UHC62M Vegetables and vegetable dishes

Transcription

1 UHC62M Vegetables and vegetable dishes Unit reference number: K/615/0892 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 vegetables and vegetable dishes. Learners will investigate different types of vegetables and vegetable dishes so they have an understanding of the range available. Learners will develop their practical skills and focus on the production of vegetables and vegetable 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 vegetables and vegetable dishes LO2 Know how to prepare vegetables and vegetable dishes LO3 Know how to cook and finish vegetables and vegetable dishes LO4 Be able to produce vegetables and vegetable dishes Version 5 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 10 types of vegetable - Root - Tuber - Bulb - Leaf/brassica - Pod/seed - Nuts - Vegetable fruit - Stem and shoot/sprouting - Fungi and mushrooms - Flower (broccoli, cauliflower) - Squash - Vegetable protein - Seaweed/sea vegetables Used all preparation methods for vegetables - Wash and sort - Peel/scrape skin - Trim - Shape (turn, dice, slice, cut, chop, grate, crush, score, shred, de-seed) Used a minimum of 4 French cuts for vegetables - Julienne - Brunoise - Gros brunoise - Jardinière - Macédoine - Paysanne - Chiffonade Assembled vegetables prior to cooking using a minimum of 6 methods - Coat - Stuff - Layer and mix - Blanch - Concassé - Marinade 2

3 - Tie and portion Used a minimum of 6 cooking methods - Roast - Grill - Shallow fry - Deep fry - Stir fry - Boil - Parboil - Blanch - Steam - Stew/casserole - Braise - Bake Used a minimum of 3 finishing methods - Purée - Au gratin - Addition of a sauce - Correcting seasoning - Garnishing - Glaze Present the dishes ready for service using all appropriate finishing skills: - Plating suitable for service style - Tasting and adjusting seasoning if required - 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 vegetables for cooking Cooking vegetables or a vegetable dish Finishing vegetables or a vegetable 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 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. 4

5 Unit content LO1 Know the different vegetables and vegetable dishes Learners must know the different types of vegetarian diets: Vegetarians do not eat meat, fish, shellfish or any product containing animal derivatives e.g. Parmesan cheese as this is made with calf rennet Lacto-ovo the most common type of vegetarian diet Lacto-ovo eat both dairy products and eggs Lacto-vegetarians eat dairy products but avoid eggs Ovo-vegetarians eat eggs but not dairy products Vegans do not eat dairy products, eggs, or any other products which are derived from animals Learners must know the different types of vegetables: Types of vegetables - Root carrot, turnip, parsnip, swede, celeriac - Tuber potato, sweet potato - Bulb onion, garlic, leek - Leaf and brassica lettuce, cabbage, sprout - Pod and seed pea, bean, sweetcorn - Nuts almond, walnut, hazel, brazil, coconut - Vegetable fruit tomato, cucumber, pepper - Stem and shoot/sprouting asparagus, celery, bean sprouts - Fungi and mushrooms, wild and cultivated - Flower cauliflower, broccoli - Squash courgette, pumpkin - Vegetable protein soya, silken or firm tofu, tempeh, textured vegetable protein (TVP) - Seaweed/sea vegetables kelp, laver, wakame, arame, nori, dulse Learners must know seasonal vegetables: Those available in specific seasons spring, summer, autumn, winter Those available all year round 5

6 Learners must know the quality points for vegetables: Clean and free from soil locally sourced organic vegetables may have not been fully cleaned but they shouldn t be encrusted with soil Mould and blemish free organic vegetables may have some blemishes but the vegetable should not be damaged Firm or crisp Correct colour and aroma organic or heritage varieties of vegetables may be a slightly different colour to man produced vegetables grown out of season Tenderness Undamaged packaging damage could mean the vegetables are not as fresh as expected Learners must know the nutritional importance of vegetables: Current Government guidelines a minimum of 5 portions of fruit and vegetables a day Main source of vitamin C, A, B and D group vitamins. Eating vegetables enables the body to produce vitamin A. Vitamins help the body function properly Many vegetables contain folic acid, iron, magnesium, calcium and potassium which are all needed for building strong bones and teeth, controlling body fluids inside and outside cells, turning the food you eat into energy In order to retain all of the nutrients, vegetables are best cooked/eaten as soon as possible after harvesting Learners must know about preservation methods for vegetables: Processes used, timing, added ingredients, product transformation, longer shelf life Marinating is the process of soaking foods in a seasoned, often acidic, liquid before cooking and is commonly used to flavour foods Curing process of storing vegetables in specific conditions for a specified duration. Curing allows outer skins of certain types of vegetables to dry and harden prior to storage preventing premature rot - Garlic and onions between o C at 70% humidity for about two weeks, or until the necks are dry and tight - Potatoes must be cured a bit cooler at o C and 95% humidity for two to three weeks - Sweet potatoes cure at o C and 90% humidity for one to two weeks - Winter squash should be cured at o C for two to three weeks at 70% humidity Vacuum packing removes air from the package prior to sealing. This method involves placing items in a plastic film package, removing air from inside, and sealing the package Freezing vegetables and vegetable dishes. Freezing slows down decomposition by turning residual moisture into ice, inhibiting the growth of most bacterial species. There are two processes: mechanical and cryogenic or flash freezing. It is important to freeze food as soon after cooking as possible to preserve the food quality and texture as well as limit the time bacteria has to grow. Quicker freezing generates smaller ice crystals and maintains cellular structure. Cryogenic freezing is the quickest freezing technology. Examples are numerous and can include all individual cuts and larger cuts Pickling food is placed in edible liquid that inhibits or kills bacteria and other microorganisms, e.g. brine, vinegar, alcohol, vegetable oil Canning cooked food sealed in sterile cans or jars in liquid such as brine, sauce or oil 6

7 Learners must know how to cure vegetables: Curing process of storing vegetables in specific conditions for a specified duration. Curing allows outer skins of certain types of vegetables to dry and harden prior to storage preventing premature rot The method and climate of curing is different for various vegetables e.g. temperature, humidity and duration Not all vegetables should be cured, e.g. beets, carrots, turnips. These should be placed directly into cold storage Learners must know the advantages and disadvantages of different preservation methods: Slow down spoilage, 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, manage glut in produce especially as vegetables are seasonal, prepare food items in advance, buy food items in season Learners must know about buying vegetables and vegetable dishes: Traceability and source local, organic, country of origin, sustainable Quality local, organic, grown out of season Cost and value for money Ecological impact carbon footprint; sustainable growth and production of vegetables Learners must know about storage of vegetables and vegetable dishes: Refrigerated/frozen 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 fridge, comply with current food safety legislation 7

8 LO2 Know how to prepare vegetables and vegetable dishes Learners must know the tools and equipment used to prepare vegetables and vegetable dishes: Appropriate to task, for example - Knives - Correct colour-coded chopping boards - Trays - Bowls - Moulds - Graters - Mandolin - Protective gloves Learners must know how to select vegetables: To meet dish specification - Cut, size, number and size of portions needed Quality of vegetables - Look, freshness, colour, smell, cost considerations Learners must know the skills and techniques when preparing vegetables including: Preparation methods - Wash and sort to remove soil and sort for different uses - Peel/scrape skin to remove outside skin to reveal edible flesh - Trim to remove roots and leaves - Shape for turning, dice, slice, cut, chop, grate, crush, score, shred, de-seed use of knife skills - Coat in line with dish requirements, e.g. tempura batter - Stuff in line with dish requirements, e.g. courgette flowers - Layer and mix in line with dish requirements, e.g. for a moussaka - Blanch plunge into boiling water and then to ice water to stop the cooking process - Concassé roughly chopped vegetables, usually peeled and seeded tomatoes with the skins removed - Marinade vegetables are placed in flavoured oils/liquids to add flavour - Tie and portion to ensure easy portion control, e.g. French beans French vegetable cuts - Julienne thin matchstick cuts which measure 2mm 2mm 4mm long. Cut the vegetable into 2cm lengths and then cut the lengths into thin slices - Brunoise 2mm dice cut from the julienne, cutting the strips into 2mm dice slices into thin strips - Gros brunoise a larger 4mm 4mm dice cut in exactly the same way as brunoise but slightly larger - Jardinière batons measuring 4mm 4mm 1.5cm long. Cut the vegetables into 1.5cm lengths and cut the lengths to 4mm slices. Cut the slices into batons - Macédoine 5mm dice cut from the jardinière batons 8

9 - Paysanne thinly sliced squares, rounds, triangles or rough-sided rounds all 1cm in diameter. To create an economical cut the shape of the vegetable must dictate the type of shape to cut - Mirepoix roughly chopped root vegetables approximately 2cm 2cm - Chiffonade shredded or finely cut leaf vegetables Learners must know how to manage waste when preparing vegetables and vegetable dishes: Portion control e.g. for side dishes between 120g and 250g Minimise waste - Menu planning to make the most of food items, use discarded food items in other ways, e.g. using the remains of vegetables from turning to make soup 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 so weights and measure are accurate The importance of using the correct tools and equipment - The use of the correct knives that are sharp will ensure that the tasks are conducted with precision with minimum waste/damage Learners must know the types of sauces used with vegetables and vegetable dishes: Béchamel, e.g. Mornay Sauce, e.g. tomato Miscellaneous sauces, e.g. curry Warm emulsion sauces, e.g. hollandaise Learners must know the types of garnish and accompaniments served with vegetables and vegetable dishes: Flavoured oils, e.g. garlic and chilli oil Flavoured butters, e.g. garlic and parsley Garnish, e.g. herbs 9

10 LO3 Know how to cook and finish vegetables and vegetable dishes Learners must know the tools and equipment used to cook vegetables and finish vegetable dishes: Trays Sieves, mouli Specialist equipment for example food processor, blender Learners must know cooking methods for vegetables and vegetable dishes: Roast dry heat is used to cook the vegetables evenly from all sides at a temperature of at 150 o c (300 o F) or above. Roasting develops the flavour through caramelisation Grill dry cooking method suitable. Develop flavour through caramelisation. High temperature is applied to ensure colouring Shallow fry dry cooking method using a frying pan and fat such as oil Deep fry the food item cooked is submerged in fat (usually oil). A deep fat fryer should be used in order to control the heat. Food items are usually coated first to protect them from the high heat (often at temperature around 170 C/180 C) Stir fry the food is placed in a small amount of very hot oil in a wok and continuously moving the vegetables around the pan Boil wet cooking method using a liquid such as water or stock. Intense boiling would reduce the amount of liquid rapidly and affect the outcome of the vegetables. Boiling is done at 100 C. Boiling and steaming are healthy cooking methods as they do not require the use of fat Parboil partially cooking the vegetable in preparation for another cooking method e.g. deep frying, roasting Blanch a quick cooking method that requires the vegetables to be put into boiling hot salted water for a few second and then plunging the vegetables into iced cold water to stop the cooking process immediately. This method is used to preserve the colour, so the skin can be removed e.g. tomatoes, before freezing Steam steam is produced by heating a liquid, such as water or stock, to boiling point. This cooking method is a popular way to cook vegetable as is very healthy Stew/casserole this is a long, slow method of cooking where vegetables are cut into pieces and cooked in the minimum amount of liquid, water, stock or sauce. Other items such as herbs and spices are added to improve the flavour and to follow recipe specifications. The food and the cooking liquid are served together Braise braising is a method of cooking in the oven. The food is cooked in liquid in a covered pan, casserole or cocotte. It is a combination of stewing and pot roasting. The liquid should half cover the vegetables Bake vegetable dishes are cooked in an oven at temperatures ranging from 140 C to 180 C 10

11 Cooking Method Roasting Grilling Shallow frying Deep frying Stir frying Boiling Example of vegetables Potatoes, mixed root vegetables, carrots Peppers, tomatoes, mushrooms, corn on the cob, tempeh Potatoes, mushrooms, firm tofu, tempeh Potatoes, mushrooms, peppers, onions, firm tofu Onions, peppers, carrots, mushrooms, bean sprouts, firm tofu Broccoli, cauliflower, Brussels sprouts, peas, corn on the cob, carrots, root vegetables, French beans, spinach, cabbage, potatoes Cooking Method Parboiling Blanching Steaming Casseroling and stewing (ragout) Braising Baking Example of vegetables Potatoes and parsnips before roasting Asparagus, mange tout, fine beans, small and young broad beans to retain their colour Beans runner, green, fine, broad beans before freezing Broccoli, cauliflower, Brussels sprouts, bean sprouts, peas, corn on the cob, French beans, spinach, cabbage, tempeh can be steam before using to remove the slightly bitter taste and it can be steamed as the main cooking method Root vegetables, beans, pulses, TVP Celery, chicory, baby vegetables, cabbage, endive, leeks Root vegetables, potatoes, sweet potatoes, tempeh Learners must know how to finish vegetables and vegetable dishes: Purée cooked vegetables that have been passed through a sieve so a smooth paste is created Au gratin the vegetables are covered in a brown crust, e.g. breadcrumbs, grated cheese with butter and/or eggs Tasting and adjusting 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 dish Plating suitable for service style - choice of plate/dish for example colour, size, shape, depth 11

12 Learners must know how to make dishes healthier: Reducing amount of fat used for cooking, e.g. choosing alternative ingredients, for example low fat options such as olive oil instead of butter, skimmed or semi skimmed milk Choosing alternative cooking methods e.g. steaming, grilling instead of frying; use methods to retain nutrients, e.g. do not over-boil Using healthier finishing methods, e.g. do not add butter 12

13 LO4 Be able to produce vegetables and vegetable 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 does not 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 13

14 Produce and follow mise en place work plan: Plan work to timescales - Mise en plan 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 consistency Use appropriate skills and techniques Prepare vegetables and vegetable dishes in line with dish requirements: Use tools and equipment appropriately - Knives - Mallet - Trays - Bowls - Moulds - String for tying - Specialist - Protective gloves Quality points for vegetables and vegetable dishes - Smell - Appearance Cook vegetables and vegetable dishes in line with dish requirements: Roast Grill Shallow fry Deep fry Boil Steam Stew Braise Bake 14

15 Finish vegetables and vegetable dishes to meet dish requirements: Purée Au gratin Garnish Sauce Seasoning - Seasoning - Flavour - Consistency Check temperature before serving to ensure the correct temperature is reached Presentation Manage portion size Check colour, e.g. colour is appealing Present in style suitable for service, e.g. individual portions, dish for the tables, suitable for silver service 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 15

16 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 vegetables and vegetable 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 communication and 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 recommendations for the improvements that could be made to the dish P5 Prepare vegetables and vegetable dishes in line with dish requirements P6 Cook vegetables and vegetable dishes in line with dish requirements P7 Finish vegetables and vegetable dishes to meet dish requirements P8 Identify strengths and areas for improvement to the dish 16

17 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 standard 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 Prepare vegetables and vegetable dishes in line with dish requirements Learners must show they are able to prepare vegetables for cooking and serving, using appropriate skills. Learners will check the quality point and the suitability of the vegetables for the dish requirements. Learners should work independently when preparing food items and they will show consistency and accuracy, for example, when cutting julienne of carrots the batons will be of all the same size, shape and thickness. Learners will select the correct tools and equipment to prepare the dish and use the equipment and tools appropriately, e.g. when cutting vegetables they will select the correct sized knife. 17

18 P6 Cook vegetables and vegetable dishes in line with dish requirements Learners must select the appropriate cooking method for the vegetables or vegetable dish. They must show they know how to effectively use the cooking method to meet the dish requirements. The cooking method will be implemented accurately to obtain the perfectly cooked vegetable for the dish requirements, e.g. when stir frying vegetables the learner will know that the some vegetables need a longer cooking time than other and add the vegetables to the wok accordingly. They will also know that stir fried vegetables should retain some crunch when served so they don t overcook the vegetables. Learners will select the correct tools and equipment to cook the dish and use the equipment and tools appropriately. For example, a wok or high sided frying pan will be used to stir fry. P7 Finish vegetables and vegetable dishes to meet dish requirements Learners will finish the dish with appropriate sauces and/or accompaniments and garnishes, e.g. a Mornay sauce should add flavour to a vegetable rather than overpower it with a very strong cheese flavour. Learners will consider the plating and garnishing of the dish to enhance its visual appeal and suit the service style. They will check the temperature of the dish to make sure it complies with current food safety regulations. 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, the learner has prepared and cooked cauliflower Mornay, which is finished with a bacon and parsley crumb. They identified strengths of the dish that the cauliflower is cooked perfectly and there is an even coating of Mornay sauce. The dish has been effectively finished using bacon and parsley crumb and has been browned under the salamander. An identified area for improvement may be that their decision to keep the cauliflower whole may not have been the best way to present the dish, because this made it difficult to serve. 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. Learners must show they can work in a disciplined way, following their mise en place work plan. 18

19 M2 Use skills with confidence and accuracy whilst minimising waste Learners must 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, e.g. turn vegetables are a nice barrel shape and all the same style. There is minimal waste. Learners clearly show that they know what they are doing and confidently carry out the task and the skills showing accuracy and deftness. M3 Use effective communication and 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. 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, e.g. when serving fine beans, carrots and asparagus learners toss the vegetables in butter and parsley until glossy and then tie in a bundle with a chive leaf. The vegetables are all the same length and cooked perfectly. D2 Explain recommendations for the 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, e.g. learners may have identified that serving the cauliflower whole for the cauliflower Mornay may not have been the best way to service the dish. Chopping the cauliflower into small florets and serving in a shallow dish would have made the dish easier to serve. They may also explain that a sprinkle of bacon and parsley crumb across the dish would form a crunchy topping to ensure that each mouthful has an evenly balanced flavour. 19

20 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: Knife Skills Paperback 1 Aug 2012 by Marcus Wareing (Author), Shaun Hill (Author), Charlie Trotter (Author, Contributor), Lyn Hall (Author), Annelise Evans (Editor) - Publisher: DK (1 Aug. 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: Vegetarian Society: 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 vegetables and vegetable 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 sessions 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 UHC62M Vegetables and vegetable dishes. 20

21 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 UHC62M Vegetables and vegetable dishes. UHC59M Meat and offal There is an opportunity to use vegetables and vegetable dishes as part of the portfolio evidence for UHC59M Meat and offal, as well as for the graded practical assessment as both require the preparation, cooking and finishing of a complete dish. UHC59M Meat and offal can be delivered before, or integrated with delivery of UHC62M Vegetables and vegetable dishes. UHC60M Poultry There is an opportunity to use UHC62M Vegetables and vegetable dishes as part of the portfolio evidence for UHC60M Poultry, as well as for the graded practical assessment as both require the preparation, cooking and finishing of a complete dish. UHC60M Poultry can be delivered before, or integrated with delivery of UHC62M Vegetables and vegetable dishes. UHC61M Fish and shellfish There is an opportunity to use vegetables and vegetable dishes as part of the portfolio of evidence for UHC61M Fish and shellfish, as well as for the graded practical assessment as both require the preparation, cooking and finishing of a complete dish. UHC61M Fish and shellfish can be delivered before, or integrated with the delivery of UHC62M Vegetables and vegetable dishes. 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. 21