UHC17X Produce petit fours

Transcription

1 UHC17X Produce petit fours Unit reference number: F/507/5512 Level: 3 Guided Learning (GL) hours: 60 Overview The aim of this unit is to develop your knowledge, understanding and practical skills in the production of petit fours. Petit fours means little ovens ; they are small sweet items served at the end of the meal, usually with coffee. They are often chocolate, sugar or biscuit-based and are prepared skilfully and patiently using a variety of methods and techniques. You will learn the characteristics of different types of petit fours, their preparation methods, the equipment required and safe working methods. You will also learn how to perform operations in line with current professional practices using traditional, classical and modern techniques. You will understand the importance of checking for quality, identifying and correcting faults in petit fours. Learning outcomes On completion of this unit learners will: LO1 Know how to produce and finish petit fours LO2 Be able to produce and finish petit fours Version 8 1

2 Assessment requirements Learners must produce a portfolio of evidence which includes: 1. Service portfolio 2. Summative practical assessment 1. Service portfolio Learners must produce a service portfolio that includes evidence of practical assessment carried out with proficiency. At a minimum the service portfolio for this unit must include all of the following: Cooked a minimum of 2 categories of petit fours - Glacés for example blackcurrant jellies, fruit in caramel, fondant dips, pâté de fruit - Sec for example macaroons, poppy seed tuiles, coconut tuiles, Florentines - Confiserie variée for example Turkish delight, white chocolate fudge, marshmallow, dipped chocolates, moulded chocolates, truffles Used a minimum of 6 techniques for the production and finishing - Melting - Piping - Dipping - Boiling sugar - Baking - Cutting - Cooking sugar - Tempering chocolate - Shapes - Finishes Produced a minimum of 4 fillings, glazes, creams and icings for petit fours - Chocolate - Chocolate glaze - Chocolate ganache - Flavoured buttercream - Fondant - Icing sugar - Spice sugar Carried out all quality checks - Temperature while preparing and cooking - Consistency - Uniform size - Suitable size - Flavour - Colour - Texture 2

3 Considered all correct storage procedures - Covered - Labels and dates - Appropriate temperature - Area humidity control Evidence from the one summative practical assessment must also be presented in the service portfolio. The service portfolio is a requirement which must be completed prior to learners undertaking the one summative practical assessment. 2. Summative practical assessment Learners must carry out a complete assessment which will be observed, marked and graded by centre assessors. The grade achieved in the practical assessment will be the grade awarded for the unit. The practical assessment must take place in a real or realistic working environment. At a minimum the practical assessment for this unit must cover: Produce Glacés or Sec or Confiserie petit fours Recorded professional discussion can also be used as an assessment method attached to the 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 Unit content LO1 Know how to produce and finish petit fours List the categories of petit fours giving examples: Glacés e.g. blackcurrant jellies, fruit in caramel, fondant dips, pâté de fruit Sec e.g. macaroons, poppy seed tuiles, coconut tuiles, Florentines Confiserie variée e.g. Turkish delight, white chocolate fudge, marshmallow, dipped chocolates, moulded chocolates, truffles Describe flavour combinations for petit fours: For example white chocolate and raspberry, dark chocolate and Grand Marnier, vanilla and strawberry, dark chocolate and rum, almonds and honey Identify ingredients in petit fours that may cause allergic reactions: Nuts, gluten, wheat, dairy products, eggs Calculate the cost of a variety of petit fours: Cost of ingredients for quantities being produced Identify tools and equipment used for producing and finishing petit fours: For example, bowls, spoons whisks, mixers, sieves, rolling pin, piping bags, pans, scales, tins, moulds, knives, ovens Explain the techniques used for the production and finishing of petit fours: For example, melting, piping, dipping, boiling sugar, baking, cutting, cooking sugar, tempering chocolate, shapes, finishes, serving plates and trays Describe the fillings, glazes, creams and icings for petit fours: For example, chocolate, chocolate glaze, chocolate ganache, flavoured buttercream, fondant, icing sugar, spice sugar Explain how to control time, temperature and environment to achieve the desired outcome when producing petit fours: Using correct cooking methods, using correct tools and equipment, excellent organisation and planning, keeping ingredients at correct temperature, working with chocolate at correct temperature, not cooking sugar in a damp atmosphere Describe the quality checks when producing and finishing petit fours: Temperature while preparing and cooking, consistency, uniform size, suitable size, flavour, colour, texture Explain the importance of consistency when producing and finishing petit fours: Visual impact for example exact size and shape, continuity of decoration, display, plating Describe the storage procedures for finished petit fours: Covered, labels and dates, appropriate temperature, humidity control area 4

5 LO2 Be able to produce and finish petit fours 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 and a 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; lost jewellery will contaminate food items. Strong smelling perfume or body spray should be avoided as this will affect the flavour of delicate food items Comply with food safety and food hygiene regulations: Make sure food is safe to eat, make sure you don t add, remove or treat food in a way that makes it harmful to eat, make sure the food is the same quality that you say it is, make sure you don t mislead people by the way food is labelled, advertised or marketed, keep records on where you got food from and show this information on demand - known as traceability, withdraw unsafe food and complete an incident report, tell people why food has been withdrawn or recalled e.g. a leaflet or poster, display your food hygiene rating (if you sell food direct to the public) Food additives only use an approved additive, only use it if it is approved for use in that food, 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 When inspected, be able to show where the food contact materials came from To keep food safe from bacteria, you should 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 your food safe from biological, chemical and physical safety hazards Follow mise en place work plan: Plan work to timescales and follow work plan to ensure mise en place is prepared on time and correctly and the work plan should be realistic and adjusted when necessary. Work plans help to ensure that food items and dishes are ready for service. Work with accuracy (reduced waste, maximum yield) Work with speed Work with proficiency Produce and finish petit fours in line with item requirements: Use correct techniques to produce and finish petit fours - Melting, piping, dipping, boiling sugar, baking, cutting, cooking sugar, tempering chocolate, shapes, finishes, serving plates and trays Use the correct fillings, glazes, creams and icings for example - Chocolate, chocolate glaze, chocolate ganache, flavoured buttercream, fondant, icing sugar, spice sugar Implement correct storage procedures - Covered, labels and dates, appropriate temperature, humidity control area 5

6 Review the finished petit fours identifying strengths and areas for improvement: Taste, texture, appearance, flavour combinations Appropriate selection of techniques used Recommendations for improvements: - To the finished petit fours (texture, appearance, seasoning, flavour combination, temperature) - To their own performance during the practical session 6

7 Employability skills to be demonstrated throughout the practical assessment Commercial and environmental awareness: Eco-friendly and cost-efficient use of resources for example cleaning products and consumables, less expensive ingredients Responsible disposal of waste Responsible sourcing for example locally produced ingredients where possible, using seasonal produce 7

8 Assessment criteria In order to pass this unit, learners must achieve all pass criteria. The pass criteria relate to the proficient demonstration of skills and knowledge. Learning outcome The learner must: Pass The learner can: LO1 Know how to finish petit fours LO2 Be able to produce and finish petit fours P1 List the categories of petit fours giving examples P2 Describe flavour combinations for petit fours P3 Identify ingredients in petit fours that may cause allergic reactions P4 Calculate the cost a variety of petit fours P5 Identity tools and equipment used for producing and finishing petit fours P6 Explain the techniques used for the production and finishing petit fours P7 Describe the fillings, glazes, creams and icings for petit fours P8 Explain how to control time, temperature and environment to achieve the desired outcome when producing petit fours P9 Describe the quality checks when producing and finishing petit fours P10 Explain the importance of consistency when producing and finishing petit fours P11 Describe the storage procedures for finished petit fours P12 Comply with uniform and personal appearance standards P13 Comply with food safety and food hygiene standards P14 Apply hazard analysis and critical control points (HACCP) P15 Follow mise en place work plan P16 Produce and finish petit fours in line with item requirements P17 Review the finished petit fours identifying strengths and areas for improvement 8

9 Assessment guidance Assessors must use the amplified assessment guidance in this section to judge whether assessment criteria have been achieved in the practical assessment. P12 Comply with uniform and personal appearance standards Learners must be professionally presented for practical sessions. They need to wear the correct uniform and PPE. The uniform must be clean. Hair must be tied back and under their hat and beard nets must be worn if appropriate. The learner must have: minimum make up, no jewellery, no strong smelling perfume/body spray, short, clean unpainted nails. P13 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 methods and behaviour must minimise the risk of crosscontamination and follow routines to avoid potentially severe health hazards. P14 Apply hazard analysis and critical control points (HACCP) Learners must follow the HACCP procedures throughout the practical assessment. P15 Follow mise en place work plan Learners must be able to follow their work plan which needs to include the resources needed, the required ingredients to cook and finish the dish/design and tasks with time allocations. The work plan must be realistic and the learner needs to follow the plan during mise en place. At a pass level the plan may need to be adjusted during the mise en place or the plan may in general lack detail. P16 Produce and finish petit fours in line with item requirements When finishing the petit fours learners should choose the style in which they want to present the petit fours. The petit fours must be cut or moulded to an appropriate shape and decorated perfectly. The petit fours should meet the required specifications for size, shape, texture, and flavour combinations. The learner should use the appropriate methods for construction and assembly for the petit fours they have chosen. For example when making macaroons they should all be of equal size and shape, with an appropriate flavour combination such as chocolate and pistachio. The macaroons should have a clear shine on both sides and the feet should be present on each shell. The macaroons should have a chewy centre and a crunchy outside. Learners will not need any guidance when preparing and finishing petit fours. Petit fours must be stored correctly. P17 Review the finished petit fours identifying strengths and areas for improvement Both the assessor and learners review finished product. Learners identify the main strengths of the products and these are in line with the assessor s feedback. Through the evaluation process learners can recognise the areas for improvement based on taste, flavour balance, flavour combinations and the overall look of the petit fours. 9

10 Resources The special resources required for this unit are access to a real or realistic working environment which supports the provision of food production. Recommended books: Patisserie: Mastering the Fundamentals of French Pastry; Christophe Felder. Professional Chef Level 3 Patisserie and Confectionery; Victor Ceserani and David Foskett. Cengage Advanced Professional Chef Level 3 2 nd Edition ISBN Professional Patisseries for Level 2 and 3 Professional Chefs; Chris Baker, Mick Burke, Neil Rippington Hodder Education ISBN Websites: 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 competence, equipment usage and dish presentation Work experience within a professional kitchen so they can practise to hone 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: UHC11M Food safety for catering Food safety must be embedded into every practical session and learners must be able to apply the theory of food safety to every day practices in the kitchen. UHC93M Planning for preparing, cooking and finishing dishes Planning is the key to success therefore learner will be required to create and follow a mise en plan time plan for their practical assessments as included in this unit s specifications. A mise en place work plan should be use for every practical session and learners should be able to implement and follow their mise en place work plan for the practical session. 10