UHC61M Fish and shellfish

Transcription

1 UHC61M Fish and shellfish Unit reference number: D/615/0890 Level: 2 Guided Learning (GL) hours: 30 Overview The aim of this unit is to develop learners knowledge, understanding and practical skills in preparing and cooking fish and shellfish. Learners will investigate different types of fish and shellfish so they have an understanding of the range available. Learners will develop their practical skills and focus on the production of fish and shellfish dishes demonstrating preparation, cooking and finishing skills. Learners will review a finished dish and identify strengths and areas for improvement. Learning outcomes On completion of this unit, learners will: LO1 Know the different types of fish and shellfish LO2 Know how to prepare fish and shellfish dishes LO3 Know how to cook and finish fish and shellfish dishes LO4 Be able to produce fish or shellfish dishes Version 4 1

2 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: Prepared a minimum of 2 different types of fish - Flat - Round - Oily Used all filleting techniques - Removing pin bone - Removing rib bones - Removing spine - Trimming Used a minimum of 3 cuts of fish - Darne - Goujon - Suprême - Tronçon - Délice - Paupiette Prepared a minimum of 1 type of crustacean - Prawns - Crabs - Lobsters Prepared a minimum of 1 type of molluscs - Univalve - Bivalve - Cephalopods Used a minimum of 8 preparation methods in line with dish requirements - Trimming - Skinning - Filleting - Stuffing - Cleaning - Removing shell - Washing - Coating - Marinating - Line appropriate moulds/basins or shape pastes 2

3 Used a minimum of 5 cooking methods - Grilling - Roasting - Baking - Shallow fry - Deep fry - Poaching - Steaming Used a minimum of 2 sauces - Béchamel sauce - Brown sauce - Jus - Velouté sauce - Miscellaneous sauce - Warm emulsion sauce Used a minimum of 1 accompaniment - Flavoured butters/oils - Dressings - Appropriate garnish for dish specifications Presented the dishes ready for service using all appropriate finishing skills - Plating suitable for service style - Tasting and adjusting seasoning if required - Carving/slicing - Checking temperature The portfolio must be completed prior to learners undertaking the graded practical skills test. Whilst the portfolio will not be graded, it may be sampled by the VTCT External Quality Assurer (EQA). Evidence from the graded practical assessment must also be presented in the portfolio. 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: Preparation of fish or shellfish for cooking Cooking a fish or shellfish dish Finishing a fish or shellfish dish 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

4 3. External examination Whilst the theory content of LO1, LO2 and LO3 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 (mandatory units). Assessment coverage will vary year on year, although all mandatory units 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. 4

5 Unit content LO1 Know the different types of fish and shellfish Learners must know types of fish: Flat white sole, plaice, turbot, flounder, halibut, brill Round whiting, cod, grey mullet, pollock, hake, haddock, sea bass Oily fish salmon, trout, mackerel, sardines, sprats, herrings, tuna Freshwater zander, perch, rainbow trout, pike, carp, eel, tilapia Miscellaneous grouper, swordfish, shark, skate, monkfish, red snapper, John Dory Learners must know cuts of fish: Darne, tronçon, fillet, délice, suprême, goujon, paupiette Learners must know types of shellfish: Crustacean have an external shell and jointed limbs, for example - Prawns - Crabs - Lobsters Molluscs, for example - Univalves have a single shell whelks, winkles - Bivalves have two shells mussels, scallops, razor clams - Cephalopods do not have a shell octopus, cuttlefish, squid Learners must know the quality points for different types of fish: Smell there should be a delicate, pleasant odour of the sea Appearance nice shine, slippery to the touch, moist, glistening skin Scales should look shiny, be firmly attached and strong Skin should be firm, colourful, glossy and firmly attached to the bones Eyes should be clear, bright, translucent and protruding Gills should be deep red, shiny and moist Flesh should be firm to the touch, bright white or pink Learners must know the quality points for different types of shellfish: Shellfish are easily contaminated by pollutants so it is best to buy shellfish that are still alive. If not bought live, then shellfish should be frozen or cook-chilled as soon as possible after being caught to preserve their quality Fresh lobsters, crabs, crayfish and crawfish should be checked on delivery to make sure they are heavy in relation to their size, that they are alive and a reasonable size Check for signs of damage to the shell and or claws Bivalve mollusc shells must be tightly closed, of a good size, be heavy in relation to their size and mainly clean of mud and barnacles. The shells should not be damaged If mollusc shells are open they should close immediately when lightly tapped, if not they should be disposed of in line with organisational guidelines Molluscs should smell of fresh seawater Raw and cooked shellfish will deteriorate quickly so they need to be used immediately Learners must know the importance of quality points for fish and shellfish: Fish and shellfish that are not fresh can cause food poisoning, especially if eaten raw. Quality checks help prevent this 5

6 Learners must know preservation methods for fish and shellfish: Pickling - A method of submerging the food item in brine or vinegar e.g. whelks, prawns and cockles. Rollmops are herrings that are cleaned, filleted, rolled and pickled in vinegar Salting - Mainly used for white, round fish, e.g. cod. The fish is covered with a good quality sea salt that is used to draw out the moisture. It is then dried to preserve it. Salted fish needs to be soaked in water to reconstitute it before cooking Smoking - Fish can be prepared smoked whole or gutted. The fish is soaked in a mixture of salt and flavourings, drained, washed and hung on racks. It can then be smoked in a smoking chamber. Fish is cured at between C. Cold smoking dries out the fish and lengthens the shelf life. Cold smoking takes over 5 hours at temperatures of no more than 33 C Canning - Fish is preserved in a liquid e.g. oil, brine or sauce and sealed in an airtight container and then heated to kill any microorganisms that can cause food to spoil. Oily fish are popular for canning e.g. anchovies, sardines, tuna Learners must know the advantages and disadvantages of different preservation methods: Slow down spoilage and prevent growth of bacteria, change in texture, change in nutritional value, change in appearance, change in aroma, change in taste, amount of storage space needed, prepare food items in advance, allows use of fish that is out of season Learners must know how to buy fish and shellfish: Fish stocks have been greatly depleted and there is a strict fishing policy in place to prevent overfishing of certain species of fish Traceability and source sustainable sources of fish, regional specialties for example Scottish salmon, oysters from the River Exe, Devon; Cockles from Penclawdd, Wales; crabs and lobsters from Cromer, Norfolk; smoked kippers from the Isle of Man Cost and value for money, e.g. buying mid-season Ecological impact using fish that are not endangered or threatened by over-fishing and using fish that are caught using sustainable methods which do not endanger other sea life Learners must know how to store fish and shellfish: If fresh fish cannot be used on the day it is purchased then it needs to be stored. Under current regulations, it is recommended that it should be at 1 C in a refrigerator that is only used to store fish and shellfish. It should be covered with a clean, damp cloth and under crushed ice Frozen fish is usually frozen at sea as trawlers can be at sea for long periods of time. Also to prevent contamination, fish needs to be frozen as soon after being caught as possible. The ice crystals created when fish is quickly frozen minimise the damage to the flesh and water absorption Frozen fish must, under current regulations, be stored at a maximum of -18 C in a deep freeze cabinet. Defrosted fish should never be refrozen as it is a health hazard. When defrosting fish it should be placed in the fridge where it cannot come into contact with any other food item Refrigerated/frozen fish needs to be covered/labelled/dated, recording important labelling information in line with current regulations, with any allergen information recorded 6

7 LO2 Know how to prepare fish and shellfish dishes Learners must know the tools and equipment used to prepare fish and shellfish: Appropriate to task - Knives filleting knives - Correct colour-coded chopping boards - Fish scissors - Chopping boards - Trays - Bowls - Pans - Ladles - Spoons - Tongs - Conical strainer - Palate knife - Bowls - Moulds - Specialist equipment food processor, mincing machines - Protective gloves Learners must know how to select fish and shellfish: To meet dish specification - Cut, size, number and size of portions needed, amount of trimming required Quality of fish and shellfish - Look, freshness, colour, smell, cost considerations Learners must know the skills and techniques when preparing fish and shellfish including: Trimming e.g. fins, bones from the belly side of a fish when filleting Skinning e.g. removing the skin from filleted fish Filleting e.g. taking the fish off the bone Stuffing e.g. a filling used to add flavour Cleaning e.g. washing, removing scales, gutting Removing shell e.g. shucking oysters Washing e.g. to remove dirt, grit, blood Coating e.g. to protect the fish/shellfish Marinating e.g. to add flavour to fish/shellfish Lining appropriate moulds/basins e.g. to create shapes, stop from sticking to moulds/basin Learners must know how to management waste when preparing fish and shellfish: Portion control - Dish specification and size of the fish or fish cut being used will determine the portion size - Fish between 100g 140g per portion - Oysters are served as 6 or a dozen - Mussels approximately 500g per portion - Scallops between 1 and 3 depending on dish and size of scallops 7

8 Minimise waste - There is a lot of waste when filleting fish, about 50%, so care must be taken and great knife skills are needed - Preparing and cooking the whole fish, some cuts such as tronçons and darnes create less waste - Bones can be used to make fish stock - Using correct tools and equipment Make sure knives are sharp, use the correct knife for the task in hand, ensure the equipment is in full working order so maximum yield is achieved, make sure the scales are correctly calibrated for accuracy The importance of using the correct tools and equipment - The use of correct knives that are sharp will ensure that the tasks are conducted with precision with minimum waste/damage to the flesh Learners must know the types of sauces used with fish and shellfish: Sauce - Bercy sauce, Normandy sauce, Beurre Blanc, tartare sauce, Marie Rose sauce - Béchamel Mornay, mustard, cream, parsley Fish velouté, mushroom velouté Miscellaneous sauces Aïoli Warm emulsion sauces Hollandaise sauce Learners must know the types of garnish and accompaniments served with fish and shellfish: Sauces Flavoured oils chilli, curry, lemon Flavoured butters garlic and parsley, bordelaise, mustard Garnishes crispy skin, herbs, micro herbs 8

9 LO3 Know how to cook and finish fish and shellfish dishes Learners must know the tools and equipment used to cook: Oven Stove top Griddle Grill Deep fat fryer Pans frying pan, sauté pan, saucepan Roasting tray Spider/skimmer Ladle, spoon Tray Learners must know cooking methods for fish and shellfish: Roast - Good method for fish Grill - Dry cooking method used for thick cuts of fish with the skin on - The cuts are usually seared in a frying pan in hot oil and then put into the oven to roast for a short period of time - Small whole fish, most cuts and types of fish can be grilled as well as some shellfish, such as crustaceans - A dry cooking method with heat from above or under the fish, such as under a salamander, or on a chargrill/bbq Shallow fry - Good method for both fish and shellfish - Adds colour to the fish/shellfish - Dry cooking method using a frying pan and fat such as oil - Meunière is a term commonly used to describe fish that has been shallow fried - Small whole fish and most cuts and types of fish can be shallow fried Deep fry - Good method for both fish and shellfish Boil - Fish and shellfish are usually covered in a batter or crumb to protect the fish/shellfish from the high temperatures of around 170 C/180 C - The food item cooked is submerged in fat, usually oil - A deep fat fryer should be used in order to control the heat - Most common method of cooking shellfish - Wet cooking method using a liquid that covers the fish or shellfish such as water, milk or a bouillon - Suitable for large whole fish such as salmon or turbot or fish cuts on the bone. A very gentle boil at around C is needed to prevent damage to the fish - A fish kettle may be used 9

10 Poach Steam Stew Bake - Wet cooking method where the temperature of the liquid is at around 75 C to 85 C - A popular method of cooking fish - The fish needs to be just covered in liquid fish stock, and covered with buttered baking parchment - A similar method to boiling and poaching and suitable for fish or shellfish - Fish should to be placed on a buttered tray and covered with buttered baking parchment. Steaming is a quick and healthy method of cooking - Steaming is an effective way of cooking a large number of portions - Not widely used to cook for fish and shellfish except for some traditional and specialist dishes Bouillabaisse and Moqueca de peixe baiana - A slow method of cooking in the minimum amount of liquid, water, stock or sauce with the addition of other ingredients, for example vegetables, aromatic herbs, fish stock and wine. The food and the cooking liquid are served together - Suitable for whole, filleted or portioned fish and some shellfish - Fish can be stuffed before baking and brushed with butter or oil, wrapped in pastry, covered with a crust or cooked in a sauce - Portions of fish can be baked in buttered dishes and basted frequently Learners must know how to cook different cuts and types of fish and shellfish: Fish Cod Coley Dover sole Haddock Hake Halibut John Dory Lemon sole Mackerel Monkfish Plaice Red mullet Red snapper Salmon Sardines Sea bass Cooking method(s) Baking, deep frying, grilling, poaching, roasting, shallow frying, steaming Boiling, deep frying, grilling, shallow frying Deep frying, grilling, poaching, shallow frying Baking, deep frying, grilling, poaching, shallow frying, steaming Baking, grilling, poaching, shallow frying Baking, grilling, poaching, roasting, shallow frying, steaming Baking, poaching, shallow frying Baking, deep frying, grilling, poaching, shallow frying Baking, grilling, BBQ, roasting Baking, roasting, shallow frying, steaming Baking, deep frying, grilling, shallow frying, steaming Baking, grilling, roasting, shallow frying Baking, grilling, poaching, shallow frying Baking, boiling, grilling, BBQ, poaching, roasting, shallow frying, steaming Grilling, BBQ, shallow frying Baking, grilling, poaching, shallow frying, steaming 10

11 Shellfish Mussels Cockles Clams Scallops Oysters Prawns Squid Lobster Cooking method(s) Boiling, BBQ, steaming Boling, stewing, steaming Steaming, stewing Grilling, BBQ, shallow frying Baking, deep frying, grilling, poaching, shallow frying Boiling, grilling, BBQ, poaching Deep frying, grilling, BBQ Boiling, grilling, BBQ, poaching Learners must know how to make dishes healthier: Choosing alternative cooking methods e.g. steaming, poaching, grilling instead of frying Using healthier finishing methods e.g. do not add butter to the dish, use a low fat sauce without cream Learners must know how to finish fish and shellfish dishes: Taste and adjust seasoning (if required) Seasoning, balance of flavour Use of suitable garnish and amount used Portion control, consistency of size and shape Checking temperature - Comply with current food safety regulations - Suitable for dish requirements Plating design - How the food items are placed on the plate/dish - Overall presentation of the dish Plating suitable for service style - Choice of plate/dish e.g. colour, size, shape, depth 11

12 LO4 Be able to produce fish or shellfish dishes 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 - Facial hair must be covered with a beard 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 on where food was obtained and this information should be shown on demand known as traceability Food additives - Only use an approved additive - Only use it 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 Ensure food contact materials do not transfer anything to food they touch Ensure 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): Hazard Analysis Critical Control Points (HACCP) are an internationally recognised food safety management system. 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 Keeps food safe from biological, chemical and physical hazards 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 meets dish requirements Work with accuracy, reduced waste, maximum yield Work with consistency Use appropriate skills and techniques 12

13 Prepare fish or shellfish in line with dish requirements: Use of skills and techniques when preparing fish or shellfish - Trimming - Skinning - Filleting - Stuffing - Cleaning - Removing shell - Washing - Coating - Marinating Use tools and equipment appropriately - Knives, e.g. boning knives - Correct colour-coded chopping boards - Knives - Fish scissors - Chopping boards - Trays - Bowls - Pans - Ladles - Spoons - Tongs - Conical strainer - Palate knife - Bowls - Moulds - String for tying - Specialist equipment food processor, mincing machines - Protective gloves Quality points for fish and shellfish - Smell - Appearance - Scales - Skin - Eyes - Gills - Flesh 13

14 Cook fish or shellfish in line with dish requirements: Roast Grill Shallow fry Deep fry Boil Poach Steam Stew Bake Finish fish or shellfish dish to meet dish requirements: Garnish Sauce Seasoning Flavour Consistency Check temperature before serving to ensure the correct temperature is reached Presentation of dish Manage portion size Check colour is it appealing? Present in style suitable for service plated, silver, buffet Check final presentation before going to the pass Refrigerated/frozen at correct temperature, covered, labelled, dated Identify strengths and areas for improvement to the dish: Taste, texture, appearance, flavour combinations, use of dressings, sauces and garnishes, plating Appropriate use of skills, techniques and cooking methods 14

15 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: LO4 Be able to produce fish or shellfish dishes P1 Comply with uniform and personal appearance standards 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 M1 Use the work space effectively M2 Use skills with confidence and accuracy whilst minimising waste M3 Use effective team working skills to meet the needs of the service session D1 Create a finished dish that reflects attention to detail and creativity D2 Explain improvements that could be made to the dish P5 Prepare fish or shellfish in line with dish requirements P6 Cook fish or shellfish in line with dish requirements P7 Finish fish or shellfish dish to meet dish requirements P8 Identify strengths and areas for improvement to the dish 15

16 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. Learners 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 routines 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 Prepare fish or shellfish in line with dish requirements Learners must show they are able to prepare food items for a fish or shellfish dish, using appropriate skills. Learners will check the fish or shellfish for quality points and the suitability for the dish requirements. Learners should work independently when preparing food items using the appropriate tools and skills to meet the dish requirements, e.g. when skinning and filleting a fish the learner will use fish scissors to remove the gills of the fish before they use a filleting knife to fillet the fish and fish tweezers to remove any small bones from the fillet; there will be minimal wastage. If preparing prawns, they will be able to remove the shells efficiently, then devein the prawns and wash them before cooking. They will show consistency and accuracy during their preparation. Learners will select the correct tools and equipment to prepare the dish and use the equipment and tools appropriately. For example, when filleting fish a filleting knife is used. 16

17 P6 Cook fish and shellfish in line with dish requirements Learners must select the appropriate cooking method for the dish, e.g. when making langoustines en papillote they ensure that the baking parchment folds over the open edge and ensure that the seal is secure. Learners will know that Langoustines en papillote only needs to be cooked for 6 minutes in oven. Learners must show they know how to use the cooking method effectively to meet the dish requirements. The cooking method will be implemented accurately. For example, if deep frying goujons of lemon sole it is important that the goujons are fried until a golden colour. Learners will select the correct tools and equipment to cook the dish and use the equipment and tools appropriately, e.g. using a bain-marie when making a delicate fish mousse. P7 Finish fish and shellfish dish to meet dish requirements Learners will finish the dish with appropriate sauces and/or accompaniments and garnishes, e.g. a sauce needs to add to the flavour of the fish or shellfish dish rather than overpower the other flavours. Learners will consider the plating of the dish to enhance its visual appeal. The plating style will consider the type of dish, e.g. for fish and chips, the fish needs to be grease free, and the batter needs to be golden brown and look crispy. The chips need to look crispy and could be served in a stack, the tartare sauce may be in a dish on the side of the plate and the mushy peas served in a small bowl so as not to make the batter soggy. P8 Identify strengths and areas for improvement to the dish Learners must be able to identify the main strengths of the dish and areas that may need some improvement. For example, learners prepared, cooked and finished moules marinières, which they have served in a deep bowl topped with chopped parsley and served with rustic chunks of fresh bread. The identified strengths of the dish may be the depth and flavour of the cooking liquid which adds great flavour to the perfectly cooked mussels. An identified area for improvement may be the use of a deep bowl, which has made it more difficult for the diner to eat the mussels. The idea was to make the most of the cooking liquid to add flavour, but the deep dish made it rather messy for the customer as they had to put their fingers into the liquid to access some of the mussels. M1 Use the work space effectively Throughout the mise en place and service learners should work effectively and hygienically. The bench/work space should be clear and cleaned at the end of each task. Learners should dispose of any waste as they go along and their tools and equipment should be cleaned and put away, when they have finished using them. The work space should be organised and set out to allow them to work in a logical order. The learner must show they can work in a disciplined way, following their mise en place work plan. 17

18 M2 Use skills with confidence and accuracy whilst minimising waste Learners show that they can carry out tasks with confidence, completing the task within an industry expected time frame. Tasks are carried out demonstrating skills with accuracy while minimising waste, e.g. when filleting fish there is minimal flesh left on the bones. Learners have used a filleting knife to ensure fillets are clean and tidy. Learners clearly show that they know what they are doing and confidently carry out the tasks and that their knife skills show accuracy and deftness. M3 Use effective team working skills to meet the needs of the service session Learners must show that they can communicate effectively with others to ensure that the dishes reach the pass at the correct time. They will talk to and work with their own and other section teams to ensure all the dishes, for the same order, arrive at the pass at the same time. Learners will clearly show they can manage their time and use their skills to produce dishes at the correct time and work as part of the kitchen team (not just in their section team), to contribute to the smooth running of the service. D1 Create a finished dish that reflects attention to detail and creativity For P7 the dish must be perfectly presented, with no drips or marks on the plate or serving dish. For D1 the plating could be creative, modern or on trend. The presentation is clean, appealing and shows exceptional attention to detail. The food items, any accompaniments and garnish are prepared for presentation, in the correct proportion and add to the appearance of the dish. For example, when plating seared scallops with pea puree and mint dressing, the learner serves 3 scallops per portion, they place a scallop on the top of 3 rounds of pea purée set at equal distance across the long rectangle plate, the smooth pea purée is slightly larger than the scallop. The mint dressing is drizzled across the 3 scallops and then pea shoots are carefully placed around the plate. The plating will follow a trend in the industry and preserve the balance of the dish. D2 Explain improvements that could be made to the dish Learners will identify areas for improvements and explain recommendations to improve the dish. This could focus on the cooking methods used, the flavour combinations or the presentation of the finished dish. For example, learners may identify that the plating needs to be more appealing to the customer and that using a different shaped plate or a large bowl would create a better first impression. They explain that they could have used a shallow bowl instead of deep plate to serve their moules marinières as this would have made eating the mussels easier for the customer. The addition of some fresh thyme whilst frying the onions and garlic would have added another flavour and enhanced the dish. Alternatively, the learner may focus on the flavour combinations or flavour balance and may suggest they could have used cider instead of white wine to make the dish more current and on trend. 18

19 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: / ISBN-10: Marcus Wareing, Shaun Hill, Charlie Trotter, Lyn Hall, Annelise Evans. Knife Skills Paperback. Publisher: DK (1 August 2012) - Language: English - ISBN-10: ISBN-13: Zwilling J.A. Henkels. Complete Book of Knife Skills: The Essential Guide to Use, Techniques & Care. Publisher: Robert Rose Inc; Spi edition (29 Nov. 2010) - Language: English - ISBN-10: ISBN-13: Recommended websites: Good Fish Guide: has guidance on what fish to eat and which fish to avoid to help manage our fish resources. 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 preparing, cooking and finishing fish and shellfish dishes 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 session and 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 should be delivered before and applied through UHC61M Fish and shellfish. 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 should be delivered before, and applied through UHC61M Fish and shellfish. 19

20 UHC62M Vegetables and vegetable dishes There is an opportunity to use vegetables as side dishes when producing a dish for the graded assessment for UHC61M Fish and shellfish. UHC62M Vegetables and vegetable dishes unit can be delivered before, or integrated with the delivery of UHC61M Fish and shellfish. UHC63M Stock and soups As stock forms the basis of many sauces there is an opportunity to use the stock made as part of the portfolio assessment when cooking fish and shellfish dishes and as part of the graded assessment for UHC61M Fish and shellfish. UHC63M Stock and soups can be delivered before, or integrated with the delivery of UHC61M Fish and shellfish. 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. 20