments.

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Centres may have generic criteria and personnel specifications in addition to the above. 4.0 Summary of assessment methods For this qualification, learners will be required to provide a portfolio of evidence for each unit. 4.1 Assessment principles People 1st advocate the integration of national occupational standards within employers organisations in order to achieve a national level of competence across the sector’s labour market. As such, assessment of this qualification will, ideally, take place within the workplace and assessment should, where possible, be conducted by the learner’s supervisors and/or line managers. Skillsfirst recognise, however, that it is not always feasible for candidates to be assessed in the workplace and as such we permit the use of assessment within realistic working environments (RWE). Additionally, where sector employers do not have the infrastructure to manage assessment independently, it values the role of the peripatetic assessors to support the assessment process. Within these parameters, Skillsfirst expects that:

the majority of assessment of this qualification will be based on performance evidence, such as direct observation, outputs of work and witness testimony within the workplace or an RWE which is approved by Skillsfirst.

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

4.2 Characteristics of assessment guidance

The learner may produce evidence from a range of examples (as outlined above) which should be recorded in some form. A record of evidence will confirm to the assessor their confidence in the learner’s breadth and depth of knowledge and understanding in being able to competently meet the functional requirements of all the units. The assessor will need to be assured that the learner can:

meet all the learning outcomes of a unit.

pass all the assessment criteria of a unit. An assessor may request additional evidence if they are not satisfied with the evidence presented by the learner. If this occurs, it may need to be agreed in partnership with the learner and the assessor. Professional discussion Professional discussion is encouraged as a supplementary form of evidence to confirm a learner’s competence. Such discussions should not be based on a prescribed list of questions but be a structured discussion which enables the assessor to gather relevant evidence to ensure the learner has a firm understanding of the standard being assessed.

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Realistic working environment (RWE) Assessment of this qualification should ideally be carried out within the workplace, however, where this is not possible learners can be assessed within an approved RWE that replicates a real work setting. It is essential for organisations operating an RWE to ensure it reflects current and real work settings. By doing so, sector employers can be confident that competence achieved in an RWE will be continued into employment. RWEs can offer many opportunities to employers and individuals that have limited access to assessment. The number of hours learners work and their input in not prescribed, as it is acknowledged that RWEs cannot operate without some flexibility. However, centres must provide evidence that the following criteria are being met as well as fulfilling the Skillsfirst criteria for this purpose. The work situation being represented is relevant to this qualification as follows:

the type of work situation being represented mirrors the relevant setting e.g. quick service takeaway, restaurant, brassiere, café/snack bar, cafeteria, etc

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

industry trends are considered in the product and service offer. The learner’s work activities reflect those found in the situation being represented, i.e.

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

learners are clear on their work activities and responsibilities. The RWE is operated in the same manner as a real work situation, i.e.

customers are not prompted to behave in a particular manner.

customer feedback received is maintained and acted upon. The RWE is under-pinned by commercial principles and responsibilities including:

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

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

learners being encouraged to carry out their function in line with business expectations, e.g. within timescales and budget, minimizing wastage.

Ensuring that legislative regulations are adhered to e.g. food safety, health and safety, equal opportunities, trade description.

consumer information being provided on products and services e.g. allergy advice on food products.

4.3 Simulation and witness testimony Simulation or witness testimony is warranted where the centre can demonstrate that performance evidence has been impossible to obtain in the work environment.

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Simulation Simulation can only be used to assess learners where the opportunity to assess naturally occurring evidence is unlikely or not possible, for example assessment relating to health and safety, fire and emergency procedures. It should not include routine activities that must be covered by performance evidence. There are no units that can be solely achieved by simulation. In the case of imported units, where simulation is acceptable in the evidence requirements, it should only be used when performance evidence is unlikely to be generated through normal working practices. Witness testimony Skillsfirst recognise the use of witness testimony and expert witness testimony as appropriate methods for assessors to collect evidence on candidate’s performance. Witness testimonies can be obtained from people that are occupationally competent and who may be familiar with the national occupational standards, such as the learner’s line manager. They may also be obtained from people who are not occupationally competent and do not have a knowledge of the national occupational standards such as other people within the learner’s workplace, customers and suppliers. The assessor must judge the validity of the witness testimony and these may vary depending on the source. Witness testimonies can only support the assessment process and may remove or reduce the need to collect supplementary evidence. However, centres must comply with Skillsfirst guidance over the occupational competence and briefing of witnesses in the use of witness testimony. 4.4 Recognition of prior learning (RPL) RPL recognises how the contribution of a learner’s previous experience could contribute to a qualification. Should any opportunities for RPL be identified, it is important that a complete process of recognising prior experience and learning is undertaken, by ensuring that:

it covers relevant or appropriate experience for previous activities, as well as accredited learning and qualifications.

it is incorporated into the assessment planning, with details of how this will take place.

mapping of prior learning to the national occupational standards to identify gaps is documented and auditable.

assessment methods or processes for recognising prior experience and learning, are documented and made available to the external verifier.

the audit trail covers the whole process and methodology of RPL.

the authenticity and currency of presented evidence is established by the assessor.

where observation or expert witness testimony is a unit assessment method requirement, this activity is undertaken after learner registration for the qualification.

In considering the appropriateness of any single piece of evidence, the following should be considered:

Content – the degree to which the content of any previous accredited learning meets the requirements of the national occupational standards against which it is being presented as evidence.

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Performance and knowledge – the degree to which the previous learning covered both performance and knowledge. Some learning will only have offered and tested the latter, in which case RPL will only recognise the meeting of knowledge requirements. Performance will require further assessment. Although unlikely, the reverse (performance tested but not knowledge) could be true in which case knowledge and understanding would need further assessment.

Relevance of context – the degree to which the context of the learning gained and assessed, relates to the current context of learner’ work roles. If the context was different, assessors will need to satisfy themselves of learners’ ability to transfer the learning gained into their current setting.

Currency – how recently the learning was gained. Learners would need to demonstrate current knowledge and understanding of areas such as legislation, policy and practice etc, which may have changes since the previous learning programmes were undertaken.

Authenticity – how the ownership of the evidence is established to ensure it was generated by the learner.

5.0 Qualification information 5.1 What is the qualification and credit framework? The qualification and credit framework (QCF) is a new way of recognising achievement through the award of credit for units and qualifications. It will provide flexible routes to gaining full qualifications and enable qualifications to be achieved in smaller steps. Units within the framework will have a level (ranging from entry level to level 8) to indicate the level of difficulty. They will also have a credit value to indicate the size of the unit. The QCF will:

allow providers to design more flexible programmes, suited to the needs of a wider range of learners

describe achievements (credits) to employers, providers and learners in a way that is easy to understand

allow learners to accumulate credit, by recognising smaller steps of learning at their own pace

allow learners to transfer credits into an electronic learner achievement record, which they will keep for life

5.2 QCF units Each unit has a credit value based on the total number of hours learning required to achieve it, (notional learning). Each 10 hours of learning equals 1 credit, for example, if a unit takes 30 hours of learning, it will receive a credit value of 3. The units vary in credit value. In addition all units have a level which may be different from the qualification in which they can be used.

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5.3 QCF terminology Whilst the evidence outcomes required from QCF and NVQ units are the same, the QCF units use different terminology to the NVQ units. The assessment criteria for NVQ units are listed under ‘what you must do’ and ‘what you must know’ whereas the QCF units are all listed under ‘the learner can’. 5.4 Availability of qualifications This handbook covers the Level 2 NVQ Diploma in Kitchen Services (QCF). To complete a qualification, the minimum credit value must be achieved and progressive qualifications at a higher level require more credit to be achieved. The number of units to achieve this is not fixed, as it is the total credit value that is required. Rules of combination apply to each qualification. Learners can accumulate credit which will allow them to claim award, certificate or diploma certification, as the qualification credit values are achieved. 6.0 Qualification structure 6.1 Number of credits required for this qualification Qual no. Level Qualification title Number of credits

KSD02 2 Level 2 NVQ Diploma in Kitchen

Services (QCF) Minimum of 37

6.2 Rules of Combination

A minimum total of 37 credits must be achieved to gain the qualification as follows: Group A – 10 credits Group B – 11 credits Group C – 16 credits Unit ERH1 must be achieved by all learners undertaking the apprenticeship Minimum Guided Learning Hours (GLH) are 309 Maximum Guided Learning Hours (GLH) are 323 6.3 List of available units and their credit value The list below gives the unit titles, their level and the credit value of each unit. Group A - mandatory units

QCF unit no.

Skillsfirst unit no.

Level Unit title Credit value

F/601/4218 FB1 1 Maintenance of a safe, hygienic and secure working environment

3

T/601/4216 FB2 1 Working effectively as part of a hospitality team

3

D/601/6980 FP1 2 Maintain food safety when storing, preparing and cooking food

4

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Group B - optional units

QCF unit no.

Skillsfirst unit no.

Level Unit title Credit value

A/601/5559 FP33 1 Cook vegetables

3

R/601/5437 FP34 1 Prepare and finish simple salad and fruit dishes

2

T/601/5561 FP35 1 Prepare and cook fish

3

T/601/5575 FP36 1 Prepare and cook meat and poultry

4

K/601/4844 FP37 1 Prepare hot and cold sandwiches

2

Y/601/4855 FP29 1 Present menu items according to a defined brand standard

3

A/601/4766 FP21 2 Maintain an efficient use of resources in the kitchen

3

L/601/5016 FB5 1 Provide a counter and takeaway service

3

Group C - optional units

QCF unit no.

Skillsfirst unit no.

Level Unit title Credit value

J/601/4964 FP13 2 Produce basic hot and cold desserts

3

H/601/4955 FP15 2 Produce cold starters and salads

3

A/601/4962 FP19 2 Produce healthier dishes

3

J/601/4768 FP20 2 Maintain an efficient use of food resources

4

J/601/4849 FP22 2 Prepare, operate and clean specialist food preparation and cooking equipment

4

R/601/4966 FP28 2 Promote new menu items

3

L/601/5372 FP31 2 Complete kitchen documentation

3

L/601/4996 FP32 2 Set up and close kitchen

4

T/601/7214 ERH1 2 Employment rights and responsibilities in the hospitality, leisure, travel and tourism sector

2

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6.4 Learner entry requirements Formal requirements There are no formal entry requirements for learners undertaking this qualification; however centres must ensure that learners have the potential and opportunity to gain evidence for the qualification in the work place. Age restrictions There are no age limits attached to learners undertaking this qualification, unless this is a legal requirement of the process or the environment. Legal considerations There are no formal entry requirements for learners undertaking this qualification however, centres must ensure that learners have the potential and opportunity to gain evidence for the qualification in the work place. 6.5 Progression opportunities This qualification forms part of the Skillsfirst Intermediate Apprenticeship in Hospitality and Catering (Food Service) and learners achieving this qualification could progress to the Level 3 Award in Hospitality Supervision and Leadership Principles (QCF), the level 3 NVQ Diploma in Hospitality Supervision and Leadership (QCF) or into supervisory roles within the hospitality industry.

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7.0 The units of learning 7.1 Structure of the units

The units in these qualifications are written in a standard format and comprise the following:

Skillsfirst reference number and unit title

level and credit value of the unit

unit aim

guided learning hours (GLH)

details of the relationship to NOS, other qualifications and frameworks

endorsement of the unit by a sector or other appropriate body

assessment requirements/evidence requirements

learning outcomes and assessment criteria

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7.2 Group A - mandatory units

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FB1

Maintenance of a safe, hygienic and secure working environment

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FB1 Maintenance of a safe, hygienic and secure working environment Level: 1 Credit value: 3 Unit aim 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 illnesses 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. Learning outcomes There are four outcomes to this unit. The learner will: 1 Be able to maintain personal health and hygiene. 2 Know how to maintain personal health and hygiene. 3 Be able to help maintain a hygienic, safe and secure workplace. 4 Know how to maintain a hygienic, safe and secure workplace. Guided learning hours It is recommended that 25 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to NOS, other qualifications and frameworks SSC unit 1GEN1 Endorsement of the unit by a sector or other appropriate body This unit is endorsed by People1st, the sector skills council for hospitality, leisure, travel and tourism. Assessment methodology This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information. Maintain personal health and hygiene The assessor must assess assessment criteria 1.1 and 1.2 by directly observing the learner’s work. The assessor may assess assessment criteria 1.3, 1.4 and 1.5 through questioning or witness testimony if no naturally occurring evidence is available. Maintain a hygienic, safe and secure workplace The assessor must assess assessment criteria 3.1, 3.3, 3.4 and 3.5 by directly observing the learner’s work. The assessor may assess assessment criterion 3.2 through questioning, witness testimony or simulation if no naturally occurring evidence is available. There must be performance evidence, gathered through observing the learner’s work for:

a) at least one from hazards b) relating to equipment c) relating to areas where you work d) relating to personal clothing

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• one from ways of dealing with hazards

a) putting them right yourself b) reporting them to appropriate colleagues c) warning other people

• at least one from emergency procedures a) fire b) threat c) security

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

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FB1 Maintenance of a safe, hygienic and secure working environment Learning outcomes and assessment criteria Outcome 1 Be able to maintain personal health and hygiene The learner can: 1 wear clean, smart and appropriate clothing, footwear and headgear 2 keep hair neat and tidy and wear it in line with organisational standards 3 make sure any jewellery, perfume and cosmetics worn are in line with organisational

standards 4 get any cuts, grazes and wounds treated by the appropriate person 5 report illness and infections promptly to the appropriate person Outcome 2 Know how to maintain personal health and hygiene The learner can: 1 state own responsibilities under the Health and Safety at Work Act 2 state general rules on hygiene that must be followed 3 state correct clothing, footwear and headgear that should be worn at all times 4 state the importance of maintaining good personal hygiene 5 describe how to deal with cuts, grazes and wounds and why it is important to do so Outcome 3 Be able to help maintain a hygienic, safe and secure workplace The learner can: 1 identify any hazards or potential hazards and deal with these correctly 2 report any accidents or near accidents quickly and accurately to the proper person 3 follow health, hygiene and safety procedures during work 4 practise emergency procedures correctly 5 follow organisational security procedures Outcome 4 Know how to maintain a hygienic, safe and secure workplace The learner can: 1 state the importance of working in a healthy, safe and hygienic way 2 state where information about Health and Safety in your workplace can be obtained 3 describe the types of hazard in the workplace that may occur and how to deal with these 4 state hazards that can be dealt with personally and hazards that must be reported to

someone else 5 state how to warn other people about hazards and why this is important 6 state why accidents and near accidents should be reported and who these should be

reported to 7 describe the type of emergencies that may happen in workplace and how to deal with

these 8 state where to find first aid equipment and who the registered first-aider is in the

workplace 9 state safe lifting and handling techniques that should be followed 10 state other ways of working safely that are relevant to own position and why these are

important 11 describe organisational emergency procedures, in particular fire, and how these should

be followed 12 state the possible causes for fire in the workplace 13 describe how to minimise the risk of fire

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14 state where to find fire alarms and how to set them off 15 state why a fire should never be approached unless it is safe to do so 16 state the importance of following fire safety laws 17 describe organisational security procedures and why these are important 18 state the correct procedures for dealing with customer property 19 state the importance of reporting all usual/non-routine incidents to the appropriate

person

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FB2

Working effectively as part of a hospitality team

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FB2 Working effectively as part of a hospitality team Level: 1 Credit value: 3 Unit aim 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. Learning outcomes There are six outcomes to this unit. The learner will: 1 Be able to plan and organise own work. 2 Be able to work effectively with team members. 3 Be able to develop own skills. 4 Know how to plan and organise own work. 5 Know how to work effectively with team members. 6 Know how to develop own skills. Guided learning hours It is recommended that 22 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to NOS, other qualifications and frameworks SSC unit 1GEN4 Endorsement of the unit by a sector or other appropriate body This unit is endorsed by People1st, the sector skills council for hospitality, leisure, travel and tourism. Assessment methodology This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.

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FB2 Working effectively as part of a hospitality team Learning outcomes and assessment criteria Outcome 1 Be able to plan and organise own work The learner can: 1 make sure the requirements of the work are understood 2 ask questions if the requirements of the work are not clear 3 accurately follow instructions 4 plan work and prioritise tasks in order of importance 5 keep everything needed for the work organised and available 6 keep work areas clean and tidy 7 keep waste to a minimum 8 ask for help from the relevant person if it is needed 9 provide work on time and as agreed Outcome 2 Be able to work effectively with team members The learner can: 1 give team members help when they ask for it 2 ensure the help given to team members is within the limits of own job role 3 ensure the help given to team members does not prevent own work being completed on

time 4 pass on important information to team members as soon as possible 5 maintain good working details of the relationship s with team members 6 report any problems with working details of the relationship s to the relevant person 7 communicate clearly and effectively with team members Outcome 3 Be able to develop own skills The learner can: 1 seek feedback on own work and deal with this feedback positively 2 identify with the relevant person aspects of own work which are up to standard and

areas that could be improved 3 agree what has to be done to improve their work 4 agree a learning plan with the relevant person 5 seek opportunities to review and develop learning plan Outcome 4 Know how to plan and organise own work The learner can: 1 state why it is essential to understand the requirements of the work 2 list the benefits of planning and organising work 3 describe how to make the most efficient use of time and avoid things that may cause

unnecessary disruptions 4 list the benefits of keeping everything needed for own work organised and available 5 state why it is important to keep work areas clean and tidy 6 state why it is important to keep waste to a minimum 7 State when to ask for help and who can be asked

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Outcome 5 Know how to work effectively with team members The learner can: 1 state the importance of effective teamwork 2 state the people in own team and explain how they fit into the organisation 3 list the responsibilities of the team and why it is important to the organisation as a whole 4 describe how to maintain good working details of the relationship s with team members 5 state how to determine if helping a team member will prevent own work from being

completed on time 6 state the limits of own job role and what can and cannot be done when helping team

members 7 state why essential information needs to be passed on to a team member as soon as

possible 8 list the types of behaviour that help teams to work effectively and behaviours that do not 9 state why problems with working details of the relationships should be reported to the

relevant person 10 describe how to communicate clearly and why it is important to do so Outcome 6 Know how to develop own skills The learner can: 1 state the importance of improving own knowledge and skills 2 describe how to get feedback from team members and how this is helpful 3 describe how a learning plan can improve own work 4 state why it is important to regularly review own learning plan

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FP1

Maintain food safety when storing, preparing and cooking food

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FP1 Maintain food safety when storing, preparing and cooking food Level: 2 Credit value: 4 Unit aim This unit describes the craft competencies needed for preparing and cooking food safely, and focuses on the four main areas of control - cooking, cleaning, chilling and preventing cross contamination, in addition to supplies being satisfactory. It provides staff with a broad understanding of reviewing hazards and hazard-based procedures such that they are part of a team maintaining food safety. This unit is appropriate to staff that directly prepare and cook food. Separate units are available for those who serve and handle food in other ways, and for managers and supervisors who have wider responsibilities for food safety in a catering operation. Learning outcomes There are nine outcomes to this unit. The learner will: 1 Be able to keep self clean and hygienic 2 Know how to keep self clean and hygienic 3 Be able to keep working area clean and hygienic 4 Know how to keep working area clean and hygienic 5 Be able to store food safely 6 Know how to store food safely 7 Be able to prepare, cook and hold food safely 8 Know how to prepare, cook and hold food safely 9 Know how to maintain food safety Guided learning hours It is recommended that 32 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to NOS, other qualifications and frameworks SSC unit 2GEN3 Endorsement of the unit by a sector or other appropriate body This unit is endorsed by People1st, the sector skills council for hospitality, leisure, travel and tourism. Assessment methodology This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information. What you must cover: 1. Clothes

a) Trousers b) Tops/jackets c) Coats

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d) Disposable gloves e) Shoes f) Headgear g) Aprons

2. 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

3. Unsafe behaviour

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

4. 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

5. Storage areas

a) Ambient temperature b) Refrigerator c) Freezer

6. Operations

a) Defrosting food b) Preparing food, including washing and peeling c) Cooking food d) Reheating food e) Holding food before serving f) Cooling cooked food not for immediate consumption g) Freezing cooked food not for immediate consumption

7. Hazards

a) Bacteria and other organisms b) Chemical c) Physical d) Allergenic

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FP1 Maintain food safety when storing, preparing and cooking food Learning outcomes and assessment criteria Outcome 1 Be able to keep self clean and hygienic The learner can: 1 wear clean and hygienic clothes appropriate to the jobs being undertaken 2 tie hair back and/or wear appropriate hair covering 3 only wear jewellery and other accessories that do not cause food safety hazards 4 change clothes when necessary 5 wash hands thoroughly at appropriate times 6 avoid unsafe behaviour that could contaminate the food working with 7 report any cuts, boils, grazes, illness and infections promptly to the appropriate person 8 make sure any cuts, boils, skin infections and grazes are treated and covered with an

appropriate dressing

Outcome 2 Know how to keep self clean and hygienic The learner can: 1 state why clean and hygienic clothes must be worn 2 state why hair must be tied back or an appropriate hair covering be worn 3 state the different types of protective clothes that are appropriate for different jobs in 4 storage, preparation and cooking food 5 describe the food safety hazards that jewellery and accessories can cause 6 state when clothing should be changed 7 state the importance of changing clothes 8 state why hands must be washed after going to the toilet, before going into food 9 preparation and cooking areas, after touching raw food and waste, before handling

ready-to eat food 10 describe how to wash hands safely 11 state the importance of not handling food when open cuts are present 12 describe what to do if anyone has an open cut 13 state the importance of reporting illnesses and infections promptly 14 state why stomach illnesses are particularly important to report 15 state the importance of avoiding touching, face, nose or mouth, blowing nose, chewing

gum, eating, smoking when working with food Outcome 3 Be able to keep working area clean and hygienic The learner can: 1 make sure surfaces and equipment are clean and in good condition 2 use clean and suitable cloths and equipment for wiping and cleaning between tasks 3 remove from use any surfaces and equipment that are damaged or have lose parts 4 report damaged surfaces, equipment to the person responsible for food safety 5 dispose of waste promptly, hygienically and appropriately 6 identify, take appropriate action on any damage to walls, floors, ceilings, furniture and

fittings 7 report any damage to walls, floors, ceilings, furniture and fittings to the appropriate

person 8 identify, take appropriate action on any signs of pests 9 report any signs of pest to the appropriate person

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Outcome 4 Know how to keep working area clean and hygienic The learner can: 1 state why surfaces and equipment must be clean, hygienic and suitable for the intended

use before beginning a new task 2 describe how to ensure that surfaces and equipment are clean, hygienic and suitable for

the intended use before beginning a new task 3 state the importance of only using clean and suitable cloths when cleaning before tasks 4 state how to ensure that clean and suitable cloths are used before tasks 5 explain why surfaces and equipment that are damaged or have loose parts can be

hazardous to food safety 6 list the types of damaged surfaces or equipment that can cause food safety hazards 7 describe how to deal with damaged surfaces and equipment 8 state the importance of clearing and disposing of waste promptly and safely 9 describe how to safely dispose of waste 10 describe how damage to walls, floors, ceilings, furniture, food equipment and fittings can

cause food safety hazards 11 state the types of damage that should be looked out for 12 state the types of pests that could be found in catering operations 13 state how to recognise the signs that pest may be present Outcome 5 Be able to store food safely The learner can: 1 check that food is undamaged, at appropriate temperature and within ‘use-by-date’ on

delivery 2 look at and retain any important labelling information 3 prepare food for storage 4 place food in storage as quickly as necessary to maintain its safety 5 make sure storage areas are clean, suitable and maintained at the correct temperature

for the type of food 6 store food so that cross contamination is prevented 7 follow stock rotation procedures 8 safely dispose of food that is beyond ‘use-by-date’ 9 keep necessary records up-to-date

Outcome 6 Be able to prepare, cook and hold food safely

The learner can: 1 state the importance of making sure food deliveries are undamaged, at the correct

temperature and within use-by-date 2 state the importance of preparing food for storage 3 state why food must be put in the correct storage area 4 state the temperature food should be stored at 5 state the importance of keeping storage areas clean and tidy 6 describe what to do if storage areas are not clean and tidy 7 state the importance of storing food at the correct temperature 8 describe how to store food at the correct temperature 9 state what types of food are raw 10 state why types of food are ready-to-eat 11 state why stock rotation n procedures are important 12 state why food beyond its ‘use-by-date’ must be disposed of

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Outcome 7 Be able to prepare, cook and hold food safely

The learner can: 1 check food before and during operations for any hazards 2 follow correct procedures for dealing with food hazards 3 follow organisational procedures for items that may cause allergic reactions 4 prevent cross-contamination between different types if food 5 use methods, times, temperatures and checks to make sure food is safe following

operations 6 keep necessary records up-to-date

Outcome 8 Know how to prepare, cook and hold food safely

The learner can: 1 state why it is necessary to defrost foods before cooking 2 state when it is necessary to defrost foods before cooking 3 describe how to safely and thoroughly defrost food before cooking 4 describe how to recognise conditions leading to safety hazards 5 state what to do if any food safety hazards are discovered 6 state the importance of knowing that certain foods cause allergic reactions 7 describe organisational procedures to deal with foods possible of causing allergic

reactions 8 state what to do if a customer asks if a particular dish is free from a certain food allergen 9 describe how cross-contamination can happen between different food types 10 describe how to avoid cross-contamination between different food types 11 explain why thorough cooking and reheating methods should be used 12 state cooking and reheating temperatures and times to use for food being worked with 13 describe how to check that food is thoroughly cooked or safely reheated 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 15 state the types of foods that may need to be chilled or frozen because they are not for

immediate consumption 16 describe how to safely store food not for immediate consumption

Outcome 9 Know how to maintain food safety

The learner can: 1 describe how to operate a food safety management system 2 explain the concept of hazards to food safety in a catering operation 3 state the necessity of controlling hazards to food safety in order to remove or keep risks

to a safe level 4 describe what may happen if hazards are not controlled 5 state the types of hazards that may occur in a catering operation 6 describe how to control hazards by cooking, chilling, cleaning and the avoidance of

cross contamination 7 state why monitoring is important 8 state the key stages in the monitoring process 9 state the importance of knowing what to do when things go wrong 10 state why some hazards are more important than others in terms of food safety 11 state who to report to if there are food safety hazards

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7.3 Group B - optional units

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FP33

Cook vegetables

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FP33 Cook vegetables Level: 1 Credit value: 3 Unit aim This unit is about cooking and finishing vegetables for simple dishes. Learning outcomes There are two learning outcomes to this unit. The learner will: 1 Be able to cook vegetables 2 Understand how to cook vegetables Guided learning hours It is recommended that 22 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to NOS, other qualifications and frameworks SSC unit 1FC1 Endorsement of the unit by a sector or other appropriate body This unit is endorsed by People1st, the sector skills council for hospitality, leisure, travel and tourism. Assessment methodology This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information. What you must cover: 1. Vegetables

a) Frozen b) Pre-prepared fresh

2. Cooking by

a) Boiling b) Frying c) Grilling d) Microwaving

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FP33 Cook vegetables Learning outcomes and assessment criteria Outcome 1 Be able to cook vegetables The learner can: 1 choose and use the correct tools and equipment 2 check vegetables meet quality standards 3 cook vegetables to meet requirements 4 finish vegetables as required 5 make sure vegetables are at the correct temperature for holding and serving 6 safely store any cooked vegetables not for immediate use

Outcome 2 Understand how to cook vegetables The learner can: 1 describe how to store frozen and unfrozen vegetables before cooking 2 describe what to look for in vegetables before cooking 3 describe what to do if there are any problems with the vegetables 4 state what tools and equipment to use for cooking vegetables 5 state why it’s important to use correct tools and equipment 6 describe how to carry out cooking methods for vegetables correctly 7 describe why it may be necessary to avoid contamination from meat and fish products

and how to do so 8 state how to store vegetables that are not for immediate use

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FP34

Prepare and finish simple salad and fruit dishes

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FP34 Prepare and finish simple salad and fruit dishes Level: 1 Credit value: 2 Unit aim This unit is about preparing and finishing simple salad and fruit dishes. Learning outcomes There are four learning outcomes to this unit. The learner will: 1 Be able to prepare simple salad and fruit dishes 2 Understand how to prepare simple salad and fruit dishes 3 Be able to finish simple salad and fruit dishes 4 Understand how to finish simple salad and fruit dishes Guided learning hours It is recommended that 16 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to NOS, other qualifications and frameworks SSC unit 1FC2 Endorsement of the unit by a sector or other appropriate body This unit is endorsed by People1st, the sector skills council for hospitality, leisure, travel and tourism. Assessment methodology This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information. What you must cover: 1. Ingredients

a) Frozen fruit b) Fresh fruit c) Fresh salad d) Prepared fruit e) Prepared salad

2. Prepared by

a) Peeling b) Trimming c) Washing d) Soaking e) Cutting f) Mixing

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FP34 Prepare and finish simple salad and fruit dishes Learning outcomes and assessment criteria Outcome 1 Be able to prepare simple salad and fruit dishes The learner can: 1 check the ingredients to make sure they are fit for preparation 2 choose the correct tools and equipment 3 prepare the ingredients correctly for the dish

Outcome 2 Understand how to prepare simple salad and fruit dishes The learner can: 1 state how to store salad and fruit before preparation 2 describe how to check the salad, fruit or other ingredients to make sure they are fit for

use 3 describe what to do if there is a problem with the salad, fruit or other ingredients 4 state what tools and equipment are needed to carry out the relevant cooking methods 5 state why it is important to use the correct tools and equipment 6 state why it is important to avoid cross contamination with meat and fish products and

how to do so

Outcome 3 Be able to finish simple salad and fruit dishes The learner can: 1 present the dish to meet requirements 2 safely store any prepared items not for immediate use

Outcome 4 Understand how to finish simple salad and fruit dishes The learner can: 1 describe how to store prepared salads and fruit that is not for immediate use

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FP35

Prepare and cook fish

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FP35 Prepare and cook fish Level: 1 Credit value: 3 Unit aim This unit is about preparing and cooking fish for simple dishes. Learning outcomes There are two learning outcomes to this unit. The learner will: 1 Be able to prepare and cook fish 2 Understand how to prepare and cook fish Guided learning hours It is recommended that 23 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to NOS, other qualifications and frameworks SSC unit 1FPC1 Endorsement of the unit by a sector or other appropriate body This unit is endorsed by People1st, the sector skills council for hospitality, leisure, travel and tourism. Assessment methodology This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information. What you must cover: 1. Fish

a) Coated b) Uncoated c) Frozen d) Unfrozen

2. Preparation methods

a) Boiling b) Frying c) Grilling d) Microwaving

3. Cooking methods

a) Deep frying b) Grilling c) Baking

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FP35 Prepare and cook fish Learning outcomes and assessment criteria Outcome 1 Be able to prepare and cook fish The learner can: 1 safely store any fish not for immediate use 2 de-frost fish when necessary 3 check fish is fit for cooking 4 choose right tools and equipment 5 prepare fish to meet requirements 6 cook fish as required 7 finish fish as required 8 make sure fish is at the correct temperature for holding and serving

Outcome 2 Understand how to prepare and cook fish The learner can: 1 describe how to store frozen and unfrozen fish correctly before cooking 2 describe how to check that coated and uncoated fish, frozen and unfrozen, is fit for 3 preparation and cooking 4 describe how to decide whether fish needs de-frosting before cooking and why it is

important 5 state how to de-frost pre-prepared fish 6 describe what to do if there are any problems with fish or other ingredients 7 state the right temperatures and cooking times for different types of fish 8 state the right tools and equipment to prepare and cook fish 9 state why it is important to use the right tools and equipment 10 state the correct cooking methods to use 11 describe how to decide when different types of fish are properly cooked 12 describe how to garnish and present cooked fish

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FP36

Prepare and cook meat and poultry

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FP36 Prepare and cook meat and poultry Level: 1 Credit value: 4 Unit aim This unit is about preparing and cooking meat and poultry for simple dishes. Learning outcomes There are two learning outcomes to this unit. The learner will: 1 Be able to prepare and cook meat/poultry 2 Understand how to prepare and cook meat/poultry Guided learning hours It is recommended that 33 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to NOS, other qualifications and frameworks SSC unit 1FPC2 Endorsement of the unit by a sector or other appropriate body This unit is endorsed by People1st, the sector skills council for hospitality, leisure, travel and tourism. Assessment methodology This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information. What you must cover: 1. Meat/poultry

a) Pre-prepared b) Uncoated c) Steaks d) Chops e) Chicken cuts

2. Preparation methods

a) Defrosting b) Seasoning

3. Cooking methods

a) Grilling/griddling b) Shallow frying c) Deep frying d) Microwaving

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FP36 Prepare and cook meat and poultry Learning outcomes and assessment criteria Outcome 1 Be able to prepare and cook meat/poultry The learner can: 1 safely store any meat/poultry not for immediate use 2 de-frost meat/poultry when necessary 3 check that meat/poultry is fit for cooking 4 choose the right tools and equipment 5 prepare meat/poultry to meet requirements 6 cook meat/poultry as required 7 finish meat/poultry as required 8 make sure meat/poultry is at the correct temperature for holding and serving

Outcome 2 Understand how to prepare and cook meat/poultry The learner can: 1 describe how to store fresh and frozen meat/poultry correctly before cooking 2 describe how to check that meat/poultry is fit for preparation and cooking 3 describe what to do if there are problems with the meat/poultry or other ingredients 4 describe how to decide when meat/poultry needs defrosting before cooking and why this

is important 5 state the right tools and equipment for: defrosting, seasoning and storing meat/poultry 6 describe how to prepare meat/poultry using different cooking methods 7 state the correct tools and equipment for different cooking methods 8 state why it is important to use correct tools and equipment 9 describe how to carry out different cooking methods 10 describe how to finish and season meat/poultry according to requirements 11 state the correct temperatures for holding meat/poultry

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FP37

Prepare hot and cold sandwiches

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FP37 Prepare hot and cold sandwiches Level: 1 Credit value: 2 Unit aim This unit is about preparing hot and cold sandwiches including burgers, wraps, rolls, paninis and fajitas. Learning outcomes There are two outcomes to this unit. The learner will: 1 Be able to prepare hot and cold sandwiches 2 Understand how to prepare hot and cold sandwiches Guided learning hours It is recommended that 20 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to NOS, other qualifications and frameworks SSC unit 1PR1 Endorsement of the unit by a sector or other appropriate body This unit is endorsed by People1st, the sector skills council for hospitality, leisure, travel and tourism. Assessment methodology This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.

What you must cover: 1. Cooking equipment

a) Grills b) Ovens c) Hot plates d) Fridges and freezers e) Extraction equipment

2. Waste

a) Food waste b) Glass c) Card d) Plastic packaging

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FP37 Prepare hot and cold sandwiches Learning outcomes and assessment criteria Outcome 1 Be able to prepare hot and cold sandwiches

The learner can: 1 check the bread and fillings to make sure that they meet quality and quantity

requirements 2 choose the right tools and equipment 3 prepare sandwiches as required 4 safely store any sandwich and fillings not for immediate use Outcome 2 Understand how to prepare hot and cold sandwiches

The learner can: 1 explain how to check that bread and fillings are fit for purpose 2 state the correct tools and equipment for making sandwiches 3 describe how to present sandwiches and bread products attractively 4 state the correct methods of storage to avoid spoiling sandwiches and bread products

between preparation and consumption

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FP29

Present menu items according to a defined brand standard

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FP29 Present menu items according to a defined brand standard Level: 1 Credit value: 3 Unit aim 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. Learning outcomes There are two outcomes to this unit. The learner will: 1 Be able to present menu items according to a defined brand standard. 2 Understand how to present menu items according to defined brand standard. Guided learning hours It is recommended that 27 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to NOS, other qualifications and frameworks SSC unit 2PR28 Endorsement of the unit by a sector or other appropriate body This unit is endorsed by People1st, the sector skills council for hospitality, leisure, travel and tourism. Assessment methodology This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.

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FP29 Present menu items according to a defined brand standard Learning outcomes and assessment criteria Outcome 1 Be able to present menu items according to a defined brand standard The learner can: 1 collect and assemble relevant ingredients required for specific dishes 2 prepare dishes as specified within the relevant brand standard, ensuring cooking

methods and ingredients are as prescribed 3 collect crockery and dishes which are relevant and designated as being required

according to the brand standard 4 assemble prepared food items onto plates/dishes to accurately reflect presentation style

and portion sizes as set out in brand standard 5 check that the dish has been prepared to the brand standard correctly 6 make adjustments to the presentation of the dish to ensure that the brand standard is

reflected accurately 7 present the dish for service together with the specified accompaniments as set out

within the brand standards Outcome 2 Understand how to present menu items according to defined brand

standard

The learner can: 1 describe brand literature and material to ensure familiarity with the required standards

for each menu item 2 describe what a brand standard is 3 explain why organisations use brand standards 4 list implications of not adhering to the organisations brand standard 5 state where information relating to brand standards can be obtained 6 state which brand standards are relevant to own area of work 7 describe how menu items should be prepared to ensure that the brand standards are

maintained correctly 8 state how brand standards are used to ensure portion control 9 state why portion control is important to the organisation 10 describe what course of action to take if insufficient ingredients are available to achieve

the required brand standard

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FP21

Maintain an efficient use of resources in

the kitchen

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FP21 Maintain an efficient use of resources in the kitchen Level: 2 Credit value: 3 Unit aim This unit is about working in an efficient way to ensure food resource wastage is limited. Learning outcomes There are two outcomes to this unit. The learner will: 1 Be able to maintain an efficient use of resources in the kitchen 2 Understand how to maintain an efficient use of resources in the kitchen Guided learning hours It is recommended that 23 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to NOS, other qualifications and frameworks SSC unit 2PR20 Endorsement of the unit by a sector or other appropriate body This unit is endorsed by People1st, the sector skills council for hospitality, leisure, travel and tourism. Assessment methodology This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.

What you must cover: 1. Cooking equipment

a) Grills b) Ovens c) Hot plates d) Fridges and freezers e) Extraction equipment

2. Waste

a) Food waste b) Glass c) Card d) Plastic packaging

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FP21 Maintain an efficient use of resources in the kitchen Learning outcomes and assessment criteria Outcome 1 Be able to maintain an efficient use of resources in the kitchen

The learner can: 1 follow manufacturer’s guidelines to ensure that kitchen equipment is working at correct

settings 2 use cooking equipment efficiently to reduce unnecessary waste of energy 3 ensure taps are not left running to reduce the waste of water 4 ensure correct disposal of packaging to minimise space 5 ensure packaging is disposed of in the correct place 6 report equipment faults or potential wastage to the appropriate person Outcome 2 Understand how to maintain an efficient use of resources in the kitchen

The learner can: 1 state the principles of energy efficiency and waste reduction 2 describe the financial impact that wastage of physical resources can have upon the

organisation 3 describe how electricity and gas waste can be minimised 4 list the different types of waste produced by the operation 5 describe how different types of waste should be safely handled 6 describe the organisational procedures for storing waste 7 state who excessive waste should be reported to

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FB5

Provide a counter and takeaway service

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FB5 Provide a counter and takeaway service Level: 1 Credit value: 3 Unit aim 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. Learning outcomes There are four learning outcomes to this unit. The learner will: 1 Be able to serve customers at the counter. 2 Know how to serve customers at the counter. 3 Be able to maintain counter and service areas. 4 Know how to maintain counter and service areas. Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to NOS, other qualifications and frameworks SSC unit 1FS4 Endorsement of the unit by a sector or other appropriate body This unit is endorsed by People1st, the sector skills council for hospitality, leisure, travel and tourism. Assessment requirements/evidence requirements Serve customers at the counter The assessor must assess assessment criteria 1.1 - 1.5 by directly observing the learner’s work. There must be performance evidence, gathered through observing the learner’s work for:

at least 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) hot food b) cold food c) hot drinks d) cold drinks

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at least two from condiments and accompaniments a) seasonings b) sugars/sweeteners c) prepared sauces/dressings

Evidence for the remaining assessment criteria may be assessed through questioning or witness testimony. Maintain counter and service areas The assessor must assess assessment criteria 3.1 - 3.6 by directly observing the learner’s work. There must be performance evidence, gathered through observing the learner’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 assessment criteria may be assessed through questioning or witness testimony.

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FB5 Provide a counter and takeaway service Learning outcomes and assessment criteria Outcome 1 Be able to serve customers at the counter The learner can 1 give customers information that meets their needs, and promotes organisations’

products and service 2 find out what customers require, and if necessary tell them about any waiting time 3 process the order promptly 4 serve food and drink items at the recommended temperature, using clean, hygienic and

undamaged service equipment of the appropriate type 5 make sure there are appropriate condiments and accompaniments available for

customers Outcome 2 Know how to serve customers at the counter The learner can 1 describe safe and hygienic working practices for serving customers and why these are

important 2 state why it is important to use separate serving equipment for each food item 3 state why portions must be controlled when serving customers 4 state why food and drink items must be served at the correct temperature 5 state why information given to customers must be accurate 6 outline the types of unexpected situations that may occur when serving customers and

how to deal with them Outcome 3 Be able to maintain counter and service areas The learner can 1 keep work area tidy, hygienic and free from rubbish and food debris during service 2 maintain enough stock of clean service items 3 restock with food and drink items when necessary 4 display and store food and drink items in line as required 5 clear work area of used and non- required service items at the appropriate times 6 dispose of rubbish, used disposable items and food waste as required Outcome 4 Know how to maintain counter and service areas The learner can 1 describe safe and hygienic working practices for clearing and why these are important 2 state why food which is prepared first should be served first 3 state why counter preparation areas and dining areas must be kept tidy and free from

rubbish and food debris throughout the service 4 state why waste must be handled and disposed of correctly 5 state why a constant stock of service items should be maintained 6 state why maintaining food at the correct temperature is important and how this can be

ensured 7 outline the types of unexpected situations that may occur when clearing away and how

to deal with them

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7.4 Group C - optional units

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FP13

Produce basic hot and cold desserts

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FP13 Produce basic hot and cold desserts Level: 2 Credit value: 3 Unit aim This unit is about cooking and finishing basic hot and cold desserts Learning outcomes There are two outcomes to this unit. The learner will: 1 Be able to produce hot and cold desserts 2 Understand how to produce hot and cold desserts

Guided learning hours It is recommended that 28 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to NOS, other qualifications and frameworks SSC unit 2PR14 Endorsement of the unit by a sector or other appropriate body This unit is endorsed by People1st, the sector skills council for Hospitality, Leisure, Travel and Tourism. Assessment methodology This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.

What you must cover: 1. Ingredients

a) Ice cream b) Pre-prepared pastry-based products c) Pre-prepared sponge-based products d) Pre-prepared egg-based products e) Fresh fruit f) Pre-prepared fruit

2. Cooking methods

a) Baking b) Frying c) Microwaving d) Steaming

3. Finishing methods

a) Garnishing b) De-moulding c) Slicing d) Portioning e) Piping f) Glazing

60 KSD02 V3 17/09/2015

FP13 Produce basic hot and cold desserts Learning outcomes and assessment criteria Outcome 1 Be able to produce hot and cold desserts

The learner can: 1 check ingredients meet quality and quantity requirements 2 choose and use the right tools and equipment 3 use correct preparation and cooking methods to prepare desserts 4 make sure dishes have the correct flavour, colour, texture and quantity 5 finish and present the dish to meet organisational standards 6 make sure dishes are at the correct temperature for holding and serving 7 safely store any prepared ingredients not for immediate consumption Outcome 2 Understand how to produce hot and cold desserts

The learner can: 1 describe how to check that ingredients meet dish requirements 2 describe what to do if there are any problems with ingredients 3 state why time and temperature are important when finishing basic hot and cold

desserts 4 state what quality points to look for in basic hot and cold desserts 5 describe how to correctly carry out the relevant cooking methods 6 describe how to carry out the relevant finishing methods 7 state why it is important to use the correct tools, equipment and techniques 8 describe how to identify the correct colour, texture, consistency and quantity of hot and

cold desserts 9 describe what types of problems can occur when cooking and finishing hot and cold

desserts and how to correct them 10 describe how to store prepared hot and cold desserts 11 state healthy eating options when preparing hot and cold desserts

61 KSD02 V3 17/09/2015

FP15

Produce cold starters and salads

62 KSD02 V3 17/09/2015

FP15 Produce cold starters and salads Level: 2 Credit value: 3 Unit aim This unit is about preparing and presenting cold products such as salads, bread products, pies, patés and cured meats. It also covers the holding of such foods to maintain effective food safety. Learning outcomes There are two outcomes to this unit. The learner will: 1 Be able to produce cold starters and salads 2 Understand how to produce cold starters and salads Guided learning hours It is recommended that 28 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to NOS, other qualifications and frameworks SSC unit 2PR15 Endorsement of the unit by a sector or other appropriate body This unit is endorsed by People1st, the sector skills council for hospitality, leisure, travel and tourism. Assessment methodology This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.

What you must cover: 1. Food products

a) Bread products b) Salads c) Pre-prepared pastry items d) Cooked and cured meats e) Fish and shellfish f) Pre-prepared patés g) Cold dressings and sauces h) Pre-prepared vegetable items

2. Preparation methods

a) De-frosting b) Washing c) Slicing d) Dressing e) Garnishing f) Portioning g) Combining ingredients

63 KSD02 V3 17/09/2015

FP15 Produce cold starters and salads Learning outcomes and assessment criteria Outcome 1 Be able to produce cold starters and salads

The learner can: 1 check ingredients meet dish requirements 2 choose and use tools and equipment correctly 3 prepare products using the correct preparation methods 4 make sure that food products have the correct flavour, colour, texture and quantity 5 make sure that food products are garnished and presented to meet organisational

requirements 6 safely store any prepared food not for immediate consumption Outcome 2 Understand how to produce cold starters and salads

The learner can: 1 describe how to check that food products and garnish ingredients meet requirements 2 state what quality points to look for in the presentation of cooked, cured, prepared foods 3 describe what to do if there are any problems with the ingredients 4 state which tools and equipment should be used to carry out the relevant preparation

methods 5 state why it is important to use the correct tools, equipment and techniques 6 describe how to prepare the food products and garnish ingredients for cold presentation 7 describe how to produce basic dressings and cold sauces 8 describe how to finish and garnish cold starters and salads 9 describe how to identify the correct colour, flavour, texture and quantity of food products 10 state why time and temperature are important when preparing cooked, cured and

prepared foods for presentation 11 state healthy eating options available when preparing and presenting food for cold

presentation

64 KSD02 V3 17/09/2015

FP19

Produce healthier dishes

65 KSD02 V3 17/09/2015

FP19 Produce healthier dishes Level: 2 Credit value: 3 Unit aim This unit is about preparing, cooking and finishing dishes that use healthier ingredients, preparation, cooking and finishing techniques. Learning outcomes There are two outcomes to this unit. The learner will: 1 Be able to produce healthier dishes 2 Understand how to produce healthier dishes Guided learning hours It is recommended that 28 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship to NOS, other qualifications and frameworks SSC unit 2PR17 Endorsement of the unit by a sector or other appropriate body This unit is endorsed by People1st, the sector skills council for hospitality, leisure, travel and tourism. Assessment methodology This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.

What you must cover: 1. Dish

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/scones

66 KSD02 V3 17/09/2015

FP19 Produce healthier dishes Learning outcomes and assessment criteria Outcome 1 Be able to produce healthier dishes

The learner can: 1 check ingredients meet dish requirements 2 prepare ingredients in a way that minimises fat, salt and sugar content and maximises

fibre 3 cook food in a way that maximises its nutritional value 4 use flavourings that minimise the use of salt and sugar 5 present dishes in a way that is attractive to the customer 6 allow customers to choose what sauces, dressing, toppings or condiments to add to the

dish Outcome 2 Understand how to produce healthier dishes

The learner can: 1 describe the concept of a balanced diet and how this is important to good health 2 state the government’s current guidelines for healthy eating 3 state the types and combinations of ingredients that make up a healthy dish 4 describe the nutritional benefits of minimising the fat, sugar and salt content of dishes 5 describe the nutritional benefits of starchy foods, fruits vegetables and pulses 6 explain how to read and interpret food labelling 7 describe how to select types, combinations and proportions of ingredients that will make

a healthy dish 8 describe what techniques can be used to prepare ingredients in a healthy way 9 describe what techniques can be used to cook the dish in a way that maximises its

nutritional value 10 state what healthier flavourings can be used as alternatives to salt and sugar 11 explain why it is important to present healthier dishes to customers in an attractive way

and how to do so 12 state why it is important to provide the customers with their choice of sauces, dressing,

toppings and condiments 13 state appropriate alternative healthier types of sauces, dressings, toppings and

condiments

67 KSD02 V3 17/09/2015

FP20

Maintain an efficient use of food resources

68 KSD02 V3 17/09/2015

FP20 Maintain an efficient use of food resources Level: 2 Credit value: 4 Unit aim This unit is about working in an efficient way to ensure food resource wastage is limited. Learning outcomes There are two outcomes to this unit. The learner will: 1 Be able to maintain an efficient use of food resources 2 Understand how to ma