Scheme of Work Academic Year: 2013-2014 Course / Module
NVQVRQ Diploma in Professional Cookery – Riverside EveningRestaurant production
Level
Level 3
Awarding Body
City and Guilds
Duration
34 weeks
Hours Per Week
4.5
Tutor Aims of course
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)
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332 334 335 337 339 340 342 345 343 353 344 354 355 333 336 338
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. Prepare shellfish for complex dishes. Prepare game for complex dishes. Cook and finish complex shellfish dishes.
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341 Cook and finish complex game dishes
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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 more 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. 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 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-large laminated menu for briefing; equipment; utensils; laminated cards with menu item/ 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. • Group Details – Group A – There ?? Students in this class, ?? Male, ?? Female
Week Week 1 to 13
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
Learning Activities/ Teaching Methods
Skills Being Developed, English, Maths and Employability skills
Ala Carte menu Starters Baby goats cheese, citrus potato salad, shallots and fine beans Corn-fed chicken Ballantine, chicken popcorn, crispy skin, sweet corn 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 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 Side orders French style peas, Green salad Mash, Polenta chips Salt baked root vegetables Chips Every learner matters: (H)(S)(EA) (E&D)
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 time deadlines Develop and build upon their existing practical skill. Practice cooking methods: Sweating Boiling Baking Shallow fry. Roasting Shallow poach. Baking Correcting Soups and Sauces Sous Vide Dressing dishes 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, other students and staff. Speaking and listening. Reading recipes. Meta language SPLa, SPLb, SPLc, SPLd, Rb, Rc, Maths: Adapting/ multiplying recipe amounts. Weighing and measuring. Ma, Mb, Mc, Me, Mf, ICT: Students are directed to use Its Learning to research next week’s dishes.
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. Realia
Week Week 1 to 36
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 Gourmet Menu A weekly Gourmet menu to run alongside the ala carte menu which will be devised from level 3 skills classes each week, with the students input.
Menu details Dish requirements. Methods of cookery Hygienic work practices. Safe working practices. Cooking skills. Producing a professional and acceptable product for customers. Working as a team. 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. 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 time deadlines Develop and build upon their existing practical skill. Practice cooking methods: Sweating Boiling Baking Shallow fry. Roasting Shallow poach. Baking Correcting Soups and Sauces Sous Vide Dressing dishes 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, other students and staff. Speaking and listening. Reading recipes. Meta language SPLa, SPLb, SPLc, SPLd, Rb, Rc, Maths: Adapting/ multiplying recipe amounts. Weighing and measuring. Ma, Mb, Mc, Me, Mf, ICT: Students are directed to use Its Learning to research next week’s dishes.
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. Realia
Week
Syllabus Reference
Topic/Learning Outcomes
Xmas Menu 14-15
Christmas Menu 302 305 203 332 334 335 337 339 340 342 343 353 333 336 338 341 344 345 354 355 346 347 348 349
Cauliflower soup, truffle cream
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.
*** Hot smoked salmon, pickled quail egg, herb sour cream, herb bilinis Tian of roasted vegetables, balsamic jelly, vegetable crisp, beetroot syrup Ham hock and rabbit terrine, Piccalilli, brioche. ****
Develop practical skills, using guidance cards to complete tasks. Dish requirements. Spot demonstrations. Individual work/working in pairs. Methods of cookery. Safe working practices.
Roast turkey with bacon roll, chipolata sausage, homemade stuffing and a roast gravy 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 *** Christmas pudding, rum, raspberry utter brandy sauce Vanilla parfait, roast peach coulis Selection of local cheese
Every learner matters: (H)(S)(EA) (E&D)
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 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, other students and staff. Speaking and listening. Reading recipes. Meta language SPLa, SPLb, SPLc, SPLd, Rb, Rc, Maths: Adapting/ multiplying recipe amounts. Weighing and measuring. Ma, Mb, Mc, Me, Mf, ICT: Students are directed to use Its Learning to research next week’s dishes.
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. Realia
Week
Syllabus Reference
Topic/Learning Outcomes
Week 16-27 302 305 203
Menu to be devised
Learning Activities/ Teaching Methods
Skills Being Developed, English, Maths and Employability skills
Register
Students will:
Recap previous session
Menu brief.
332 334 335 337 339 340 342 343 353
Open/directed questions throughout session. Develop practical skills, using guidance cards to complete tasks. Dish requirements.
Spot demonstrations.
333 336 338 341 344 345 354 355
Individual work/working in pairs. Methods of cookery. Safe working practices. Cooking skills.
346 347 348 349
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.
Every learner matters: (H)(S)(EA) (E&D)
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 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, other students and staff. Speaking and listening. Reading recipes. Meta Language SPLa, SPLb, SPLc, SPLd, Rb, Rc, Maths: Adapting/ multiplying recipe amounts. Weighing and measuring. Ma, Mb, Mc, Me, Mf, ICT: Students are directed to use Its Learning to research next week’s dishes.
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. Realia
Week 28-36
Syllabus Reference
Topic/Learning Outcomes
302 305 203 332 334 335 337 339 340 342 343 353
Menu to be devised
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.
333 336 338 341 344 345 354 355
Individual work/working in pairs. Methods of cookery.
346 347 348 349
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.
Every learner matters: (H)(S)(EA) (E&D)
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, other students and staff. Speaking and listening. Reading recipes. Meta Language SPLa, SPLb, SPLc, SPLd, Rb, Rc, Maths: Adapting/ multiplying recipe amounts. Weighing and measuring. Ma, Mb, Mc, Me, Mf, ICT: Students are directed to use Its Learning to research next week’s dishes.
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. Realia