uhc68m finishing techniques...lo2 be able to use different finishing techniques version 5 2...
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UHC68M Finishing techniques
Unit reference number: L/615/0903
Level: 2
Guided Learning (GL) hours: 30
Overview
The aim of this unit is to develop learners’ knowledge, understanding and practical skills in finishing techniques and decorative items. Learners will produce display items using a variety of techniques. They will know the importance of controlling time, temperature and environment to produce a quality end product. Learners will develop the skills to finish various dishes using different techniques and will understand how to store items correctly.
Learning outcomes
On completion of this unit, learners will: LO1 Know a variety of finishing techniques
LO2 Be able to use different finishing techniques
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Assessment requirements
Learners must complete all four assessment requirements related to this unit:
1. Portfolio 2. Graded practical assessment 3. External examination 4. Graded synoptic assessment
1. Portfolio
Learners must produce a portfolio. At a minimum the portfolio must contain evidence that the learners have:
Used a minimum 7 skills and techniques when preparing decorative items - Weighing
- Measuring
- Mixing
- Dividing
- Cutting
- Adding colour
- Rolling
- Shaping
- Piping
Used a minimum of 10 finishing techniques and methods - Piping
- Moulding and shaping
- Cutting pastillage shapes
- Basic sugar work
- Simple stencils
- Dipping
- Sticking in place
- Piping
- Rolling
- Cutting
- Assembling
- Sticking together
- Demoulding
- Glazing
- Dusting
- Brushing
- Sprinkling
- Portioning The portfolio must be completed prior to learners undertaking the graded practical skills test. Whilst the portfolio will not be graded, they may be sampled by the VTCT External Quality Assurer (EQA). Evidence from the graded practical assessment must also be presented in the portfolio.
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2. Graded practical assessment
Learners must carry out a complete practical assessment which will be observed, marked and graded by centre assessors. The grade achieved in the graded practical assessment will be the grade awarded for the unit. The graded practical assessment must take place in a real or realistic working environment. At a minimum the graded practical assessment for this unit must cover:
A range of finishing techniques
Recorded professional discussion can also be used as an assessment method attached to the graded practical assessment and is particularly useful for gathering evidence for criteria related to evaluation and reflection. Professional discussions should be planned and recorded.
3. External examination
Whilst the theory content of LO1 may be naturally assessed in the graded practical assessment, they will be tested by an external examination towards the end of the period of learning. External examinations will test knowledge and understanding from across the whole vocational area (mandatory units). Learners should use the unit content section of this unit to aid revision since exam questions will test the full breadth of this section. External examinations will be set and marked by VTCT and will contribute to the overall qualification grade.
4. Graded synoptic assessment
In the last term or final third of their qualification, learners will be required to undertake a graded synoptic assessment. This will require learners to carry out a range of practical skills from across the whole vocational area (all mandatory units). Assessment coverage will vary year on year, although all services will be covered over time. VTCT will set a brief for centres which will detail the food items to be used in the graded synoptic assessment. Grading descriptors for the synoptic assessment will also be provided by VTCT. The graded synoptic assessment will be marked and graded by centre staff and externally verified by VTCT. The graded synoptic assessment will contribute to the overall qualification grade.
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Unit content
LO1 Know a variety of finishing techniques
Learners must know the food items that require the use of finishing techniques: Finishing a product in an important part of making the product look fantastic, meets the customers’ expectations and add flavour and texture
Cakes and sponges for example: - Birthday cakes, wedding cakes, Easter cakes, cupcakes, gateaux
Patisserie products and fermented dough products for example: - Éclairs, Savarin
Biscuits
Desserts Learners must know the different types of decorative items:
Types - Nougatine – caramel mixed with almonds that have been toasted. Other nuts
can be used, e.g. hazelnut or peanuts
- Praline – made from caramelised sugar and almonds then ground or crumbled to use either as a filling or added to other fillings such as chocolate
- Pastillage – a thick sugar paste made from gelatine water, cream of tartar, icing sugar and corn starch can be used to make models and showpieces. When dry the pastillage becomes hard and brittle so care needs to be taken when assembling items
- Marzipan – made from ground almonds, icing sugar and egg white and made into a dough. Can be flavoured and used to decorate, make into figures and moulded decorations or used to top a cake before Royal or fondant icing is used
- Icing Fondant icing – made from sugar, water, cream of tartar or liquid
glucose boiled until reaches a soft ball shape. The mixture makes a dough which can be coloured and flavoured to cover products
Royal icing – a fluid paste made from whisked egg whites, icing sugar and lemon juice that sets to a firm consistency
Buttercream
Basic – made with butter/shortening, icing sugar, vanilla extract and lemon juice
French buttercream – made from caster sugar, butter and egg yolks
- Basic sugar work – using caramel made from boiling sugar made from cold water, caster sugar and glucose. Can be used to make sugar spun cages, or sugar spun threads
- Chocolate based items e.g. ganache, run-outs, cut-outs. Three main types of chocolate
Milk – 10-20% cocoa solids
White – low cocoa content and more difficult to work with
Dark – 60-85% cocoa solids
Very versatile product that can be used to add flavour to other items, e.g. buttercream or create chocolate product, e.g. chocolate curls
- Miscellaneous – edible glitter, popping candy
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- Meringue Italian – the sugar and water is melted and then poured into whisked
egg whites and cream of tartar to create a thick, glossy meringue
French – the egg whites are whisked with sugar to form peaks. The meringue then needs to be cooked
Swiss – this type of meringue requires the egg whites, sugar and cream of tartar to be whisked over hot water until the sugar dissolves, then continued to be whisked away from the heat until stiff, glossy peaks are formed
Learners must know the ingredients used for finishing techniques:
Types - Sugar – the main types we use come from sugar cane. The colour and texture
depend on the amount of molasses left in the sugar once it has been refined. The main types of sugar are:
Caster – a fine grained sugar
Granulated – a coarse sugar
Icing sugar – a very fine powdered sugar
Liquid glucose – thick clear liquid made from corn starch
Dark brown muscovado sugar – made from raw cane sugar with a fine grain and distinctive aroma and taste
- Isomalt – a sugar substitute that has fewer calories than sugar, used a lot in the manufacturing of sweets. It has been popular with pastry chefs as it dries to a brittle, hard product with a longer shelf life than products made from sugar so makes excellent decorative items
- Marzipan
- Nuts – used as part of other items such as praline or on their own as decorative items. They can be toasted or roasted to add colour and flavour
- Chocolate White – low content of cocoa solids without the non-fat ingredients
from the cacao bean
Milk – contains 10-20% cocoa solids which includes cocoa and cocoa butter and more than 12% milk solids
Dark – contains up to 12% milk solids and a high content of cocoa solids with little or no milk
Sweet dark – contains 35-45% cocoa solids. A type of dark chocolate that is similar to semisweet
Semi-sweet dark chocolate – contains 40-62% cocoa solids. Used in baking
Bittersweet dark chocolate – must contain at least 35% cocoa solids. Good quality bittersweet chocolate contains 60-85% cocoa solids and the higher the percentage of cocoa solids the lower the sugar content. A good balance of flavour between sweet and bitter
Unsweetened dark chocolate – contains almost 100% cocoa solids and up to 50% cocoa butter. Only used for cooking
Chocolate modelling paste/chocolate pastiche – a chocolate paste used to make flowers/models decorations
- Buttercream/frosting – icing sugar, butter and flavouring
- Egg whites
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Learners must know finishing techniques and methods:
Piping to create a decorative look, add colour for example: - Cream piped into desserts, cakes, sponges
Swirls, rosettes
- Buttercream/frosting to decorate desserts, cakes and sponges Piped flowers, swirls, rosettes, frills
- Royal icing Dots, swirls, writing
- Motifs In chocolate, in icing
Moulding and shaping for example: - Making simple marzipan figures to create a scene
Cutting pastillage shapes to create a design
Basic sugar work – spun sugar to give interest and height
Simple stencils – used as a design guide for creating decorative shapes. Templates can be used, e.g. when creating a design when dusting icing sugar around a cake, or as a guide to pipping designs, e.g. following an outline to create run-outs
Finishing methods and skills - Glazing – adding shine or coating to protect the produce, add flavour, e.g.
Black Forest gateaux glazed with syrup stock flavoured with Kirsch
- Basic sugar work – e.g. a spun cage that can be placed over fruit tarts to add texture and flavour
- Piping – using a piping bag and different sized and shaped nozzles, decorate or fill products, e.g. whipped cream piped around the bottom of a cake to cover where the cake meets the board
- Icing – used to cover products and to pipe onto products or use fondant icing to make items to create a design. Icing can be coloured using food colouring, e.g. when covering a Christmas cake and making green holly and ivy leaves to decorate the sides and pipe ‘Happy Christmas’ on the top.
- Dipping – products are partially or fully submerged into icing, a glaze or chocolate to finish the products, e.g. hazelnuts dipped in caramel and used to decorate chocolate and hazelnut millefeuille
- Dusting/dredging/sprinkling – when the final product is finished with a fine coating of additional food items to give colour/flavour to the texture, e.g. toasted almonds and icing sugar used to finish a gateau paris-brest
- Cutting – when working with pastillage, shapes can be cut out and used to decorate products
- Rolling – using a rolling pin to roll paste to the size, shape and thickness needed, e.g. rolling fondant icing out to cover a cake, rolling out pastillage to cut shapes from
- Assembling – when all the products needed are brought together and put together to create the final product
- Sticking together – e.g. when 2 macaroons are made in to one item using a filling, e.g. raspberry whipped cream
- Portioning – ensure that the products are of equal size and shape and have the same amount of finish
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Learners must know the importance of quality points of ingredients:
Use by dates for items should be checked before use to ensure freshness and quality
Appearance – ingredients should look as expected, have no signs of damage, mould or pests
Ingredients need to be checked to make sure the quality is as expected as the quality of the ingredients will affect the end product. Out of date products can cause harm if eaten, so having organisational procedures for stock rotation will ensure stock is used within the correct date order
Learners must know tools and equipment used for finishing techniques:
Equipment and tools appropriate for task - Mixing bowls
- Measuring jugs
- Scales
- Sieves
- Spoons
- Whisks
- Spatulas
- Palette knives
- Rolling pins
- Cutters
- Scraper
- Brush
- Mixer
- Saucepan
- Piping bag and nozzles
- Moulds Learners must know how to finish a product using decorative items:
Product requirements, learners must know what the product needs to look like when it is finished:
- Design specification e.g. what is required, what the product is e.g. wedding cake, celebration cake
Size
Shape
Assembly/construction, e.g. batten/stands
Pictures or drawings of the design
What finishes are needed, e.g. glazes, icing, chocolate
- Storage requirements for example: Temperature controlled
Humidity controlled
Packaging to prevent damage
Covered
Labelled, dated will need to be done before service – e.g. add chocolate shards
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Learners must know how to store ingredients:
Room temperature – dry store. Correct temperature in line with current regulations, covered/labelled/dated, recording important labelling information in line with current regulations (allergen information)
Refrigerated at correct temperature in line with current regulations, covered/labelled/dated, recording important labelling information in line with current regulations (allergen information), cooling rapidly below 8 C in 90 minutes or in line with
current regulations, use-by date, used within organisational guidelines, in line with HACCP, separate fridge if possible or separate area of the fridge, comply with current food safety legislation
Frozen at -18 C or below in line with current regulations, covered/labelled/dated,
recording important labelling information in line with current regulations (allergen information), use-by date, used within organisational guidelines, in line with HACCP, comply with current food safety legislation
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LO2 Be able to use different finishing techniques
Comply with uniform and personal appearance standards:
Wear the correct uniform to comply with health and safety, food safety, Personal Protective Equipment (PPE) regulations
- The uniform must be clean
- Hair must be tied back and put under a hat or hair net
- Beards or facial hair must be covered with a net
- Clean apron must be used to prevent cross-contamination
- Nails must be short, clean and unpolished to prevent cross-contamination
- No jewellery should be worn
- No strong smelling perfume or body spray as this will affect the flavour of delicate food items
Comply with food safety and food hygiene standards:
Learners should make sure food is safe to eat - Make sure nothing is added or removed and food is not treated in a way that
makes it harmful to eat
- Unsafe food must be withdrawn and reported to supervisor
- Records should be kept as to where food was obtained and this information should be shown on demand – known as ‘traceability’
Food additives - Only use an approved additive
- Only use if it is approved for use in that food
- Ensure the food additive doesn’t exceed the maximum permitted level
Materials and packaging that can be reasonably expected to come into contact with food are called ‘food contact materials’. These can include: packaging, food processing equipment, cookware, work surfaces
Make sure food contact materials do not transfer anything to food they touch
Make sure food contact materials do not change the food they touch
To keep food safe from bacteria, follow HAACP. Bacteria that cause serious health problems are
- E.coli O157 and campylobacter
- Salmonella, especially with the storage and handling of eggs Apply hazard analysis and critical control points (HACCP):
To avoid hazards. This keeps food safe from biological, chemical and physical safety hazards
Hazard Analysis Critical Control Points (HACCP) are an internationally recognised food safety management. The emphasis is on identifying the critical points in a process where food safety problems (or hazards) could arise. Steps can then be put in place to prevent things going wrong. Keeping records is also an important part of HACCP systems
Produce and follow mise en place work plan:
Plan work to timescales - Mise en place work plan should be realistic and adjusted when necessary
Follow work plan to ensure mise en place is prepared on time and to meet dish requirements
Work with accuracy – reduced waste, maximum yield
Work consistently
Use appropriate skills and techniques
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Produce decorative items to meet product requirements:
Use skills and techniques when preparing decorative items - Weighing
- Measuring
- Mixing
- Dividing
- Cutting
- Adding of colour
- Rolling
- Shaping
- Piping Cook ingredients to produce decorative items to meet product requirements:
Sugar – for poured sugar
Caramel – for nougatine
Melting/tempering chocolate Finish decorative items to meet product requirements:
Skills - Piping
- Moulding and shaping
- Cutting pastillage shapes
- Basic sugar work
Simple stencils
Finishing methods and skills - Glazing – adding shine or coating to protect the produce, add flavour, e.g.
Black Forest gateau glazed with syrup stock flavoured with Kirsch
- Basic sugar work – e.g. a spun cage that can be placed over fruit tarts to add texture and flavour
- Piping – piping using a piping bag and different size and shaped nozzles decorate or fill products, e.g. whipped cream piped around the bottom of a cake to cover where the cake meets the board
- Icing – used to cover produces and to pipe onto products or use fondant icing to make items to create a design. Icing can be coloured using food colouring e.g. when covering a Christmas cake and making green holly and ivy leaves to decorate the sides and pipe ‘Happy Christmas’ on the top.
- Dipping – products are partially or fully submerged into icing, a glaze or chocolate to finish the products, e.g. hazelnuts dipped in caramel and used to decorate chocolate and hazelnut millefeuille
- Dusting/dredging/sprinkling – when the final product is finished with a fine coating of additional food items to give colour flavour to texture, e.g. toasted almonds and icing sugar used to finish a gateau paris-brest
- Cutting – when working with pastillage, shapes can be cut out and used to decorate products
- Rolling – using a rolling pin to roll paste to the size, shape and thickness needed, e.g. rolling fondant icing out to cover a cake, rolling out pastillage to cut shapes from
- Assembling – when all the products needed are brought together and put together to create the final product
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- Sticking together – e.g. when 2 macaroons are made in to one item using a filling, e.g. raspberry whipped cream
- Portioning – ensure that the products are of equal size and shape and have the same amount of finish
Correct colour, texture and flavour - Item specifications
- Appearance
- Check temperature
- Presentation of products
- Check final presentation before being used
Implement correct storage procedures - Refrigerated/frozen at correct temperature, covered, labelled, dated
- Airtight container, labelled, dated Identify strengths and areas for improvement:
Review the finished item, checking – taste, texture, appearance, flavour combinations
Review use of skills, techniques and cooking methods
Strengths or areas to improve may include – use of piping, moulding, shaping, colour, texture, basic sugar work and any other decorative finishing technique
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Assessment criteria
Assessment criteria will be applied to the graded practical assessment. In order to pass this unit, learners must at a minimum achieve all pass criteria. The pass criteria relate to the proficient demonstration of skills and knowledge. All criteria within a given grade must be achieved to be awarded that grade.
Learning outcome
The learner must:
Pass
The learner can:
Merit
To achieve a merit grade, in addition to achievement of the pass criteria, the learner can:
Distinction
To achieve a distinction grade, in addition to achievement of the pass and merit criteria, the learner can:
LO2 Be able to use different finishing techniques
P1 Comply with uniform and personal appearance standards
M1 Use the work space effectively
M2 Use skills with confidence and accuracy whilst minimising waste
M3 Use effective team working skills to achieve the finished result
D1 Create a finished item that reflects attention to detail and creativity
D2 Explain recommendations for the improvements that could be made to the item
P2 Comply with food safety and food hygiene standards
P3 Apply hazard analysis and critical control points (HACCP)
P4 Produce and follow mise en place work plan
P5 Produce decorative items to meet product requirements
P6 Cook ingredients to produce decorative items in line with product requirements
P7 Finish decorative items to meet product requirements
P8 Identify strengths and areas for improvement
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Assessment guidance Assessors must use the amplified assessment guidance in this section to judge whether assessment criteria have been achieved in the graded practical assessment.
P1 Comply with uniform and personal appearance standards
Learners must be professionally presented for practical sessions and assessments. They need to wear the correct uniform and PPE. The uniform must be clean. Hair must be tied back and under a hat and hair and/or beard nets must be worn if appropriate. The learner must have: minimum make-up, no jewellery, no strong smelling perfume/body spray, short and clean unpainted nails.
P2 Comply with food safety and food hygiene standards
Learners must show that they can work within the current food safety regulations throughout the assessment.
Their working methods and behaviour must minimise the risk of cross-contamination and follow appropriate routines and procedures to avoid potentially severe health hazards.
P3 Apply hazard analysis and critical control points (HACCP)
Learners must follow the HACCP procedures throughout the practical assessment.
P4 Produce and follow mise en place work plan
Learners must be able to follow their work plan which must detail the resources needed, the required ingredients to cook and finish the dish and an outline of tasks with time allocations.
The work plan must be realistic and sufficiently detailed. Learners need to follow the plan during mise en place, and make adjustments, as appropriate.
P5 Produce decorative items to meet with product requirements
Learners must show they are able to prepare finished products and items using appropriate skills. Learners will check the ingredients for quality point and the suitability for the product requirements.
Learners should work independently when preparing finishing products and items with consideration to the products requirement, for example: when shaping marzipan items, e.g. snowmen for Christmas cake, learners will be able to do it consistently so all items have the same appearance and size they will also measure and weigh all ingredients independently; they will show consistency and accuracy when preparing a certain amount of the same item or when repeating the same task.
Learners will select the correct tools and equipment to prepare the products and use the equipment and tools appropriately, e.g. using correct cutter for making pastillage flowers.
Items prepared should be suitable to decorate products for service, e.g. either afternoon tea, a buffet or to be served as desserts.
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P6 Cook ingredients to produce decorative items to meet product requirements
Learners must select the appropriate cooking method for the products. For example, when cooking for caramel, suitable tools should be used including thermometer to maintain temperature. The correct temperature of the sugar should be reached and care should be taken when the sugar is being poured into the appropriate moulds as it will be extremely hot.
Learners must show they know how to use the cooking method effectively to meet the product requirements. The cooking method will be implemented accurately. For example, when cooking sugar for caramel, learners will ensure the saucepan used is clean and will cook the sugar to the right temperature/colour avoiding undercooking or overcooking the product.
Learners will select the correct tools and equipment to cook the products and use the equipment and tools appropriately. For example, a suitably sized saucepan is selected to enable the effective cooking of caramel.
P7 Finish decorative items to meet product requirements
Learners must use the appropriate finishing techniques for the chosen items and products.
The products must be correctly presented with the suitable decorative items showing the techniques used. The products should be presented in a style suitable for the service situation, plating should be precise and every item must be the same in terms of presentation, portioning and overall look. For example, chocolate cigarettes should all have the same appearance and size.
P8 Identify strengths and areas for improvement
Learners must be able to identify the main strengths of the dish and areas that may need some improvement.
For example, if the learner has decorated a three-layer birthday cake. The identified strengths may be they have piped lemon flavoured buttercream as the filling and covered the sides of the cake with the lemon flavoured buttercream. They have covered the top of the cake with piped buttercream yellow flowers. All sides are smooth and the flowers on the top of the cake are designed to get smaller in size as they go from the centre to the outside of the cake. The learner is pleased with the overall look of the cake and the piping work creates an interesting design on the top of the cake.
Identified areas to develop may include that the addition of some colour to the cake would improve the appearance, e.g. the pale yellow buttercream flowers could have been a brighter yellow. Another area to develop may be how they plated the cake, e.g. they may decide that the use of a silver stand was the best way to present the cake.
M1 Use the work space effectively
The planning for the mise en place supported learners, enabling them to use their time effectively and efficiently.
Learners were well organised, carried out all tasks effectively and maintained a clean work space.
The production of decorative items runs smoothly and learners work using a calm and professional approach.
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M2 Use skills with confidence and accuracy whilst minimising waste
Learners must show that their skills reach a consistently high standard.
Learners must demonstrate skills with efficiency, by working systematically and methodically when preparing decorative items, whilst also minimising waste. Learners must work at a pace that is representative of a real working environment, completing the tasks within the timescales set.
Learners must carry out finishing techniques with precision, for example, piping should be accurate on all products and show consistency of shape and placement.
M3 Use effective team working skills to achieve the finished result
Learners must show that they can communicate effectively with others to ensure that they produce the finish required.
Learners will communicate with other sections, as well as members of their own section to ensure that all the products needed are finished at the required time and meet the customer’s needs.
Learners will clearly show they can manage their time and use their skills to finish products within an appropriate time-frame.
D1 Create finished items that reflects attention to detail and creativity
Learners are able to discuss their approach to the practical assessment.
Learners will show they understand how their performance has impacted on the overall quality and presentation of products including their skills level. Learners will identify areas for improvements and reflect on how recommendations for improvements will improve the product.
This could focus on the cooking methods used, the flavour or colour combinations or the presentation of the finished products. For example, the learner has piped roses over the top of the cake starting with a large one in the centre and the flowers get smaller towards the outside edge of the cake. The roses are different sizes and each size is a different shade of the same colour. This adds a visual dimension to the cake. The learner then adds some edible glitter to make the cake sparkle and add the ‘wow’ factor they were looking to create.
D2 Explain improvements that could be made to the item
The final product must have a professional appearance that is suitable for display in a service situation. The presentation and finishing are faultless and the shape and size of the decorative items used complement the products and enhance their appearance. All food items should be placed strategically to create an excellent looking product.
The overall look of the product should be of a consistently high standard, particularly the decorative items and overall look of the products. For example, learners may explain that the overall look of the cake could have been improved if they piped larger flowers all over the top and sides of the cake rather than just the top. Alternatively, they may explain that their icing could have been a mix of yellow colours to add depth. They may also explain that presenting the cake on a silver cake stand made it look too much like a wedding cake and decide that next time they would consider using a glass plate or gold board to improve the appearance.
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Resources
The special resources required for this unit are access to a real or realistic working environment. Recommended text books:
Cengage Professional Chef Level 2 Diploma 2e edition ISBN-13: 9781408039090/ISBN-10: 1408039095
Professional Patisserie: Neil Rippington, Mick Burke, Chris Barker Hodder Education ISBN-10: 1444196448/ISBN-13: 978-1444196443
Recommended websites:
www.cengage.co.uk
www.cengagebrain.com
Delivery guidance
Teachers are encouraged to use innovative, practical and engaging delivery methods to enhance the learning experience. Learners may benefit from:
Meaningful employer engagement so they relate what is being learned to the real world of work and understand commercial competency and the use of products, tools and equipment when finishing food products
Work experience within a professional kitchen so they can practise their skills in a real environment
Using interactive information and technology, systems and hardware so they can learn about concepts and theories, research current trends, research product knowledge and produce visual aids
Links with other units
This unit is closely linked with the following units:
UHC70M Food safety and hygiene in the kitchen
Food safety and hygiene in the kitchen should be embedded in all practical sessions and assessments. Learners need to know how to follow the regulations and guidelines to create a safe working environment and to produce food that is safe to eat and sell. UHC70M Food safety and hygiene in the kitchen unit should be delivered before, and applied throughout the UHC68M Finishing techniques unit.
UHC52M Planning and preparing for service
Planning is the key to success, therefore learners will be required to create and follow a mise en place time plan for their practical assessments, as included in this unit’s specification. UHC52M Planning and preparing for service unit should be delivered before, and applied through the UHC68M Finishing techniques unit.
UHC67M Biscuits, cakes and sponges
Learners can use the products from the UHC68M Finishing techniques and finish these products as evidence for UHC67M Biscuits, cakes and sponges. There is an opportunity to assess UHC68M Finishing techniques with UHC67M Biscuits, cakes and sponges for both the portfolio evidence and the graded practical. The biscuits, cakes and sponge unit can be delivered before, or integrated with delivery of the finishing techniques unit.
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Graded synoptic assessment
At the end of the qualification of which this unit forms part, there will be a graded synoptic assessment which will assess the learner’s ability to identify and use effectively in an integrated way an appropriate selection of skills, techniques, concepts, theories, and knowledge from a number of units from within the qualification. It is therefore necessary and important that units are delivered and assessed together and synoptically to prepare learners suitably for their final graded assessment.