Scheme of Work Academic Year: 2013-2014
Course / Module
Level 3 NVQ Diploma in Professional Cookery – larder session
Level
Level 3
Awarding Body
City and Guilds
Duration
36 weeks
Hours Per Week
3 hours
Tutor Aims of course (include every learner matters)
Stephen Jepson-Swallow Bryan Townson •
This Scheme of work is based on seasonal menus and ingredients, the dishes included cover the criteria range for NVQ.
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NVQ level 3 units incorporated into the scheme are:• • •
302 Develop productive working relationships with colleagues. (mandatory unit) 305 Maintain the health, hygiene, safety and security of the working environment. (mandatory unit) 203 Maintain food safety when storing, preparing and cooking food. (mandatory unit)
• • • • • • • • • • • • •
332 334 335 337 339 340 342 345 343 353 344 354 355
Prepare, fish for complex dishes. Prepare, meat for complex dishes. Prepare, poultry for complex dishes. Cook and finish complex fish dishes. Cook and finish complex meat dishes. Cook and finish complex poultry dishes. Cook and finish complex vegetable dishes. Prepare, cook and finish fresh pasta dishes. Prepare, cook and finish complex hot sauces. Prepare, cook and finish dressings and cold sauces. Prepare, cook and finish complex soups. Prepare, and cook complex hot desserts. Prepare and cook complex cold desserts.
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333 336 338 341
Prepare shellfish for complex dishes. Prepare game for complex dishes. Cook and finish complex shellfish dishes. Cook and finish complex game dishes
• • • •
346 347 348 349
Prepare, Prepare, Prepare, Prepare,
cook and finish complex bread and dough products. cook and finish complex cakes, sponges, biscuits and scones. Pastry units cook and finish complex pastry products. process and finish complex chocolate products.
The group are level 3 students –male/--female students ageing from ---- years old see group profile for mor information on students • • • • • • • •
Notes
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Every Learner Matters All students will be working towards and achieving some every learner matters, depending on all levels PC Positive contribution in task activities EW Achieving Economic Well-being S staying safe alongside all health and safety regulations EA Enjoy and achieve H While discussing menu items or customer special requests regarding special diets or healthy options ED Equality & Diversity
Scheme of work based on seasonal menus and seasonal ingredients. fine dining in the restaurant, and canteen style food in the bistro’s Also inclusive of 3 weeks Christmas menus and 2 weeks industry work experience and 2 weeks college work experience working in the bistro’s/restaurants. Menu items to cover the full range of unit within level 3. Every Learner Matters-topics included within this scheme (see topics/learning outcomes) Individual menu items to cover the range within level Diploma 2. Aims and Objectives – Listed on individual laminated recipes cards Students to use initiative by following instructions on laminated cards which list aims and objectives, and required information for ingredients and methods for each individual item on the menu. Spot demonstrations-included in each session as a whole group or in small groups as and when required. Students’ motivation-students will be challenged to work at industry pace & standard, so as to reflect a working
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• • • •
environment. This may at times involve working at a slightly higher level. Functional skills-incorporated in practical class by means of weighing/measuring ingredients, adapting recipes to the required amount, communication with other students and lecturer. Functional skills however are not assessed in this session, as students attend functional skills as a stand-alone unit. Completion of written evidence of tasks is recorded in student’s files during practical. Equality and Diversity Considerations- discussed during menu brief and individual guidance to students. Resources- menu for briefing; equipment; utensils; ingredients details, weighing and measuring equipment and cleaning equipment. Autonomy-students will, as week’s progress and menus are repeated, develop skills, confidence and work towards assessment opportunities, and more responsibility when completing tasks. I.e.-increased autonomy when using instruction cards. Differentiation: students of lesser abilities to be paired with more capable students Students will discuss with lecturer and set their own personal targets for each dish Extra practical work to be issued to any students who complete work early (Preparation of garnishes for the pass)
Functional skills to be embedded in each session English: Communicating with lecturer and other students/kitchen & restaurant staff. Speaking and listening. Reading recipe cards. Maths: Adapting/ multiplying recipe amounts. Weighing and measuring. ICT: Students are directed to use Its Learning to research next week’s menu dishes and the required ingredients.
We ek
Syllab Topic/Learning Outcomes us Refere nce
Learning Activities/ Teaching Methods
Skills Being Developed (English, maths and Employability skills)
313
302 305 203
Register
Students will: Specific Aims and Objectives for dishes are stated on recipe cards. Experience working as part of a team Practice working to set deadlines Develop and build upon their existing practical skill. Practice cooking methods: Sweating vegetables Boiling Baking Shallow fry. Roasting Shallow poach. Baking Correcting Soups and Sauces Describe the difference between a puree and a cream soup Be able to state the 6 cuts of fish Maintain standards of safety and hygiene throughout Develop abilities to recognise and deal with unexpected situations that may occur Reflect on their own and the group’s performance, evaluate and discuss what went well and what could be improved Discuss seasonal produce used Functional skills to be embedded in each session English: Communicating with lecturer and other students/kitchen & restaurant staff. Speaking and listening. Reading recipe cards. Maths: Adapting/ multiplying recipe amounts. Weighing and measuring. ICT: Students are directed to use Its Learning to research next week’s menu dishes and the required ingredients.
332 334 335 337 339 340 342 343 353 333 336 338 341 344 345 354 355 346 347 348 349
Ala Carte menu, Starters Baby goats cheese, citrus potato salad, shallots and fine beans Corn-fed chicken Ballantine, chicken popcorn, crispy skin, sweetcorn puree Pan fried grey mullet, crab cappelletti, shellfish broth Veloute of pea and mint soup, cheese scone Home smoked Loch Duart salmon, toasted crumpet, mascarpone Main courses Guinea fowl, confit leg samosa, roasted breast, Anna potatoes, green beans, red wine jus Rack of lamb, lamb faggot, port wine jus, heritage roasted carrots, puy lentils Fillet of beef, café de Paris butter, triple cook chips, sautéed wild mushrooms, baked tomato Sea bream, baked beans, crispy bacon, sautéed potatoes, chive butter sauce Wild mushroom, gnocchi, spinach, toasted pine nuts, confit tomatoes Goosnargh chicken breast, pan fried with pea and broad bean risotto, roasted artichokes Desserts Apple tart tatin with vanilla ice cream Chocolate cone, chocolate mousse, chocolate crumble, taste of raspberries Iced nougat parfait Duck egg custard tart, roasted banana ice cream Spiced ginger cake, wild strawberry sorbet, English custard French style peas, Green salad, Mash, Polenta chips Salt baked root vegetables, Chips, fries, root slaw, tomato salad, english beer batter onions Bar snacks Warm chicken Caesar salad Fish and chips, mushy pea’s tartare sauce Burger, toasted brioche bun, fries, tomato chutney Quiche of the day, Club sandwich, chicken breast, tomato, boiled egg; treacle cured back bacon, mayonnaise, on white toasted bread Beef and onion melt pan-fried minute steak, caramelized onions, and Lancashire cheese on walnut bread Cheese and ham toasties
Every learner matters: (H)(S)(EA) (E&D)
Recap previous session Menu brief. Open/directed questions throughout session. Develop practical skills, using guidance cards to complete tasks. Dish requirements. Spot demonstrations. Individual work/working in pairs. Methods of cookery. Safe working practices. Cooking skills. Dress code/professional appearance. Producing a professional and acceptable product for customers to a set deadline. Working as a team. Constant re-cap of weights, measures and temperatures and Functional skills been developed in kitchen.
Assessment
Resources
On-going in most sessions.
Whiteboard. Laminated menus.
Individually monitoring students’ progress throughout sessions.
Recipe Books.
Organisation skills
Food & commodities.
End Product Taste, Appearance Texture Presentation skills
Weighing and measuring equipment.
Laminated recipe card. Equipment and utensils.
Cleaning equipment. Work files. Additional learning Support (when required) for students with learning disabilities.
Week
Syllabu Topic/Learning Outcomes s (including Every Child Matters Referen themes*) ce
Learning Activities/ Teaching Methods
Skills Being Developed (English, maths and Employability skills)
14-15
302 305 203
Register
Students will:
332 334 335 337 339 340 342 343 353 333 336 338 341 344 345 354 355 346 347 348 349
Christmas lunch menu 12-2.30 (9th December Christmas starts) Ham hock and rabbit terrine, Piccalilli, brioche. Smoked haddock and leek tartlet, curry sabayon Roasted red pepper and plum tomato soup xxxx Roast turkey with bacon roll, chipolata sausage, homemade stuffing and a roast gravy Plaice Duglere, peas, Kale, cocotte potatoes Roast sirloin of beef, Yorkshire pudding, port wine and shallot sauce, seasonal vegetables Roasted butternut squash, spinach, garstang blue cheese pit, hazelnut foam xxxx Christmas pudding, brandy butter, rum sauce Chocolate mousse, hazelnut biscuit Glazed lemon tart compot of berries Christmas dinner menu 6.30-9.00 Cauliflower soup, truffle cream xxxx Hot smoked salmon, pickled quail egg, herb sour cream, herb blinis Tian of roasted vegetables, balsamic jelly, vegetable crisp, beetroot syrup Ham hock and rabbit terrine, Piccalilli, brioche. xxxx Roast turkey with bacon roll, chipolata sausage, homemade stuffing and a roast gravy Roast Pan fried fillet of seabass, chive and cockle butter sauce, Pan fried sirloin steak, café de Paris butter, red wine sauce, fondant potato, seasonal vegetables xxxx Christmas pudding, rum butter brandy sauce Vanilla parfait, roast peach, raspberry coulis Selection of local cheese Every learner matters: (H)(S)(EA) (E&D)
Recap previous session Menu brief. Open/directed questions throughout session. Develop practical skills, using guidance cards to complete tasks. Dish requirements. Spot demonstrations. Individual work/working in pairs. Methods of cookery. Safe working practices. Cooking skills. Dress code/professional appearance. Producing a professional and acceptable product for customers to a set deadline. Working as a team. Constant re-cap of weights, measures and temperatures and Functional skills been developed in kitchen.
Specific Aims and Objectives for dishes are stated on recipe cards. Experience working as part of a team Practice working to set deadlines Develop and build upon their existing practical skill. Practice cooking methods: Sweating vegetables Boiling Sous-vide Braising Baking Roasting Shallow Frying/Deep Frying Correcting Soups and Sauces Char grilling Describe various cuts of lamb and suitable cooking methods To identify the differences of oily and white fish Maintain standards of safety and hygiene throughout Recognise and deal with unexpected situations that may occur Discuss seasonal produce used Reflect on their own and the group’s performance, evaluate and discuss what went well and what could be improved Functional skills to be embedded in each session English: Communicating with lecturer and other students/kitchen & restaurant staff. Speaking and listening. Reading recipe cards. Maths: Adapting/ multiplying recipe amounts. Weighing and measuring. ICT: Students are directed to use Its Learning to research next week’s menu dishes and the required ingredients.
Assessment
Resources
On-going in most sessions.
Whiteboard. Laminated menus.
Individually monitoring students’ progress throughout sessions.
Recipe Books.
Organisation skills
Food & commodities.
End Product Taste, Appearance Texture Presentation skills
Weighing and measuring equipment.
Laminated recipe card. Equipment and utensils.
Cleaning equipment. Work files. Additional learning Support (when required) for students with learning disabilities.
Week
Syllabus Reference
Topic/Learning Outcomes
Learning Activities/ Teaching Methods
3-36
302 305 203
This section of the scheme of work will be the TDH menu (the menu of the day) This menu is made of whatever is made or prepared in each workshop session. also in this session prep will be done for the bistro menus. See attached menu of the day. And bistro menus
Register
332 334 335 337 339 340 342 343 353
Every learner matters: (H)(S)(EA) (E&D)
Recap previous session
Skills Being Developed (English, maths and Employability skills) Students will:
Menu brief. Open/directed questions throughout session.
Develop practical skills, using guidance cards to complete tasks. Dish requirements.
Spot demonstrations.
Individual work/working in pairs. 333 336 338 341 344 345 354 355 346 347 348 349
Methods of cookery. Safe working practices. Cooking skills. Dress code/professional appearance. Producing a professional and acceptable product for customers to a set deadline. Working as a team. Constant re-cap of weights, measures and temperatures and Functional skills been developed in kitchen.
Specific Aims and Objectives for dishes are stated on recipe cards. Experience working as part of a team Practice working to set deadlines Develop and build upon their existing practical skill. Practice cooking methods: Sweating vegetables Boiling Braising Baking Roasting Shallow Frying/Deep Frying Correcting Soups and Sauces
Describe the categories of poultry To identify when the vegetables cooked al dente Maintain standards of safety and hygiene throughout Develop abilities to recognise and deal with unexpected situations that may occur Discuss seasonal produce used Reflect on their own and the group’s performance, evaluate and discuss what went well and what could be Improved Functional skills to be embedded in each session English: Communicating with lecturer and other students/kitchen & restaurant staff. Speaking and listening. Reading recipe cards. Maths: Adapting/ multiplying recipe amounts. Weighing and measuring. ICT: Students are directed to use Its Learning to research next week’s menu dishes and the required ingredients.
Assessment
On-going in most sessions. Individually monitoring students’ progress throughout sessions. Organisation skills End Product Taste, Appearance Texture Presentation skills
Resources Whiteboard. Laminated menus. Recipe Books. Laminated recipe card. Equipment and utensils. Food & commodities. Weighing and measuring equipment. Cleaning equipment. Work files. Additional learning Support (when required) for students with learning disabilities.
Week
Syllabus Reference
16-27
302 305 203 332 334 335 337 339 340 342 343 353 333 336 338 341 344 345 354 355 346 347 348 349
Topic/Learning Outcomes (including Every Child Matters themes*) Every learner matters: (H)(S)(EA) (E&D
Learning Activities/ Teaching Methods Register
Skills Being Developed (English, maths and Employability skills) Students will:
Recap previous session
Menu brief. Open/directed questions throughout session. Develop practical skills, using guidance cards to complete tasks. Dish requirements.
Sweating vegetables Boiling Baking Shallow fry/ Sauté Braising Grilling Correcting Soups and Sauces
Spot demonstrations. Individual work/working in pairs. Methods of cookery. Safe working practices.
Cooking skills.
Dress code/professional appearance.
Producing a professional and acceptable product for customers to a set deadline. Working as a team. Constant re-cap of weights, measures and temperatures and Functional skills been developed in kitchen.
Specific Aims and Objectives for dishes are stated on recipe cards. Experience working as part of a team Practice working to set deadlines Develop and build upon their existing practical skill. Practice cooking methods:
Describe the difference between a roux based and a reduction sauce Maintain standards of safety and hygiene throughout Practice function style service Reflect on their own and the group’s performance, evaluate and discuss what went well and what could be improved Discuss seasonal produce used
Functional skills to be embedded in each session English: Communicating with lecturer and other students/kitchen & restaurant staff. Speaking and listening. Reading recipe cards. Maths: Adapting/ multiplying recipe amounts. Weighing and measuring. ICT: Students are directed to use Its Learning to research next week’s menu dishes and the required ingredients.
Assessment
On-going in most sessions. Individually monitoring students’ progress throughout sessions. Organisation skills End Product Taste, Appearance Texture Presentation skills
Resources
Whiteboard. Laminated menus. Recipe Books. Laminated recipe card. Equipment and utensils. Food & commodities. Weighing and measuring equipment. Cleaning equipment. Work files. Additional learning Support (when required) for students with learning disabilities.
Date(s) / Week Number
Syllabus Reference
28-36
302 305 203 332 334 335 337 339 340 342 343 353 333 336 338 341 344 345 354 355 346 347 348 349
Topic/Learning Outcomes (including Every Child Matters themes*)
Every learner matters: (H)(S)(EA) (E&D)
Learning Activities/ Teaching Methods
Skills Being Developed (English, maths and Employability skills)
Register
Students will: Experience working as part of a team Practice working to set deadlines Develop and build upon their existing practical skill. Practice cooking methods:
Recap previous session Menu brief. Open/directed questions throughout session.
Roasting Sweating vegetables Boiling Baking Shallow fry/ Sauté Braising Grilling Correcting Soups and Sauces
Develop practical skills, using guidance cards to complete tasks. Dish requirements. Spot demonstrations. Individual work/working in pairs. Methods of cookery. Safe working practices. Cooking skills.
Describe the smoking process List quality points of poultry Discuss seasonal produce used Reflect on their own and the group’s performance, evaluate and discuss what went well and what could be improved
Dress code/professional appearance. Producing a professional and acceptable product for customers to a set deadline. Working as a team. Constant re-cap of weights, measures and temperatures and Functional skills been developed in kitchen.
Functional skills to be embedded in each session English: Communicating with lecturer and other students/kitchen & restaurant staff. Speaking and listening. Reading recipe cards. Maths: Adapting/ multiplying recipe amounts. Weighing and measuring. ICT: Students are directed to use Its Learning to research next week’s menu dishes and the required ingredients.
Assessment (including key assessment dates) On-going in most sessions. Individually monitoring students’ progress throughout sessions. Organisation skills End Product Taste, Appearance Texture Presentation skills
Resources
Whiteboard. Laminated menus. Recipe Books. Laminated recipe card. Equipment and utensils. Food & commodities. Weighing and measuring equipment. Cleaning equipment. Work files. Additional learning Support (when required) for students with learning disabilities.
Week
Syllabus Reference 302 305 203 332 334 335 337 339 340 342 343 353 333 336 338 341 344 345 354 355 346 347 348 349
Topic/Learning Outcomes
Every learner matters: (H)(S)(EA) (E&D)
Learning Activities/ Teaching Methods
Skills Being Developed (English, maths and Employability skills)
Register
Students will:
Recap previous session
Menu brief.
Open/directed questions throughout session.
Develop practical skills, using guidance cards to complete tasks. Dish requirements. Spot demonstrations. Individual work/working in pairs. Methods of cookery. Safe working practices. Cooking skills. Dress code/professional appearance. Producing a professional and acceptable product for customers to a set deadline. Working as a team. Constant re-cap of weights, measures and temperatures and Functional skills been developed in kitchen.
Specific Aims and Objectives for dishes are stated on recipe cards. Experience working as part of a team Practice working to set deadlines Develop and build upon their existing practical skill. Practice cooking methods:
Sweating vegetables Boiling Baking Poaching Shallow fry/ Sauté Braising Roasting Grilling Piping Skills Correcting Soups and Sauces Describe roasting as a cooking method Maintain standards of safety and hygiene throughout Discuss the preparation of a terrine and what is used to set it Develop abilities to recognise and deal with unexpected situations that may occur Reflect on their own and the group’s performance, evaluate and discuss what went well and what could be improved Functional skills to be embedded in each session English: Communicating with lecturer and other students/kitchen & restaurant staff. Speaking and listening. Reading recipe cards. Maths: Adapting/ multiplying recipe amounts. Weighing and measuring. ICT: Students are directed to use Its Learning to research next week’s menu dishes and the
Assessment
On-going in most sessions. Individually monitoring students’ progress throughout sessions. Organisation skills End Product Taste, Appearance Texture Presentation skills
Resources Whiteboard. Laminated menus. Recipe Books. Laminated recipe card. Equipment and utensils. Food & commodities. Weighing and measuring equipment. Cleaning equipment. Work files. Additional learning Support (when required) for students with learning disabilities.
required ingredients.
Week
Syllabus Reference 302 305 203 332 334 335 337 339 340 342 343 353 333 336 338 341 344 345 354 355 346 347 348 349
Topic/Learning Outcomes (including Every Child Matters themes*) Every learner matters: (H)(S)(EA) (E&D)
Learning Activities/ Teaching Methods
Skills Being Developed (English, maths and Employability skills)
Register
Students will:
Recap previous session
Menu brief.
Open/directed questions throughout session. Develop practical skills, using guidance cards to complete tasks. Dish requirements.
Spot demonstrations. Individual work/working in pairs. Methods of cookery.
Safe working practices.
Cooking skills.
Dress code/professional appearance.
Producing a professional and acceptable product for customers to a set deadline. Working as a team. Constant re-cap of weights, measures and temperatures and Functional skills been developed in kitchen.
Specific Aims and Objectives for dishes are stated on recipe cards. Experience working as part of a team Practice working to set deadlines Develop and build upon their existing practical skill. Practice cooking methods: Sweating vegetables Boiling Baking/Roasting Poaching Shallow fry/ Sauté Grilling Deep Frying Correcting Soups and Sauces Stewing Describe the quality points of fresh pasta Discuss the degrees you can cook steaks too. Maintain standards of safety and hygiene throughout Develop abilities to recognise and deal with unexpected situations that may occur Reflect on their own and the group’s performance, evaluate and discuss what went well and what could be improved
Functional skills to be embedded in each session English: Communicating with lecturer and other students/kitchen & restaurant staff. Speaking and listening. Reading recipe cards. Maths: Adapting/ multiplying recipe amounts. Weighing and measuring. ICT: Students are directed to use Its Learning to research next week’s menu dishes and the
Assessment
On-going in most sessions. Individually monitoring students’ progress throughout sessions. Organisation skills End Product Taste, Appearance Texture Presentation skills
Resources
Whiteboard. Laminated menus. Recipe Books. Laminated recipe card. Equipment and utensils. Food & commodities. Weighing and measuring equipment. Cleaning equipment. Work files. Additional learning Support (when required) for students with learning disabilities.
required ingredients.
Week
Syllabus Reference 302 305 203 332 334 335 337 339 340 342 343 353 333 336 338 341 344 345 354 355 346 347 348 349
Topic/Learning Outcomes (including Every Child Matters themes*)
Learning Activities/ Teaching Methods Register
Every learner matters: (H)(S)(EA) (E&D)
Recap previous session Menu brief. Open/directed questions throughout session. Develop practical skills, using guidance cards to complete tasks. Dish requirements. Spot demonstrations. Individual work/working in pairs. Methods of cookery. Safe working practices. Cooking skills. Dress code/professional appearance. Producing a professional and acceptable product for customers to a set deadline. Working as a team. Constant re-cap of weights, measures and temperatures and Functional skills been developed in kitchen.
Skills Being Developed (English, maths and Employability skills) Students will: Specific Aims and Objectives for dishes are stated on recipe cards. Experience working as part of a team Practice working to set deadlines Develop and build upon their existing practical skill. Practice cooking methods: Maintain standards of safety and hygiene throughout Develop abilities to recognise and deal with unexpected situations that may occur Reflect on their own and the group’s performance, evaluate and discuss what went well and what could be improved Functional skills to be embedded in each session English: Communicating with lecturer and other students/kitchen & restaurant staff. Speaking and listening. Reading recipe cards. Maths: Adapting/ multiplying recipe amounts. Weighing and measuring. ICT: Students are directed to use Its Learning to research next week’s menu dishes and the required ingrediens.
Assessment
On-going in most sessions. Individually monitoring students’ progress throughout sessions. Organisation skills End Product Taste, Appearance Texture Presentation skills
Resources Whiteboard. Laminated menus. Recipe Books. Laminated recipe card. Equipment and utensils. Food & commodities. Weighing and measuring equipment. Cleaning equipment. Work files. Additional learning Support (when required) for students with learning disabilitie.