THT02 Tourism Training Package Volume 4 of 5
Version Number: 2 Review Date: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 Title Page
THT02 Tourism Training Package
Competency Standards for Hospitality
Volume 4 of 5 Tourism Training Package Volume 4 - Competency Standards for Hospitality
This is the fourth of five volumes which comprise the endorsed components of the THT02 Tourism and THH02 Hospitality Training Packages. This volume must be used in conjunction with other relevant volumes, as follows: Volume 1 Qualifications, Assessment Guidelines & Supporting Information Volume 2 General Competency Standards for Tourism and Hospitality Volume 3 Competency Standards for Tourism Volume 5 E-business Competency Standards for Tourism and Hospitality Note: For ease of use, the common components of the two industry Training Packages have been combined. Volume 1 contains the Qualifications, Assessment Guidelines and Supporting Information for both the THT02 Tourism and THH02 Hospitality Training Packages. Volumes 2 and 5 contain general competency standards which are applicable to both Tourism and Hospitality.
Volume 4 of 5 Page 1 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 Imprint Page
THT02 - Tourism Training Package © Commonwealth of Australia, 2002 This work has been produced with the assistance of funding provided by the Commonwealth Government through the Department of Education, Science and Training (DEST). An individual may make a photocopy of all or part of the work for their personal use. A Registered Training Organisation may make photocopies of all or part of the work for the teaching purposes of that organisation, including for supply to its students provided that any consideration does not exceed the marginal cost of preparation, reproduction, assembly and delivery. Except as permitted under the Copyright Act 1968, all other rights are reserved. Requests for permission may be directed to: Branch Manager, Technology and Information Services Branch, Industry Skills Development Group, Department of Education, Science and Training, GPO Box 9880 Canberra City, ACT, 2601. Website: www.dest.gov.au
This work is the result of wide consultations with Australian industry participants. It is a collaborative view and does not necessarily represent the view of DEST or any specific body. For the sake of brevity it may omit factors which could be pertinent in particular cases. While care has been taken in the preparation of this Training Package, DEST and the original developer do not warrant that any licensing or registration requirements specified here are either complete or up-to-date for your State or Territory. DEST and the original developer do not accept any liability for any damage or loss (including indirect and consequential loss) incurred by any person as a result of relying on the information contained in this Training Package. This Training Package should not be regarded as professional advice and it should not be relied upon in any important matter without obtaining appropriate advice relevant to your circumstances. Published by:
First published: 1 March 2002 ISBN: 0 642 79800 1 (set) Printed by:
AEShareNet Code: P Print Version No: 2 Release Date: 9/03/2005
Volume 4 of 5 Page 2 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 Table of Contents
TABLE OF CONTENTS
Version Modification History...... 6
Qualifications Framework...... 7 The Australian Qualifications Framework ...... 7 Certificate I ...... 8 Certificate II ...... 8 Certificate III ...... 8 Certificate IV ...... 9 Diploma ...... 9 Advanced Diploma ...... 10 Assessment Guidelines...... 15 Introduction...... 15 Assessment System Overview...... 15 Australian Quality Training Framework Assessment Requirements...... 15 Requirements for Assessors...... 16 Pathways...... 19 Designing Assessment Tools...... 22 Use of Assessment Tools...... 22 Using Prepared Assessment Tools...... 22 Developing Assessment Tools...... 22 Conducting Assessment...... 22 Access and Equity...... 23 Futher Sources of Information...... 26 General Resources...... 26 Assessment Resources...... 27 Assessment Tool Design and Conducting Assessment...... 27 Assessor Training...... 28 Assessment System Design and Management...... 28
Units THTSOP06B Receive and process reservations...... 29 THTSOP08B Operate a computerised reservations system...... 34 THHADCAT02B Develop menus to meet special dietary and cultural needs...... 39 THHADCAT03B Select catering systems...... 44 THHADCC01B Prepare pates and terrines...... 48 THHADCC02B Plan, prepare and display a buffet...... 53 THHADCC04B Prepare portion controlled meat cuts...... 58 THHADCC05B Handle and serve cheese...... 63 THHADCC06B Prepare chocolate and chocolate confectionery...... 68 THHADCC07B Select, prepare and serve specialised food items...... 73 THHADCC08B Select, prepare and serve specialist cuisines...... 78 THHADG01B Analyse and report on gaming machine data...... 84 THHADG02A Develop and manage gaming activities...... 88 THHADG03B Provide responsible gambling services...... 95 THHADPT01B Prepare bakery products for patissiers...... 101 THHADPT02B Prepare and present gateaux, tortes and cakes...... 106 THHADPT03B Present desserts...... 112 THHADPT04B Prepare and display petits fours...... 117 THHADPT05B Prepare and model marzipan...... 121 THHADPT06B Prepare desserts to meet special dietary requirements...... 125 THHADPT07B Prepare and display sugar work...... 129 THHADPT08B Plan, prepare and display sweet buffet show pieces...... 134 THHASC01A Use basic Asian methods of cookery...... 138 THHASC02A Produce appetisers and snacks for Asian cuisines...... 144 THHASC03A Prepare stocks and soups for Asian cuisines...... 150 THHASC04A Prepare sauces, dips and accompaniments for Asian cuisines...... 156 THHASC05A Prepare salads for Asian cuisines...... 161 THHASC06A Prepare rice and noodles for Asian cuisines...... 167 THHASC07A Prepare meat, poultry, seafood and vegetables for Asian cuisines...... 172
Volume 4 of 5 Page 3 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 Table of Contents THHASC08A Prepare desserts for Asian cuisines...... 177 THHASC09A Prepare curry paste and powder for Asian cuisines...... 183 THHASC10A Prepare satay for Asian cuisines...... 189 THHASC11A Prepare vegetarian dishes for Asian cuisines...... 195 THHASC12A Select, prepare and serve specialist Asian cuisines...... 201 THHASC13A Plan menus for Asian cuisines...... 208 THHASC14A Design and operate an Asian kitchen...... 213 THHBCAT01B Prepare foods according to dietary and cultural needs...... 218 THHBCAT02B Package prepared foodstuffs...... 223 THHBCAT03B Transport and store food in a safe and hygienic manner...... 227 THHBCAT04B Operate a fast food outlet...... 231 THHBCAT05B Apply cook-chill production processes...... 237 THHBCAT06B Apply catering control principles...... 241 THHBCAT07A Apply cook-freeze production processes...... 245 THHBCC00B Prepare sandwiches...... 250 THHBCC01B Use basic methods of cookery...... 254 THHBCC02B Prepare appetisers and salads...... 259 THHBCC03B Prepare stocks, sauces and soups...... 263 THHBCC04B Prepare vegetables, eggs and farinaceous dishes...... 268 THHBCC05B Prepare and cook poultry and game...... 274 THHBCC06B Prepare and cook seafood...... 278 THHBCC07B Select, prepare and cook meat...... 282 THHBCC08B Prepare hot and cold desserts...... 286 THHBCC09B Prepare pastry, cakes and yeast goods...... 290 THHBCC10B Plan and prepare food for buffets...... 295 THHBCC11B Implement food safety procedures...... 299 THHBCC13B Plan and control menu-based catering...... 304 THHBCC14B Organise bulk cooking operations...... 308 THHBFO02B Provide accommodation reception services...... 314 THHBFO08B Conduct night audit...... 319 THHBFO09B Provide club reception services...... 323 THHBFO10B Provide porter services...... 327 THHBG01B Attend gaming machines...... 331 THHBG02B Operate a TAB outlet...... 338 THHBG03B Conduct a keno game...... 342 THHBH01B Provide housekeeping services to guests...... 347 THHBH03B Prepare rooms for guests...... 351 THHBH05B Launder linen and guest clothes...... 356 THHBH06B Provide valet service...... 361 THHBKA01B Organise and prepare food...... 365 THHBKA02B Present food...... 369 THHBKA03B Receive and store kitchen supplies...... 373 THHBKA04B Clean and maintain kitchen premises...... 377 THHBPT01B Prepare and produce pastries...... 381 THHBPT02B Prepare and produce cakes...... 386 THHBPT03B Prepare and produce yeast goods...... 391 THHCCH01A Prepare, cook and serve food...... 396 THHCCH02A Prepare, cook and serve food for menus...... 402 THHCH11B Prepare and produce Chinese dim sum...... 409 THHCH12B Prepare and cook Chinese roast meat cuts and poultry...... 415 THHHCO01B Develop and update hospitality industry knowledge...... 421 THHINDN07B Prepare and produce tandoori food items...... 426 THHINDN09B Prepare and produce Indian breads...... 431 THHINDN10B Prepare and produce Indian sweetmeats...... 436 THHINDN11B Prepare Indian pickles and chutneys...... 441 THHINDO09B Prepare and produce Indonesian crackers...... 447 THHJA04B Prepare and produce Japanese raw fish (Sashimi )...... 452 THHJA05B Prepare and produce Japanese simmered, grilled, deep-fried and steamed dishes...... 457 THHJA07B Prepare and produce Japanese one pot cookery...... 463 THHJA08B Prepare and produce Japanese rice cookery...... 469 THHJA10B Prepare and produce Japanese fruit, cakes and sweetmeats...... 474 THHS2CC1B Monitor catering revenue and costs...... 479 THHS2CC2B Establish and maintain quality control...... 483 THHS2CC3B Develop a food safety program...... 487 THHSCAT01B Manage facilities associated with commercial catering contracts...... 494 THHSCAT02B Plan the catering for an event or function...... 498
Volume 4 of 5 Page 4 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 Table of Contents THHSCAT03B Prepare tenders for catering contracts...... 503 THHSCAT04B Design menus to meet market needs...... 507 THHSPT01B Plan coffee shop layout, menu and storage...... 511
Volume 4 of 5 Page 5 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 Version Modification History Version Modification History The version details of this endorsed Training Package are in the table below. The latest information is at the top of the table.
Version Release Date Comments
2 9/03/2005 Category One changes: Correct grammatical and typographical errors. Update the Diploma of Event Management to THT50203. Update THTLANO1_A with four new languages and their respective codes. Include the Innovation Standards from the Caravan Industries Training Package in Volume 5.
2.00 31/10/2002 Secondary Release, inclusion of 28 E-business competency standards.
1.00 20/03/2002 Primary Release revised versions.
Volume 4 of 5 Page 6 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 Qualifications Framework Qualifications Framework
The Australian Qualifications Framework What is the Australian Qualifications Framework? A brief overview of the Australian Qualifications Framework (AQF) follows. For a full explanation of the AQF see the AQF Implementation Handbook, 3rd Edition 2002. You can download it from the Australian Qualifications Advisory Board (AQFAB) website ( www.aqf.edu.au) or obtain a hard copy by contacting AQFAB on phone 03 9639 1606 or by emailing AQFAB on [email protected] The AQF provides a comprehensive, nationally consistent framework for all qualifications in post-compulsory education and training in Australia. In the vocational education and training (VET) sector it assists national consistency for all trainees, learners, employers and providers by enabling national recognition of qualifications and Statements of Attainment. Training Package qualifications in the VET sector must comply with the titles and guidelines of the AQF. Endorsed Training Packages provide a unique title for each AQF qualification which must always be reproduced accurately. Qualifications Training Packages can incorporate the following eight AQF qualifications. • Certificate I in ... • Certificate II in ... • Certificate III in ... • Certificate IV in ... • Diploma of ... • Advanced Diploma of ... • Vocational Graduate Certificate of ... • Vocational Graduate Diploma of ...
On completion of the requirements defined in the Training Package, a Registered Training Organisation (RTO) may issue a nationally recognised AQF qualification. Issuance of AQF qualifications must comply with the advice provided in the AQF Implementation Handbook and the Australian Quality Training Framework Standards for Registered Training Organisations, particularly Standard 10. Statement of Attainment Where an AQF qualification is partially achieved through the achievement of one or more endorsed units of competency, an RTO may issue a Statement of Attainment. Issuance of Statements of Attainment must comply with the advice provided in the AQF Implementation Handbook and the Australian Quality Training Framework Standards for Registered Training Organisations, particularly Standard 10. Under the Standards for Registered Training Organisations, RTOs must recognise the achievement of competencies as recorded on a qualification or Statement of Attainment issued by other RTOs. Given this, recognised competencies can progressively build towards a full AQF qualification. AQF Guidelines and Learning Outcomes The AQF Implementation Handbook provides a comprehensive guideline for each AQF qualification. A summary of the learning outcome characteristics and their distinguishing features for each VET related AQF qualification is provided below.
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Certificate I Characteristics of Learning Outcomes Breadth, depth and complexity of knowledge and skills would prepare a person to perform a defined range of activities most of which may be routine and predictable. Applications may include a variety of employment related skills including preparatory access and participation skills, broad-based induction skills and/or specific workplace skills. They may also include participation in a team or work group. Distinguishing Features of Learning Outcomes Do the competencies enable an individual with this qualification to: • demonstrate knowledge by recall in a narrow range of areas; • demonstrate basic practical skills, such as the use of relevant tools; • perform a sequence of routine tasks given clear direction • receive and pass on messages/information.
Certificate II Characteristics of Learning Outcomes Breadth, depth and complexity of knowledge and skills would prepare a person to perform in a range of varied activities or knowledge application where there is a clearly defined range of contexts in which the choice of actions required is usually clear and there is limited complexity in the range of operations to be applied. Performance of a prescribed range of functions involving known routines and procedures and some accountability for the quality of outcomes. Applications may include some complex or non-routine activities involving individual responsibility or autonomy and/or collaboration with others as part of a group or team. Distinguishing Features of Learning Outcomes Do the competencies enable an individual with this qualification to: • demonstrate basic operational knowledge in a moderate range of areas; • apply a defined range of skills; • apply known solutions to a limited range of predictable problems; • perform a range of tasks where choice between a limited range of options is required; • assess and record information from varied sources; • take limited responsibility for own outputs in work and learning.
Certificate III Characteristics of Learning Outcomes Breadth, depth and complexity of knowledge and competencies would cover selecting, adapting and transferring skills and knowledge to new environments and providing technical advice and some leadership in resolution of specified problems. This would be applied across a range of roles in a variety of contexts with some complexity in the extent and choice of options available. Performance of a defined range of skilled operations, usually within a range of broader related activities involving known routines, methods and procedures, where some discretion and judgement is required in the section of equipment, services or contingency measures
Volume 4 of 5 Page 8 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 Qualifications Framework and within known time constraints. Applications may involve some responsibility for others. Participation in teams including group or team co-ordination may be involved. Distinguishing Features of Learning Outcomes Do the competencies enable an individual with this qualification to: • demonstrate some relevant theoretical knowledge • apply a range of well-developed skills • apply known solutions to a variety of predictable problems • perform processes that require a range of well-developed skills where some discretion and judgement is required • interpret available information, using discretion and judgement • take responsibility for own outputs in work and learning • take limited responsibility for the output of others.
Certificate IV Characteristics of Learning Outcomes Breadth, depth and complexity of knowledge and competencies would cover a broad range of varied activities or application in a wider variety of contexts most of which are complex and non-routine. Leadership and guidance are involved when organising activities of self and others as well as contributing to technical solutions of a non-routine or contingency nature. Performance of a broad range of skilled applications including the requirement to evaluate and analyse current practices, develop new criteria and procedures for performing current practices and provision of some leadership and guidance to others in the application and planning of the skills. Applications involve responsibility for, and limited organisation of, others. Distinguishing Features of Learning Outcomes Do the competencies enable an individual with this qualification to: • demonstrate understanding of a broad knowledge base incorporating some theoretical concepts • apply solutions to a defined range of unpredictable problems • identify and apply skill and knowledge areas to a wide variety of contexts, with depth in some areas • identify, analyse and evaluate information from a variety of sources • take responsibility for own outputs in relation to specified quality standards • take limited responsibility for the quantity and quality of the output of others.
Diploma Characteristics of Learning Outcomes Breadth, depth and complexity covering planning and initiation of alternative approaches to skills or knowledge applications across a broad range of technical and/or management requirements, evaluation and co-ordination. The self directed application of knowledge and skills, with substantial depth in some areas where judgement is required in planning and selecting appropriate equipment, services and techniques for self and others. Applications involve participation in development of strategic initiatives as well as personal
Volume 4 of 5 Page 9 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 Qualifications Framework responsibility and autonomy in performing complex technical operations or organising others. It may include participation in teams including teams concerned with planning and evaluation functions. Group or team co-ordination may be involved. The degree of emphasis on breadth as against depth of knowledge and skills may vary between qualifications granted at this level. Distinguishing Features of Learning Outcomes Do the competencies or learning outcomes enable an individual with this qualification to: • demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas • analyse and plan approaches to technical problems or management requirements • transfer and apply theoretical concepts and/or technical or creative skills to a range of situations • evaluate information, using it to forecast for planning or research purposes • take responsibility for own outputs in relation to broad quantity and quality parameters • take some responsibility for the achievement of group outcomes.
Advanced Diploma Characteristics of Learning Outcomes Breadth, depth and complexity involving analysis, design, planning, execution and evaluation across a range of technical and/or management functions including development of new criteria or applications or knowledge or procedures. The application of a significant range of fundamental principles and complex techniques across a wide and often unpredictable variety of contexts in relation to either varied or highly specific functions. Contribution to the development of a broad plan, budget or strategy is involved and accountability and responsibility for self and others in achieving the outcomes is involved. Applications involve significant judgement in planning, design, technical or leadership/guidance functions related to products, services, operations or procedures. The degree of emphasis on breadth as against depth of knowledge and skills may vary between qualifications granted at this level. Distinguishing Features of Learning Outcomes Do the competencies or learning outcomes enable an individual with this qualification to: • demonstrate understanding of specialised knowledge with depth in some areas • analyse, diagnose, design and execute judgements across a broad range of technical or management functions • generate ideas through the analysis of information and concepts at an abstract level • demonstrate a command of wide-ranging, highly specialised technical, creative or conceptual skills • demonstrate accountability for personal outputs within broad parameters • demonstrate accountability for personal and group outcomes within broad parameters.
Qualification Pathways
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Qualification Titles Each qualification has a title which meets the required format of the Australian Qualifications Framework. The titles have been determined by industry to ensure that they describe meaningful and easily-recognised industry outcomes. These titles must be used by RTOs responsible for issuing qualifications. These are listed in this document and include the words: • Certificate I, II, III, IV, Diploma or Advanced Diploma to reflect the level of the qualification • industry descriptor (Tourism), except in the area of Meetings and Events where the word "Tourism" has been removed to reflect the cross-industry focus. • main functional area or specialist stream (eg Tour Wholesaling, Visitor Information Services)
Some examples are: • Certificate III in Tourism (Retail Travel Sales) • Certificate IV in Tourism ( Sales and Marketing ) • Diploma of Tourism (Marketing and Product Development)
The qualifications issued by an RTO must list of all the units of competency achieved, as detailed in the Assessment Guidelines document for this training package (refer to 'Reporting Assessment Outcomes').
Format of Qualifications Each qualification clearly lists all the units of competence required for that particular qualification. This means, for example, that the core units of competence required for a Certificate II in Tourism (Operations) still appear as core units of competence for a Diploma of
Volume 4 of 5 Page 11 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 Qualifications Framework Tourism (Operations Management) This "embedding" or "nesting" has been done for two reasons: • to articulate the complete range of skills required to achieve each qualification rather than relying on references to pre-requisites or entry requirements for each successive qualification, • to ensure that higher level qualifications focussing on management or supervisory skills also contain the required "hands-on" or practical skills.
Pathways To Qualifications There are many different ways in which a person may gain a national qualification. Existing employees, trainees, apprentices, or pre-employment students may obtain qualifications. The achievement of competence is what matters, not the way in which it is achieved. For example, a young person entering the industry may benefit most from a mixture of on-the-job and off-the-job learning while an experienced worker may choose an assessment-only pathway. Possible pathways are as follows: • Assessment-only pathway • Combination of on-the-job training and institution based training • Institution-based training programs • On-the-job training
The tourism industry favours training which maximises workplace experience. RTOs are strongly encouraged to form close links with industry to increase learning benefits and employment outcomes for pre-employment students.
Customisation of Qualifications Tourism Industry national qualifications may be customised by including elective units of competency from a range of areas, including other relevant training packages. Within the Tourism Training Package, it is possible to achieve a general or a specialist outcome by selecting either units focussed on a particular specialist area or units covering a wider range of skills. The packaging maximises choice, giving individuals and enterprises the opportunity to combine competencies in ways that suit them. For example, the Tourism (Operations) qualifications are specifically designed for those seeking maximum choice and flexibility. A qualification like the Certificate III in Tourism (International Retail Travel Sales), on the other hand, is quite prescriptive in nature to reflect the very specific skills required in that sector of the industry. In addition to Tourism Industry competency standards, the Training Package allows for the selection of relevant units of competence from other industry packages. For example: • Hospitality • Food Processing (wine sector) • Transport • Sport and Recreation • Retail • Business Services • Assessment and Workplace Training
When units are selected from other packages the assessment requirements of those packages must be met.
Volume 4 of 5 Page 12 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 Qualifications Framework Some units from the National Assessment and Workplace Training Package should be achieved in holistic clusters which will count as one elective within a qualification. This encourages the acquisition of training and assessment skills within qualifications without inhibiting the selection of sufficient industry-specific units. The following clusters apply: • BSZ405A plus BSZ407A plus BSZ408A (= one elective) • BSZ401A plus BSZ402A plus BSZ403 (= one elective).
A full list of standards in both the Tourism and Hospitality Training Packages is found in this volume. Standards from other industries not published in this package may be obtained from the relevant national ITAB, the National Training Information Service website or from Australian Training Products.
Linkages To Other Units and Pre-Requisites The requirement to achieve some competency standards prior to or in conjunction with other units is identified in the evidence guides for individual units of competence . However, these ' pre-requisites' have been kept to a minimum to give RTOs flexibility in packaging the qualifications and to ensure that the requirements for each qualification can be understood easily. Where there is a pre-requisite requirement, this is reflected in the National Qualifications, so that all required units are explicitly stated in the core of each qualification. When RTOs select electives, they should carefully check for any pre-requisite requirements when structuring a course. A table showing pre-requisite requirements for all units is found in Appendix D. In determining how they will implement the training package, RTOs will select appropriate learning strategies, identify the sequence in which units of competence will be achieved and identify any pre-requisites. The evidence guides for each unit also identify other units that are closely linked and may be assessed concurrently. The recommended linkages are provided as a non-prescriptive guide to assessors .
New Apprenticeships The term 'new apprenticeships' incorporates both apprenticeships and traineeships. Trainees or apprentices may be employed full time or part time. Generally, they will undergo a combination of training and assessment at work and at a training institution, or undertake all their training in the workplace. Trainees and apprentices are employed by an enterprise under a training contract which sets out the training to be provided. Alternatively, the employer can be a group training company, which employs trainees and rotates them between a number of employers. Training can be provided at set times (such as one day a week), in negotiated blocks of time or through other arrangements agreed by the enterprise and the training organisation. This industry training package offers traineeships and apprenticeships at any qualification level. While the package does not preclude any of the qualifications being achieved via this pathway, it is unlikely that the industry will offer apprenticeships and traineeships at the higher levels of Diploma and Advanced Diploma in the foreseeable future. All Certificate II and III and IV level qualifications listed in this training framework would be appropriate for apprenticeships and traineeship delivery. A training and assessment pathway combining on and off-the-job components is defined by the industry as the most suitable pathway for those undertaking formal traineeships or apprenticeships. In cases, where training is provided on-the-job followed by assessment off-the-job, it may be appropriate for assessment to be supported by a portfolio of evidence
Volume 4 of 5 Page 13 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 Qualifications Framework which demonstrates workplace performance. Supporting evidence of competency from the employer would also be appropriate. Development of apprenticeships and traineeships should take account of the characteristics of the industries at local level. Estimation of the time taken to complete an apprenticeships or traineeship pathway to a qualification should be negotiated at State/Territory level and, more meaningfully, on a case by case basis. Local and enterprise consultation will ensure that apprenticeships and traineeships are linked to local industry needs, to particular job functions for which specific units can be chosen and to specified training and assessment pathways.
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Assessment Guidelines
Introduction These Assessment Guidelines provide the endorsed framework for assessment of units of competency in this Training Package. They are designed to ensure that assessment is consistent with the Australian Quality Training Framework (AQTF) Standards for Registered Training Organisations. Assessments against the units of competency in this Training Package must be carried out in accordance with these Assessment Guidelines. Assessment System Overview This section provides an overview of the requirements for assessment when using this Training Package, including a summary of the AQTF requirements; licensing/registration requirements; and assessment pathways. Benchmarks for Assessment Assessment within the National Training Framework is the process of collecting evidence and making judgements about whether competency has been achieved to confirm whether an individual can perform to the standards expected in the workplace, as expressed in the relevant endorsed unit of competency. In the areas of work covered by this Training Package, the endorsed units of competency are the benchmarks for assessment. As such, they provide the basis for nationally recognised Australian Qualifications Framework (AQF) qualifications and Statements of Attainment issued by Registered Training Organisations (RTOs). Australian Quality Training Framework Assessment Requirements Assessment leading to nationally recognised AQF qualifications and Statements of Attainment in the vocational education and training sector must meet the requirements of the AQTF as expressed in the Standards for Registered Training Organisations. The Standards for Registered Training Organisations can be downloaded from the DEST website at www.dest.gov.au or can be obtained in hard copy from DEST. The following points summarise the assessment requirements under the AQTF. Registration of Training Organisations Assessment must be conducted by, or on behalf of, an RTO formally registered by a State or Territory Registering/Course Accrediting Body in accordance with the Standards for Registered Training Organisations. The RTO must have the specific units of competency and/or AQF qualifications on its scope of registration. See Section 1 of the Standards for Registered Training Organisations. Quality Training and Assessment Each RTO must have systems in place to plan for and provide quality training and assessment across all its operations. See Standard 1 of the Standards for Registered Training Organisations. Assessor Competency Requirements Each person involved in training, assessment or client service must be competent for the functions they perform. See Standard 7 of the Standards for Registered Training Organisations for assessor competency requirements. Standard 7 also specifies the competencies that must be held by trainers.
Volume 4 of 5 Page 15 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 Assessment Guidelines Assessment Requirements The RTOs assessments must meet the requirements of the endorsed components of Training Packages within its scope of registration. See Standard 8 of the Standards for Registered Training Organisations. Assessment Strategies Each RTO must identify, negotiate, plan and implement appropriate learning and assessment strategies to meet the needs of each of its clients. See Standard 9 of the Standards for Registered Training Organisations. Mutual Recognition Each RTO must recognise the AQF qualifications and Statements of Attainment issued by any other RTO. See Standard 5 of the Standards for Registered Training Organisations. Access and Equity and Client Services Each RTO must apply access and equity principles, provide timely and appropriate information, advice and support services that assist clients to identify and achieve desired outcomes. This may include reasonable adjustment in assessment. See Standard 6 of the Standards for Registered Training Organisations. Partnership Arrangements RTOs must have, and comply with, written agreements with each organisation providing training and/or assessment on its behalf. See Standard 1.6 of Standards for Registered Training Organisations. Recording Assessment Outcomes Each RTO must have effective administration and records management procedures in place, and must record AQF qualifications and Statements of Attainment issued. See Standards 4 and 10.2 of the Standards for Registered Training. Issuing AQF Qualifications and Statement of Attainment Each RTO must issue AQF qualifications and Statements of Attainment that meet the requirements of the AQF Implementation Handbook and the endorsed Training Packages within the scope of its registration. An AQF qualification is issued once the full requirements for a qualification, as specified in the nationally endorsed Training Package are met. A Statement of Attainment is issued where the individual is assessed as competent against fewer units of competency than required for an AQF qualification. See Standard 10 and Section 2 of the Standards for Registered Training Organisations. There are no specific licensing or registration issues that impact on assessment practices within the Tourism and Hospitality Training Packages. Requirements for Assessors Assessor Qualifications There are mandatory requirements that must be met by individual assessors or collectively by the members of an assessment team or panel conducting assessments against this Training Package. Assessors must have the following assessment Units of Competency from the Training Package for Assessment and Workplace Training, or must have demonstrated equivalent competencies: • BSZ401A Plan assessment; • BSZ402A Conduct assessment; • BSZ403A Review assessment;
Volume 4 of 5 Page 16 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 Assessment Guidelines • plus the relevant vocational competencies, at least to the level being assessed.
In addition to the above, it is recommended that assessors have comprehensive current knowledge of the industry and the job or role against which performance is being assessed. They should also have appropriate interpersonal and communication skills and knowledge of language, literacy and numeracy issues in the context of assessment. These skills, knowledge and attributes may be developed and demonstrated through: participation in professional development; relevant work experience; participation in professional/industry networks; recent planning and review of assessment activities; participation in assessment validation processes; recent assessment and/or workplace training activities. All assessors who are engaged in assessing against this Training Package must be: • employed by an RTO, or acting under the registration of an RTO (for example, an assessor working in an enterprise that has a partnership arrangement with the RTO). All assessors who are engaged in assessing against this Training Package must be: • employed by an RTO, or • acting under the registration of an RTO (for example, an assessor working in an enterprise that has a partnership arrangement with the RTO).
This Training Package provides a range of options for meeting these assessor requirements. Assessments can be undertaken in a variety of workplace and institutional contexts by individual assessors, partnerships involving assessors and technical experts, and teams of assessors. The options listed below show how the requirement to use qualified assessors can be met. An individual assessor conducts the assessment An assessor works with workplace supervisor in collecting evidence for valid assessment A team working together to conduct the assessment OPTIONS ASSESSORS, TECHNICAL EXPERTS AND WORKPLACE SUPERVISORS (Includes mandated requirements and recommended attributes)
Single assessor An assessor is required to: • hold formal recognition of competence in the relevant units in the Training Package for Assessment and Workplace Training; • be deemed competent and, where possible, hold formal recognition of competence in the specific Units of Competency in this Training Package, at least to the level being assessed.
In addition, it is recommended that the assessor is able to: • demonstrate current knowledge of the industry, industry practices, and the job or role against which performance is
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being assessed; • demonstrate current knowledge and skill in assessing against this Training Package in a range of contexts;. • demonstrate the necessary interpersonal and communication skills required in the assessment process.
Partnership Assessor is required to hold formal recognition of competence in the arrangement relevant units in the Training Package for Assessment and An assessor works Workplace Training. with a technical In addition, it is recommended that the assessor is able to: expert to conduct • demonstrate current knowledge and skill in assessing against the assessment this Training Package in a range of contexts; • demonstrate the interpersonal and communication skills required in the assessment process.
A technical expert is required to be deemed competent and, where possible, hold formal recognition of competence in the specific Units of Competency from this Training Package, at least to the level being assessed. In addition, it is recommended that the Technical Expert is able to: • demonstrate current knowledge of the industry, industry practices, and the job or role against which performance is being assessed; • communicate and liaise with the assessor throughout the assessment process.
Partnership An assessor is required to: arrangement • hold formal recognition of competence in Assessment and Workplace Training in the relevant units in the Training Package; • make the assessment decision.
In addition, it is recommended that the assessor is able to: • demonstrate current knowledge and skill in assessing against this Training Package in a range of contexts; • demonstrate the interpersonal and communication skills required in the assessment process; • communicate and liaise, where appropriate, with the workplace supervisor throughout the assessment process.
A workplace supervisor is required to be deemed competent and, where possible, is to hold formal recognition of competence in the specific Units of Competency from this Training Package, at least to the level being assessed. In addition, it is recommended that the Workplace supervisor is able to: • demonstrate current knowledge of the industry, industry practices, and the job or role against which performance is being assessed; • communicate and liaise, where appropriate, with the assessor
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throughout the assessment process; • use agreed practices to gather and record evidence for the assessor to use in making a valid judgement on competency.
Partnership Members of an assessment team or panel that comprises arrangement assessment and industry experience and expertise works together in Assessment the collection of evidence and in making judgements about team/panel competency. The members of the team must include at least one person who: • holds formal recognition of competence in Assessment and Workplace Training in the relevant units in the Training Package; • is deemed competent and, where possible, holds formal recognition of competence in the specific Units of Competency from this Training Package, at least to the level being assessed.
In addition, it is recommended that members of the team/panel involved in the assessment are able to: • demonstrate current knowledge of the industry, industry practices, and the job or role against which performance is being assessed; • demonstrate current knowledge and skill in assessing against this Training Package in a range of contexts; • demonstrate the interpersonal and communication skills required in the assessment process and liaise with other team/panel members throughout the assessment process.
Pathways The competencies in this Training Package may be attained in a number of ways including through: • formal or informal education and training • experiences in the workplace • general life experience, and/or • any combination of the above.
Assessment under this Training Package leading to an AQF qualification or Statement of Attainment may follow a learning and assessment pathway, an assessment-only or recognition pathway, or a combination of the two as illustrated in the following diagram.
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Each of these assessment pathways leads to full recognition of competencies held - the critical issue is that the candidate is competent, not how the competency was acquired. Assessment, by any pathway, must comply with the assessment requirements set out in the Standards for Registered Training Organisations. Learning and Assessment Pathways Usually, learning and assessment are integrated, with assessment evidence being collected and feedback provided to the candidate at anytime throughout the learning and assessment process. Learning and assessment pathways may include structured programs in a variety of contexts using a range of strategies to meet different learner needs. Structured learning and assessment programs could be: group-based, work-based, project-based, self-paced, action learning-based; conducted by distance or e-learning; and/or involve practice and experience in the workplace. Learning and assessment pathways to suit New Apprenticeships have a mix of formal structured training and structured workplace experience with formative assessment activities through which candidates can acquire and demonstrate skills and knowledge from the relevant units of competency. Assessment-Only or Recognition of Prior Learning Pathway Competencies already held by individuals can be formally assessed against the units of competency in this Training Package, and should be recognised regardless of how, when or where they were achieved. In an assessment-only or Recognition of Prior Learning (RPL) pathway, the candidate provides current, quality evidence of their competency against the relevant unit of competency. This process may be directed by the candidate and verified by the assessor, such as in the compilation of portfolios; or directed by the assessor, such as through observation of workplace performance and skills application, and oral and/or written assessment. Where the outcomes of this process indicate that the candidate is competent, structured training is not required. The RPL requirements of Standard 8.2 of the Standards for Registered Training Organisations must be met. As with all assessment, the assessor must be confident that the evidence indicates that the candidate is currently competent against the endorsed unit of competency. This evidence may take a variety of forms and might include certification, references from past employers, testimonials from clients, and work samples. The onus is on candidates to provide sufficient evidence to satisfy assessors that they currently hold the relevant competencies. In judging evidence, the assessor must ensure that the evidence of prior learning is:
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The assessment only or recognition of prior learning pathway is likely to be most appropriate in the following scenarios: • candidates enrolling in qualifications who want recognition for prior learning or current competencies • existing workers • individuals with overseas qualifications • recent migrants with established work histories • people returning to the workplace, and • people with disabilities or injuries requiring a change in career.
Combination of Pathways Where candidates for assessment have gained competencies through work and life experience and gaps in their competence are identified, or where they require training in new areas, a combination of pathways may be appropriate. In such situations, the candidate may undertake an initial assessment to determine their current competency. Once current competency is identified, a structured learning and assessment program ensures that the candidate acquires the required additional competencies identified as gaps. Assessor Requirements This section identifies the mandatory competencies for assessors, and clarifies how others may contribute to the assessment process where one person alone does not hold all the required competencies. Assessor Competencies The Standards for Registered Training Organisations specify mandatory competency requirements for assessors. For information, Standard 7.3 from the Standards for Registered Training Organisations follows: 7.3 a The RTO must ensure that assessments are conducted by a person who has:
• the following competencies* from the Training Package for Assessment and Workplace Training, or demonstrated equivalent competencies: • TAAASS401A Plan and organise assessment; • TAAASS402A Assess competence; • TAAASS404A Participate in assessment validation; • relevant vocational competencies, at least to the level being assessed.
b However, if a person does not have all of the competencies in Standards 7.3 a (i) and the vocational competencies as defined in 7.3 a (ii), one person with the competencies listed in Standard 7.3 a (i), and one or more persons who have the competencies listed in Standard 7.3 a (ii) may work together to conduct assessments.
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* A person who holds the competencies BSZ401A Plan assessment, BSZ402A Conduct assessment, and BSZ403A Review assessment from the Training Package for Assessment and Workplace Training will be accepted for the purposes of this standard. A person who has demonstrated equivalent competencies to BSZ401A and BSZ402A and BSZ403A in the period up to 12 months following publication of the Training and Assessment Training Package will also be accepted for the purposes of this standard.
Designing Assessment Tools This section provides an overview on the use and development of assessment tools. Use of Assessment Tools Assessment tools provide a means of collecting the evidence that assessors use in making judgements about whether candidates have achieved competency. There is no set format or process for the design, production or development of assessment tools. Assessors may use prepared assessment tools, such as those specifically developed to support this Training Package, or they may develop their own. Using Prepared Assessment Tools If using prepared assessment tools, assessors should ensure these are benchmarked, or mapped, against the current version of the relevant unit of competency. This can be done by checking that the materials are listed on the National Training Information Service (http://www.ntis.gov.au). Materials on the list have been noted by the National Training Quality Council as meeting their quality criteria for Training Package support materials. Developing Assessment Tools When developing assessment tools, assessors must ensure that they: • are benchmarked against the relevant unit or units of competency • are reviewed as part of the validation of assessment strategies as required under 9.2 (i) of the Standards for Registered Training Organisations • meet the assessment requirements expressed in the Standards for Registered Training Organisations, particularly Standards 8 and 9.
A key reference for assessors developing assessment tools is TAA04 Training and Assessment Training Package and the unit of competency TAAASS403A Develop assessment tools. There is no set format or process for the design, production or development of assessment materials. Conducting Assessment This section details the mandatory assessment requirements and provides information on equity in assessment including reasonable adjustment. Mandatory Assessment Requirements Assessments must meet the criteria set out in Standard 8 from the Standards for Registered Training Organisations. For information, Standard 8 from the Standards for Registered Training Organisations is reproduced below. 8 RTO Assessments
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The RTOs assessments meet the requirements of the endorsed components of Training Packages and the outcomes specified in accredited courses within the scope of its registration.
8.1 The RTO must ensure that assessments (including RPL):
i. comply with the assessment guidelines included in the applicable nationally endorsed Training Packages or the assessment requirements specified in accredited courses;
ii. lead to the issuing of a statement of attainment or qualification under the AQF when a person is assessed as competent against nationally endorsed unit(s) of competency in the applicable Training Package or modules specified in the applicable accredited course;
iii. are valid, reliable, fair and flexible;
iv. provide for applicants to be informed of the context and purpose of the assessment and the assessment process;
v. where relevant, focus on the application of knowledge and skill to standard of performance required in the workplace and cover all aspects workplace performance, including task skills, task management skills, contingency management skills and job role environment skills;
vi. involve the evaluation of sufficient evidence to enable judgements to be made about whether competency has been attained;
vii. provide for feedback to the applicant about the outcomes of the assessment process and guidance on future options in relation to those outcomes;
viii. are equitable for all persons, taking account of individual needs relevant to the assessment; and
ix. provide for reassessment on appeal.
8.2 a The RTO must ensure that RPL is offered to all applicants on enrolment
b The RTO must have an RPL process that:
i. is structured to minimise the time and cost to applicants; and ii. provides adequate information, support and opportunities for participants to engage in the RPL process.
Access and Equity An individuals access to the assessment process should not be adversely affected by restrictions placed on the location or context of assessment beyond the requirements specified in this Training Package. Reasonable adjustments can be made to ensure equity in assessment for people with disabilities. Adjustments include any changes to the assessment process or context that meet the individual needs of the person with a disability, but do not change competency outcomes. Such adjustments are considered reasonable if they do not impose an unjustifiable hardship on a training provider or employer. When assessing people with disabilities, assessors are encouraged to apply good practice assessment methods with sensitivity and flexibility.
Volume 4 of 5 Page 23 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 Assessment Guidelines Explanation of Terms Used in the Competency Standards The section in the competency standards titled Context of Assessment describes the required conditions for assessing particular skills. For example: • Where? How many times? How quickly? • Does it need to be done in more than one place or industry context? • Does it have to be undertaken over a period of time? • Do you have to actually do it, just know about it or plan it? • What equipment, materials and documentation do you have to use? • What other people should be involved? • How many customers do you need to serve? • What are the special industry conditions and restraints?
Below are some explanations of terms used in this section of the competency standards. industry-realistic timeframes / typical workplace time constraints / work conditions, ratios of staff to customers • Tasks must be completed within a timeframe that would be acceptable in a real workplace and with the presence of daily work realities such as interruptions. For example, how long should it take to issue a single coach ticket in a busy workplace? • Staff to customer ratios must reflect those generally used by a commercially viable business on an average day. For example, how many customers would a waiter be reasonably expected to serve, or how many meals would a cook generally prepare during a lunch period? project or work activities conducted over a period of time • The competency requires the application of monitoring skills, ongoing supervision or implementation of a plan or policy, so an activity that extends over a length of time is required. For example, the development and management of an event, function or tour would be appropriate (eg running an end of term excursion for a class). involvement of customers or suppliers, interaction with others • Involvement of other people such as customers, team members and passengers is required to allow the candidate to demonstrate the interactive or customer service aspects of the competency. For example, working with other members of a kitchen brigade, or role-playing answering of customer questions. • In units dealing with project-based or management skills, consultation with or leadership of others may be a key unit requirement, and this must be reflected in assessment. For example, developing a proposal for an event would require consultation with suppliers. on more than on occasion • This statement has been used sparingly and is only included when a totally separate performance occasion is considered essential. For example, the preparation of specialised food items may require demonstration on different occasions to ensure an appropriate range. across a full service period • Demonstration of skills across a normal food and beverage service period will enable the
Volume 4 of 5 Page 24 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 Assessment Guidelines candidate to demonstrate ability to respond to a range of typical service issues and problems, handle different customer requests and so forth. For example, a candidate would may provide service during a breakfast, lunch or dinner period in a restaurant. fully-equipped operational commercial kitchen /dining room, industry-current equipment • The equipment required for a commercial operation, particularly for a kitchen or restaurant will vary depending on the size and style of operation, but it is vastly different to that required in a domestic setting. To demonstrate competence, candidates must have access to a range of suitable equipment which is currently used in the industry. Lists of suggested equipment are found in the Appendices. • An operational environment is one which is actually in operation under commercial conditions ie. is producing and serving food and beverage for customers. to address differing....., to address a range..... • It is impossible to define range precisely as the standards are relevant to so many different contexts. However, adherence to general business norms should apply. For example, many different reservations from different types of customer and for varying services would need to be processed, as no business would be viable without reservations staff able to do this. which reflects local industry practice • Activities should be tailored to local industry needs. For example, in a tour guiding situation, the numbers of people involved as customers and the type of environment in which the assessment is conducted should reflect the relevant style of products and services offered. For a National Parks guide this may mean assessment in a natural area with a small group whereas a guide in the city might be assessed on a coach during an urban tour. commercially-realistic environment • The environment must be one in which the activity would take place in the real world of work. For example, a guide might run an activity or deliver a commentary at a tourist site, on a coach or on a beach.
Customising Units of Competence Competency standards are packaged and aligned to qualifications in the Australian Qualifications Framework. Individual units of competence, however, do not specify levels since it is the combination of a group of standards that forms a qualification at a particular level. The qualification and job outcome will indicate the level at which a unit is assessed. The national competency standards apply industry-wide. They have been written so that they can be applied and adapted to a broad range of enterprise types and industry contexts. Trainers and assessors therefore need to customise the content and training/assessment activities to suit particular workplaces or training situations. The Range Statement includes statements about the required scope of performance, but also includes guidance and examples which can be adjusted to suit local industry, sector and enterprise needs. For example, an organisation may wish to customise the standards to ensure that assessment is undertaken on equipment, and according to organisational procedures, unique
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Further Sources of Information The section provides a listing of useful contacts and resources to assist assessors in planning, designing, conducting and reviewing of assessments against this Training Package. Contacts Contacts Service Industry Skills Council Level 10, 171 Clarence Street SYDNEY NSW 2000 PO Box 4194 SYDNEY NSW 2001 Telephone: 02 8243 1200 Fax: 02 8243 1215 Web:www.serviceskills.com.au Email:[email protected]
Australian Training Products Ltd Level 25, 150 Lonsdale Street MELBOURNE VIC 3000 PO Box 12211 A'Beckett Street Post Office MELBOURNE VIC 8006 Telephone: (03) 9655 0600 Fax: (03) 9639 4684 Web: www.atpl.net.au Email: [email protected]
Innovation and Business Industry Skills Council Building B, Level 2 192 Burwood Road Telephone: (03) 9815 7000 Fax: (03) 9815 7001 Email: [email protected] General Resources
Volume 4 of 5 Page 26 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 Assessment Guidelines Refer to http://antapubs.dest.gov.au/publications/search.asp to locate the following ANTA publications. AQF Implementation Handbook, third Edition. Australian Qualifications Framework Advisory Board, 2002, aqf.edu.au Australian Quality Training Framework (AQTF) - for general information go to: www.dest.gov.au/sectors Australian Quality Training Framework (AQTF) - for resources and information go to: www.dest.gov.au Australian Quality Training Framework Standards for Registered Training Organisations, Australian National Training Authority, Melbourne, 2005. Available in hard copy from State and Territory Training Authorities or can be downloaded from www.dest.gov.au TAA04 Training and Assessment Training Package. This is available from the Innovation and Business Skills Australia (IBSA) Industry Skills Council and can be viewed, and components downloaded, from the National Training Information Service (NTIS). National Training Information Service, an electronic database providing comprehensive information about RTOs, Training Packages and accredited courses - www.ntis.gov.auStyle Guide for Training Package Support Materials, Australian National Training Authority, Melbourne, 2003. Can be downloaded from the ANTA page at www.dest.gov.au Assessment Resources Training Package Assessment Guides - a range of resources to assist RTOs in developing Training Package assessment materials developed by DEST with funding from the Department of Education, Training and Youth Affairs. It is made up of 10 separate titles, as described at the ANTA publications page of www.dest.gov.au. Go to www.resourcegenerator.gov.au/loadpage.asp?TPAG.htm Printed and/or CD ROM versions of the Guides can be purchased from Australian Training Products (ATP). The resource includes the following guides: • Training Package Assessment Materials Kit • Assessing Competencies in Higher Qualifications • Recognition Resource • Kit to Support Assessor Training • Candidates Kit: Guide to Assessment in New Apprenticeships • Assessment Approaches for Small Workplaces • Assessment Using Partnership Arrangements • Strategies for ensuring Consistency in Assessment • Networking for Assessors • Quality Assurance Guide for Assessment
An additional guide "Delivery and Assessment Strategies" has been developed to complement these resources. Assessment Tool Design and Conducting Assessment VETASSESS AND; Western Australian Department of Training and Employment 2000, Designing Tests - Guidelines for designing knowledge based tests for Training Packages. Vocational Education and Assessment Centre 1997, Designing Workplace Assessment Tools, A self-directed learning program, NSW TAFE. Manufacturing Learning Australia 2000, Assessment Solutions, Australian Training Products, Melbourne.
Volume 4 of 5 Page 27 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 Assessment Guidelines Rumsey, David 1994, Assessment practical guide, Australian Government Publishing Service, Canberra. Assessor Training Australian Committee on Training Curriculum (ACTRAC) 1994, Assessor training program - learning materials, Australian Training Products, Melbourne. Australian National Training Authority, A Guide for Professional Development, ANTA, Brisbane. Australian Training Products Ltd Assessment and Workplace Training, Training Package - Toolbox, ATPL Melbourne. Green, M, et al. 1997, Key competencies professional development Package, Department for Education and Childrens Services, South Australia. Victorian TAFE Association 2000, The professional development CD: A learning tool, VTA, Melbourne. Assessment System Design and Management Office of Training and Further Education 1998, Demonstrating best practice in VET project - assessment systems and processes, OTFE Victoria. Toop, L., Gibb, J. and; Worsnop, P. Assessment system designs, Australian Government Publishing Service, Canberra. Western Australia Department of Training and VETASSESS 1998, Kit for Skills Recognition Organisations, WADOT, Perth.
Volume 4 of 5 Page 28 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THTSOP06B Receive and process reservations
THTSOP06B Receive and process reservations Unit Descriptor This unit deals with the skills and knowledge required to receive and process reservations for a tourism or hospitality product or service offered for sale to agents or direct to the consumer. The selling focus for reservations or call centre staff is found in unit THTSOP04B Sell tourism products and services. The use of a computerised reservations system is found within the unit THTSOP08B Operate a computerised reservations system. Unit Sector Sales and Office Operations
ELEMENT PERFORMANCE CRITERIA
1. Receive reservation 1.1 Determine the availability of the requested reservation and request advise this to the customer. 1.2 Offer alternatives if the requested booking is not available including waitlist options. 1.3 Accurately answer enquiries regarding costs and other product features.
2. Record details of 2.1 Accurately record customer details against their booking in reservation a manner which ensures correct interpretation by others who may access the reservations details. 2.2 Check for and make use of any customer profile or history, if available, and use information to assist in making the reservation and to enhance customer service. 2.3 Clearly record any special requests in accordance with enterprise requirements. 2.4 Confirm all details of the booking to the customer and ensure that they understand and agree to all details. 2.5 File the reservation in a manner which ensures easy access by others and in accordance with enterprise procedures. 2.6 Prepare and issue documents and other materials to the customer in accordance with requirements of the specific reservation. 3. Update reservations 3.1 Update the financial status of the reservation accurately and in accordance with enterprise procedures. 3.2 Receive, process and record any amendments to or cancellations of reservations in accordance with customer request and enterprise procedures. 4. Advise others on 4.1 Communicate general and specific customer requirements reservations details and reservation details to appropriate departments and colleagues. 4.2 Compile and provide accurate and relevant reservation statistics on request.
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KEY COMPETENCIES Key competencies are built into all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Providing clear information to the customer 1 information about the confirmed reservation and conditions of sale. Collecting analysing and Checking the availability of the requested 1 organising information product and that the customer's requirements can be met. Planning and organising Prioritising the sequence of received 1 activities reservations and actioning these to ensure the request is confirmed within the required deadline. Working with others and in Providing reservation information and statistics 1 teams to others in the sales team Using mathematical ideas Using a computer reservations system to 1 and techniques calculate the total costs of the reservation. Solving problems Checking for appropriate alternatives to offer the 1 customer when their first choice is unavailable. Using technology Using a computerised reservation system. 1
RANGE STATEMENT
This unit applies to all tourism and hospitality industry sectors and enterprises where the tourism operator receives and processes reservations for the supply of their product or service. The following explanations identify how this unit may be applied in different workplaces, tourism sectors and circumstances.
Reservations may be • accommodation suppliers eg. hotels, motels, guest received and processed by houses, caravan parks a range of tourism • transportation suppliers eg. coaches, limousines, airlines operators such as • day and extended tour operators • cruise operators • rental car companies.
Reservations systems may • manual be • computerised.
Reservations may be for • domestic products and services • international products and services.
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Customers may be • industry customers eg. retail travel consultants, inbound tour companies • end users of the service ie. the consumer.
Customer records may be • a computer file • a manual file.
Customer profiles, if • full name and title available, may include • address • phone, fax email and other communication methods • special requirements • amount of business generated by the customer • usual method of payment.
Reservations may be • phone made by • facsimile • mail • face-to-face • Internet.
Reservations may be for • individuals • groups • VIP's • conference delegates.
General and specific • special requests customer • timing details requirements/reservation • special needs details may include • payment arrangements • information of a style of customer eg. special interest group, VIP status • details of other services being used.
Documents issued to • invoices customers may include • credit notes • receipts • service vouchers • confirmation letters • information packs.
Updating the financial • receiving, processing and recording payments status of the reservation • generating and issuing invoices and credit notes for may include changed reservations • checking that the reservation has been fully paid.
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EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • product knowledge as appropriate to the specific industry sector and product being sold • reservations and bookings terminology • relationships between different sectors of the tourism industry in relation to reservations and bookings including sources of reservations • principles which underpin reservations procedures.
Linkages to Other Units This unit has strong linkages to the range of Sales and Office Operations units and Front Office units in the Hospitality Training Package, and combined training and assessment is recommended. Depending on the industry sector or enterprise context, this unit could be assessed with: • THTSOP04B Sell tourism products and services • THTSOP05B Prepare quotations • BSBCMN205A Use business technology • THHGGA01B Communicate on the telephone • THHGGA02B Perform office procedures
Critical Aspects of Evidence of the following is critical: Assessment • ability to make accurate reservations in accordance with established systems and procedures and within enterprise acceptable timeframes • understanding of the different sources of reservations and the industry interrelationships that apply.
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills in receiving and processing reservations for multiple product bookings and in response to differing customer needs (ideally as a component of integrated work activity). • demonstration of skills within a fully-equipped industry-realistic office environment using appropriate telephones, computers, printers and reservations systems • use of industry-current reservations documentation • the completion of processing reservation requests, and issuing of documentation within timeframes and constraints that reflect typical industry practice.
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Assessment Methods Assessment methods must be chosen to ensure that the skills required to receive and process reservations can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate using reservations systems • evaluation of integrated activities completed by the candidate (may include destinations, products, quotations and ticketing) • evaluation of reservations documentation and booking data generated by the candidate • activities to assess ability to process differing types of reservations including booking, retrieving and amending a series of bookings • written and oral questioning or interview to test knowledge of the principles which underpin reservations procedures and the relationships between different sectors of the tourism industry • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
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THTSOP08B Operate a computerised reservations system Unit Descriptor This unit deals with the skills and knowledge required to use a computerised reservations system to create bookings for a range of tourism or hospitality products and services. The system will vary depending upon the enterprise and industry sector. Reservations systems can be used by an agent booking a supplier's service and can also be used by a tourism or hospitality operator receiving and processing reservations. This unit covers the use of the industry-wide systems commonly used by retail travel agencies (CRS). Unit Sector Sales and Office Operations
ELEMENT PERFORMANCE CRITERIA
1. Access and manipulate 1.1 Access and accurately interpret system displays. reservation system 1.2 Use all system features to access a range of information. information
2. Create and process 2.1 Check availability of the required booking in accordance reservations with the system functions and requirements. 2.2 Create new reservations containing accurate customer details and full requirements in accordance with system procedures and features. 2.3 Input all customer details in the format required by the computer system. 2.4 Retrieve bookings as required, using the format required by the computer system. 2.5 Make accurate updates and amendments to reservations and store as required. 2.6 Download and print any required reservation details. 3. Send and receive 3.1 Create and process accurate communications to industry reservation colleagues using the required features of the system. communications 3.2 Access and correctly interpret communications from industry colleagues at the appropriate time.
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KEY COMPETENCIES Key competencies are built into all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Entering appropriate and clear information into 1 information the system to allow special request to be provided. Collecting analysing and Compiling all the required customer details and 1 organising information requirements to be entered into the reservation. Planning and organising Prioritising the sequence of reservations to be 1 activities actioned, according the deadline attached to the booking. Working with others and in Sending and responding to messages from 1 teams colleagues Using mathematical ideas Using a computer reservations system to 1 and techniques estimate total costs of the booking. Solving problems Sourcing appropriate alternative bookings when 1 the customer's first choice is unavailable. Using technology Using the features of a computerised reservation 2 system
RANGE STATEMENT
This unit applies to all tourism and hospitality industry sectors and enterprises where computerised reservations systems are used to create bookings for tourism products and services. The following explanations identify how this unit may be applied in different workplaces, tourism sectors and circumstances. For generic pre-employment training and assessment a range of industry contexts must be addressed. Where the focus is sector or workplace-specific, training and assessment must be tailored to meet particular needs.
Reservations systems may • an agent booking supplier services (eg. travel agent, tour be used by wholesaler) • a operator receiving and processing reservations for the supply of their product or service (eg. tour operator, hotel).
Reservations systems may • industry wide be • enterprise specific.
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Reservations systems may • retail travel agencies be those used by • visitor information centres • airlines • coach companies • hotels • car rental companies • airlines • tour wholesalers • tour operators • caravan parks.
Reservations may be • airline seats created for • hotel rooms or other accommodation • rental cars and other vehicles • travel insurance • tours • cruises • any tourism product or service serviced by the CRS • domestic tourists • international outbound tourists • inbound tourists.
Information may include • costs of any tourism product or service (tours, hotels, rental cars etc) • airfares • airport taxes • availability of products or services • size of vehicles • touring inclusions • product information • product rules • payment requirements • health • customs and immigration • general industry information.
Updates and amendments • adding additional customers to reservations may • splitting an existing reservation involve • cancelling the booking • changing the itinerary by adding or deleting products or services • changing customer names • cross referencing multiple bookings • entering invoicing details • entering payment details • entering ticketing or voucher details.
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Industry colleagues may • any product or service supplier with whom the reservation include is being made eg. airline, rental car company • other enterprise departments which need access to reservations information.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • role of Computerised Reservations Systems (CRS) within the tourism industry • range of products and services offered by CRS • basic keyboarding skills • procedures and codes required to enter and exit a system • encoding and decoding common CRS entries • mandatory fields • requirements for specific formatted entries • procedures for confirming, storing and retrieving reservations • procedures for amending and cancelling reservations • procedures for sending and receiving messages.
Linkages to Other Units This unit has strong linkages to the range of Sales and Office Operations units. Because computerised reservation systems control a range of the operational functions described by the Sales and Office Operations units, combined assessment is recommended. Depending on the industry sector or enterprise context, this unit could be assessed with: • THTSOP01B Operate an automated information system • THTSOP03B Access and interpret product information • THTSOP05B Prepare quotations • THTSOP06B Receive and process reservations • THTSOP07B Book and co-ordinate supplier services • BSBCMN205A Use business technology
Critical Aspects of Evidence of the following is critical: Assessment • ability to correctly use the features of a computerised reservations system • ability to accurately make and process reservations for a range of tourism products and services (This range of products and services booked will vary depending upon the workplace and industry sector.)
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Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills in operating a computer reservations system to process multiple product bookings (ideally as a component of integrated work activity). • demonstration of skills within a fully-equipped industry-realistic office environment using appropriate computers, printers and reservations systems • the completion of reservation activities within timeframes and constraints that reflect typical industry practice.
Assessment Methods Assessment methods must be chosen to ensure that the skills required to operate a computerised reservation system can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • evaluation of integrated activities completed by the candidate (may include destinations, products, quotations and ticketing) • direct observation of the candidate using the various features of a computerised reservations system to book, retrieve and amend a series of bookings • evaluation of booking data generated by the candidate in response to different customer situations • written and oral questioning or interview to test knowledge of the role of computerised reservations system systems within the industry • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Unit 2 of 2 Page 38 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADCAT02B Develop menus to meet special dietary and cultural needs
THHADCAT02B Develop menus to meet special dietary and cultural needs Unit Descriptor This unit refers to the development of menus and meal plans for all Australians, including meeting specific dietary and cultural needs. The unit focuses on the knowledge and skills required to meet nutritional requirements in the preparation of meal plans, diets and menus. The menu may be developed with or without the direction of a dietician or medical specialist, depending on the job role. This unit builds upon the unit THHBCAT01B Prepare foods according to dietary and cultural needs. It does not focus on general menu planning principles involving budgetary and marketing concerns, which are covered in the unit THHSCAT04B Design menus to meet market needs. Prerequisite Unit(s) THHBCAT01B Prepare foods according to dietary and cultural needs Unit Sector Commercial Catering
ELEMENT PERFORMANCE CRITERIA
1. Identify the dietary and 1.1 Identify the dietary and cultural requirements of different cultural requirements of target through consideration of all appropriate factors. customers 1.2 Take into consideration contemporary dietary trends and regimes in assessing dietary requirements. 1.3 Liaise with dieticians, medical specialists or other relevant personnel in order to identify and confirm requirements, where appropriate.
2. Develop menus and meal 2.1 Select a variety of suitable foods, meals and menus for plans to meet dietary and specific requirements taking account of Dietary Guidelines cultural requirements for Australians and menu planning principles. 2.2 Develop meal plans and menus that promote good health and reduce the incidence of diet-related health problems, in consultation with relevant personnel, according to job role. 2.3 Prepare cyclic menus when required, and balance them in terms of nutritional requirements and variety. 2.4 Recommend food preparation and cooking methods to maximise nutritional value of food. 2.5 Identify appropriate combinations of food to meet macro and micro nutrient requirements. 2.6 Take into consideration special needs including texture, composition and portion size. 2.7 Incorporate sufficient choice of dishes into the menus. 2.8 Cost menus to comply with costing constraints. 2.9 Use correct terminology in menus and meal plans. 3. Evaluate meals and 3.1 Evaluate meals and menus to ensure customer menus satisfaction. 3.2 Adjust menus as required to ensure dietary needs and goals are met.
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KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Providing dietary guidance to customers 2 information Collecting analysing and Collecting and analysing information about 2 organising information dietary or cultural requirements, nutritional values of food Planning and organising Co-ordinating the development of multiple and 2 activities diverse menus Working with others and in Discussing dietary needs with medical personnel 2 teams Liaising with catering and other staff Using mathematical ideas Calculating nutritional values of foods and 1 and techniques menus Solving problems not applicable - Using technology Using a computer to write menus 1
RANGE STATEMENT
This unit applies to all catering operations where food and related services are provided such as restaurants, educational institutions, health establishments, defence forces, cafeterias, kiosks, cafes, residential catering, in-flight and other transport catering, events catering and private catering. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.Evidence is required of knowledge and understanding of a range of different cultural, dietary and special requirements. However, the focus of this range will vary according to the target markets of a particular workplace. Special dietary needs includes therapeutic and contemporary regimes as well as customer requests.
A variety of menus and • daily meal plans meal plans must be • daily or weekly menus developed to meet • cyclic menus. differing requirements. They may be developed to address the requirements of individuals or larger target audiences. They may include
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Target groups refers to all • infants sectors of the population • children including • adolescents • athletes • the aged.
Factors to be considered • age requirements when identifying the • lifestyle dietary and cultural needs • food preferences of target groups may • food restrictions or allergies include • physical condition • nutritional requirements • those with varying nutritional and energy requirements due to physical condition • cultural or religious needs.
Special dietary • vegetarian requirements may include • vegan • modified sodium/potassium • low fat/cholesterol • lacto-ovo • high fibre • gluten free • high/low energy • diabetic • modified texture • high/low protein • fluids • exclusions for allergies and food intolerance.
Special cultural groups • kosher may include any ethnic, • halal cultural or religious group • vegetarian with special dietary • Hindu. requirements or sanctions and cultural needs may include
Contemporary diet • vegetarian regimes may include • low-fat, low carbohydrate or low kilojoule current trends and • macrobiotic. fashions such as
Methods used to evaluate • computer programs diets and meal plans, and • customer feedback questionnaires analyse foods, may • interviews with customer and health support personnel include • nutrition guides.
Volume 4 of 5, Imported Unit 1 of 96 Page 41 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADCAT02B Develop menus to meet special dietary and cultural needs
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • basic principles and practices of nutrition, including: • nutrients and their food sources • influences on food choice • food labelling requirements and interpretation • food additives and preservatives • health implications of food choices. • Dietary Guidelines for Australians including for Older Australians, Children and Adolescents • dietary sensitivities including food allergies and intolerance, diabetes and other medical conditions and the existence of drug-food interactions, and the health and legal consequences of failing to heed special requirements • commodity knowledge of ingredients suitable for meeting basic nutritional and special dietary needs • the effects of various cooking methods and food storage on nutrients • cookery techniques and recipe modification to suit special dietary requirements.
Linkages to Other Units This unit must be assessed with or after the following unit which describes skills and knowledge essential to this unit of competence: • THHBCAT01B Prepare foods according to dietary and cultural needs
Critical Aspects of Evidence of the following is critical: Assessment • ability to prepare menus and meal plans to meet different dietary and cultural needs • knowledge of commodities required to meet particular dietary and cultural needs • knowledge of the consequences of failing to heed special dietary requirements.
Context of Assessment Assessment must ensure: and Resource Implications • project or work activities that allow the candidate to develop menus to meet multiple and differing dietary and cultural needs.
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Assessment Methods Assessment methods must be chosen to ensure that the skills for preparing menus to meet various cultural and dietary requirements can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • evaluation of menus and meal plans prepared by candidate involving a variety of target markets and purposes • case studies to assess ability to develop menus and meal plans for different target groups and circumstances • written or oral questions to test knowledge of nutrition, cultural and dietary requirements • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 1 of 96 Page 43 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADCAT03B Select catering systems
THHADCAT03B Select catering systems Unit Descriptor This unit deals with the evaluation and selection of catering systems, including cook chill systems, to meet the food production needs of a catering enterprise. It focuses on the planning and evaluation processes undertaken by supervisors and managers prior to the purchase of a system. Unit Sector Commercial Catering
ELEMENT PERFORMANCE CRITERIA
1. Review catering system 1.1 Review catering system requirements taking into account requirements all relevant factors including: 1.1.1 type of menu and nutritional requirements 1.1.2 production volume 1.1.3 location of service points 1.1.4 holding requirements 1.2 Identify enterprise constraints for the system including availability of: 1.2.1 facilities and equipment 1.2.2 operational issues 1.2.3 financial resources 1.2.4 human resources (current skills and training needs)
2. Evaluate and select the 2.1 Evaluate the food production characteristics of systems catering system against identified requirements 2.2 Evaluate system processes and equipment for all stages of the food production process. 2.3 Evaluate staffing requirements for specific systems and match to identified requirements. 2.4 Evaluate the installation requirements for specific systems and their operational impacts. 2.5 Take into account the production and organisational changes required to introduce particular systems. 2.6 Consider advantages and disadvantages of different systems and make selections accordingly. 2.7 Identify quality control and HACCP requirements for the chosen system.
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KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Providing information to suppliers regarding 2 information enterprise needs Collecting analysing and Assessing published information on different 3 organising information catering systems Planning and organising Selecting and organising purchase of equipment 2 activities Working with others and in Discussing production needs with colleagues 1 teams Using mathematical ideas Calculating costs of purchase versus hire, 2 and techniques operating costs Solving problems Considering options and selecting the most 2 appropriate for a particular situation Dealing with malfunctioning equipment Using technology Testing catering systems 2
RANGE STATEMENT
This unit applies to all catering operations where food and related services are provided such as restaurants, educational institutions, health establishments, defence forces, cafeterias, kiosks, cafes, residential catering, in-flight and other transport catering, events catering and private catering. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.
Catering systems refers to • cook fresh an integrated and distinct • cook chill - 5 day life production, distribution and • cook chill - extended life service system, including • cook freeze. the following
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Stages of the food • receiving production process that • storing need to be considered and • preparation evaluated in the selection • preparation/cooking catering systems include • post -cooking storage • re-thermalisation where applicable • serving.
Hazard and Critical Control Points (HACCP) is a food safety program which is commonly used in the food and hospitality industry to ensure food and production methods are safe and hygienic and comply with food regulations and legislation. The system identifies particular high risk points which need to be covered by clear policies, procedures and quality checks. It is a requirement in most States and Territories that all enterprises where food is either produced or served, have in place a food safety plan, which is usually based on HACCP but may also be based on another system.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Skills and The following skills and knowledge must be assessed as part Knowledge to be Assessed of this unit: • types of catering systems and their operating features including: • fresh cook • cook chill - 5 day life • cook chill - extended life • cook freeze. • knowledge and understanding of the nutrition principles which relate to each system • principles and methods of cookery, including preparation and cookery techniques for all major food groups • knowledge of requirements, regulations and legislation that impact on different systems including occupational health and safety, hygiene codes, HACCP and storage issues.
Linkages to Other Units This unit has linkages to the following units, and combined training and assessment may be appropriate: • THHBCAT05B Apply cook-chill production processes • THHBCC14B Organise bulk cooking operations, specifically to Element 5 Select the system required • THHGLE16B Manage physical assets
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Critical Aspects of Evidence of the following is critical: Assessment • ability to assess and select catering systems for specific catering operations • ability to determine enterprise needs and constraints in selecting a system.
Context of Assessment Assessment must ensure: and Resource Implications • project or work activities that allow the candidate to select system for specific workplace situations and needs.
Assessment Methods Assessment methods must be chosen to ensure that the skills to assess and select catering systems can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • case studies to assess ability to select appropriate catering systems for a particular enterprise or context • project to select an appropriate catering system for an enterprise including research, costing, evaluation and recommendations • evaluation of reports prepared by the candidate detailing the processes and challenges involved in the selection of a catering system • written or oral questions to test knowledge of advantages and limitations of various catering systems • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 2 of 96 Page 47 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADCC01B Prepare pates and terrines
THHADCC01B Prepare pates and terrines Unit Descriptor This unit deals with the specialist skills and knowledge required to prepare pates and terrines. Prerequisite Unit(s) THHBCC01B Use basic methods of cookery THHBKA02B Present food THHBKA01B Organise and prepare food THHGHS01B Follow workplace hygiene procedures Unit Sector Commercial Cookery
ELEMENT PERFORMANCE CRITERIA
1. Prepare pates and 1.1 Prepare a range of pates and terrines according to terrines standard recipes. 1.2 Select appropriate ingredients for the production of pates and terrines. 1.3 Prepare and line moulds for pates and terrines using suitable ingredients. 1.4 Prepare and use a range of binding agents and processes required in the preparation of basic forcemeat. 1.5 Prepare a range of pastries suitable for pate en croute and handle them correctly to ensure high quality and attractive presentation. 1.6 Use specialised machinery for making pates and terrines correctly and safely according to manufacturer's instructions.
2. Present pates and terrines 2.1 Present pates and terrines attractively for various uses including, but not limited to appetisers, entrees or buffets. 2.2 Decorate pates and terrines appropriately giving consideration to contemporary tastes in colour presentation and eye appeal. 3. Develop new recipes 3.1 Develop recipes for pates and terrines using a range of suitable products, with consideration given to taste and presentation. 3.2 Test new recipes for pate and terrine for taste and yield and customer acceptance.
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KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Receiving, following and giving instructions to 1 information others Communicating with colleagues and customers Collecting analysing and Seeking out and reviewing information about 1 organising information customer preferences Planning and organising Planning, organising and prioritising work tasks 1 activities and responsibilities according to enterprise schedules and timeframes Making arrangements with specific customers, colleagues and departments or sections Working with others and in Working co-operatively with colleagues in 1 teams completing work activities Clarifying personal responsibilities Dealing with conflicts and misunderstandings Exploring reasons for communication breakdown and working out solutions in consultation with others Using mathematical ideas Calculating quantities of commodities and other 1 and techniques ingredients required Solving problems Dealing with hold-ups in production 1 Dealing with equipment breakdown Using technology Using electronic weighing and measuring 1 equipment
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RANGE STATEMENT
This unit applies to all hospitality and catering enterprises where food is prepared and served such as restaurants, hotels and other catering operations. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.Pates and terrines refers to any edible food that has been ground or pureed to a paste and set and/or baked in a container or mould. They can be made from a range of ingredients including meats, poultry, game, seafood, fruits and vegetables. Terrines are generally of coarser consistency than pates and are baked in a pot (a terrine) after which they are named. Pates en croute are pates or terrines that have been baked in a pastry casing.A variety of pates and terrines must be made. They can be either classical or modern, and varying in ethnic and cultural origins. A variety of new recipes for pates and terrines must also be produced.
Appropriate ingredients for • dairy foods making pates, pates en • vegetables croute and terrines may • offal, livers include • poultry • game • veal, ham and port • fish and shellfish • Australian native game, fruits and products.
Appropriate ingredients for • pork fat lining moulds, may include • pork caul • vegetables • pastry • skins.
Equipment for making • bowl cutters or food processors pates and terrines may • food mills and blenders include • mincers.
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EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to be Assessed of this unit: • ingredients suitable for making pates and terrines and their characteristics • outcomes of the various binding agents and processes used in the preparation of pates and terrines • presentation skills for pates and terrines including pastry decoration, glazing, layering of ingredients, precision cutting and arranging • culinary terms related to pates and terrines commonly used in the industry • safe work practices, in particular in relation to using chopping and mincing equipment • hygiene requirements particularly relating to possible bacterial spoilage in the preparation, storage and service of pate and terrine products • principles of nutrition, in particular, the food values of pates and terrines and the effects of cooking on the nutritional value of food • logical and time efficient workflow.
Linkages to other units This unit must be assessed with or after the following units. These units describe the skills and knowledge that are essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA01B Organise and prepare food • THHBKA02B Present food • THHBCC01B Use basic methods of cookery
It is recommended that this unit be assessed either in conjunction with or after the following units: • THHBKA03B Receive and store kitchen supplies • THHBKA04B Clean and maintain kitchen premises • THHBCC07BA Select, prepare and cook meat
Critical aspects of Evidence of the following is critical: assessment • a detailed knowledge of the different commodities suitable for pates and terrines • safe and hygienic practices in relation to handling and storage of pates and terrines and ingredients for pates and terrines • ability to prepare pates and terrines to meet enterprise standards.
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Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills in making multiple types of pates and terrines within a fully equipped operational commercial kitchen (including industry-current equipment) • use of a range of real ingredients suitable for making pates and terrines • preparation of pates and terrines within commercially realistic time constraints.
Assessment Methods Assessment methods must be chosen to ensure that the skills and processes making pates and terrines can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate using techniques to prepare pates and terrines • sampling of pates and terrines prepared by the candidate • oral or written questions to assess knowledge of commodities and other ingredients used in pates and terrines, cookery techniques, equipment and food hygiene • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 3 of 96 Page 52 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADCC02B Plan, prepare and display a buffet
THHADCC02B Plan, prepare and display a buffet Unit Descriptor This unit deals with the advanced skills and knowledge required to design, plan, prepare and display a buffet creatively. There is a relationship between this unit and THHBCC10B Plan and prepare food for buffets which deals with the planning, preparation and cooking and presentation of food items for buffets. Prerequisite Unit(s) THHBCC01B Use basic methods of cookery THHBKA02B Present food THHBKA01B Organise and prepare food THHGHS01B Follow workplace hygiene procedures THHBCC10B Plan and prepare food for buffets Unit Sector Commercial Cookery
ELEMENT PERFORMANCE CRITERIA
1. Plan and design a buffet 1.1 Design the total concept, food items and display as required, in consultation with customers and other relevant personnel. 1.2 Plan buffets according to the required theme or occasion, in consultation with customers and other relevant personnel. 1.3 Select and organise an appropriate range and quantity of food items with consideration given to quality and price related to the enterprise and customer requirements.
2. Prepare for the buffet 2.1 Select appropriate service equipment, serviceware and linen to display food and decorations. 2.2 Plan and arrange tables and service points so they are suitable for buffet display and service according to establishment requirements, occasion, and efficient and safe customer/staff accessibility. 2.3 Prepare or organise food presentation with artistic flair and according to establishment standards and customer requirements. 2.4 Select, and prepare or organise appropriate and attractive decorations and centrepieces, as required. 2.5 Liaise with relevant personnel to organise preparation and conduct of buffets where required. 3. Display food items 3.1 Display food items with a sense of artistry to create customer appeal. 3.2 Use garnishes and accompaniments to enhance taste and appeal. 3.3 Supervise buffet service to ensure that food items are replenished, and that the total display remains neat and attractive. 4. Present buffet in a safe 4.1 Identify potential health problems through and hygienic manner cross-contamination and food spoilage and take appropriate preventative measures to eliminate these risks. 4.2 Keep food on display at temperature levels as prescribed by legislation.
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KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Receiving, following and giving instructions to 1 information others Communicating with colleagues and customers Collecting analysing and Ascertaining customer requirements 2 organising information Deciding upon options for buffets according to customer preferences and requirements Planning and organising Planning, organising and prioritising work tasks 2 activities and responsibilities according to schedules and timeframes Ordering decorations Making arrangements with specific customers, colleagues and departments or sections Working with others and in Delegating tasks to colleagues in preparing, 2 teams cooking, presenting and setting up buffets Clarifying personal responsibilities Dealing with conflicts and misunderstandings Exploring reasons for communication breakdown and working out solutions in consultation with others Using mathematical ideas Calculating quantities of commodities and other 1 and techniques ingredients required for a given number of guests Solving problems Dealing with breakdowns in systems or 1 equipment Using technology Using equipment for creating buffet 1 center-pieces
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RANGE STATEMENT
This unit applies to all hospitality and catering enterprises where food is prepared and served such as restaurants, hotels and other catering operations. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.
Buffets may be associated • functions with various occasions and • parties situations, they may be • special celebrations indoors or outdoors and • breakfast may include • lunch • dinner.
The design of the total • selection of appropriate food and food items concept, selection of food • table arrangements items and display will vary • service equipment according to customer • serviceware requirements, occasion • linen and type of buffet. This • decorations should include, the • candles and lighting following, as required • centrepieces.
Decorations and • fruit centrepieces can be • vegetables designed and made, or • flowers and plants selected and organised • salt according to enterprise • ice practices or customer • bread requests. They may be • chocolate carved, moulded or • sugar assembled and can be • decorated cakes and display cakes • made from edible or margarine. non-edible materials such as the following
Relevant personnel who • customers may be involved in the • supervisors and managers design, planning, • display artists and decoration wholesalers preparation and conduct of • interior designers and decorators buffets may include • other cooks and chefs • service staff.
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EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to be Assessed of this unit: • the design process for buffets including: • balance of dish types • nutritional considerations • colour and style • appropriateness of food items for buffets • operational constraints • costing issue • artistic skills and creativity relating to design and presentation of buffets • techniques for the attractive presentation and display of food, centrepieces and decorations • principles and practices of hygiene, particularly related to issues surrounding buffet service • legislation on food safety related to service of food for buffets • logical and time efficient workflow • waste minimisation techniques and environmental considerations in specific relation to the planning and display of buffets.
Linkages to other units This unit must be assessed with or after the following units. These units describe the skills and knowledge that are essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA01B Organise and prepare food • THHBKA02B Present food • THHBCC01B Use basic methods of cookery • THHBCC10B Plan and prepare food for buffets
It is recommended that this unit be assessed either in conjunction with or after the following units: • THHBCC01B Use basic methods of cookery • any THHBKAB units • any THHBCCB units
Critical Aspects of Evidence of the following is critical: Assessment • safe food preparation and handling procedures and practices regarding service and storage of food for buffets • ability to present buffets attractively with artistic flair • efficient organisation and planning skills regarding efficient workflow, service and physical layout of buffets.
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Context of Assessment Assessment must ensure: and Resource Implications • project or work activities that allow the candidate to plan and co-ordinate the actual operation of a buffet.
Assessment Methods Assessment methods must be chosen to ensure that preparing food for a buffet can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • evaluation of a buffet (content and presentation) planned and co-ordinated by the candidate • oral or written questions to assess knowledge of buffet design issues and options • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
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THHADCC04B Prepare portion controlled meat cuts Unit Descriptor This unit deals with the specialised skills and knowledge required to select quality meats, break down primary and secondary cuts into portions and prepare a selection of meat products. These skills build on those contained in the unit THHBCC07B Select, prepare and cook meat, which deals with portioning, preparing and cooking meat. Prerequisite Unit(s) THHBCC07B Select, prepare and cook meat THHBCC01B Use basic methods of cookery THHBKA01B Organise and prepare food THHGHS01B Follow workplace hygiene procedures Unit Sector Commercial Cookery
ELEMENT PERFORMANCE CRITERIA
1. Select suppliers and 1.1 Select suppliers with regard to the establishment purchase meats requirements for quality, price and menu items. 1.2 Purchase meats according to quality specifications. 1.3 Minimise wastage through appropriate purchase and storage techniques.
2. Prepare and produce a 2.1 Specify, select and weigh ingredients correctly according range of portion controlled to standard recipes. meats 2.2 Cut meats precisely to required portion size and weight as required for standard and enterprise recipes. 3. Prepare and produce 3.1 Prepare a range of portion-controlled meat products using meat products suitable ingredients and methods according to standard and enterprise recipe requirements. 3.2 Select and use appropriate ingredients, fillings, flavourings and marinades for meat products. 4. Store meat cuts and meat 4.1 Minimise food spoilage through appropriate storage products techniques according to industry regulations. 4.2 Maintain the quality of each cut and product through appropriate storage techniques. 4.3 Use meat preservation methods as appropriate. 5. Implement safe and 5.1 Identify potential hygiene and occupational health and hygienic practices for safety problems and take appropriate preventative meat measures to eliminate risks. 5.2 Operate machinery used in manufacturing safely and hygienically according to manufacturer's instructions.
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KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Receiving, following and giving instructions to 1 information others Communicating with colleagues Collecting analysing and Ascertaining customer requirements 2 organising information Planning and organising Planning, organising and prioritising work tasks 2 activities and responsibilities according to schedules and timeframes Working with others and in Working co-operatively with colleagues in 2 teams preparing meat and meat products Clarifying personal responsibilities Dealing with conflicts and misunderstandings Exploring reasons for communication breakdown and working out solutions in consultation with others Using mathematical ideas Calculating quantities of commodities and other 1 and techniques ingredients required type of product and quantity required Solving problems Dealing with breakdowns in systems or 1 equipment Using technology Using electronic weighing and measuring 1 equipment
RANGE STATEMENT
This unit applies to all hospitality and catering enterprises where food is prepared and served such as restaurants, hotels and other catering operations. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.
A range of meat cuts must • pork be prepared. Meats to be • beef prepared must include • lamb traditional meats including • veal • game.
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Meats must also include a • kangaroo selection of contemporary • emu meats such as • crocodile • goat • buffalo.
Meat cuts to be prepared may be for both traditional or contemporary recipes and requirements.
Meat products may include • sausages any manufactured raw • salami meat products, either • shashlik traditional or • cured or smoked meats contemporary, including • marinated meat cuts.
Machinery and equipment • mincers used for preparing meat • slicers and meat products may • knives include • cleavers • saws • sausage casing machines • smokers • pickling vats.
Meat preservation • freezing methods may include • salting • curing • drying • smoking • pickling.
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EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to be Assessed of this unit: • primary and secondary meat cuts according to Australian Standard meat cuts • current meat and livestock purchasing standards and quality criteria for selecting meat and meat cuts according to Ausmeat Specifications • key factors that affect the quality of meat • preservation and flavour enhancement techniques for meat • suitable ingredients for preparing meat cuts and products • classical and contemporary trends in meat and meat products • terms commonly used in the industry to describe meat cuts and meat products • knife skills in trimming, boning and portioning meats • care and use of knives, machinery and equipment for meat preparation • principles of nutrition, in particular food values of meat and meat products, use of preservatives and chemicals • principles and practices of hygiene in relation to handling and storing meat and meat products • logical and time-efficient work flow • yield testing and cost calculation • portion control • basic meat science and meat preservation techniques • storage procedures for different meats • waste minimisation techniques and environmental considerations in specific relation to portion-controlled meat cuts.
Linkages to Other Units This unit must be assessed with or after the following units. These units describe the skills and knowledge that are essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA01B Organise and prepare food • THHBCC01B Use basic methods of cookery • THHBCC07B Select, prepare and cook meat
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Critical Aspects of Evidence of the following is critical: Assessment • a detailed understanding of the different classifications of meats • food safety practices in relation to handling and storage of meats and meat products • ability to prepare meat cuts and smallgoods to enterprise standards.
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills within a commercial kitchen with suitable equipment for storing and processing meat • use of real ingredients • preparation of meat cuts and meat products within typical workplace time constraints.
Assessment Methods Assessment methods must be chosen to ensure that the skills to select quality meats and prepare meat cuts and smallgoods can be practically demonstrated Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate using techniques to prepare a range of meat cuts and meat products • oral or written questions about food hygiene, techniques, safety aspects, knife handling and care • sampling of items prepared by the candidate • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 5 of 96 Page 62 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADCC05B Handle and serve cheese
THHADCC05B Handle and serve cheese Unit Descriptor This unit deals with the skills and specialised knowledge required to identify, handle and present cheese. Prerequisite Unit(s) THHGHS01B Follow workplace hygiene procedures Unit Sector Commercial Cookery
ELEMENT PERFORMANCE CRITERIA
1. Select suppliers and 1.1 Identify different types of available cheeses. purchase cheese 1.2 Select suppliers with regard to quality and price. 1.3 Minimise wastage through appropriate purchase and storage techniques.
2. Prepare cheese for 2.1 Bring cheeses to room temperature before serving. service 2.2 Identify optimum condition for serving particular cheeses and serve them appropriately. 2.3 Prepare appropriate garnishes and accompaniments according to enterprise standards. 3. Present cheese 3.1 Present cheese attractively according to the required context. 3.2 Decorate and present cheese appropriately using suitable garnishes. 3.3 Utilise cheese leftovers productively. 4. Implement safe and 4.1 Identify potential hygiene issues including spoilage and hygienic practices for cross-contamination, and take appropriate preventative cheese measures to eliminate risks. 4.2 Use knives and equipment to prepare and serve cheese safely. 4.3 Store cheeses correctly at the correct temperature to minimise spoilage and contamination.
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KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Receiving, following and giving instructions to 1 information others Communicating with colleagues Providing information about cheese to customers Collecting analysing and Ascertaining customer requirements 1 organising information Researching cheese types and determining availability Planning and organising Planning, organising and prioritising work tasks 2 activities and responsibilities according to schedules and timeframes Working with others and in Working co-operatively with colleagues in 2 teams preparing and presenting cheese Clarifying personal responsibilities Dealing with conflicts and misunderstandings Exploring reasons for communication breakdown and working out solutions in consultation with others Using mathematical ideas Calculating quantities of cheeses and 1 and techniques accompaniments required for a given number of guests Solving problems Dealing with breakdowns in systems or 1 equipment Using technology Using electronic weighing and measuring 1 equipment
RANGE STATEMENT
This unit applies to all hospitality and catering enterprises where food is prepared and served such as restaurants, hotels and other catering operations. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.Cheeses may include milk-based products from cows, sheep, goats or buffalo, or alternatives such as soy. They may be traditional, contemporary or specialist and may be locally produced or imported.
Cheese types may include • farmhouse the following • specialist • commodity (mass produced).
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Knowledge of all major • fresh cheese cheese categories must be • white mould demonstrated. Categories • blue mould include • semi-hard/eye • stretched curd • washed rind • cheddar • hard.
Optimum conditions for serving cheese include the degree of ripeness, particularly for white mould and washed rind cheeses, and the temperature.
Appropriate garnishes and • breads accompaniments for • biscuits and crackers cheese may be traditional • fresh and dried fruits or contemporary, and may • vegetables include items such as • herbs, edible leaves, flowers • nuts.
Cheese may be served as • cheese plates • cheese trolley • table service • buffet presentation.
Contexts in which cheese • as appetisers may be served include • as entrees • after main courses • as part of the desserts course • cheese tastings • as a stand-alone meal.
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EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to be Assessed of this unit: • commodity knowledge of varieties of cheeses including: • classification and characteristics • manufacturing methods, place of origin, historical and cultural aspects • uses of various cheeses • nutritional knowledge, in particular, the food value and composition of cheese • ability to identify cheeses and to store, handle and serve cheese efficiently • culinary terms related to different cheeses commonly used in the industry • presentation skills and selection of appropriate garnishes and accompaniments for cheese • hygiene requirements relating to possible bacterial spoilage in the preparation, storage and service of cheese • safe work practices with regard to using knives, lifting.
Linkages to Other Units This unit must be assessed with or after the following unit which describes the skills and knowledge that are essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures
It is recommended that this unit be assessed either in conjunction with or after the following units: • THHBKA01B Organise and prepare food • THHBKA02B Present food • THHBKA03B Receive and store kitchen supplies • THHBKA04B Clean and maintain kitchen premises
Critical Aspects of Evidence of the following is critical: Assessment • a detailed knowledge and understanding of the different classifications and characteristics of cheeses. • safe storage and handling of cheese.
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Context of Assessment Assessment must ensure: and Resource Implications • access to a range of cheeses of varying types • demonstration of skills in a suitable food preparation area with appropriate equipment and serviceware • presentation of cheeses, including suitable garnishes and accompaniments.
Assessment Methods Assessment methods must be chosen to ensure that handling and presenting cheese can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate preparing and presenting cheeses • oral or written questions about cheese types, origins and characteristics, required hygiene practices, suitable garnishes • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 6 of 96 Page 67 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADCC06B Prepare chocolate and chocolate confectionery
THHADCC06B Prepare chocolate and chocolate confectionery Unit Descriptor This unit deals with the specialised skills and knowledge required to handle chocolate, prepare individual chocolates and make chocolate-based confectionery. Prerequisite Unit(s) THHGHS01B Follow workplace hygiene procedures Unit Sector Commercial Cookery
ELEMENT PERFORMANCE CRITERIA
1. Temper couverture 1.1 Melt and temper couverture using the correct method and the correct temperatures. 1.2 Manipulate couverture to the correct viscosity and desired flow properties and to possess appropriate colour, gloss and snap characteristics on solidification. 1.3 Control the temperature to retain workable consistency.
2. Prepare centres and 2.1 Choose and manipulate ingredients correctly fillings demonstrating high standards of hygiene. 2.2 Prepare a range of centres and fillings according to standard recipes or enterprise specifications. 2.3 Select and make fillings that are full-flavoured, interesting and natural. 2.4 Bring fillings to the correct temperature, viscosity and consistency before being used. 2.5 Ensure that shapes and sizes of centres are precise and uniform. 3. Handle moulds 3.1 Ensure that moulds to be used are clean, polished, and free of dust or residue. 3.2 Keep moulds constantly at the correct temperature when being used and ensure that they are untouched by bare fingers. 3.3 Ensure that the polished surface is never touched by objects which may dull, scratch or damage it. 4. Make moulded chocolates 4.1 Select couverture or coatings appropriate to the filling and use. 4.2 Temper couverture correctly and set in moulds ensuring it is of even and correct thickness and free from marks or air bubbles. 4.3 Apply a range of fillings ensuring a level surface and allowing sufficient space for sealing with a layer of chocolate of appropriate thickness. 4.4 Handle and store de-moulded chocolates so they retain their glossy surface.
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5. Coat chocolate 5.1 Temper and manipulate couverture to the correct confectionery viscosity. 5.2 Bring items to be coated to the correct temperature. 5.3 Coat prepared centres using techniques ensuring an even and correct thickness of chocolate and a uniform quality finish. 5.4 Execute hand-dipping in a logical and accurate manner. 5.5 Decorate and present chocolate confectionery attractively. 6. Store chocolate and 6.1 Store chocolate and chocolate confectionery at the correct chocolate confectionery temperature and level of humidity. 6.2 Protect chocolate and chocolate confectionery from light and incompatible odours and store them in a dry place.
KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Receiving, following and giving instructions to 1 information others Communicating with colleagues Providing information about chocolate to customers Collecting analysing and Ascertaining customer requirements 2 organising information Researching chocolate types, history and trends Planning and organising Planning, organising and prioritising work tasks 2 activities and responsibilities according to schedules and timeframes Working with others and in Working co-operatively with colleagues in 2 teams preparing and presenting chocolate Clarifying personal responsibilities Dealing with conflicts and misunderstandings Exploring reasons for communication breakdown and working out solutions in consultation with others Using mathematical ideas Costing yields 1 and techniques Portion control Solving problems Dealing with breakdowns in systems or 1 equipment Using technology Using electronic weighing and measuring 1 equipment
Volume 4 of 5, Imported Unit 7 of 96 Page 69 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADCC06B Prepare chocolate and chocolate confectionery
RANGE STATEMENT
This unit applies to all hospitality and catering enterprises where food is prepared and served such as restaurants, hotels and other catering operations. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.
Fillings may consist of • nougat • ganache • flavoured fondants • nuts • fruits • caramel • liqueurs.
Chocolate includes couverture (pure coating chocolate) in dark, milk and white, and various compounds. Tempering is the technique to control formation of seed crystals and to achieve the desired characteristics in solidified chocolate including setting properties, snap and sheen.
Tempering techniques • vaccination/addition method include • tabling method • heated water jackets • microwave.
Chocolate confectionery may be moulded, cut or dressed, with hard or soft centres, hand coated, machine enrobed or made using prepared hollow shells.
Centres and fillings may • nougat include • ganache • marzipan • flavoured fondant • croquant • caramel • jellies • nuts • fruits.
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EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to be Assessed of this unit: • specific requirements to the handling of chocolate • artistic skills and creative techniques for chocolate and chocolate confectionery • safe work practices, in particular in relation to bending and lifting and handling heated surfaces • culinary terms commonly used in the industry in relation to chocolate making • principles and practices of hygiene related to handling chocolate • logical and time efficient work flow • past and current trends in chocolate and chocolate products.
Linkages to Other Units This unit must be assessed with or after the following unit which describes the skills and knowledge that are essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures
It is recommended that this unit be assessed either in conjunction with or after the following units: • THHBKA01B Organise and prepare food • THHBKA02B Present food • THHBKA03B Receive and store kitchen supplies • THHBKA04B Clean and maintain kitchen premises • THHBCC08B Prepare hot and cold desserts
Critical Aspects of Evidence of the following is critical: Assessment • detailed understanding of the different classifications of chocolate • ability to produce a quantity of chocolates which are consistent, neat, even in size, shape and appearance • flair, innovation, creativity and artistic skills in creating, decorating and presenting chocolates.
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills within a suitably equipped food preparation area (including industry current equipment) • use of a variety of suitable, real ingredients • preparation of chocolates within typical workplace time constraints.
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Assessment Methods Assessment methods must be chosen to ensure that the skills and processes for the production of chocolate and chocolate confectionary can preparation techniques can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate making a variety of chocolates and chocolate items • sampling of chocolates produced the candidate • written or oral questions to test knowledge on technical aspects of chocolate making • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate eg. photographs of chocolates.
Volume 4 of 5, Imported Unit 7 of 96 Page 72 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADCC07B Select, prepare and serve specialised food items
THHADCC07B Select, prepare and serve specialised food items Unit Descriptor This unit deals with the skills and knowledge required to plan, prepare and present specialised food items that are more unusual in nature. It covers the preparation and service of specialised items as part of a general menu as well those offered by enterprises which specialise in particular menu items. Prerequisite Unit(s) THHBCC01B Use basic methods of cookery THHBKA02B Present food THHBKA01B Organise and prepare food THHGHS01B Follow workplace hygiene procedures Unit Sector Commercial Cookery
ELEMENT PERFORMANCE CRITERIA
1. Select specialised food 1.1 Source suitable suppliers of specialised food items as items required. 1.2 Select suppliers according to quality, price and enterprise requirements. 1.3 Minimise wastage through appropriate purchase and storage, taking into account any special requirements.
2. Plan menus and/or 2.1 Plan specialised menus or menu items to meet enterprise promotional strategies and customer requirements and achieve an appropriate balance or integration with other items. 2.2 Develop menus or promotional material to incorporate or focus on specialised food items. 2.3 Price menu items to achieve satisfactory profit levels and satisfy enterprise requirements. 2.4 Take into account seasonal availability when developing menus and promotional strategies. 2.5 Create new menu items or dishes using specialised foods and taking into consideration the characteristics of varieties of food items, eating characteristics and taste. 3. Prepare and present 3.1 Prepare items according to suitable recipes and dishes using specialised appropriate techniques ensuring appropriate flavour food items combinations, eating characteristics and taste. 3.2 Cook items in a variety of styles appropriate to the food item, and as required by the menu, enterprise, customer preferences and relevant cultural norms. 3.3 Present food items appropriately to maximise appeal taking into account particular characteristics. 3.4 Preserve foods where appropriate, using suitable techniques. 4. Implement hygienic and 4.1 Identify potential hygiene and safety problems and take safe practices appropriate preventative measures to eliminate risks in the preparation of specialised food items. 4.2 Store specialised food items hygienically and correctly.
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KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Receiving, following and giving instructions to 1 information others Communicating with colleagues Providing information about cheese to customers Collecting analysing and Ascertaining customer requirements 2 organising information Researching specialised food items Planning and organising Planning, organising and prioritising work tasks 2 activities and responsibilities according to schedules and timeframes Working with others and in Working co-operatively with colleagues in 2 teams preparing and presenting specialised food items Clarifying personal responsibilities Dealing with conflicts and misunderstandings Exploring reasons for communication breakdown and working out solutions in consultation with others Using mathematical ideas Calculating quantities of commodities and other 1 and techniques ingredients for specialised food items Solving problems Dealing with breakdowns in systems or 1 equipment Using technology Using electronic weighing and measuring 1 equipment
Volume 4 of 5, Imported Unit 8 of 96 Page 74 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADCC07B Select, prepare and serve specialised food items
RANGE STATEMENT
This unit applies to all hospitality and catering enterprises where specialised food items are prepared and served such as restaurants, hotels and other catering operations. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.This unit covers cooking at an advanced and specialised level, using a variety of non-standard food items and the related specialised techniques.Specialised food items may be used as part of classical, contemporary, specialised or ethnic cuisines. A range of food items must be produced. These may be of the same or varying categories of food, depending on the enterprise or context.
Specialised food items • meats, poultry and game other than lamb, beef, pork and may include chicken • offal and specialist meat products • unusual fish, shellfish and other foods from sea or fresh water • aromatics, flavourings, spices and herbs • seeds and nuts • fungi • preserves, condiments and accompaniments • commodities from ethnic cuisines and cultural traditions such as Mexican, Asian, Middle East • fruits, vegetables, flowers and salad items • aquatic plants such as seaweeds • specialist cheeses and dairy products • bush foods and native Australian ingredients • specialist cakes, pastries, breads, desserts, preserves and sweets.
Specialised preparation • marinating, coating and cooking may include • tenderising • hanging of meat, poultry and game • preserving eg drying, salting, pickling, smoking (hot and cold) • techniques such as cooking on salt, using special ovens and cooking utensils • earth oven cooking.
Promotional strategies • menus may include • "specials" lists • blackboards • fliers and pamphlets • media releases.
Preventative measures • identifying and discarding poisonous or non-edible parts may include of food items • safe handling of food items with potential for injury, such as spines and thorns • using particular cooking techniques to maximise quality and appeal • safe and hygienic operation of food preparation equipment.
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EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to be Assessed of this unit: • advanced and/or specialised preparation and cooking techniques • the effects of methods of preparation and cooking on the flavour and appearance of specialised food items • culinary terms used to describe specialised food items and equipment • history and significance of specialised food items • principles and practices of hygiene • safe work practices, particularly in relation to using advanced or specialist cooking and preparation techniques • purchasing and storage of specialist food items.
Linkages to other units: This unit must be assessed with or after the following units. These units describe the skills and knowledge that are essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA01B Organise and prepare food • THHBKA02B Present food • THHBCC01B Use basic methods of cookery
It is recommended that this unit be assessed either in conjunction with or after the following units: • any THHBCCB units
This unit has particular linkages to the following units and combined training and assessment may be appropriate: • THHBCAT01B Prepare foods according to specific dietary and cultural needs • THHADCAT02B Develop menus to meet specific dietary and cultural needs
Critical Aspects of Evidence of the following is critical: Assessment • food safety in relation to preparation, cooking and storage of specialised food items • selection of cookery methods appropriate to the product, and taking into consideration any dietary, historical and cultural issues.
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Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills within a suitably equipped food preparation area (i.e. environment suited to the item in question) • use of a variety of specialised food items • preparation of specialised menu items within typical workplace time constraints.
Assessment Methods Assessment methods must be chosen to ensure that the skills and processes for choosing, preparing, cooking and serving specialised food items can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate preparing specialised food items • case studies to assess ability to suggest and prepare specialised food items in response to particular needs • sampling of food items prepared by the candidate • written or oral questions to test knowledge of specialised food items • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 8 of 96 Page 77 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADCC08B Select, prepare and serve specialist cuisines
THHADCC08B Select, prepare and serve specialist cuisines Unit Descriptor This unit deals with the skills and knowledge required to plan, prepare and present a range of menu items within specialised cuisines. It covers the preparation and service of a range of specialised items offered by enterprises which specialise in a particular cuisine style. Specialist Asian cuisines are covered in separate units in the Asian Cookery standards. Prerequisite Unit(s) THHBCC01B Use basic methods of cookery THHBKA02B Present food THHBKA01B Organise and prepare food THHGHS01B Follow workplace hygiene procedures Unit Sector Commercial Cookery
ELEMENT PERFORMANCE CRITERIA
1. Plan specialised cuisine 1.1 Plan authentic menus and menu items for a specialised cuisine, to meet enterprise and customer requirements and achieve an appropriate balance. 1.2 Take into account seasonal and general availability when developing menus and choosing menu items. 1.3 Price menu items to achieve satisfactory profit levels and satisfy enterprise requirements. 1.4 Develop menus or promotional material to focus on menu items within a specialised cuisine. 1.5 Plan decor and setting according to specialised cuisine, cultural considerations and enterprise focus.
2. Select and purchase 2.1 Select menu items which are appropriate to the cuisine foods for menu items style, taking into consideration quality, price, seasonal availability and enterprise requirements. 2.2 Source suitable suppliers of standard and specialised food items required. 2.3 Select suppliers according to quality, price and enterprise requirements. 2.4 Minimise wastage through appropriate purchase and storage, taking into account any special requirements. 3. Select and use equipment 3.1 Identify and use specialised utensils, and cooking and techniques for equipment to produce authentic menu items. preparation, cooking and 3.2 Use appropriate presentation methods and utensils, service according to the style and requirements of the cuisine. 3.3 Set and decorate tables according to cuisine and enterprise requirements.
Volume 4 of 5, Imported Unit 9 of 96 Page 78 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADCC08B Select, prepare and serve specialist cuisines
4. Prepare, cook and serve a 4.1 Prepare and cook a range of authentic menu items, typical range of menu items of a specialised cuisine, using preparation, cookery and service techniques in keeping with the cuisine style. 4.2 Observe steps, cultural requirements and major issues in the preparation, cooking and service of specialised cuisines. 4.3 Prepare appropriate accompaniments and garnishes required for specific menu items. 4.4 Serve menu items in correct sequence, using appropriate accompaniments and garnishes. 5. Implement safe and 5.1 Identify potential hygiene and safety problems and take hygienic practices appropriate preventative measures to eliminate risks in producing specialised cuisines. 5.2 Store foods correctly according to health regulations.
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KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Receiving, following and giving instructions to 1 information others Communicating with colleagues Providing information about specialised cuisines to customers Collecting analysing and Ascertaining customer requirements 2 organising information Researching ingredients and determining availability. Planning and organising Planning, organising and prioritising work tasks 2 activities and responsibilities according to schedules and timeframes Working with others and in Working co-operatively with colleagues in 2 teams preparing and presenting specialised cuisines Clarifying personal responsibilities Dealing with conflicts and misunderstandings Exploring reasons for communication breakdown and working out solutions in consultation with others Using mathematical ideas Calculating quantities of commodities and 1 and techniques specialised ingredients Solving problems Dealing with breakdowns in systems or 1 equipment Using technology Using electronic weighing and measuring 1 equipment
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RANGE STATEMENT
This unit applies to all hospitality and catering enterprises where specialised cuisines are prepared and served, such as restaurants, hotels and other catering operations. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.This unit covers cooking at an advanced and specialised level within a particular cuisine style, using a variety of standard food items, food items specific to that cuisine, and related techniques and equipment. The focus may be on a single cuisine or a combination of aspects of different cuisines or styles according to interest or need.Specialised cuisines include specialised or ethnic cuisines, classical and contemporary, national and regional, as well as sub-specialities and cuisine styles such as vegetarian cuisines, and those under religious or cultural sanction.Depending on the enterprise or context, a range of authentic menu items must be produced within a cuisine style, covering varying categories of food such as snacks, appetisers, main courses, palate fresheners, desserts and drinks.
Standard and specialised • meats, poultry and game food items required to • offal and specialist meat products produce authentic dishes • fish, shellfish and other foods from sea or fresh water may include • aromatics, flavourings, spices, spice mixes and herbs • garnishes • seeds and nuts • grains, rice, pulses • fungi • preserves, condiments and accompaniments • specialised commodities for ethnic cuisines • fruits, vegetables, flowers and salad items • aquatic plants such as seaweeds • specialist cheeses and dairy products • sweeteners such as palm sugar, honey and glucose • fats and oils • bush foods.
Preparation methods • marinades and marinating include use of • combinations of spices and other ingredients, providing authentic flavourings, colours and textures • hanging and dressing of meat, poultry and game • preserving eg drying, salting, pickling, smoking • techniques such as cooking in salt, leaves, paper and bark.
Specialised equipment • utensils for preparation, cooking, presentation, service includes and eating • ovens such as tandoors, wood-fired, earth • smoking equipment • finger bowls • napkins.
Appropriate • sauces and dressings accompaniments may • condiments include • breads • drinks • staples such as rice, couscous, noodles.
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Steps, cultural • prohibitions, sanctions and requirements related to food requirements and major items including food types, combinations, origins, issues may include handling, preparation, cooking and serving • consideration of required rituals related to slaughter and preparation • cultural considerations such as combinations of foods, serving sequence, choices • required temperatures for different food items • table height, orientation and seating. • table decorations and setting • special feast, national and other celebratory days.
Promotional strategies • menus may include • "specials" lists • blackboards • fliers and pamphlets • media releases • Internet.
Decor and setting may • furnishings and fittings include • colour schemes • lighting • decorations • live or music • display of artworks.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to be Assessed of this unit: • advanced preparation and cooking techniques used in a specialised cuisine • cultural and historical background to the relevant cuisines including traditional settings, festivals, ingredients, regional variations, religious and cultural customs, traditions and sanctions • the effects of methods of preparation and cooking on the flavour and appearance of menu items in a specialised cuisine • culinary terms used to describe specialised menu items and equipment • principles and practices of hygiene • safe work practices.
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Linkages to Other Units This unit must be assessed with or after the following units. These units describe the skills and knowledge that are essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA01B Organise and prepare food • THHBKA02B Present food • THHBCC01B Use basic methods of cookery
This unit has linkages to the following units which underpin specialist cuisines. Combined training and assessment is recommended: • THHADCC07B Select, prepare and serve specialised food items • any THHBCC units
Critical Aspects of Evidence of the following is critical: Assessment • a demonstrated ability to prepare and present a variety of menu items within a specialised cuisine • a detailed understanding of the cultural dimensions of a specialised cuisine.
Context of Assessment Assessment must ensure: and Resource Implications • use of a wide range of suitable ingredients for making a variety of menu items within a specialised cuisine • demonstration of skills within a fully equipped operational commercial kitchen (including industry-current and any specialised equipment) and on more than one occasion • industry-realistic ratios of kitchen staff to customers • preparation of menu items for customers within typical workplace time constraints.
Assessment Methods Assessment methods must be chosen to ensure that preparation and cooking of multiple specialised menu items can be demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate preparing and cooking food items for a specialised cuisine • sampling of food items prepared by the candidate • case studies to plan and prepare items from a specialised cuisine to meet particular needs • written or oral questions to test knowledge of menu items in a specialised cuisine • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 9 of 96 Page 83 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADG01B Analyse and report on gaming machine data
THHADG01B Analyse and report on gaming machine data Unit Descriptor This unit deals with the skills and knowledge required to analyse and report on gaming machine operations within a hospitality venue. It relates to the gaming machine reports generated for management by operational staff. These tasks are generally undertaken by a senior gaming attendant or supervisor. Prerequisite Unit(s) THHGFA01B Process financial transactions THHBG01B Attend gaming machines Unit Sector Gaming
ELEMENT PERFORMANCE CRITERIA
1. Obtain gaming machine 1.1 Obtain data in accordance with enterprise procedures and data legislative requirements. 1.2 Record data using the correct methods and terminology in accordance with enterprise procedures and legislative requirements.
2. Analyse data 2.1 Analyse data in accordance with enterprise procedures and legislative requirements. 2.2 Perform cashflow analysis according to the correct mathematical equation including metered information and cash data. 2.3 Evaluate variances and identify possible causes in accordance with legislative requirements and enterprise procedures. 3. Prepare reports 3.1 Prepare reports accurately and present them to the appropriate person in accordance with industry/enterprise standards and legislative requirements.
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KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment: Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Completing reports on gaming machine data or 2 information outcomes Collecting analysing and Obtaining and analysing gaming machine data, 2 organising information evaluating variances Planning and organising Planning the appropriate time for data collection, 2 activities developing routines and schedules for data collection and analysis Working with others and in Working with other gaming and management 2 teams staff Using mathematical ideas Checking and analysing data 2 and techniques Solving problems Identifying variances in data analysis, 2 determining reason and rectifying the problem Using technology Accessing data from gaming machines, using 2 computer applications for processing reports
RANGE STATEMENT
This unit applies to all sectors of the hospitality industry where gaming activities are carried out including clubs, hotels, pubs, casinos. The following explanations identify how this unit may be applied in different workplaces and circumstances.
Gaming machines and • stand-alone gaming machines systems may include • stand-alone progressive jackpot machines • multi-terminal machines • link progressive systems, including: • bonus (random) link systems • combination dependent systems • progressive/stand alone jackpots systems where appropriate • inter-venue progressive jackpot link systems • Hyperlink • player loyalty systems • data retrieval systems.
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Data retrieval systems • manual may be • electronic • accounting (header and venue specific types) • promotional.
Types of gaming machine • cash flow analysis analysis and reports may • net revenue analysis and profit variance include • meter comparison report • history reports (net revenue analysis and profit variance) • stand alone progressive and link progressive jackpot system reconciliations • reports to enterprise management • profit reports and declarations • duty calculations and returns.
Data may include • gross results of a gaming machine's operation (metre readings and their increments) • operational data of a gaming machine (clearances, payouts and hopper weigh amounts) • cashflow (machine specifications and link progressive jackpot configurations).
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Underpinning Skills and The following knowledge and skills must be assessed as part Knowledge of this unit: • basic requirements of relevant State/Territory legislation including: • requirements for record keeping, analysis and reporting on the operation of gaming machines and subsidiary equipment • requirement for responsible provision of gambling services including procedures for self-exclusion of problem gamblers • general licence requirements • licensing of repairers, service consultants and machine managers • general accounting requirements • fees, taxes and levies • mathematical design and reconciliation of all link systems • mathematical and analytical concepts relevant to gambling • working knowledge of a computerised gaming machine program.
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Linkages to Other Units This unit must be assessed with or after the following units, which describes skills and knowledge that are essential to this unit of competence: • THHGFA01B Process financial transactions • THHBG01B Attend gaming machines
This unit also has linkages to the following units, and combined training and assessment may be appropriate: • THHADG03B Provide responsible gambling services • THHADG02A Develop and manage gaming activities
Responsible conduct of gaming/gambling is covered in the unit THHADG03B Provide responsible gaming services. Please note that in some State/Territories, Responsible Conduct of Gaming/gambling is a requirement of State/Territory legislation and therefore the unit THHADG03B Provide responsible gambling services is a pre-requisite or co-requisite to this unit.
Critical Aspects of Evidence of the following is critical: Assessment • ability to accurately analyse and report on gaming machine data for a range of different games as appropriate to industry sector and enterprise • awareness of security issues and compliance with security procedures • compliance with legislative and licensing requirements.
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills using operational gaming machines and gaming equipment • demonstration of skills in analysing and reporting on gaming machine data for multiple gaming machines on multiple occasions.
Assessment Methods Assessment methods must be chosen to ensure that operation of a gaming location can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • evaluation of reports and gaming data analysis completed by candidate • oral or written questions to assess knowledge of gaming legislation and enterprise procedures • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 10 of 96 Page 87 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADG02A Develop and manage gaming activities
THHADG02A Develop and manage gaming activities Unit Descriptor This unit deals with the skills and knowledge required to develop and manage gaming activities in a range of hospitality establishments. It deals with all types of gaming activities including gaming machines, TAB and Keno. It does not cover table games. Gaming Supervisors or Managers generally undertake this role. Prerequisite Unit(s) THHADG01B Analyse and report on gaming machine data THHGFA01B Process financial transactions THHBG01B Attend gaming machines Unit Sector Gaming
ELEMENT PERFORMANCE CRITERIA
1. Develop gaming activities 1.1 Research gaming requirements taking into consideration customer preferences, budget, location and needs of the organisation. 1.2 Source correctly identify and access information on potential gaming activities and products. 1.3 Select gaming products which are suitable for the venue and purpose. 1.4 Select and establish policies, systems and procedures regarding the operation of selected gaming activities and monitor according to enterprise, venue policy and legislative requirements. 1.5 Investigate relevant computer applications for gaming and set up and implement the appropriate systems and records. 1.6 Research, plan and set up data systems for safety, security, accounting and put in place monitoring procedures. 1.7 Establish resource requirements including staffing, equipment, furniture and fittings, training.
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2. Develop and maintain a 2.1 Design an overall plan for the gaming floor according to gaming venue venue capability and restrictions. 2.2 Analyse and select appropriate furniture, machines, equipment and fittings. 2.3 Analyse appropriate systems where required. 2.4 Plan pre-installation including equipment, service, design selection and staffing and training development requirements. 2.5 Negotiate appropriate equipment and fittings to achieve terms suitable for agreed budget and requirements. 2.6 Purchase and install furniture, equipment and fittings, taking into consideration: 2.6.1 noise levels 2.6.2 accessibility 2.6.3 traffic and workflow 2.6.4 customers 2.6.5 gaming preferences 2.6.6 decor 2.6.7 theming 2.6.8 player comfort 2.6.9 legislative requirements. 2.7 Check and monitor the gaming location for effective and efficient operation and modify it if required. 3. Monitor gaming activities 3.1 Summarise and analyse gaming data, and prepare recommendations. 3.2 Develop reports on gaming activities and submit them to appropriate personnel to achieve desired results. 3.3 Analyse problems in gaming operations and develop strategies to rectify them. 3.4 Match data against key performance indicators and benchmarks. 3.5 Implement changes in gaming operations to achieve enhanced performance. 4. Develop promotional 4.1 Conduct research to determine promotional activities activities for gaming suitable for the location. 4.2 Formulate specific promotional strategies for gaming taking into consideration: 4.2.1 legislative requirements 4.2.2 budgets 4.2.3 geography 4.2.4 demographics 4.2.5 responsible gaming 4.2.6 themes 4.2.7 player loyalty 4.2.8 industry trends. 4.3 Develop appropriate action plans and evaluation mechanisms.
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5. Organise and monitor 5.1 Develop, implement and monitor security policies and security for a gaming procedures specific to gaming activities. location 5.2 Ensure that policies and procedures for security adhere to legislative requirements and confidentiality and privacy provisions. 5.3 Ensure that appropriate security personnel are employed and trained. 6. Ensure compliance with 6.1 Identify relevant legal obligations and requirements in enterprise policy, legal respect to gaming activities and gaming locations and obligations and codes of ensure compliance. practice for a gaming 6.2 Ensure that relevant information and signage on location enterprise gaming activities and responsible gambling policies is provided to customers and employees.
KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment: Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Liaising with other departments, developing and 3 information implementing promotional strategies, writing promotional texts, providing information and advice on gaming to customers and other employees Collecting analysing and Sourcing information on gaming, obtaining and 3 organising information analysing data on gaming activities and security issues Planning and organising Designing layout and decor of gaming area, 3 activities planning promotional activities and campaigns, planning staffing of gaming area Working with others and in Working with other gaming and bar staff, liaising 3 teams with other managers, licensing authorities and product suppliers Using mathematical ideas Calculating return on gaming activities, 3 and techniques understanding probability theory Solving problems Solving discrepancies in accounts and cash 3 balance, dealing with issues or breaches in security Using technology Purchasing, using and monitoring gaming 2 equipment and machines
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RANGE STATEMENT
This unit applies to all sectors of the hospitality industry where gaming activities are carried out including clubs, hotels, pubs, casinos. The following explanations identify how this unit may be applied in different workplaces and circumstances.
Gaming activities and • Keno systems may include the • TAB following, but do not • electronic gaming machines include table games • MTGMs • link progressive jackpot systems • Internet gaming • sports betting.
Sources of information on • media gaming activities and • product brochures products may include • computer data, including Internet • personal observations and experience • regulatory authorities.
Appropriate furniture, • power equipment and fittings for • cabling a gaming location include • security systems • lighting/signage • change machines • player comfort and services (seating, accessibility to information and assistance).
Promotional activities may • player reward systems include • member reward systems • cross promotional activities with other operational areas • promotions.
Systems may include • link progressive jackpot systems (eg. random jackpots and combination-specific) • cashcades • central monitoring • data retrieval and promotional systems • membership • communication.
Security policies and • key access and control systems procedures relevant to • specialist security activities gaming activities may • closed circuit TV monitoring include • security checks for potential player and staff fraud • investigation into discrepancies • cash control • clearance procedures.
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Information and signage • enterprise policy and/or Mission Statement on on gaming activities to be responsible gambling provided may include • problem gambling support services available • relevant enterprise information on odds, win rates or return rates to player • information on available games, games rules • complaints resolution processes • hours of gambling services • exclusion provisions.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Skills and The following knowledge and skills must be assessed as part Knowledge to be Assessed of this unit: • current gaming environment and market in which the enterprise operates • sources of information on gaming products • current gaming technology and systems • gaming psychology in specific relation to the development, promotion and management of gaming activities • ethics of gaming related to the operation of a gaming venue, including duty of care • typical gaming reporting formats and procedures • gaming and probability theory as it relates to the operation of a gaming venue • roles and requirements of Commonwealth/State/Territory Government and relevant codes of conduct in specific relation to gaming and betting and Responsible Conduct of Gambling • roles and requirements of other authorities in relation to gaming • taxation structures for gaming activities • general management skills including: • time management • communication and negotiation skills • staff management.
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Linkages to Other Units This unit must be assessed with or after the following units which describe skills and knowledge essential to this unit of competence: • THHBG01B Attend gaming machines • THHADG01B Analyse and report on gaming machine data • THHGFA01B Process financial transactions
This unit also has links to the following unit, and combined assessment/training may be appropriate: • THHGLE20B Develop and update the legal knowledge required for business compliance (Please note that this unit must be contextualised to the particular sector and gaming when used in conjunction with this and other gaming competencies).
Responsible Conduct of gaming is covered in the unit THHADG03B Provide responsible gambling services. Please note that in some State/Territories, responsible conduct of gambling/gaming is a requirement of state/territory legislation and therefore the unit THHADG03B Provide responsible gambling services is a pre-requisite or co-requisite to this unit.
Critical Aspects of Evidence of the following is critical: Assessment • comprehensive knowledge of gaming products and associated promotional and operational strategies • knowledge of current gaming legislation and regulations.
Context of Assessment Assessment must ensure: and Resource Implications • project or work activities that allow the candidate to plan furniture, equipment and fittings for a specific gaming location • project or work activities conducted over a period of time so that the candidate can meet the monitoring and implementation aspects of the unit • interaction with suppliers and promoters of gaming products.
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Assessment Methods Assessment methods should be chosen to ensure that development and management of gaming activities can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • evaluation of plans and promotional strategies developed by the candidate for a particular gaming location • review of promotional materials and strategies developed by the candidate • case studies to assess ability to apply knowledge to the development and management of gaming activities for specific workplace situations • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 11 of 96 Page 94 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADG03B Provide responsible gambling services
THHADG03B Provide responsible gambling services Unit Descriptor This unit deals with the skills and knowledge required to satisfy the relevant State/Territory legislative requirements and codes of practice to provide responsible gambling services and to provide information and assistance to customers. In some States and Territories this is referred to as responsible conduct of gambling (RCG). This unit is appropriate for all staff working in a gambling environment. Those developing training to support this unit must undertake consultation with the relevant State/Territory licensing authority. Unit Sector Gaming
ELEMENT PERFORMANCE CRITERIA
1. Provide responsible 1.1 Follow procedures in accordance with relevant service of gambling State/Territory legislation and industry/enterprise policy. 1.2 Communicate with appropriate personnel on gambling-related incidents or situations and compliance with legislation and industry/enterprise policy. 1.3 Maintain accurate records of gambling-related incidents and related staff action in accordance with industry/enterprise policy and procedures. 1.4 Ensure gambling environmental features support responsible gambling policies.
2. Provide information and 2.1 Provide accurate player information to customers. assistance to customers 2.2 Respond appropriately to requests for information. about gambling 2.3 Follow procedures for self-exclusion requests in accordance with legislation, industry/enterprise policy and confidentiality/privacy requirements. 2.4 Display signage and information related to responsible gambling in appropriate places visible to players according to industry/enterprise and legislative requirement. 2.5 Provide information on available support services in accordance with confidentiality/privacy requirements, industry/enterprise and legislative requirements.
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KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment: Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Providing information and assistance to 2 information customers Collecting analysing and Accessing information on legislative and 1 organising information licensing requirements, understanding and applying policies and procedures on gambling activities Planning and organising Planning and supplying literature and signage in 1 activities suitable places Working with others and in Working with bar and other staff 2 teams Using mathematical ideas not applicable - and techniques Solving problems Dealing with identified persons affected by 1 problem gambling who request exclusion Using technology not applicable -
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RANGE STATEMENT
This unit applies to all sectors of the hospitality industry where gambling activities are carried out including clubs, hotels, pubs, casinos. The following explanations identify how this unit may be applied in different workplaces and circumstances.The term 'Responsible Service of Gambling' may vary from State to State and may also be referred to as Responsible Service of Gaming (RSG) or Responsible Conduct of Gambling (RCG).
Gambling is defined as the • Keno/lottery games staking of money on • TAB uncertain events driven by • electronic gaming machines chance. The major forms • MTGMs of gambling are wagering • link progressive jackpot systems (racing and sport) and • sports betting gaming (casinos, gaming • table games. machines, keno and lotteries). In the hospitality industry, areas where gambling activities are carried out are usually referred to as gaming areas. Gambling activities and systems of relevance to the hospitality industry may include
Gambling environmental • signage features include • lighting • clocks • ATMs • availability of natural light • strategies to indicate the passage of time • strategies to encourage breaks in play • advertising and promotional materials and activities • positioning of machines, change machines and equipment.
Procedures for responsible • provision of information service of gambling may • posting of signage in appropriate locations include • implementing exclusion procedures • appropriate environmental features • responsible practices such as offering a cooling off period or payment of large sums by cheque.
Player information may • availability of counselling services include • chances of winning and probability • range of game types and how the games work • availability of responsible gambling pamphlets.
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Signage and information to • problem gambling be displayed may cover • house policy • venue code of practice • responsible gambling initiatives.
Gambling-related incidents • requests for exclusion or assistance or situations include • underage gambling • refusal of credit • disputes or complaints • involvement of families and friends • impact of alcohol • attempts to breach exclusion.
Indicators of problem • customer behaviour, moods and responsiveness gambling are generally not • amount spent overt or able to be • frequency and length of visits. recognised by staff, and are usually indicated by self admission or self-exclusion. They do not include assumptions by staff based on the following
Exclusion may be of three • venue exclusion types, depending on the • self-exclusion particular State/Territory • third party exclusion. policy or legislative requirements Self-exclusion refers to where the customer has identified a problem with gambling and has asked to be barred from gaming or to have access limited.
Suitable behavioural • referral to a colleague, supervisor or manager according responses by staff to to scope of responsibility persons affected by • initiating exclusion processes when requested by problem gambling, involve customer the following as • referring to counsellors or support services. appropriate
State/Territory legislation • relevant State/Territory gaming legislation and regulations and industry/enterprise • relevant State/Territory licensing authority regulations and policy refers to policies • industry codes of practice • house policies.
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EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Skills and The following knowledge and skills must be assessed as part Knowledge to be Assessed of this unit: • requirements of relevant State/Territory legislation and codes of practice in specific relation to responsible gambling practices, reason for legislation and philosophy of harm minimisation • profile of gambling industry including size and impacts of gambling • social and economic costs and benefits of gambling • reasons for and social impacts of gambling problems • indicators of problem gambling • suitable staff behavioural responses to persons affected by problem gambling and relevant industry codes of practice • available counselling service and referral procedures • requirements for responsible advertising and promotion where applicable and within scope of job responsibility.
Linkages to Other Units This unit underpins all other gambling-related units and combined training and assessment may be appropriate.
Critical Aspects of Evidence of the following is critical: Assessment • knowledge of the current and relevant State/Territory legislation and industry/enterprise policies and procedures in relation to responsible service of gambling • ability to deal tactfully with requests for exclusion or counselling services.
Context of Assessment Assessment must ensure: and Resource Implications • the opportunity to respond to a range of typical gambling-related situations found in a gambling/gaming environment.
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Assessment Methods Assessment methods must be chosen to ensure that the knowledge and skills required to provide responsible gambling services can be practically demonstrated. The following examples are appropriate for this unit: • direct observation of the candidate providing information to customers • role-play to demonstrate appropriate interpersonal skills • case studies or problem solving to assess the application of knowledge to various situations and contexts • oral or written questions to assess knowledge of gaming legislation/codes of practice and industry/enterprise procedures • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 12 of 96 Page 100 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADPT01B Prepare bakery products for patissiers
THHADPT01B Prepare bakery products for patissiers Unit Descriptor This unit deals with the skills and knowledge required by patissiers in hospitality establishments to prepare and produce a variety of high-quality bakery products. Prerequisite Unit(s) THHGHS01B Follow workplace hygiene procedures Unit Sector Patisserie
ELEMENT PERFORMANCE CRITERIA
1. Prepare bakery products 1.1 Prepare a variety of bakery products according to standard recipes and desired product characteristics including: 1.1.1 colour 1.1.2 consistency and texture 1.1.3 moisture content 1.1.4 mouth feel and eating properties 1.1.5 appearance. 1.2 Select, measure and weigh suitable ingredients according to recipe requirements, quality and freshness and desired product characteristics. 1.3 Use appropriate equipment to produce required bakery products. 1.4 Prepare dough to correct consistency and shape. 1.5 Prove products according to specified temperature and other conditions. 1.6 Make bakery products, using correct techniques and ensuring appropriate conditions to optimise quality. 1.7 Select required oven temperature and bake goods to ensure the desired characteristics, in accordance with standard recipe specifications and enterprise practice.
2. Decorate and present 2.1 Finish bakery items according to desired product bakery products characteristics. 2.2 Decorate yeast goods, where required and appropriate, to enhance appearance, using suitable fillings, icings and decorations, according to standard recipes and/or enterprise standards and customer preferences. 2.3 Present yeast goods attractively using suitable serviceware and decorations. 3. Store bakery products 3.1 Store bakery products in conditions required to maintain quality and extend shelf-life. 3.2 Select packaging options appropriate for the preservation of product freshness and eating characteristics.
Volume 4 of 5, Imported Unit 13 of 96 Page 101 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADPT01B Prepare bakery products for patissiers
KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Reading recipes, menus and instructions, orders 1 information Communicating with other members of the kitchen team and food service staff Collecting analysing and Selecting and obtaining commodities 2 organising information Organising ingredients and tasks Analysing menus, recipes and task sheets Planning and organising Planning logical and efficient sequence and 2 activities timing of tasks Working with others and in Working co-operatively with other members of 1 teams the kitchen team Using mathematical ideas Calculating portions, weighing and measuring 1 and techniques quantities of ingredients Solving problems Dealing with problems such as ingredient quality 1 Using technology Using weighing equipment 1
RANGE STATEMENT
This unit applies to hospitality enterprises where bakery items are prepared, such as patisseries, specialist bakeries, hotels, restaurants and coffee shops. The following explanations identify how this unit may be applied in different workplaces and circumstances.
Bakery products for to be • breakfast and savoury items produced may be of varied • breakfast and speciality breads cultural and ethnic origins • lunch and dinner rolls and derived from classical • festive baking from a variety of ethnic and cultural or contemporary recipes. backgrounds They must include a • health and diet specific items, eg. gluten-free, fat-free etc. selection of each of the following
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Techniques and conditions • chilling ingredients and work surfaces for producing yeast goods • preparing and using types of yeast include • kneading and handling • incorporating fat • rolling • cutting, shaping and moulding • preparing and using appropriate fillings and pre-bake finishes and decorations.
Appropriate equipment • commercial mixers and attachments may include • cutting implements • scales • measures • bowl cutters • ovens • moulds, shapes and cutters • baking sheets and containers.
Fillings may include • fruit-based, fresh or crystalised • nuts, whole or crushed • fresh cream • butter cream • wine cream • cheese cream • chocolate • jam • custard • ganache • savoury fillings such as bacon, ham and cheese • ready-made and pre-mixed.
Decorations may include • glazes • jellies • icings • sprinkled icing sugar • flavoured and coloured sugars • fresh and preserved/crystalised fruits • seeds and nuts.
Storage conditions and • consideration of temperature, light and air exposure methods appropriate to • use of airtight containers bakery products may • display cabinets, including temperature-controlled include cabinets to cool or warm • refrigeration, chilling and freezing.
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EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to Be Assessed of this unit: • varieties and characteristics of bakery products, classical, contemporary and from various ethnic and cultural backgrounds • historical and cultural aspects of bakery products • underlying principles of making bakery products • commodity knowledge, including quality indicators of ingredients for bakery products, properties of ingredients used, their interaction and changes during processing to produce required characteristics • properties and requirements of yeast and control of yeast action • processes of fermentation and dough development • principles and practices of hygiene, particularly in relation to handling dough, commodities and products. • safe work practices, particularly in relation to using cutting implements, appliances, heated surfaces, ovens and mixing/kneading equipment and manual handling • function and routine maintenance of equipment used • culinary and technical terms related to bakery products, commonly used in the industry • portion control and yield • storage conditions for bakery products and optimising shelf-life • expected taste, texture and crumb structure appropriate for particular bakery products • ratio of ingredients required to produce a balanced formula • defining and applying corrective steps to ensure quality control • the influence of correct portion control, yields, weights and sizes on the profitability of an establishment.
Linkages to Other Units This unit must be assessed with or after the following unit which describes the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures
This unit has linkages to the following units, and combined training and assessment may be appropriate: • THHPBT01B Prepare and produce pastries • THHPBT02B Prepare and produce cakes • THHPBT02B Prepare and produce yeast goods
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Critical Aspects of Evidence of the following is critical: Assessment • ability to produce a range of specialist bakery products, both sweet and savoury • ability to produce a quantity of bakery products which are consistent in quality, size, shape and appearance, under typical workplace conditions and time constraints • application of hygiene and safety principles throughout the preparation process.
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills within a commercial kitchen environment using industry-current equipment for making a variety of specialist bakery products • use of real ingredients • preparation, decoration and presentation of a range of specialist bakery products, within typical workplace conditions.
Assessment Methods Assessment methods must be chosen to ensure that a variety of specialist bakery products can be produced. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • observation of practical demonstration by the candidate of preparing, decorating and presenting specialist bakery products • questions about hygiene procedures, commodities, production techniques and storage requirements • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 13 of 96 Page 105 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADPT02B Prepare and present gateaux, tortes and cakes
THHADPT02B Prepare and present gateaux, tortes and cakes Unit Descriptor This unit covers the skills and knowledge required by patissiers to produce, fill, decorate and present a range of specialised sponges and cakes, where finish, decoration and presentation of a high order is required. It does not include basic cakes, which are covered in the unit THHBPT02B Prepare and produce cakes. Prerequisite Unit(s) THHGHS01B Follow workplace hygiene procedures Unit Sector Patisserie
ELEMENT PERFORMANCE CRITERIA
1. Prepare sponges and 1.1 Select, measure and weigh ingredients according to cakes recipe requirements, quality and freshness, standard recipe requirements, enterprise practice and customer preferences. 1.2 Verify that ingredients are used at the correct temperature for optimum quality. 1.3 Prepare sponges and cakes to recipe specifications, using correct techniques, and bake to achieve required product characteristics, including: 1.3.1 colour 1.3.2 crumb structure, consistency and texture 1.3.3 moisture content 1.3.4 mouth feel and eating properties 1.3.5 appearance. 1.4 Use appropriate equipment to produce required cakes. 1.5 Cool sponges and cakes in conditions which retain optimum eating quality and freshness.
2. Prepare and use fillings 2.1 Prepare a selection of fillings to required consistency, using appropriate flavourings. 2.2 Slice or layer sponges and cakes, and fill and assemble, according to standard recipe specifications, enterprise practice and customer preference. 2.3 Mask, cover or coat top and sides, as appropriate, to achieve even, straight and smooth surfaces, or characteristics and appearance required by recipe specifications. 3. Decorate cakes 3.1 Decorate sponges and cakes, using designs and techniques suited to the product and the occasion, according to standard recipes and enterprise practice. 3.2 Use suitable icings and decorations, according to standard recipes and/or enterprise standards and customer preferences.
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4. Present cakes 4.1 Present cakes attractively using suitable serviceware and decorations. 4.2 Select and use appropriate equipment for display and service. 4.3 Arrange cakes for display in an appealing manner to meet customer expectations and enterprise standards. 4.4 Verify that display and service temperature of products are appropriate for maintaining freshness, appearance and eating qualities. 4.5 Mark, score or cut portion-controlled cakes precisely, according to enterprise specifications and customer preferences, minimising wastage. 5. Store cakes 5.1 Store cakes at the correct temperature, in conditions which maintain quality and extend shelf-life. 5.2 Identify storage methods which minimise spoilage and wastage, using methods appropriate to specific products for short and medium term preservation.
KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Reading recipes, menus and instructions, 1 information orders, liaising with other members of the kitchen team and food service staff Collecting analysing and Selecting and obtaining commodities 2 organising information Organising ingredients and tasks Analysing menus, recipes and task sheets Planning and organising Planning logical and efficient sequence and 2 activities timing of tasks Working with others and in Working co-operatively with other members of 1 teams the kitchen team Using mathematical ideas Calculating portions, weighing and measuring 1 and techniques quantities of ingredients Solving problems Dealing with poor ingredient quality 1 Using technology Using weighing equipment 1
Volume 4 of 5, Imported Unit 14 of 96 Page 107 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADPT02B Prepare and present gateaux, tortes and cakes
RANGE STATEMENT
This unit applies to hospitality enterprises where specialised cakes are prepared and served, such as patisseries, pastry and cake shops, restaurants, hotels and coffee shops. The following explanations identify how this unit may be applied in different workplaces and circumstances. Specialist cakes and sponges to be produced and decorated may be of varied cultural origins and derived from classical or contemporary recipes. The preparation of specialised cakes includes sponges, gateaux, torten, cakes, sweet pastes and meringues, fillings and coating agents, as well as skills and techniques in assembling and finishing. A range of these must be produced.
Specialist cakes and • cakes and sponges used as bases such as: sponges may include • Genoise sponge • commercial sponge • Swiss roll • sponge fingers • those for weddings, birthdays and special occasions • those for specific cultural feasts and celebrations, both religious and secular.
Techniques and conditions • weighing/measuring and sifting dry ingredients for producing specialist • adding fats and liquids to dry ingredients cakes may include • stirring and aerating to achieve required consistency and texture • whisking, folding , piping and spreading • selecting and preparing appropriate baking sheets, cake and sponge tins and moulds • using required amount of batter according to desired characteristics of finished products • preparing and using appropriate pre-bake finishes and decorations • selecting baking conditions and temperatures • portioning evenly, accurately and neatly • decorating.
Appropriate equipment • commercial mixers and attachments may include • whisks • beaters • spatulas, wooden spoons • cutting implements for nuts and fruits • graters • scales, measures • bowl cutters • piping bags and attachments • ovens • cake and sponge tins and moulds.
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Fillings may include • fruit, fresh and crystalised • fruit purees • jams • nuts • creams • mousse • custard.
Decorations may include • glazes and jellies • icings • chocolate • sprinkled icing sugar • fresh and preserved/crystalised fruits • fruit purees • nuts, whole or crushed • coloured/flavoured sugar • marzipan coatings.
Storage conditions and • consideration of temperature, light and air exposure methods appropriate for • use of airtight containers cakes may include • display cabinets, including temperature-controlled cabinets • refrigeration, chilling and freezing.
Volume 4 of 5, Imported Unit 14 of 96 Page 109 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADPT02B Prepare and present gateaux, tortes and cakes
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to Be Assessed of this unit: • varieties and characteristics of specialist cakes, both classical and contemporary • historical and cultural aspects of specialist cakes • underlying principles of making specialist cakes • commodity knowledge, including quality indicators of specialist cake ingredients • principles and practices of hygiene particularly in relation to preparing cake batter and decorating finished cake products • safe work practices, particularly in relation to using cutting implements, appliances, heated surfaces, ovens and mixing equipment • culinary terms related to specialist cakes, commonly used in the industry • hygiene and safe handling and storage requirements related to specialist cake ingredients, commodities and products • portion control and yield • storage conditions for specialist cakes and optimising shelf-life.
Linkages to Other Units This unit must be assessed with or after the following unit which describes the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures
This unit has linkages to the following units, and combined training and assessment and may be appropriate: • THHPBT01B Prepare and produce pastries • THHPBT02B Prepare and produce cakes • THHPBT03B Prepare and produce yeast goods
This unit also underpins effective performance in the following unit: • THHADPT01B Prepare bakery products for patissiers
Volume 4 of 5, Imported Unit 14 of 96 Page 110 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADPT02B Prepare and present gateaux, tortes and cakes
Critical Aspects of Evidence of the following is critical: Assessment • ability to produce a range of specialist cakes • ability to produce specialist cakes which are consistent in quality, size, shape and appearance, under typical workplace conditions and time constraints • application of hygiene and safety principles throughout the preparation process.
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills within a commercial kitchen environment using industry-current equipment for making specialist cakes • use of real ingredients • preparation, decoration and presentation of a range of specialist cakes within typical workplace conditions.
Assessment Methods Assessment methods must be chosen to ensure that a range of specialist cakes can be produced. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • observation of practical demonstration by the candidate of preparing, decorating and presenting specialist cakes, including fillings • questions about hygiene procedures, commodities, production techniques and storage requirements • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 14 of 96 Page 111 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADPT03B Present desserts
THHADPT03B Present desserts Unit Descriptor This unit applies the various and specialised techniques of dessert presentation required by patissiers in hospitality enterprises. Prerequisite Unit(s) THHBCC08B Prepare hot and cold desserts THHGHS01B Follow workplace hygiene procedures Unit Sector Patisserie
ELEMENT PERFORMANCE CRITERIA
1. Present and serve plated 1.1 Portion and present desserts in a tasteful and appetising desserts manner, according to enterprise standards. 1.2 Present desserts attractively, with artistic flair, appropriate for the occasion and the item. 1.3 Plate and decorate desserts considering practicality of service and customer consumption. 1.4 Control service temperature of desserts and serviceware when serving hot, cold or frozen desserts.
2. Plan, prepare and conduct 2.1 Plan, dessert trolley services where utilised, appropriate to a dessert trolley available facilities and equipment as well as customer and presentation enterprise requirements. 2.2 Prepare and arrange for display a variety of desserts offered by the enterprise together with appropriate sauces and garnishes. 3. Store and package 3.1 Store desserts at the appropriate temperature and under desserts the correct conditions to maintain quality, freshness and customer appeal. 3.2 Ensure that packaging is appropriate for the preservation of taste, appearance and eating characteristics.
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KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Reading recipes, menus and instructions, orders 1 information Communicating with other members of the kitchen team and food service staff Collecting analysing and Selecting and obtaining commodities 2 organising information Organising ingredients and tasks Analysing menus, recipes and task sheets Planning and organising Planning logical and efficient sequence and 2 activities timing of tasks Working with others and in Working co-operatively with other members of 1 teams the kitchen team Using mathematical ideas Calculating portions, weighing and measuring 1 and techniques quantities of ingredients Solving problems Dealing with problems such as ingredient quality 1 Using technology Using weighing equipment 1
RANGE STATEMENT
This unit applies to hospitality enterprises where desserts are presented such as hotels, restaurants and coffee shops. The following explanations identify how this unit may be applied in different workplaces and circumstances. The term "dessert" is commonly used for a sweet course or option in a meal or as a stand-alone item with a beverage. In some enterprises, the term "sweets" may be used.
The term desserts includes • puddings, pies, tarts, flans, fritters prepared portions of the • custards, creams following • prepared fruit • charlotte, bavarois, mousse, souffle, Sabayon • meringues, crepes, sweet omelettes • sorbet, ice cream, bombe, parfait.
Desserts may include foods from varying cultural origins and may be derived from classical or contemporary recipes.
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Appropriate equipment • commercial mixers and attachments may include • whisks • beaters • spatulas • wooden spoons • cutting implements for nuts and fruits • graters • scales • measures • bowl cutters • piping bags and attachments • ovens • cake and sponge tins and moulds.
Fillings may include • fruit, fresh and crystalised • fruit purees • jams • nuts • creams • mousse • custard.
Decorations may include • glazes and jellies • icings • chocolate • sprinkled icing sugar • fresh and preserved/crystalised fruits • fruit purees • nuts, whole or crushed • coloured/flavoured sugar.
Storage conditions and • consideration of temperature, light and air exposure methods appropriate for • use of airtight containers cakes may include • display cabinets, including temperature-controlled cabinets • refrigeration, chilling and freezing.
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EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to Be Assessed of this unit: • varieties and characteristics of specialist cakes, both classical and contemporary • historical and cultural aspects of specialist cakes • underlying principles of making specialist cakes • commodity knowledge, including quality indicators of specialist cake ingredients • principles and practices of hygiene particularly in relation to preparing cake batter and decorating finished cake products • safe work practices, particularly in relation to using cutting implements, appliances, heated surfaces, ovens and mixing equipment • culinary terms related to specialist cakes, commonly used in the industry • hygiene and safe handling and storage requirements related to specialist cake ingredients, commodities and products • portion control and yield • storage conditions for specialist cakes and optimising shelf-life.
Linkages to Other Units This unit must be assessed with or after the following units which describe the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBCC08B Prepare hot and cold desserts
This unit has linkages to the following units, and combined training and assessment may be appropriate: • THHPBT01B Prepare and produce pastries • THHPBT02B Prepare and produce cakes
Critical Aspects of Evidence of the following is critical: Assessment • ability to present and display a range of desserts with flair • application of food hygiene and safety principles throughout the preparation/presentation process • knowledge of the characteristics of desserts and decorations/garnishes and the conditions required for optimum quality and presentation.
Volume 4 of 5, Imported Unit 15 of 96 Page 115 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADPT03B Present desserts
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills within a commercial kitchen environment using industry-current equipment for making various desserts • use of real desserts and decoration/garnish ingredients • preparation, decoration and presentation of a range of desserts within typical workplace conditions.
Assessment Methods Assessment methods must be chosen to ensure that a range of desserts can be presented. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • observation of practical demonstration by the candidate of decorating and presenting specialist cakes, including plating and garnishing • questions about hygiene procedures, commodities, presentation and decoration techniques and storage requirements to ensure optimum quality and food safety • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 15 of 96 Page 116 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADPT04B Prepare and display petits fours
THHADPT04B Prepare and display petits fours Unit Descriptor This unit applies to the skills required by patissiers in hospitality enterprises. It covers the production, display and service of a wide range of petits fours including petits fours glace's, marzipan-based petits fours and caramelised fruits and nuts served as petits fours, to a level of high and consistent quality. Prerequisite Unit(s) (THHBCC09B Prepare pastry, cakes and yeast goods OR THHBPT03B Prepare and produce yeast goods) THHBPT02B Prepare and produce cakes THHBPT01B Prepare and produce pastries THHGHS01B Follow workplace hygiene procedures Unit Sector Patisserie
ELEMENT PERFORMANCE CRITERIA
1. Prepare iced petits fours 1.1 Prepare, cut and assemble sponges and bases according to standard recipes and enterprise requirements and practice. 1.2 Prepare fillings with the required flavours and consistency. 1.3 Bring fondant icing to the correct temperature and consistency to achieve required coating thickness and surface gloss. 1.4 Design and use decorations which enhance customer eye appeal.
2. Prepare fresh petits fours 2.1 Pipe, bake, fill and decorate a selection of small choux paste shapes. 2.2 Prepare and blind baked sweet paste in small moulds or tins in a variety of shapes. 2.3 Prepare and use fillings with the required flavours and correct consistency. 2.4 Use appropriate garnishes, glazes and finishes to enhance flavour and eye appeal. 3. Prepare marzipan petits 3.1 Flavour and shape quality marzipan appropriately, fours producing mini-size fruits. 3.2 Coat marzipan fruits to preserve desired eating characteristics and where required, soften with egg whites, pipe into shapes and seal/brown with applied heat, according to enterprise practice. 4. Prepare caramelised 4.1 Select and coat fresh fruits/fruit segments with pale petits fours amber-coloured caramel. 4.2 Sandwich dried fruits or nuts or fill with flavoured marzipan and coat with pale amber-coloured caramel, according to specifications and enterprise standards. 5. Display petits fours 5.1 Select and prepare appropriate receptacles for petits fours. 5.2 Display petits fours creatively to enhance customer appeal.
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6. Store petits fours 6.1 Store petits fours at correct temperatures and conditions to maintain maximum eating qualities, appearance and freshness.
KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Reading recipes, menus and instructions, orders 1 information Communicating with other members of the kitchen team and food service staff Collecting analysing and Selecting and obtaining commodities 2 organising information Organising ingredients and tasks Analysing menus, recipes and task sheets Planning and organising Planning logical and efficient sequence and 2 activities timing of tasks Working with others and in Working co-operatively with other members of 1 teams the kitchen team Using mathematical ideas Calculating portions, weighing and measuring 1 and techniques quantities of ingredients Solving problems Dealing with problems such as ingredient quality 1 Using technology Using weighing equipment 1
RANGE STATEMENT
This unit applies to hospitality enterprises where petits fours are prepared and served, such as patisseries, hotels, restaurants and coffee shops. The following explanations identify how this unit may be applied in different workplaces and circumstances.Petits fours glaces may include sponge bases assembled with appropriately flavoured fillings cut into a variety of shapes, iced and decorated.Marzipan-based petits fours may be modelled by hand or shaped with the aid of moulds and may be appropriately flavoured and coloured and sealed with cocoa butter or food lacquer.Caramelised petits fours include fresh or dried fruits and nuts, filled or unfilled, coated with a pale amber-coloured caramel.Fresh petits fours include bases prepared from choux or sweet paste with an appropriate filling and/or topping and decoration.
Fillings may include • custards appropriately flavoured • creams • ganache.
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Toppings and decorations • fresh fruits may include • glazes • fondant icing • chocolate.
Receptacles may include • chocolate those made from edible • tulip paste and non-edible materials • sugar lace and may include • croquant • glass • crystal • ceramic • metallic platters and trays.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to Be Assessed of this unit: • varieties and characteristics of petits fours, both classical and contemporary, including taste, texture, structure, shape and size appropriate for petits fours according to industry and enterprise standards • historical and cultural aspects of petits fours • underlying principles of making petits fours • commodity knowledge, including quality indicators of petits fours ingredients • principles and practices of hygiene particularly in relation to preparing and decorating petits fours and to ingredients and commodities • safe work practices, particularly in relation to using cutting implements, appliances, heated surfaces, ovens and mixing equipment • culinary terms related to petits fours, commonly used in the industry • portion control and yield • storage conditions for petits fours and optimising shelf-life • properties of the ingredients used and their interaction and changes during production • working methods used in production and display of petits fours • defining and applying corrective steps to ensure quality control • creative artistic skills in decoration and presentation.
Volume 4 of 5, Imported Unit 16 of 96 Page 119 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADPT04B Prepare and display petits fours
Linkages to Other Units This unit must be assessed with or after the following units which describe the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBPT01B Prepare and produce pastries, and: • THHBPT02B Prepare and produce cakes, and: • THHPBT03B Prepare and produce yeast goods,
or • THHBCC09B Prepare pastry, cakes and yeast goods,
This unit has linkages to the following units, and combined training and assessment and may be appropriate: • THHBCC08B Prepare hot and cold desserts
Critical Aspects of Evidence of the following is critical: Assessment • ability to present and display a diverse range of petits fours with consistency in size, shape, quality and presentation • application of food hygiene and safety principles throughout the preparation, decoration and presentation process • knowledge of the characteristics of petits fours and suitable decorations/garnishes and the conditions required for optimum quality and presentation.
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills within a commercial kitchen environment using industry-current equipment for making petit fours • use of real ingredients • preparation, decoration and presentation of a range of petits fours within typical workplace conditions.
Assessment Methods Assessment methods must be chosen to ensure that a wide range of petits fours can be presented. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • observation of practical demonstration by the candidate of preparing, decorating and presenting petits fours • questions about hygiene procedures, commodities, presentation and decoration techniques and storage requirements to ensure optimum quality and food safety • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 16 of 96 Page 120 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADPT05B Prepare and model marzipan
THHADPT05B Prepare and model marzipan Unit Descriptor This unit deals with the skills required by patissiers in hospitality enterprises. It covers the preparation, handling and modelling of marzipan and the decorating, colouring and presentation of modelled items. Prerequisite Unit(s) THHGHS01B Follow workplace hygiene procedures Unit Sector Patisserie
ELEMENT PERFORMANCE CRITERIA
1. Prepare modelling 1.1 Select, weigh and combine ingredients to achieve desired marzipan composition and characteristics of quality modelling marzipan. 1.2 Identify potential problems and take appropriate preventive measures to maintain desired characteristics. 1.3 Observe food hygiene principles and requirements.
2. Prepare moulded and 2.1 Mould or model marzipan in a variety of figures, shapes modelled shapes and flowers. 2.2 Apply appropriate colourings, decorations and coating agents, to enhance appearance and presentation. 2.3 Seal finished shapes to preserve freshness and eating quality. 3. Store marzipan products 3.1 Store marzipan products at the correct temperature and in conditions to avoid excessive crust formation, drying out, hardening and to maintain maximum eating quality. 4. Use marzipan to cover 4.1 Ensure surface of items to be covered is level and cakes, gateaux, torten and smooth. petits fours 4.2 Roll out marzipan to specified size and thickness. 4.3 Apply marzipan ensuring a smooth and seamless finish.
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KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Reading recipes, menus and instructions, orders 1 information Communicating with other members of the kitchen team and food service staff Collecting analysing and Selecting and obtaining commodities 2 organising information Organising ingredients and tasks Analysing menus, recipes and task sheets Planning and organising Planning logical and efficient sequence and 2 activities timing of tasks Working with others and in Working co-operatively with other members of 1 teams the kitchen team Using mathematical ideas Calculating portions, weighing and measuring 1 and techniques quantities of ingredients Solving problems Dealing with problems such as poor ingredient 1 quality Using technology Using weighing equipment 1
RANGE STATEMENT
This unit applies to hospitality enterprises where marzipan is prepared and served, such as patisseries, hotels, restaurants and coffee shops. The following explanations identify how this unit may be applied in different workplaces and circumstances.Preparing marzipan refers to combining manufactured marzipan paste, pure icing sugar and glucose syrup to a smooth paste of a consistency best suited for its intended purpose.
The handling of marzipan • modelling into shapes, figures or flowers includes • colouring, decorating, glazing and sealing • covering cakes, gateaux, torten and petits fours with marzipan.
Volume 4 of 5, Imported Unit 17 of 96 Page 122 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADPT05B Prepare and model marzipan
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to Be Assessed of this unit: • characteristics of marzipan, both classical and contemporary, including taste, texture, structure, shape and size appropriate for marzipan products according to industry and enterprise standards • handling and storing of marzipan and marzipan products and recognising factors affecting their quality • hygiene and food safety requirements relating to preparing, decorating, handling and storage of marzipan • historical and cultural aspects of marzipan • underlying principles of making marzipan • commodity knowledge, including quality indicators of marzipan ingredients • culinary terms related to marzipan, commonly used in the industry • portion control and yield • storage conditions for petits fours and optimising shelf-life • properties of the ingredients used and their interaction and changes during production • working methods used in production and display of marzipan including the use of equipment for preparation and moulding • defining and applying corrective steps to ensure quality control • creative artistic skills in decoration and presentation.
Linkages to Other Units This unit must be assessed with or after the following unit which describes the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures
This unit has linkages to the following units, and combined training and assessment may be appropriate: • THHBCC08B Prepare hot and cold desserts • THHPBT01B Prepare and produce pastries • THHPBT02B Prepare and produce cakes
Volume 4 of 5, Imported Unit 17 of 96 Page 123 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADPT05B Prepare and model marzipan
Critical Aspects of Evidence of the following is critical: Assessment • ability to present and display a diverse range of marzipan products with consistency in size, shape, quality and presentation • application of food hygiene and safety principles throughout the preparation, decoration and presentation process • knowledge of the characteristics of marzipan and suitable decorations/garnishes and the conditions required for optimum quality and presentation.
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills within a food service area with use of industry-current equipment • use of real ingredients • preparation, decoration and presentation of a range of modelled and moulded marzipan shapes within typical workplace conditions.
Assessment Methods Assessment methods must be chosen to ensure that a wide range of modelled and moulded marzipan can be produced. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • observation of practical demonstration by the candidate of preparing, decorating and presenting modelled and moulded marzipan • questions about hygiene procedures, commodities, presentation and decoration techniques and storage requirements to ensure optimum quality and food safety • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 17 of 96 Page 124 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADPT06B Prepare desserts to meet special dietary requirements
THHADPT06B Prepare desserts to meet special dietary requirements Unit Descriptor This unit applies to the skills required by patissiers in hospitality enterprises. It covers the preparation of a range of desserts where aspects of nutrition, diet or allergies influence the composition and the ingredients able to be used. Prerequisite Unit(s) THHBCAT01B Prepare foods according to dietary and cultural needs THHBCC08B Prepare hot and cold desserts THHGHS01B Follow workplace hygiene procedures Unit Sector Patisserie
ELEMENT PERFORMANCE CRITERIA
1. Prepare dietary desserts 1.1 Select appropriate ingredients according to criteria for particular dietary requirements. 1.2 Measure and weigh ingredients required, ensuring they are at the correct temperature according to recipe requirements. 1.3 Follow special dietary recipes or nutritional guidelines in producing dietary desserts.
2. Prepare sauces for dietary 2.1 Prepare hot or cold sauces are produced to the required desserts consistency, using appropriate flavours and ingredients, according to dietary requirements. 3. Store dietary desserts 3.1 Store dietary desserts at the appropriate temperature and under the correct conditions to maintain quality, freshness and customer appeal.
Volume 4 of 5, Imported Unit 18 of 96 Page 125 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADPT06B Prepare desserts to meet special dietary requirements
KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Reading recipes, menus and instructions 1 information Communicating with other members of the kitchen team and food service staff Collecting analysing and Selecting and obtaining commodities 2 organising information Organising ingredients and tasks Analysing menus, recipes and task sheets Planning and organising Planning logical and efficient sequence and 2 activities timing of tasks Working with others and in Working co-operatively with other members of 1 teams the kitchen team Using mathematical ideas Calculating portions, weighing and measuring 1 and techniques quantities of ingredients Solving problems Dealing with problems such as ingredient quality 1 Using technology Using weighing equipment 1
RANGE STATEMENT
This unit applies to hospitality enterprises where desserts to meet special dietary requirements are prepared and served such as health facilities. It also applies to commercial catering operations, hotels and restaurants which accommodate special diets in their menus. The following explanations identify how this unit may be applied in different workplaces and circumstances.Special dietary requirements refers to desserts where aspects of nutrition, diets or allergies influence the composition and the ingredients permitted to be used, such as diabetic desserts, desserts which are low fat, low sugar, or free of commodities such as yeast, gluten or flour and other potential allergens or substances which cause reactions in customers.
Appropriate ingredients • those without known allergic reactions may include • substitute ingredients such as gluten-free flour and non-sugar sweeteners • low-fat or fat free ingredients • low sugar or sugar-free ingredients.
Volume 4 of 5, Imported Unit 18 of 96 Page 126 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADPT06B Prepare desserts to meet special dietary requirements
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to Be Assessed of this unit: • options for and preparation of desserts for special dietary needs and preferences • hygiene and food safety requirements relating to preparing, decorating, handling and storage of desserts for special dietary needs • commodity knowledge, including quality indicators of ingredients and handling and storing of commodities • properties of dietary ingredients used in a range of dessert recipes and the influence of each on processing and product quality • culinary terms related to desserts for special dietary needs, commonly used in the industry • portion control and yield • storage conditions for types of desserts for special dietary needs and optimising shelf-life • defining and applying corrective steps to ensure quality control • creative artistic skills in decoration and presentation. • knowledge and understanding of the Australian Dietary Guidelines.
Linkages to Other Units This unit must be assessed with or after the following units which describe the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBCC08B Prepare hot and cold desserts • THHBCAT01B Prepare foods according to dietary and cultural needs
This unit has linkages to the following units, and combined training and assessment may be appropriate: • THHPBT01B Prepare and produce pastries • THHPBT02B Prepare and produce cakes
Volume 4 of 5, Imported Unit 18 of 96 Page 127 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADPT06B Prepare desserts to meet special dietary requirements
Critical Aspects of Evidence of the following is critical: Assessment • ability to produce a range of desserts suitable for a variety of dietary requirements and intolerances • application of food hygiene and safety principles throughout the preparation, decoration and presentation process • knowledge of the characteristics of desserts for special dietary requirements and suitable decorations/garnishes and the conditions required for optimum quality and presentation.
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills within a commercial food service area using industry-current equipment for making a desserts • use of real ingredients • preparation, decoration and presentation of a range of desserts for special dietary requirements within typical workplace conditions.
Assessment Methods Assessment methods must be chosen to ensure that a wide range of desserts for special dietary requirements can be produced. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • observation of practical demonstration by the candidate of preparing, decorating and presenting desserts for special dietary requirements • questions about dietary needs and restrictions, hygiene procedures, commodities, presentation and decoration techniques and storage requirements to ensure optimum quality and food safety • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 18 of 96 Page 128 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADPT07B Prepare and display sugar work
THHADPT07B Prepare and display sugar work Unit Descriptor This unit applies to the skills required by patissiers in hospitality enterprises. It covers the preparation of sugar for sugar work and the planning and production of sugar-based display pieces. Prerequisite Unit(s) THHGHS01B Follow workplace hygiene procedures Unit Sector Patisserie
ELEMENT PERFORMANCE CRITERIA
1. Boil sugar 1.1 Identify and assemble required ingredients, according to standard recipes and enterprise requirements. 1.2 Combine sugar and water and boil to required temperature, using specialised equipment for boiling sugar correctly and safely. 1.3 Follow preparation methods specified in standard recipes. 1.4 Use colouring and flavourings appropriately, according to sugar products required. 1.5 Handle boiled sugar solution safely, according to safety requirements, standard recipes and enterprise practice.
2. Pull boiled sugar 2.1 Manipulate boiled sugar to avoid crust forming. 2.2 Turn out and pull sugar, using a suitable work surface, according to standard industry practice and safety requirements. 3. Store pulled sugar 3.1 Portion pulled sugar according to intended use. 3.2 Use correct packaging methods and vacuum-seal pulled sugar pieces. 3.3 Use appropriate storage procedures to ensure extended shelf life. 4. Plan decorative sugar 4.1 Plan sugar work appropriate for the occasion, allowing work adequate time for or working within time available for preparation. 4.2 Produce sketches/outlines of forms and shapes required and identify colours, decorations and supports. 4.3 Prepare formwork and working surface appropriately. 4.4 Calculate required quantities of differently coloured sugar. 4.5 Select and use appropriate equipment and materials. 5. Prepare sugar work 5.1 Boil sugar, adding required colouring and arrest the temperature at the correct point. 5.2 Shape boiled sugar into desired forms, using appropriate techniques and skills and achieving correct and even thickness. 5.3 Remove formwork from sugar at the correct stage of hardening and where required, move sugar items to cool areas to accelerate cooling. 5.4 Assemble sugar centrepieces to achieve balance, proportion and optimum strength. 5.5 Decorate sugar work creatively, ensuring appropriateness for the occasion and creating customer appeal.
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6. Display sugar work 6.1 Display sugar work attractively to enhance food displays. 6.2 Use sugar work to complement, harmonise and balance the displayed food. 7. Store sugar work 7.1 Store sugar work correctly, according to establishment procedures, ensuring it is protected from humidity, dust and heat.
KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Reading recipes, menus and instructions, orders 1 information Communicating with other members of the kitchen team and food service staff Collecting analysing and Selecting and obtaining commodities 2 organising information Organising ingredients and tasks Analysing menus, recipes and task sheets Planning and organising Planning logical and efficient sequence and 2 activities timing of tasks Working with others and in Working co-operatively with other members of 1 teams the kitchen team Using mathematical ideas Calculating portions, weighing and measuring 1 and techniques quantities of ingredients Solving problems Dealing with problems such as ingredient quality 1 Using technology Using weighing equipment 1
Volume 4 of 5, Imported Unit 19 of 96 Page 130 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADPT07B Prepare and display sugar work
RANGE STATEMENT
This unit applies to hospitality enterprises where sugar-based display items are prepared for display, such as patisseries, pastry shops, hotels, restaurants and catering enterprises. The following explanations identify how this unit may be applied in different workplaces and circumstances.The preparation of sugar includes boiling to various pre-determined temperature stages suitable for pulling, casting or blowing.Pulling refers to manipulating boiled sugar after initial cooling, to incorporate air and to achieve elasticity and sheen.Casting refers to pouring boiled sugar into prepared framework or moulds or into free-flowing shapes. The preparation of sugar casts also includes casting of individual segments, assembling, decorating and preparation for display and storage.Blowing refers to creating shapes by blowing air into boiled sugar of the correct temperature, through a blowpipe.
Specialised equipment for • sugar boilers sugar work may include • sugar thermometers • rubber mats • metal strapping • moulds • patterns • blowpipes • foil • plasticine • display stands and bases • spatulas • shears.
Safe handling of boiled • using protective gloves and mitts where appropriate sugar includes • covering exposed skin • insuring all equipment has secure handles • avoiding drips and dribbles • using insulated pot rests.
Volume 4 of 5, Imported Unit 19 of 96 Page 131 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADPT07B Prepare and display sugar work
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to Be Assessed of this unit: • safe boiling and handling of sugar and underlying principles of preparing sugar • causes of premature crystallisation of boiled sugar and methods to avoid it • properties of the ingredients used and their interaction and changes during production • influence of cleanliness of materials used on the boiling process and quality outcome • hygiene and food safety requirements relating to sugar work • safety requirements relating to possible dangers when handling boiled sugar at high temperatures • basic First Aid for treatment of burns in case of accidents • handling and storing of sugar work and recognising factors affecting quality and optimising shelf-life • ability to pull, cast and blow sugar • historical and cultural aspects of sugar work • commodity knowledge, including quality indicators of ingredients used in sugar work • culinary terms related to sugar work, commonly used in the industry • portion control and yield • working methods used in production and display of marzipan including the use of equipment for preparation and moulding • defining and applying corrective steps to ensure quality control • creative artistic skills in decoration and presentation.
Linkages to Other Units This unit must be assessed with or after the following unit which describes the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures
This unit has linkages to the following units, and combined training and assessment may be appropriate: • THHBCC08B Prepare hot and cold desserts • THHPBT01B Prepare and produce pastries • THHPBT02B Prepare and produce cakes
Volume 4 of 5, Imported Unit 19 of 96 Page 132 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADPT07B Prepare and display sugar work
Critical Aspects of Evidence of the following is critical: Assessment • ability to produce a wide range of sugar work using pulling, casting and blowing • application of safety and food hygiene principles throughout preparation, decoration, presentation and storage processes • ability to produce sugar work of optimum quality and creativity.
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills within a commercial food service area using industry-current equipment for producing sugar work • use of real ingredients • preparation, decoration and presentation of a range of sugar work within typical workplace conditions.
Assessment Methods Assessment methods must be chosen to ensure that a wide range of sugar work can be produced. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • observation of practical demonstration by the candidate of preparing, decorating and presenting sugar work • questions about the preparation of and characteristics of quality sugar work, safe handling and hygiene procedures, commodities, presentation and decoration techniques and storage requirements to ensure optimum quality and food safety • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 19 of 96 Page 133 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADPT08B Plan, prepare and display sweet buffet show pieces
THHADPT08B Plan, prepare and display sweet buffet show pieces Unit Descriptor This unit applies to the skills required by patissiers in hospitality enterprises. It covers the planning, preparing and displaying of a wide range of show pieces appropriate for a sweet buffet display and prepared from a range of suitable materials. Prerequisite Unit(s) THHGHS01B Follow workplace hygiene procedures Unit Sector Patisserie
ELEMENT PERFORMANCE CRITERIA
1. Plan sweet buffet show 1.1 Plan show pieces appropriate for the occasion, allowing pieces adequate time for or working within time available for preparation. 1.2 Produce sketches/outlines of forms and shapes required and identify colours, decorations and supports. 1.3 Select and use appropriate equipment and materials.
2. Prepare sweet buffet 2.1 Produce a variety of show pieces to industry standards show pieces and enterprise requirements. 2.2 Shape selected materials into desired forms, using appropriate techniques and creative flair and skills. 2.3 Assemble show pieces considering balance, proportion and strength. 2.4 Finish and decorate show pieces artistically ensuring appropriateness for the occasion and creating customer appeal. 2.5 Chose decorations in appropriate materials, suitable for the occasion. 3. Display sweet buffet show 3.1 Display show pieces attractively to enhance sweet buffet pieces displays. 3.2 Use show pieces to complement, harmonise and balance the displayed food. 4. Store sweet buffet show 4.1 Store show pieces correctly, according to establishment pieces procedures and ensure they are protected from humidity, dust and heat.
Volume 4 of 5, Imported Unit 20 of 96 Page 134 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADPT08B Plan, prepare and display sweet buffet show pieces
KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Reading recipes, menus and instructions, orders 1 information Communicating with other members of the kitchen team and food service staff Collecting analysing and Selecting and obtaining commodities 2 organising information Organising ingredients and tasks Analysing menus, recipes and task sheets Planning and organising Planning logical and efficient sequence and 2 activities timing of tasks Working with others and in Working co-operatively with other members of 1 teams the kitchen team Using mathematical ideas Calculating portions, weighing and measuring 1 and techniques quantities of ingredients Solving problems Dealing with problems such as ingredient quality 1 Using technology Using weighing equipment 1
RANGE STATEMENT
This unit applies to hospitality enterprises where sweet buffet display pieces are prepared and displayed, such as patisseries, chocolatiers, hotels, restaurants and catering enterprises. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.Sweet buffet show pieces include decorative pieces prepared from sugar, chocolate, pastillage, croquant, marzipan or a combination of these.
Specialised equipment and • air brush spray equipment materials may include • specialised equipment for preparing, moulding, casting and freehand creations using sugar/marzipan work, chocolate, pastillage and croquant.
Storage may include • cool rooms and other temperature-controlled environments • use of packaging materials and cases.
Volume 4 of 5, Imported Unit 20 of 96 Page 135 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADPT08B Plan, prepare and display sweet buffet show pieces
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to Be Assessed of this unit: • knowledge and understanding of sugar boiling and handling techniques and of safety requirements relating to possible dangers when working with boiled sugar at high temperatures • knowledge and understanding of various techniques for handling chocolate, pastillage, croquant and marzipan, individually and in combination • occupational health and safety requirements, including basic First Aid for treating burns • artistic skills and creativity in planning and producing sweet buffet show pieces • causes of premature crystallisation of boiled sugar and methods to avoid it • properties of the ingredients used and their interaction and changes during production • influence of cleanliness of materials used on the boiling process and quality outcome • hygiene and food safety requirements relating to sugar work • safety requirements relating to possible dangers when handling boiled sugar at high temperatures • basic First Aid for treatment of burns in case of accidents • handling and storing of sugar work and recognising factors affecting quality and optimising shelf-life • ability to pull, cast and blow sugar • historical and cultural aspects of sugar work • commodity knowledge, including quality indicators of ingredients used in sugar work • culinary terms related to sugar work, commonly used in the industry • portion control and yield • working methods used in production and display of marzipan including the use of equipment for preparation and moulding • defining and applying corrective steps to ensure quality control • creative artistic skills in decoration and presentation.
Volume 4 of 5, Imported Unit 20 of 96 Page 136 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHADPT08B Plan, prepare and display sweet buffet show pieces
Linkages to Other Units This unit must be assessed with or after the following unit which describes the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures
This unit has linkages to the following units, and combined training and assessment may be appropriate: • THHBCC08B Prepare hot and cold desserts • THHPBT01B Prepare and produce pastries • THHPBT02B Prepare and produce cakes
Critical Aspects of Evidence of the following is critical: Assessment • ability to produce a range of sweet buffet show pieces using suitable materials • application of safety standards throughout preparation, decoration, presentation and storage processes • ability to produce sweet buffet show pieces of optimum quality and creativity.
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills within a commercial kitchen using industry-current equipment for making sweet buffet items • use of real ingredients • preparation, decoration and presentation of a range of sweet buffet show pieces within typical workplace conditions.
Assessment Methods Assessment methods must be chosen to ensure that a range of sweet buffet show pieces can be produced. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • observation of practical demonstration by the candidate of preparing, decorating and presenting sweet buffet show pieces • questions about the preparation of and characteristics of sweet buffet show pieces, safe handling procedures, commodities, presentation and decoration techniques and storage requirements to ensure optimum quality • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 20 of 96 Page 137 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC01A Use basic Asian methods of cookery
THHASC01A Use basic Asian methods of cookery Unit Descriptor This unit deals with the basic principles and methods used in Asian cookery including national Asian cuisines as well as regional specialisations. This unit applies to Indonesian, Indian, Malay/Nonya, Japanese, Thai, Vietnamese and Chinese cuisines. It may be applied to a particular cuisine or across a variety, allowing for different needs and contexts. This unit underpins the achievement of competence in all other units related to Asian cookery. Prerequisite Unit(s) THHBKA02B Present food THHBKA01B Organise and prepare food THHGHS01B Follow workplace hygiene procedures Unit Sector Asian Cookery
ELEMENT PERFORMANCE CRITERIA
1. Select and use cooking 1.1 Select appropriate equipment or technology for particular equipment and technology cuisine styles and required cooking methods. 1.2 Set up, use and maintain equipment hygienically, safely and in accordance with manufacturer's instructions, enterprise specifications and traditional requirements.
2. Assemble and prepare 2.1 Identify ingredients correctly, according to recipes or ingredients for Asian enterprise requirements. menu items 2.2 Calculate correct quantities and ratios of commodities for specific menu items. 2.3 Prepare, cut and portion ingredients for specified dishes to enterprise portion specifications. 2.4 Assemble the ingredients according to the correct quantity, type and quality required. 2.5 Prepare the ingredients in the required form and time frame, using appropriate preparation methods and cutting techniques. 3. Apply methods of cookery 3.1 Prepare dishes using specified commodities and and prepare, and cook a ingredients, employing a range of cookery methods range of given menu items according to recipe specifications for a given menu. 3.2 Complete cooking process in a logical and sequential manner. 3.3 Identify problems with the cooking process promptly and take corrective action. 3.4 Present menu items according to cuisine style and enterprise practices. 3.5 Work with members of the kitchen team to ensure timely preparation of dishes. 4. Carry out safe work 4.1 Comply with legislative and regulatory requirements. practices 4.2 Maintain a clean and tidy workplace according to health and safety requirements and enterprise procedures. 4.3 Follow workplace food hygiene and safety procedures during preparation, cooking and serving of food and menu items.
Volume 4 of 5, Imported Unit 21 of 96 Page 138 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC01A Use basic Asian methods of cookery
KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Sharing information with other kitchen and food 1 information service staff Receiving and acting on instructions Collecting analysing and Analysing requirements of orders and menus, 1 organising information assembling commodities and ingredients Planning and organising Organising and preparing food items for various 1 activities dishes Working in a logical sequence within time constraints Preparing equipment prior to use Planning sequences of tasks for menu items Working with others and in Working co-operatively with other members of 1 teams the kitchen brigade Using mathematical ideas Calculating quantities and portions against 1 and techniques menus and orders Solving problems Dealing with problems such as shortages of food 1 items, mistakes or problems in commodities or meals produced, equipment failure Using technology Using electronic or mechanical kitchen 1 equipment May include using computerised ordering/stock control systems
Volume 4 of 5, Imported Unit 21 of 96 Page 139 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC01A Use basic Asian methods of cookery
RANGE STATEMENT
This unit applies to all enterprises where Asian food is prepared and served. The following explanations identify how this unit may be applied in different workplaces and circumstances.
This unit applies the • Chinese following cuisines, either • Malay and Nonya singly or across a range of • Indonesian styles, however it may also • Thai be applied to other Asian • Vietnamese styles according to • Indian enterprise requirements. • Japanese. The terms also apply to regional cuisines and variations, traditional and contemporary
A range of cooking • deep frying methods must be • stir frying demonstrated for the • barbecuing particular style of national • grilling and regional cuisine. • shallow frying Methods of cookery may • roasting include • braising • stewing • steaming • roasting • baking • boiling • oil and water blanching.
Dishes to be prepared • vegetables and fruits and salad vegetables (fresh and must use a range of dried) commodities, including • culturally-appropriate meats (chicken, beef, lamb, goat, pork) • seafood (prawns and other crustaceans, squid, shellfish, fish) • freshwater fish • herbs, spices and condiments • eggs • rice and farinaceous products • items specific to particular dishes and cuisines.
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Equipment may include • barbecues traditional and modern • roasting drums equipment such as • charcoal grills • mincers • tandoori ovens • contemporary ovens • woks • steamers • cutting, chopping and slicing implements such as cleavers and knives • strainers • scoops and skimmers • ladles • whisks • food processors • microwaves • skewers • sharpening steels and stones.
Maintenance of equipment • seasoning woks and other utensils may include • sharpening knives and cleavers • care of pestles and mortars • care of specialised equipment such as steamers.
Legislative and regulatory • hygiene in food handling and storage requirements include • occupational health and safety • council regulations • pest and vermin control.
Volume 4 of 5, Imported Unit 21 of 96 Page 141 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC01A Use basic Asian methods of cookery
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Skills and The following skills and knowledge must be assessed as part Knowledge to be Assessed of this unit: • underlying principles of Asian cookery related to particular cuisine style or styles • culinary terms related to particular Asian cuisines • food preparation techniques for particular cuisines • use of equipment, both traditional and contemporary, including its care and maintenance • knowledge and use of typical commodities, herbs and spices, condiments, thickening and flavouring agents relevant to the particular cuisine and appropriate cookery methods • the effects of cooking techniques on nutrition, taste, food texture and appearance • typical food allergies and consequences • principles and practices of hygiene on a personal and professional level related to working in a kitchen, including suitable dress • safe work practices, particularly in relation to bending, lifting, and using cutting implements, appliances, heated surfaces and other equipment which carry a risk of burns • waste minimisation techniques and environmental considerations in specific relation to different methods of Asian cookery.
Linkages to Other Units This unit must be assessed with or after the following units which describe the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA01B Organise and prepare food • THHBKA02B Present food
This unit describes skills and knowledge that are essential to all other Asian cookery units. Combined training and assessment of this unit in conjunction with other basic Asian cookery units is strongly recommended. Cutting and specialised food preparation techniques is found in THHBKA01B Organise and prepare food, which should be customised to the particular cuisine style required. Food presentation techniques are covered in THHBKA02B Present food, which should be customised to the particular cuisine style required. It is also found in units relating to specific Asian cuisines and dishes.
Volume 4 of 5, Imported Unit 21 of 96 Page 142 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC01A Use basic Asian methods of cookery
Critical Aspects of Evidence of the following is critical: Assessment • ability to prepare dishes within realistic time constraints using a range of cookery methods appropriate to the style of cuisine • ability to apply knowledge of major commodities, culinary terminology and equipment to the various methods of cookery and cuisine style being used • application of food hygiene and occupational health and safety principles and procedures during the cooking and presentation process.
Context of Assessment Assessment must ensure: and Resource Implications • a range of cookery methods is applied to commodities relevant to the particular cuisine, on more than one occasion • demonstration of skills in a fully-equipped operational commercial kitchen suitable for Asian cookery (including industry-current equipment) • use of real ingredients • industry-realistic ratios of kitchen staff to customers • preparation of dishes for real customers within typical workplace time constraints.
Assessment Methods Assessment methods must be chosen to ensure that a range of cookery methods relevant to the style of Asian cuisine, can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of practical demonstration of food preparation and use of various cookery methods • sampling of dishes prepared by the candidate • written or oral questions to test knowledge on suitable cookery methods for particular food items, safety issues and food quality indicators, commodities • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate eg. menus, photographs.
Volume 4 of 5, Imported Unit 21 of 96 Page 143 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC02A Produce appetisers and snacks for Asian cuisines
THHASC02A Produce appetisers and snacks for Asian cuisines Unit Descriptor This unit deals with the skills and knowledge required to prepare and present appetisers and snacks for Asian cuisines. The precise application of the unit may vary within particular cuisines and is dependent on specific preparation techniques, ingredients and presentation requirements. This unit applies to Indonesian, Indian, Malay/Nonya, Japanese, Thai, Vietnamese and Chinese cuisines. It may be applied to a particular cuisine or across a variety, allowing for different needs and contexts. Prerequisite Unit(s) THHASC01A Use basic Asian methods of cookery THHBKA02B Present food THHBKA01B Organise and prepare food THHGHS01B Follow workplace hygiene procedures Unit Sector Asian Cookery
ELEMENT PERFORMANCE CRITERIA
1. Prepare appetisers and 1.1 Produce appetisers and snacks using the correct snacks ingredients, to an acceptable enterprise standard, ensuring: 1.1.1 symmetry and neatness of presentation 1.1.2 appropriate ingredient combinations 1.1.3 precise and uniform ingredients 1.1.4 appropriate serviceware and garnishes. 1.2 Select appropriate dips and sauces to accompany appetisers and snacks. 1.3 Select and use the correct equipment to prepare appetisers and snacks. 1.4 Utilise quality trimmings or other leftovers where and when appropriate. 1.5 Prepare appetisers and snacks in a logical and sequential manner within the required time frame.
2. Present appetisers and 2.1 Select appropriate crockery or serviceware, matching snacks sizes, colour and shapes to the colour of the appetisers, snacks and sauces and according to enterprise specifications. 2.2 Present appetisers and snacks attractively, according to requirements of particular cuisines and enterprise specifications and standards. 2.3 Present sauces and dips according to portion size, requirements of particular cuisines and enterprise specifications. 2.4 Select garnishes and accompaniments according to the style of the region and enterprise requirements. 3. Store appetisers and 3.1 Store appetisers and snacks in appropriate conditions and snacks containers and at the correct temperature to maintain freshness, taste and eating qualities.
Volume 4 of 5, Imported Unit 22 of 96 Page 144 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC02A Produce appetisers and snacks for Asian cuisines
KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Sharing information with other kitchen and food 1 information service staff Receiving and acting on instructions Collecting analysing and Analysing requirements of orders and menus, 1 organising information assembling commodities and ingredients Planning and organising Planning menus, organising and doing 1 activities mise-en-place and pre-made food items Working in a logical sequence within time restraints Working with others and in Working co-operatively with other members of 1 teams kitchen brigade Using mathematical ideas Calculating quantities and portions against 1 and techniques menus and orders. Solving problems Dealing with problems such as shortages of food 1 items, mistakes or problems in commodities or meals produced, equipment failure Using technology Using electronic or mechanical kitchen 1 equipment May include using computerised ordering/stock control systems
Volume 4 of 5, Imported Unit 22 of 96 Page 145 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC02A Produce appetisers and snacks for Asian cuisines
RANGE STATEMENT
This unit applies to all enterprises where Asian cuisines are prepared and served. The following explanations identify how this unit may be applied in different workplaces and circumstances.
This unit applies the • Chinese following cuisines, • Malay and Nonya however may also be • Indonesian applied to other Asian • Thai styles • Vietnamese • Indian • Japanese.
This unit may be applied to one particular cuisine style or across a range of styles, according to enterprise requirements. Cuisines may be traditional, national or regional variations, and food items produced may be according to particular recipes or enterprise specifications.
Appetisers and snacks • Chinese: fresh spring rolls, stuffed pastries, seafood in may include the following beancurd skins, century eggs, sesame squid, carrot and examples radish rolls, cucumbers with dried prawns • Malay and Nonya: spring rolls, curry puffs, pickled mackerel, shrimp rolls, fried marinated chicken wings • Indonesian: fried bean curd, satay, stuffed savoury pancakes, fried bananas, crackers • Thai: spring rolls, fish cakes, prawn balls, stuffed sago balls, fried cashews and chillies • Vietnamese: spring rolls, meat and prawn rice paper rolls, grilled beef rice paper rolls, pork and prawn salad, triangle spring rolls, shrimp toast • Indian: pappadums, koftas, pakoras, samosas, kabab, bhajis • Japanese: ( zensai) smoked salmon and daikon rolls, skewered chicken balls, pork and vegetable kebabs.
Ingredients and • vegetables and fruits and salad vegetables (fresh and commodities may include dried) • culturally-appropriate meats (chicken, beef, lamb, goat, pork) • seafood (prawns and other crustaceans, squid, shellfish, fish) • freshwater fish • eggs • rice and farinaceous products • herbs, spices and condiments • commodities specific to particular dishes and cuisines.
Volume 4 of 5, Imported Unit 22 of 96 Page 146 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC02A Produce appetisers and snacks for Asian cuisines
Specific Asian • Chinese: sauce (soy, oyster, black bean) commodities may include • Japanese: seaweeds ( wakame), condiments ( sake, mirin, soya sauce), miso (white or light brown), wasabi • Indonesian: shrimp cake (terasi) and shrimp paste (petis), tamarind (assam keping, assam djawa), soya sauce (kecap), herbs and spices, fresh and dried ( salam, basil, lemon grass) • Indian: flours ( besan flour, atta flour, chickpea flour, maida flour), spices and herbs (eg. cumin, cloves or fresh and coriander), spice pastes (bumbu), pappadum (regional varieties), lemon/lime juice, aromatic leaves, curry powder (masala) • Malay/Nonya: shrimp cake ( blachan), tamarind (assam keping, assam djawa), soya sauce (kecap).
Equipment may include • mortar and pestle • stone grinders • pans • woks • steamers • cutting, chopping and slicing implements such as cleavers and knives • grills and griddles • serving platters and serviceware.
Volume 4 of 5, Imported Unit 22 of 96 Page 147 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC02A Produce appetisers and snacks for Asian cuisines
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: Knowledge of the following relevant to particular cuisines: • cuisine characteristics, cultural and religious practices related to food preparation, presentation and consumption, typical menu items, order of service, typical accompaniments and garnishes, kitchen and service culture, including kitchen organisation • snack and appetiser preparation for particular cuisines • precision cutting and preparation techniques for the particular style of cuisine and dish • selection, use and maintenance of specialised equipment and tableware for preparation, cooking and serving food items • culinary terms related to particular Asian cuisines including regional variations • identification, selection and use of typical commodities, herbs and spices, condiments, thickening and flavouring agents, seasonal delicacies relevant to the particular cuisine and appropriate cookery methods • evaluating quality of dishes and food items including blending and balancing of flavours and aromatics, correct flavour structure, correct acid balance, correct colour and plate presentation • the effects of cooking techniques on nutrition, taste, food texture and appearance, and chemical reactions possible with certain food items eg. curries, chutneys and pickles • typical food allergies and consequences • principles and practices of hygiene on a personal and professional level related to working in a kitchen, including suitable dress • safe work practices, particularly in relation to bending, lifting, and using cutting implements, appliances, heated surfaces and other equipment which carry a risk of burns • logical and time-efficient work flow including maintaining a tidy work station • waste minimisation techniques and environmental considerations in specific relation to Asian appetisers and snacks.
Volume 4 of 5, Imported Unit 22 of 96 Page 148 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC02A Produce appetisers and snacks for Asian cuisines
Linkages to Other Units This unit must be assessed with or after the following units which describe the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA01B Organise and prepare food • THHBKA02B Present food • THHASC01A Use basic methods of cookery in Asian cuisines
Critical Aspects of Evidence of the following is critical: Assessment • ability to prepare a variety of snacks and appetisers within realistic time constraints using cookery methods appropriate to the style of cuisine • knowledge of cuisine style including cultural considerations, typical commodities, culinary terminology and equipment • application of food hygiene and occupational health and safety principles and procedures.
Context of Assessment Assessment must ensure: and Resource Implications • preparation of a variety of appetisers and snacks relevant to a particular cuisine using real and appropriate ingredients • demonstration of skills within a fully-equipped, operational commercial kitchen suitable for Asian cooking (including industry-current equipment) • industry-realistic ratios of kitchen staff to customers • preparation of dishes for real customers within typical workplace time constraints.
Assessment Methods Assessment methods must be chosen to ensure that preparing and presenting a range of appetisers and snacks can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of practical demonstration of the candidate preparing and presenting appetisers and snacks • sampling of dishes prepared by the candidate • written or oral questions to test knowledge of cuisine styles, cultural aspects, typical commodities, safety issues and food quality indicators • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate eg. menus, photographs.
Volume 4 of 5, Imported Unit 22 of 96 Page 149 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC03A Prepare stocks and soups for Asian cuisines
THHASC03A Prepare stocks and soups for Asian cuisines Unit Descriptor This unit deals with the skills and knowledge required to prepare stocks and soups for Asian cuisines. The precise application of the unit may vary within particular cuisines and is dependent on specific preparation techniques, ingredients and presentation requirements within enterprises. This unit applies to Indonesian, Indian, Malay/Nonya, Japanese, Thai, Vietnamese and Chinese cuisines. It may be applied to a particular cuisine or across a variety, allowing for different needs and contexts. Prerequisite Unit(s) THHASC01A Use basic Asian methods of cookery THHBKA02B Present food THHBKA01B Organise and prepare food THHGHS01B Follow workplace hygiene procedures Unit Sector Asian Cookery
ELEMENT PERFORMANCE CRITERIA
1. Prepare ingredients for 1.1 Select ingredients including herbs, spices and flavourings, stocks and soups and prepare them according to recipe requirements. 1.2 Prepare ingredients and garnishes to recipe specifications using any specified precision cutting techniques. 1.3 Use correct cooking procedures in preparing main ingredients, including chicken, beef, lamb, seafood and vegetables, according to enterprise practice and the requirements of the cuisine. 1.4 Use fish and other pre-prepared sauces to achieve the required results and balance, according to recipe specifications. 1.5 Follow food hygiene and occupational health and safety regulations and requirements in all preparation and cooking tasks.
2. Prepare and produce 2.1 Follow standard recipes accurately, according to stocks and soups enterprise practices. 2.2 Prepare stocks and soups using correct herbs, spices and flavourings, according to recipe specifications. 2.3 Use appropriate ingredients, according to the menu items and recipe specifications. 2.4 Follow correct timing and temperature requirements when cooking stocks and soups to maintain quality. 2.5 Cook or finish off soups quickly and effectively, according to customer orders and recipe specifications. 2.6 Adjust stocks and soups according to taste, consistency and quality required. 2.7 Incorporate stocks into other dishes according to standard recipes and cuisine requirements. 3. Present soups 3.1 Select serviceware size, colour and shape, according to enterprise and cuisine requirements. 3.2 Serve soups in correct portions according to cuisine and enterprise requirements. 3.3 Use garnishes which conform to the acceptable style of the region, and recipe specifications.
Volume 4 of 5, Imported Unit 23 of 96 Page 150 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC03A Prepare stocks and soups for Asian cuisines
4. Store stocks and soups 4.1 Prepare stocks and soups in advance and store them appropriately under conditions and temperatures to maintain freshness, eating qualities, and to comply with health and safety requirements.
KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Writing menus and explanations about soups 1 information Providing information about ingredients Collecting analysing and Reading recipes and verifying availability of 1 organising information ingredients for stocks and soups Planning and organising Preparation of ingredients for stocks and soups 1 activities Setting out ingredients Working with others and in Co-ordinating preparation, cooking and 1 teams presentation tasks with others Using mathematical ideas Calculating quantities of commodities and 1 and techniques ingredients required for particular recipes Ascertaining amounts of flavourings required to achieve required strength and flavour characteristics required Solving problems Adjusting flavourings where soups are not 1 balanced, as required by a particular cuisine Using technology Using equipment for preparation and cooking 1
Volume 4 of 5, Imported Unit 23 of 96 Page 151 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC03A Prepare stocks and soups for Asian cuisines
RANGE STATEMENT
This unit applies to all enterprises where Asian cuisines are prepared and served. The following explanations identify how this unit may be applied in different workplaces and circumstances.
This unit applies the • Chinese following cuisines, • Malay and Nonya however it may also be • Indonesian applied to other Asian • Thai styles. It may be applied to • Vietnamese a particular cuisine or • Indian across a variety, allowing • Japanese. for different needs and contexts
Stocks and soups may be • Chinese: won ton soup, short soup, long soup, noodle thick or thin, served as a soups, egg flower soup course or accompaniment • Indian: dhal, mulligatawny and rasam and classified variously • Thai: tom ka kai within different Asian • Indonesian: soto ayam, soto kambing cuisines. They include • Vietnamese: sour fish soup, tom yum • Japanese: miso • Malay and Nonya: sup ayam, sup kambing.
Terminology includes that • shirumono and suimono used in regional and • woks ( karahi) national Asian cuisines as • mortar and pestle, masala stone. well different terms applied to commonly-used equipment
Ingredients and • bean curd ( tofu) commodities may be fresh, • noodles dried or preserved and • eggs include those common to • rice and farinaceous specific cuisines, such as • soya, fish and other sauces • vegetables (fresh, dried, leafy and root/tuber) • fish (sea and freshwater), shellfish and other seafoods such as prawns, lobster, abalone, squid, cuttlefish • meats such as beef, pork, chicken, goat, lamb • fruits such as lychees, rambutan, mango • coconut cream • herbs, spices (eg. seeds, whole, root, fresh, dried and preserved), flavourings including dried shrimp and shrimp pastes, bonito flakes • commodities specific to particular dishes and cuisines.
Volume 4 of 5, Imported Unit 23 of 96 Page 152 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC03A Prepare stocks and soups for Asian cuisines
Ingredients and • Chinese: bamboo shoot, commodities may also be • Indian: lamb, kari, garam masala, rosewater those associated with a • Thai: nam pla particular cuisine • Indonesian: kecap bentang manis, kecap bentang asin, terasi, • Vietnamese: nuoc mam, • Japanese: mushrooms (shiitake), bean paste (miso - red, white, light ), vegetables eg. kuzu, kinome, daikon, seaweeds, rice wines ( sake/mirin) • Malay and Nonya: kecap manis, kecap asin, condiments and other flavourings (blachan).
Appropriate storage may • chilling or freezing in suitable containers include • heating and maintaining at a minimum temperature.
Equipment may include • cutting implements traditional as well as • cooking surfaces such as hot plates, griddles contemporary implements • utensils such as woks, pans, pots, skimmers, ladles, and appliances, such as graters • steamers • serviceware, including platters, dishes, bowls • serving and eating implements such as chopsticks, servers and ladles • commercial grinders and blenders.
Volume 4 of 5, Imported Unit 23 of 96 Page 153 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC03A Prepare stocks and soups for Asian cuisines
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • cuisine characteristics, cultural and religious practices related to stock and soup preparation, presentation and consumption, typical menu items, order of service, typical accompaniments and garnishes, kitchen and service culture, including kitchen organisation • stock and soup preparation for particular cuisines, including following recipe requirements • precision preparation and cutting techniques and implements for the particular style of cuisine • selection, use and maintenance of specialised equipment and tableware/serviceware for preparation, cooking and serving food items • culinary terms related to particular Asian cuisines including regional variations • identification, selection, storage and use of typical commodities, herbs and spices, condiments, thickening and flavouring agents, seasonal delicacies relevant to the particular cuisine and appropriate cookery methods • evaluating quality of ingredients, dishes and food items including blending and balancing of flavours and aromatics, correct flavour structure, texture and consistency, correct acid balance, correct colour and plate presentation • the effects of cooking techniques on nutrition, taste, food texture and appearance • use of garnishes for presentation including consideration of colour and eye appeal • use of specialised serviceware for presentation • typical food allergies and consequences • maintaining a tidy work station • planning and organising and working in teams • principles and practices of hygiene on a personal and professional level related to working in a kitchen, including suitable dress • safe work practices, particularly in relation to bending, lifting, and using cutting implements, appliances, heated surfaces, open flames and other equipment which carry a risk of burns • waste minimisation techniques and environmental considerations in specific relation to Asian stocks and soups.
Volume 4 of 5, Imported Unit 23 of 96 Page 154 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC03A Prepare stocks and soups for Asian cuisines
Linkages to Other Units This unit must be assessed with or after the following units which describe the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA01B Organise and prepare food • THHBKA02B Present food • THHASC01A Use basic methods of cookery in Asian cuisines
Critical Aspects of Evidence of the following is critical: Assessment • ability to prepare stocks and soups within realistic time constraints using a range of cookery methods appropriate to the cuisine • knowledge of cuisine style including cultural considerations, commodities, culinary terminology and equipment • application of food hygiene and occupational health and safety principles and procedures.
Context of Assessment Assessment must ensure: and Resource Implications • preparation of a variety of stocks and soups relevant to the particular cuisine • demonstration of skills within a fully-equipped, operational commercial kitchen suitable for Asian cooking (including industry-current equipment) • use of real and appropriate ingredients • industry-realistic ratios of kitchen staff to customers • preparation of dishes for real customers within typical workplace time constraints • safe occupational health and food hygiene practices related to preparation, cooking, presenting and storing of stocks and soups.
Assessment Methods Assessment methods must be chosen to ensure that preparation of a range of stocks and soups can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of practical demonstration of stock and soup preparation and presentation • sampling of dishes prepared by the candidate • written or oral questions to test knowledge of cuisine styles, cultural aspects, use and importance typical commodities and flavourings, safety issues and food quality indicators • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate eg. menus, photographs.
Volume 4 of 5, Imported Unit 23 of 96 Page 155 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC04A Prepare sauces, dips and accompaniments for Asian cuisines
THHASC04A Prepare sauces, dips and accompaniments for Asian cuisines Unit Descriptor This unit deals with the skills and knowledge required to prepare and present sauces, dips and accompaniments for Asian cuisines. The precise application of the unit may vary within particular cuisines and is dependent on specific preparation techniques, ingredients and presentation requirements within enterprises. This unit applies to Indonesian, Indian, Malay/Nonya, Japanese, Thai, Vietnamese and Chinese cuisines. It may be applied to a particular cuisine or across a variety, allowing for different needs and contexts. Prerequisite Unit(s) THHASC01A Use basic Asian methods of cookery THHBKA02B Present food THHBKA01B Organise and prepare food THHGHS01B Follow workplace hygiene procedures Unit Sector Asian Cookery
ELEMENT PERFORMANCE CRITERIA
1. Prepare sauces, dips and 1.1 Follow standard recipes accurately according to enterprise accompaniments practices and requirements of particular cuisines. 1.2 Identify, measure/weigh and use a variety of fresh and dried commodities, including herbs and spices, to prepare sauces, dips and accompaniments. 1.3 Prepare a range of cooked and uncooked sauces, dips and accompaniments to complement menu items, according to appropriate regional and enterprise practices. 1.4 Prepare a selection fresh fruit sauces where required. 1.5 Follow food hygiene and occupational health and safety regulations and requirements in all preparation and cooking tasks. 1.6 Adjust cooked and uncooked sauces according to taste, consistency and quality required.
2. Present sauces, dips and 2.1 Match crockery size, colour and shape to the colour of the accompaniments sauce, dip or accompaniment and enterprise specifications. 2.2 Present sauces, dips and accompaniments correctly, according to portion size and enterprise/cuisine requirements. 2.3 Use garnishes according to the acceptable style of the region, and recipe specifications. 3. Store cooked sauces, dips 3.1 Where required, prepare sauces, dips and and accompaniments accompaniments in advance and store them appropriately under conditions and temperatures to maintain quality and freshness, eating qualities, shelf life and to comply with health and safety requirements. 3.2 Use packaging appropriate for the preservation of freshness, appearance and taste.
Volume 4 of 5, Imported Unit 24 of 96 Page 156 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC04A Prepare sauces, dips and accompaniments for Asian cuisines
KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Writing menus and explanations about sauces, 1 information dips and accompaniments Providing information about ingredients Collecting analysing and Reading recipes and verifying availability of 1 organising information ingredients for sauces, dips and accompaniments Planning and organising Preparation of ingredients for sauces, dips and 1 activities accompaniments Setting out ingredients Working with others and in Co-ordinating preparation, cooking and 1 teams presentation tasks with others Using mathematical ideas Calculating quantities of commodities and 1 and techniques ingredients required for particular recipes Ascertaining amounts of flavourings required to achieve required strength and flavour characteristics required Solving problems Adjusting flavourings where sauces, dips and 1 accompaniments are not balanced, as required by a particular cuisine Using technology Using equipment for preparation and cooking 1
RANGE STATEMENT
This unit applies to all enterprises where Asian cuisines are prepared and served. The following explanations identify how this unit may be applied in different workplaces and circumstances.
This unit applies the • Chinese following cuisines, • Malay and Nonya however may also be • Indonesian applied to other Asian • Thai styles • Vietnamese • Indian • Japanese.
A variety of sauces, dips and accompaniments must be prepared. They may be cooked or uncooked and may include those from various cuisines.
Volume 4 of 5, Imported Unit 24 of 96 Page 157 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC04A Prepare sauces, dips and accompaniments for Asian cuisines
Appropriate regional and • use and combinations of particular ingredients enterprise practices may • size and format of ingredients include • preferences and requirements related to texture and thickness • type and format of garnishes.
Commodities used in • shrimp paste sauces and dips may • fish sauce include • stocks • tamarind • lemon/lime juice • herbs, spices, aromatics, condiments • sweetening agents such as sugar, honey and palm sugar • fresh fruits and vegetables.
Volume 4 of 5, Imported Unit 24 of 96 Page 158 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC04A Prepare sauces, dips and accompaniments for Asian cuisines
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • cuisine characteristics, cultural and religious practices related to food preparation, presentation and consumption, typical menu items, order of service, typical accompaniments and garnishes, kitchen and service culture, including kitchen organisation • food preparation for particular cuisines, including following recipe requirements • precision cutting techniques and implements for the particular style of cuisine • selection, use and maintenance of specialised equipment and tableware/serviceware for preparation, cooking and serving food items • culinary terms related to particular Asian cuisines including regional variations • identification, selection, storage and use of typical commodities, herbs and spices, condiments, thickening and flavouring agents, seasonal delicacies relevant to the particular cuisine and appropriate cookery methods • evaluating quality of ingredients, dishes and food items including blending and balancing of flavours and aromatics, correct flavour structure, texture and consistency, correct acid balance, correct colour and plate presentation • the effects of cooking techniques on nutrition, taste, food texture and appearance, and chemical reaction in food eg. curries, chutneys and pickles • use of garnishes for presentation including consideration of colour and eye appeal • use of specialised serviceware for presentation • typical food allergies and consequences • maintaining a tidy work station • planning and organising and working in teams • principles and practices of hygiene on a personal and professional level related to working in a kitchen, including suitable dress • safe work practices, particularly in relation to bending, lifting, and using cutting implements, appliances, heated surfaces and other equipment which carry a risk of burns • waste minimisation techniques and environmental considerations in specific relation to Asian sauces, dips and accompaniments.
Volume 4 of 5, Imported Unit 24 of 96 Page 159 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC04A Prepare sauces, dips and accompaniments for Asian cuisines
Linkages to Other Units This unit must be assessed with or after the following units which describe the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA01B Organise and prepare food • THHBKA02B Present food • THHASC01A Use basic methods of cookery in Asian cuisines
Critical Aspects of Evidence of the following is critical: Assessment • ability to prepare sauces, dips and accompaniments within realistic time constraints using a range of cookery methods appropriate to the cuisine • knowledge of cuisine style including cultural considerations, commodities, culinary terminology and equipment • application of hygiene and safety principles and procedures.
Context of Assessment Assessment must ensure: and Resource Implications • preparation of a range of sauces, dips and accompaniments relevant to the particular cuisine • demonstration of skills within a fully-equipped, operational commercial kitchen suitable for Asian cooking (including industry-current equipment) • use of real and appropriate ingredients • industry-realistic ratios of kitchen staff to customers • preparation of dishes for real customers within typical workplace time constraints • safe occupational health and food hygiene practices related to preparation, cooking, presenting and storing of stocks and soups.
Assessment Methods Assessment methods must be chosen to ensure that preparation of sauces, dips and accompaniments can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of practical demonstration of sauces, dips and accompaniment preparation and presentation • sampling of dishes prepared by the candidate • written or oral questions to test knowledge of cuisine styles, cultural aspects, use and importance typical commodities and flavourings, safety issues and food quality indicators • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate eg. menus, photographs.
Volume 4 of 5, Imported Unit 24 of 96 Page 160 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC05A Prepare salads for Asian cuisines
THHASC05A Prepare salads for Asian cuisines Unit Descriptor This unit deals with the skills and knowledge required to prepare salads, sauces, dressings and accompaniments for national and regional Asian cuisines. The precise application of the unit may vary within particular cuisines and is dependent on specific preparation techniques, ingredients and presentation requirements within enterprises. This unit applies to Indonesian, Malay/Nonya, Japanese, Thai, Vietnamese cuisines. It may be applied to a particular cuisine or across a variety, allowing for different needs and contexts. Prerequisite Unit(s) THHASC01A Use basic Asian methods of cookery THHBKA02B Present food THHBKA01B Organise and prepare food THHGHS01B Follow workplace hygiene procedures Unit Sector Asian Cookery
ELEMENT PERFORMANCE CRITERIA
1. Select salads and 1.1 Identify suitable salads and accompaniments for menu accompaniments requirements for a particular national or regional cuisine. 1.2 Plan salads and accompaniments in accordance with season and availability of commodities and other ingredients.
2. Prepare salads 2.1 Prepare a range of salads using fresh, dried and preserved commodities, in accordance with traditional national or regional styles, recipe specifications, and enterprise requirements. 2.2 Prepare required ingredients correctly according to recipe specification, using precision cutting techniques required for a specific cuisine. 2.3 Prepare marinades, flavourings and sauce mixtures and store at correct temperature until required. 2.4 Prepare accompaniments for salads, as required by tradition and enterprise practice. 2.5 Follow food hygiene requirements and occupational health and safety regulations during preparation and presentation. 2.6 Use, clean and maintain traditional and contemporary equipment. 2.7 Respond to specific customer requests related to salads, sauces, dressings and accompaniments. 3. Store salads 3.1 Store salads at correct temperatures and under conditions which maintain appearance, nutrition, shelf life and eating quality. 3.2 Comply with food hygiene requirements and occupational health and safety regulations in storing food items.
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4. Present salads 4.1 Select serviceware appropriate in shape, size and colour to ensure attractive presentation. 4.2 Arrange and present salads attractively on platters or other serviceware to achieve maximum customer appeal. 4.3 Use garnishes in accordance with tradition and style of the region, and recipe specifications.
KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Writing menus and explanations about salads, 1 information sauces and accompaniments Providing information about ingredients Collecting analysing and Reading recipes and verifying availability of 1 organising information ingredients for salads, sauces and accompaniments Planning and organising Preparation of ingredients for salads, sauces 1 activities and accompaniments, setting out ingredients Working with others and in Co-ordinating preparation, cooking and 1 teams presentation tasks with others Using mathematical ideas Calculating quantities of commodities and 1 and techniques ingredients for particular recipes, ascertaining amounts of flavourings needed to achieve required strength and flavour characteristics Solving problems Adjusting flavourings where salads, sauces and 1 accompaniments are not balanced, as required by a particular cuisine Using technology Using equipment for preparation and cooking 1
RANGE STATEMENT
This unit applies to all enterprises where Asian cuisines are prepared and served. The following explanations identify how this unit may be applied in different workplaces and circumstances.
This unit applies the • Malay and Nonya following cuisines, • Indonesian however may also be • Thai applied to other Asian • Vietnamese styles • Japanese.
Volume 4 of 5, Imported Unit 25 of 96 Page 162 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC05A Prepare salads for Asian cuisines
A variety of salads and • Thai: yam, larp accompaniments must be • Indonesian: gado-gado, urap, pecel and rujuk, emping prepared and may include melinjo, prawn crackers • Vietnamese: goi ga, goi tom thit • Japanese: sunomono, aemono, tsukemono • Malay and Nonya: kerabu, achar, achar timun, rujuk, krupuk.
Commodities and other • fresh, preserved and dried leafy and root vegetables, both ingredients uses for the traditional and contemporary and according to season preparation of salads may • herbs and spices (fresh, seeds, whole, root, dried and include preserved) • eggs • rice and farinaceous products • sauces and dressings including kecap manis, kecap asin; condim; nam pla • pickles including achar timun • fruits (fresh, dried, preserved) • pastes including sambal, rempah (curry paste) • meat and poultry • seafood • types of bean curd.
Serviceware and • traditional or contemporary equipment may include • plates, platters and bowls • servers • eating implements such as chopsticks, knives, forks, spoons • mortar and pestle • knives, choppers and slicers.
Conditions for storage of • covering salads, sauces, dressings • chilling. and accompaniments may include
Volume 4 of 5, Imported Unit 25 of 96 Page 163 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC05A Prepare salads for Asian cuisines
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • cuisine characteristics, cultural and religious practices related to food preparation, presentation and consumption, typical menu items, order of service, typical accompaniments and garnishes, kitchen and service culture, including kitchen organisation • precision cutting techniques and implements for the particular style of cuisine • selection, use and maintenance of specialised equipment and tableware/serviceware for preparation, cooking and serving food items • culinary terms related to particular Asian cuisines, including regional variations • identification, selection, storage and use of typical commodities, herbs and spices, condiments, thickening and flavouring agents, seasonal delicacies relevant to the particular cuisine and appropriate cookery methods • evaluating quality of ingredients, dishes and food items including blending and balancing of flavours and aromatics, correct flavour structure, texture and consistency, correct acid balance, correct colour and plate presentation • the effects of cooking techniques on nutrition, taste, food texture and appearance • use of garnishes for presentation including consideration of colour and eye appeal • use of specialised serviceware for presentation • typical food allergies and consequences • maintaining a tidy work station • planning and organising and working in teams • principles and practices of hygiene on a personal and professional level related to working in a kitchen, including suitable dress • safe work practices, particularly in relation to bending, lifting, and using cutting implements, appliances, heated surfaces and other equipment which carry a risk of burns • waste minimisation techniques and environmental considerations in specific relation to Asian salads.
Volume 4 of 5, Imported Unit 25 of 96 Page 164 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC05A Prepare salads for Asian cuisines
Linkages to Other Units This unit must be assessed with or after the following units which describe the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA01B Organise and prepare food • THHBKA02B Present food • THHASC01A Use basic methods of cookery in Asian cuisines
Critical Aspects of Evidence of the following is critical: Assessment • ability to prepare salads, sauces, dressings and accompaniments within realistic time constraints using a range of cookery methods appropriate to the cuisine • ability to apply knowledge of cuisine style including cultural considerations, commodities, culinary terminology and equipment to the preparation of salads and accompaniments • application of food hygiene and safety principles and procedures.
Context of Assessment Assessment must ensure: and Resource Implications • preparation of a range of salads, sauces, dressings and accompaniments relevant to the particular cuisine using real and appropriate ingredients • demonstration of skills within a fully-equipped, operational commercial kitchen suitable for Asian cooking (including industry-current equipment) • industry-realistic ratios of kitchen staff to customers • preparation of dishes for real customers within typical workplace time constraints • safe occupational health and food hygiene practices related to preparation, cooking, presenting and storing of salads, sauces and accompaniments.
Volume 4 of 5, Imported Unit 25 of 96 Page 165 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC05A Prepare salads for Asian cuisines
Assessment Methods Assessment methods must be chosen to ensure that preparation of salads, sauces and accompaniments can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of practical demonstration preparation and presentation of salads, sauces, dressings and accompaniments • sampling of dishes prepared by the candidate • written or oral questions to test knowledge of cuisine styles, cultural aspects, use and importance of typical commodities and flavourings, safety issues and food quality indicators • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate eg. menus, photographs.
Volume 4 of 5, Imported Unit 25 of 96 Page 166 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC06A Prepare rice and noodles for Asian cuisines
THHASC06A Prepare rice and noodles for Asian cuisines Unit Descriptor This unit deals with the skills and knowledge required to prepare rice and noodles for national and regional Asian cuisines. The precise application of the unit may vary within particular cuisines and is dependent on specific preparation techniques, ingredients and presentation requirements within enterprises. This unit applies to Indian, Indonesian, Malay/Nonya, Japanese, Thai, Vietnamese and Chinese cuisines. It may be applied to a particular cuisine or across a variety, allowing for different needs and contexts. Prerequisite Unit(s) THHASC01A Use basic Asian methods of cookery THHBKA02B Present food THHBKA01B Organise and prepare food THHGHS01B Follow workplace hygiene procedures Unit Sector Asian Cookery
ELEMENT PERFORMANCE CRITERIA
1. Select a range of 1.1 Identify a range of rice and noodles appropriate to specific ingredients national and regional cuisines. 1.2 Select and assemble secondary ingredients required for preparation of rice and/or noodle dishes.
2. Prepare and cook rice 2.1 Prepare rice and/or noodles according to menu and/or noodles specifications. 2.2 Use correct equipment for cooking rice and/or noodles according to cuisine requirements and enterprise practice. 2.3 Observe correct cooking procedures and timing, according to cuisine and recipe requirements. 2.4 Add required flavourings to rice and/or noodles, according to cuisine and enterprise requirements. 2.5 Follow food hygiene requirements and occupational health and safety regulations in completing all tasks. 3. Present cooked rice 3.1 Select serviceware appropriate in shape, size and colour and/or noodles to ensure appealing presentation. 3.2 Arrange and present rice and/or noodles attractively on platters or serviceware to achieve maximum customer appeal. 3.3 Use garnishes, accompaniments and sauces conforming to acceptable traditional styles and customs, occasion, service specifications and menu requirements. 3.4 Present rice and/or noodles with other appropriate dishes and sauces according to cuisine and enterprise requirements. 4. Store and reheat rice 4.1 Store and reheat rice and/or noodles in accordance with and/or noodles food hygiene principles, practices and requirements. 4.2 Select storage and reheating methods for rice and/or noodles to maintain quality, freshness, eating characteristics and appearance.
Volume 4 of 5, Imported Unit 26 of 96 Page 167 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC06A Prepare rice and noodles for Asian cuisines
KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Providing explanations about rice and/or noodle 1 information dishes Providing information about ingredients Collecting analysing and Reading recipes and verifying availability of 2 organising information ingredients for rice and noodle preparation Selecting appropriate sauces, and accompaniments Planning and organising Preparation of ingredients for rice and noodle 2 activities dishes, sauces, and accompaniments Checking availability of ingredients Setting out ingredients for sequential use Working with others and in Co-ordinating preparation, cooking and 2 teams presentation tasks with others Using mathematical ideas Calculating quantities of commodities and 2 and techniques ingredients required for particular recipes Ascertaining amounts of flavourings required to achieve required strength and flavour characteristics required Solving problems Adjusting flavourings where rice and/or noodle 2 dishes, sauces and accompaniments are not balanced, as required by a particular cuisine Using technology Using equipment for preparation and cooking 2
RANGE STATEMENT
This unit applies to all enterprises where Asian cuisines are prepared and served. The following explanations identify how this unit may be applied in different workplaces and circumstances.
This unit applies the • Chinese following cuisines, • Malay and Nonya however may also be • Indonesian applied to other Asian • Thai styles • Vietnamese • Indian • Japanese.
Volume 4 of 5, Imported Unit 26 of 96 Page 168 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC06A Prepare rice and noodles for Asian cuisines
A variety of rice and rice • Chinese: plain boiled rice dishes must be prepared • Indian: patna, basmati,biriani, pilau and may include those • Thai: plain steamed rice made from short and long • Indonesian: nasiuduk, nasikunyi, nasigoreng grain rices as used in • Vietnamese: rice porridge • Japanese: gohanmono • Malay and Nonya: nasi lemak, nasi kunyit.
Noodles and noodle • Chinese: glass noodles, egg noodles dishes may include those • Thai: pad, khanom made from wheat, • Indonesian: meegoreng, meesoto buckwheat, rice and eggs • Vietnamese: egg and rice noodles and may be fresh or dried • Japanese: menrui - udon (buckwheat, white wheat), egg noodles (fresh and dried), soba (mori soba, kakesoba) • Malay and Nonya: nasi, meegoreng, meesiam.
Secondary ingredients • fruits and nuts including raisins, almonds may include • herbs, spices, flavourings and aromatics, including cloves, cinnamon, cardamom, saffron, turmeric, ginger, galangal, green tea, squid ink • vegetables • fats and oils including ghee, coconut oil • meat, including pork, chicken and beef • seafood including prawns, fish cake • seaweed ( nori).
Preparation for rice and • washing noodles may include • soaking • marinating.
Equipment for cooking rice • traditional steamers and/or noodles may • electric rice cookers and steamers include • deep and shallow pots and pans.
Other dishes and • main dishes based on meat, seafood or vegetables accompaniments which be • salads served with rice and • stocks and sauces, both hot and cold noodles may include • condiments including prepared sauces such as chilli, kecap, fish sauce, oyster sauce.
Volume 4 of 5, Imported Unit 26 of 96 Page 169 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC06A Prepare rice and noodles for Asian cuisines
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • varieties of rice for Asian cuisines • varieties of noodles for Asian cuisines (fresh and dried) • principles of cooking rice and noodles • cooking techniques and procedures • cuisine characteristics, cultural and religious practices related to rice and/or noodle preparation, presentation and consumption, typical menu items, order of service, typical accompaniments and garnishes, kitchen and service culture, including kitchen organisation • rice and/or noodle preparation for particular cuisines, including following recipe requirements, portion control and costings • equipment and utensils used in particular cuisines including terminology, for example, wok ( kuali) • temperature and timing • accompaniments, sauces and condiments • selection, use and maintenance of specialised equipment and tableware/serviceware for preparation, cooking and serving of rice and/or noodles • culinary terms for rice and/or noodles, related to particular Asian cuisines, including regional variations • use of garnishes for presentation including consideration of colour and eye appeal • maintaining a tidy work station • planning and organising and working in teams • principles and practices of hygiene on a personal and professional level related to working in a kitchen, including suitable dress • safe work practices, particularly in relation to bending, lifting, and using cutting implements, appliances, heated surfaces and other equipment which carry a risk of burns • storage, (chilling, freezing and defrosting) and reheating of rice and noodles • waste minimisation techniques and environmental considerations in specific relation to rice and noodles • hygiene, safety and storage requirements.
Volume 4 of 5, Imported Unit 26 of 96 Page 170 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC06A Prepare rice and noodles for Asian cuisines
Linkages to Other Units This unit must be assessed with or after the following units which describe the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA01B Organise and prepare food • THHBKA02B Present food • THHASC01A Use basic methods of cookery in Asian cuisines
Critical Aspects of Evidence of the following is critical: Assessment • recognising the variety and quality of rice and noodles • applying the correct procedures and techniques in cooking to achieve desired outcomes • identifying types rice and noodles.
Context of Assessment Assessment must ensure: and Resource Implications • preparation and tasting of a range of dishes using rice and/or noodles and including appropriate accompaniments and sauces, appropriate to the particular cuisine using real and appropriate ingredients • demonstration of skills within a fully-equipped, operational commercial kitchen suitable for Asian cooking (including industry-current equipment) • industry-realistic ratios of kitchen staff to customers • preparation of dishes for real customers within typical workplace time constraints • safe occupational health and food hygiene practices related to preparation, cooking, presenting and storing of rice and/or noodles.
Assessment Methods Assessment methods must be chosen to ensure that preparation of rice and/or noodles and accompaniments, including sauces, can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of practical demonstration of rice and/or noodles, accompaniments and sauces being prepared • tasting samples of dishes prepared by the candidate • written or oral questions to test knowledge of cuisine styles, cultural aspects, use and importance typical commodities and flavourings, safety issues and food quality indicators • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate eg. menus, photographs.
Volume 4 of 5, Imported Unit 26 of 96 Page 171 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC07A Prepare meat, poultry, seafood and vegetables for Asian cuisines
THHASC07A Prepare meat, poultry, seafood and vegetables for Asian cuisines Unit Descriptor This unit deals with the skills and knowledge required to prepare meat, poultry, seafood and vegetables for national and regional Asian cuisines. The precise application of the unit may vary within particular cuisines and is dependent on specific preparation techniques, ingredients and presentation requirements within enterprises. This unit applies to Indonesian, Indian, Malay/Nonya, Japanese, Thai, Vietnamese and Chinese cuisines. It may be applied to a particular cuisine or across a variety, allowing for different needs and contexts. Prerequisite Unit(s) THHASC01A Use basic Asian methods of cookery THHBKA02B Present food THHBKA01B Organise and prepare food THHGHS01B Follow workplace hygiene procedures Unit Sector Asian Cookery
ELEMENT PERFORMANCE CRITERIA
1. Select key commodities 1.1 Identify and assemble a range of fresh, dried and and other ingredients preserved commodities and other ingredients, required by recipes and appropriate to specific national and regional cuisines. 1.2 Select appropriate commodities for preparation of specific menu items.
2. Prepare ingredients 2.1 Prepare and portion ingredients according to recipe specifications, using appropriate techniques. 2.2 Prepare marinades, using flavouring agents, according to cuisine requirements and enterprise practices. 2.3 Select and use appropriate cooking equipment. 2.4 Prepare sauces and accompaniments correctly, according to cuisine and enterprise requirements. 3. Produce a range of menu 3.1 Produce dishes, following standard recipes accurately, items according to cuisine requirements and enterprise practices and specifications. 3.2 Use suitable cookery techniques according to commodities, cuisine style and menu requirements. 3.3 Follow food hygiene and occupational health and safety regulations and requirements. 4. Present menu items 4.1 Present menu items attractively using appropriate serviceware and taking into consideration shape, colour and texture, according to cuisine style and enterprise requirements. 5. Store menu items 5.1 Store menu items where required, in accordance with food hygiene and safety, under correct conditions and temperatures to maintain quality, extend shelf-life, and maximise appearance and eating quality.
Volume 4 of 5, Imported Unit 27 of 96 Page 172 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC07A Prepare meat, poultry, seafood and vegetables for Asian cuisines
KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Providing explanations about fish, meat, poultry 1 information and vegetable dishes and accompaniments Providing information about commodities and other ingredients Collecting analysing and Reading recipes and verifying availability of 1 organising information ingredients for fish, meat, poultry and vegetable dishes and accompaniments Planning and organising Preparation of ingredients for fish, meat, poultry 1 activities and vegetable dishes and accompaniments Setting out ingredients for sequential use Working with others and in Co-ordinating preparation, cooking and 1 teams presentation tasks with others Using mathematical ideas Calculating quantities of commodities and 1 and techniques ingredients required for particular recipes Ascertaining amounts of flavourings required to achieve required strength and flavour characteristics required Portion control to avoid wastage Solving problems Adjusting flavourings where dishes and 1 accompaniments are not balanced, as required by a particular cuisine Using technology Using equipment for preparation and cooking 1
RANGE STATEMENT
This unit applies to all enterprises where Asian cuisines are prepared and served. The following explanations identify how this unit may be applied in different workplaces and circumstances.
This unit applies the • Chinese following cuisines, • Malay and Nonya however may also be • Indonesian applied to other Asian • Thai styles • Vietnamese • Indian • Japanese.
Volume 4 of 5, Imported Unit 27 of 96 Page 173 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC07A Prepare meat, poultry, seafood and vegetables for Asian cuisines
A wide variety of poultry, • Chinese: roast pork and duck, beef with cashews, stir seafood and vegetable fried vegetables dishes must be made and • Indian: fish in tamarind sauce, lamb kebabs, kari may be stand-alone or in • Thai: kapi, takrai, gaeng, nam pla, makrut, krunggaeng combination and include • Indonesian: gadogado, grilled skewered chicken • Vietnamese: beef in coconut milk, ginger chicken, steamed vegetables • Japanese: beef teriyaki • Malay and Nonya: sugar cane chicken, char-grilled coconut fish, ikanpanggang, rending daginglembu.
Specialised ingredients • sauces including namprikpao, nampla, oyster, black bean and accompaniments may • nuts such as peanuts and cashews include • fresh whole root spices such as ginger, galangal, turmeric.
Preparation techniques • filleting may include • portioning • cutting • skinning/peeling • cleaning and gutting • dicing • slicing • trimming • chopping • blanching • marinating • tenderising • coating with curry pastes, marinades and batters.
Cookery techniques may • steaming include • boiling • baking • roasting • grilling • barbecuing • stir frying • deep frying.
Specialised techniques • tandoor cookery may include • wok cookery • smoking • marinating • drying • pickling.
Volume 4 of 5, Imported Unit 27 of 96 Page 174 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC07A Prepare meat, poultry, seafood and vegetables for Asian cuisines
Equipment may include • ovens • roasting drums • open spit smoke ovens • woks • tandoors • steamers • barbecues • grills • hot plates • spits.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • evaluating quality of ingredients, dishes and food items including blending and balancing of flavours and aromatics, correct flavour structure, texture and consistency, correct acid balance, correct colour and plate presentation • the effects of cooking techniques on nutrition, taste, food texture and appearance • use of garnishes for presentation, including consideration of colour and eye appeal • use of specialised serviceware for presentation • maintaining a tidy work station • planning and organising and working in teams • principles and practices of hygiene on a personal and professional level related to working in a kitchen, including suitable dress • safe work practices, particularly in relation to bending, lifting, and using cutting implements, appliances, heated surfaces and other equipment which carry a risk of burns • waste minimisation techniques and environmental considerations in specific relation to meat, seafood and poultry for Asian cuisines.
Linkages to Other Units This unit must be assessed with or after the following units which describe the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA01B Organise and prepare food • THHBKA02B Present food • THHASC01A Use basic methods of cookery in Asian cuisines
Volume 4 of 5, Imported Unit 27 of 96 Page 175 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC07A Prepare meat, poultry, seafood and vegetables for Asian cuisines
Critical Aspects of Evidence of the following is critical: Assessment • ability to prepare, produce and present a variety of fish, meat, poultry and vegetable dishes and accompaniments within realistic time constraints using a range of cookery methods appropriate to the cuisine • knowledge of cuisine style including cultural considerations, commodities, culinary terminology and equipment • application of hygiene and safety principles and procedures.
Context of Assessment Assessment must ensure: and Resource Implications • preparation of a variety of variety of fish, meat, poultry and vegetable dishes and accompaniments relevant to the particular cuisine using real and appropriate ingredients • demonstration of skills within a fully-equipped, operational commercial kitchen suitable for Asian cooking (including industry-current equipment) • industry-realistic ratios of kitchen staff to customers • preparation of dishes for real customers within typical workplace time constraints • safe occupational health and food hygiene practices related to preparation, cooking, presenting and storing of fish, meat, poultry and vegetable dishes.
Assessment Methods Assessment methods must be chosen to ensure that preparation of fish, meat, poultry and vegetable dishes and accompaniments can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of practical demonstration by the candidate preparing, cooking and presenting a variety of fish, meat, poultry and vegetable dishes and accompaniments • sampling of dishes prepared by the candidate • written or oral questions to test knowledge of cuisine styles, cultural aspects, use and importance of typical commodities and flavourings, safety issues and food quality indicators • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate eg. menus, photographs.
Volume 4 of 5, Imported Unit 27 of 96 Page 176 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC08A Prepare desserts for Asian cuisines
THHASC08A Prepare desserts for Asian cuisines Unit Descriptor This unit deals with the skills and knowledge required to prepare desserts for national and regional Asian cuisines. The precise application of the unit may vary within particular cuisines and is dependent on specific preparation techniques, ingredients and presentation requirements within enterprises. This unit applies to Indonesian, Indian, Malay/Nonya, Japanese, Chinese, Thai and Vietnamese cuisines. It may be applied to a particular cuisine or across a variety, allowing for different needs and contexts. Prerequisite Unit(s) THHASC01A Use basic Asian methods of cookery THHBKA02B Present food THHGHS01B Follow workplace hygiene procedures Unit Sector Asian Cookery
ELEMENT PERFORMANCE CRITERIA
1. Select desserts for Asian 1.1 Identify desserts for Asian cuisines. cuisines 1.2 Select a range of key commodities used in Asian desserts in original language and English. 1.3 Identify cookery methods required for particular menu items and cuisines. 1.4 Identify key characteristics of Asian desserts and service, according to cuisine, enterprise requirements and customer preferences.
2. Prepare and produce 2.1 Select, weigh and use commodities and other ingredients desserts required for particular dessert items, recipes and cuisines. 2.2 Use cookery methods and correctly assembled equipment, as required for particular dessert items and cuisines. 2.3 Prepare fillings where required, to correct consistency. 2.4 Prepare liquid, soft and solid desserts according to recipe and enterprise requirements. 2.5 Prepare and produce desserts for special occasions in accordance with instructions and requirements. 2.6 Follow food hygiene and occupational health and safety regulations and requirements in all tasks. 3. Store dessert and sweet 3.1 Store dessert items where required, in accordance with products food hygiene and safety requirements and under correct conditions and temperatures, to maintain quality, extend shelf-life, and maximise appearance and eating quality. 3.2 Follow appropriate reheating, reconstituting and serving procedures, as required for dessert items to preserve eating qualities, appearance, and taste.
Volume 4 of 5, Imported Unit 28 of 96 Page 177 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC08A Prepare desserts for Asian cuisines
KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Writing menus and explanations about desserts 2 information and sweet dishes and accompaniments Providing information about ingredients Collecting analysing and Reading recipes and verifying availability of 1 organising information ingredients for desserts and sweet dishes and accompaniments Planning and organising Preparation of ingredients for desserts and 1 activities accompaniments Setting out ingredients and using them in the correct sequence Working with others and in Co-ordinating preparation, cooking and 1 teams presentation tasks with others Using mathematical ideas Calculating quantities of commodities and 1 and techniques ingredients required for particular recipes Ascertaining amounts of flavourings required to achieve required strength and flavour characteristics required Solving problems Adjusting flavourings where desserts and 1 accompaniments are not balanced, as required by a particular cuisine Using technology Using equipment for preparation and cooking 1
RANGE STATEMENT
This unit applies to all enterprises where Asian cuisines are prepared and served. The following explanations identify how this unit may be applied in different workplaces and circumstances.
This unit applies the • Chinese following cuisines, • Malay and Nonya however may also be • Indonesian applied to other Asian • Thai styles • Vietnamese • Indian • Japanese.
Volume 4 of 5, Imported Unit 28 of 96 Page 178 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC08A Prepare desserts for Asian cuisines
Commodities includes • tropical fruits such as mango, jackfruit fresh, dried and preserved • sweet potatoes items such as • flowers • rice and rice products • flour and farinaceous products • beans, bean pastes and bean curds • sweeteners such as palm sugar • flavourings such as rose and orange waters • milk products • setting agents and thickeners such as agar-agar • flour products • yeast • spices • kulfi • halva • eggs • coconut cream and flesh • specialised ingredients such as saku peek, kanom talai, khaw neaw mamuang.
A wide variety of desserts • Chinese: sweet buns must be made and may • Indian: gulabjamoons include • Thai: tuabab, moonsumpalang, daku, kaonieutu • Indonesian: kueh • Vietnamese: sweet soups • Japanese: hard cakes (higashi); soft cakes (anko) • Malay and Nonya: serikaya, bikang, dadargulung, kuih.
Desserts texture and • liquid consistency may be • soft • firm.
Dessert serving • chilled temperatures may be • room temperature • warm or hot.
Cookery techniques may • steaming include • boiling • baking • deep frying • simmering.
Specialised techniques • shaping ingredients may include • portion control • marinating • chilling • freezing • using seaweed and jelly powders • using setting and thickening agents.
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Equipment includes all that • bowls used for preparing, • steamers, traditional and contemporary cooking and serving Asian • whisks desserts such as • spoons • ladles • equipment requiring assembly.
Special occasions may • festivals, religious and non-religious include • feast days and commemorative events • symbolic events • banquets • weddings • New Year • birthdays.
Appropriate storage may • chilling include • freezing • covering to prevent drying out.
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EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • cuisine characteristics, cultural and religious practices related to food preparation, presentation and consumption, typical menu items, order of service, typical accompaniments and garnishes, kitchen and service culture, including kitchen organisation • food preparation for particular cuisines, including following recipe requirements, portion control and costings • precision cutting techniques and implements for the particular style of cuisine • selection, use and maintenance of specialised equipment and tableware/serviceware for preparation, cooking and serving food items • culinary terms related to particular Asian cuisines, including regional variations • identification, selection, storage and use of typical commodities, thickening and flavouring agents, seasonal delicacies relevant to the particular cuisine and appropriate cookery methods • evaluating quality of ingredients, dishes and food items including blending and balancing of flavours and aromatics, correct flavour structure, texture and consistency, correct acid balance, correct colour and plate presentation • use of garnishes for presentation including consideration of colour and eye appeal • use of specialised serviceware for presentation • maintaining a tidy work station • planning and organising and working in teams • principles and practices of hygiene on a personal and professional level related to working in a kitchen, including suitable dress • safe work practices, particularly in relation to bending, lifting, and using cutting implements, appliances, heated surfaces and other equipment which carry a risk of burns • assembling, moulding, pleating, deep frying, steaming and baking techniques • reheating and refreshing techniques • waste minimisation techniques and environmental considerations in specific relation to Asian desserts.
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Linkages to Other Units This unit must be assessed with or after the following units which describe the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA02B Present food • THHASC01A Use basic methods of cookery in Asian cuisines
Critical Aspects of Evidence of the following is critical: Assessment • ability to prepare Asian desserts and accompaniments within realistic time constraints using a range of cookery and preparation methods appropriate to the cuisine • knowledge of dessert styles including cultural considerations, commodities, culinary terminology and equipment • application of hygiene and safety principles and procedures.
Context of Assessment Assessment must ensure: and Resource Implications • preparation of a range of desserts and accompaniments relevant to the particular cuisine using real and appropriate ingredients • demonstration of skills within a fully-equipped, operational commercial kitchen suitable for Asian cooking (including industry-current equipment) • industry-realistic ratios of kitchen staff to customers • preparation of dishes for real customers within typical workplace time constraints • safe occupational health and food hygiene practices related to preparation, cooking, presenting and storing of desserts.
Assessment Methods Assessment methods must be chosen to ensure that preparation of desserts and accompaniments can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of practical demonstration by the candidate of dessert and accompaniment preparation and presentation • sampling of dishes prepared by the candidate • written or oral questions to test knowledge of cuisine styles, cultural aspects, use and importance typical commodities and flavourings, safety issues and food quality indicators • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate eg. menus, photographs.
Volume 4 of 5, Imported Unit 28 of 96 Page 182 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC09A Prepare curry paste and powder for Asian cuisines
THHASC09A Prepare curry paste and powder for Asian cuisines Unit Descriptor This unit deals with the skills and knowledge required to prepare curry pastes and powders for national and regional Asian cuisines. The precise application of the unit may vary within particular cuisines and is dependent on specific preparation techniques, ingredients and presentation requirements within enterprises. This unit applies to Indonesian, Indian, Malay/Nonya and Thai cuisines. It may be applied to a particular cuisine or across a variety, allowing for different needs and contexts. Prerequisite Unit(s) THHBKA01B Organise and prepare food THHGHS01B Follow workplace hygiene procedures Unit Sector Asian Cookery
ELEMENT PERFORMANCE CRITERIA
1. Prepare and produce 1.1 Identify commodities, including fresh and dried herbs, curry pastes and powders spices and aromatics used in Asian cookery in original language and English. 1.2 Select, measure, and weigh fresh, dried and preserved herbs and spices in correct quantities to make curry powders and pastes according to recipe specifications. 1.3 Prepare, roast and grind herbs and spices for curry pastes or powders, using appropriate equipment, according to recipe requirements and enterprise practice. 1.4 Use appropriate secondary ingredients according to menu items and recipe specifications. 1.5 Prepare pastes requiring cooking, using correct methods, timing and temperature. 1.6 Apply prepared pastes in correct quantities to a variety of meat, seafood and vegetable curries, according to standard recipes. 1.7 Use correct cooking procedures in preparing main ingredients, according to enterprise practice.
2. Use curry pastes and 2.1 Apply prepared pastes in correct quantities to a variety of powders meat, poultry seafood and vegetable curries according to required time frames and standard recipes. 2.2 Use correct cooking procedures in preparing main ingredients, including chicken, beef, lamb, pork, seafood and vegetables, according to standard recipes and enterprise practice. 2.3 Measure and use curry powders in accordance with methods, menu requirements, cooking times, temperature, cuisine requirements, customer preferences and enterprise practice. 3. Follow safe work practices 3.1 Carry out duties in accordance with food hygiene and occupational, health and safety requirements, including use of equipment. 3.2 Maintain a tidy and clean work place, according to health requirements.
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KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Writing explanations about curry powders and 1 information pastes Providing information about ingredients used in curry powders and pastes Collecting analysing and Reading recipes and verifying availability of 1 organising information ingredients for curry powders and pastes Planning and organising Preparation of ingredients curry powders and 1 activities pastes, dips and accompaniments Setting out ingredients Working with others and in Co-ordinating preparation, cooking and 1 teams presentation tasks with others Using mathematical ideas Calculating quantities of spices, herbs or 1 and techniques aromatics required for particular combinations and recipes of curry powders and pastes Ascertaining amounts required to achieve strength and flavour characteristics required Solving problems Adjusting quantities of spices, herbs and 1 aromatics, as required by a particular cuisine, to achieve required flavour balance Using technology Using equipment for preparation of curry 1 powders and pastes
RANGE STATEMENT
This unit applies to all enterprises where Asian cuisines are prepared and served. The following explanations identify how this unit may be applied in different workplaces and circumstances.
This unit applies to the • Indian following cuisines • Malay and Nonya • Indonesian • Thai.
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Curry pastes and powders • Indian: Masala, including masala garam, chat masala, and the finished menu Kashmiri masala, sambharmasala, chaanakamasala: items produced may curry powder and spices combination ( panchphoram); include kari, kofta, dopiaaza, saag, kheema, korma • Thai: gaeng • Indonesian: bumbu, kare • Malay and Nonya: rempah, gulai.
Herbs, spices and • ground spices such as cinnamon, cardamom, fennel, aromatics may include fenugreek, nutmeg, dill, cloves, turmeric, cumin, mace, adjwain, coriander, black mustard seeds, fennel seeds, chillies, asfoetida, cayenne pepper, black pepper • fresh or dried peels such as orange, lemon and lime • aromatic leaves such as bayleaf, karupillai, lemongrass • seeds such as poppy, sesame.
Commodities may be • vegetables, edible flowers and aromatic leaves fresh, dried and preserved • meat (chicken, beef, lamb) and include • seafood.
Appropriate secondary • shrimp cake (blachan) ingredients to which curry • shrimp paste (peti) pastes and powders may • fish cake be added for the creation • fat compounds such as coconut milk; ghee; oils such as of menu items may include coconut, peanut, sesame, mustard • sauce s (kecap manis and kecap asin) • vegetables, edible flowers and aromatic leaves • meat and poultry, including, pork, beef, lamb, chicken, duck • seafood • vegetarian items such as bean curd and lentils • nuts such as cashews and peanuts.
Appropriate equipment • stone grinders may be traditional of • pestle and mortar and other spice blenders. contemporary and include
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EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • cuisine characteristics, cultural and religious practices related to food preparation, presentation and consumption, typical menu items, order of service, typical accompaniments and garnishes, kitchen and service culture, including kitchen organisation • knowledge of herbs, spices and aromatics and various combinations and strengths required for menu items and cuisines • curry powders and pastes and their uses within a cuisine • flavour and aromatic balance • use of fat compounds such as coconut milk, peanut oil and other oils such as mustard, coconut and sesame, ghee • structure and parts of herbs and spices such as nutmeg, cinnamon, cumin, cardamom, mace • balancing and contrasting appearances, colours and textures • food preparation for particular cuisines where curry powders and pastes are used, including following recipe requirements • selection, use and maintenance of specialised equipment and tableware/serviceware for preparation, cooking and serving food items • culinary terms related to particular Asian cuisines including regional variations • identification, selection, storage and use of typical commodities, herbs and spices, condiments, thickening and flavouring agents, seasonal delicacies relevant to the particular cuisine and appropriate cookery methods • evaluating quality of ingredients, dishes and food items including blending and balancing of flavours and aromatics, correct flavour structure, texture and consistency, correct acid balance, correct colour and plate presentation • the effects of cooking techniques on nutrition, taste, food texture and appearance • use of garnishes for presentation including consideration of colour and eye appeal • use of specialised serviceware for presentation • maintaining a tidy work station • planning and organising and working in teams • principles and practices of hygiene on a personal and professional level related to working in a kitchen, including suitable dress
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• safe work practices, particularly in relation to bending, lifting, and using cutting implements, appliances, heated surfaces and other equipment which carry a risk of burns • safe handling of spices.
Linkages to Other Units This unit must be assessed with or after the following units which describe the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA01B Organise and prepare food
Critical Aspects of Evidence of the following is critical: Assessment • ability to prepare curry pastes and powders for a specific cuisine or a range of cuisines • ability to apply curry powders and pastes to a range of menu items and to prepare sauces and accompaniments within realistic time constraints, using a range of cookery methods appropriate to the cuisine • knowledge of cuisine style including cultural considerations, commodities, culinary terminology and equipment • application of hygiene and safety principles and procedures • safe handling of spices.
Context of Assessment Assessment must ensure: and Resource Implications • preparation of a range of menu items using curry powders and pastes, including sauces and accompaniments relevant to the particular cuisine using real and appropriate ingredients • demonstration of skills within a fully-equipped, operational commercial kitchen suitable for Asian cooking (including industry-current equipment) • industry-realistic ratios of kitchen staff to customers • preparation of dishes for real customers within typical workplace time constraints • safe occupational health and food hygiene practices related to preparation, cooking, presenting and storing of curry powders and pastes and menu items prepared in advance.
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Assessment Methods Assessment methods must be chosen to ensure that preparation of sauces, dips and accompaniments can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of practical demonstration by the candidate of curry powders and pastes being prepared, together with required sauces and accompaniments • sampling and tasting of dishes prepared by the candidate • written or oral questions to test knowledge of curry powders and pastes, their source herbs and spices, cuisine styles, cultural aspects, use and importance of typical commodities and flavourings, safety issues and food quality indicators • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate eg. menus, photographs.
Volume 4 of 5, Imported Unit 29 of 96 Page 188 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC10A Prepare satay for Asian cuisines
THHASC10A Prepare satay for Asian cuisines Unit Descriptor This unit deals with the skills and knowledge required to prepare satay for national and regional Asian cuisines. The precise application of the unit may vary within particular cuisines and is dependent on specific preparation techniques, ingredients and presentation requirements within enterprises. This unit applies to Indonesian and Malay/Nonya cuisines but is also applicable to other Asian cuisines. It may be applied to a particular cuisine or across a variety, allowing for different needs and contexts. Prerequisite Unit(s) THHASC01A Use basic Asian methods of cookery THHBKA02B Present food THHBKA01B Organise and prepare food THHGHS01B Follow workplace hygiene procedures Unit Sector Asian Cookery
ELEMENT PERFORMANCE CRITERIA
1. Select key commodities 1.1 Identify a range of fresh, dried and preserved used in satay commodities, used in the preparation of satay and panggang. 1.2 Identify herbs and spices and curry pastes used in marinades and coatings in original language and English. 1.3 Identify correctly suitable meat, chicken and seafood cuts, and secondary ingredients for satay.
2. Prepare satay mixtures 2.1 Measure herbs, spices and aromatics according to recipe specifications and enterprise standards. 2.2 Prepare and apply satay mixtures for particular dishes, allowing time for marinating, according to cuisine and enterprise requirements. 2.3 Handle curry pastes and powders correctly according to food and personal safety requirements. 3. Produce and present 3.1 Select and prepare cooking equipment and utensils, satay items according to menu items and enterprise requirements. 3.2 Prepare and cook a range of satay items according to customer expectations and recipe specifications. 3.3 Follow food hygiene requirements and occupational health and safety regulations in relation to all production and presentation tasks. 3.4 Use appropriate cooking methods according to recipe specifications. 3.5 Select crockery and serviceware including size, colour and shape, according to enterprise practice and cuisine requirements. 3.6 Prepare accompaniments which conform to the acceptable traditional style of the region, and recipe specifications.
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KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Writing menus and explanations about satay and 1 information accompaniments Providing information about ingredients Collecting analysing and Reading recipes and verifying availability of 1 organising information ingredients for satay and accompaniments Planning and organising Assembling and setting out ingredients 1 activities Preparation of commodities and other ingredients for satay and accompaniments Working with others and in Co-ordinating preparation, cooking and 1 teams presentation tasks with others Using mathematical ideas Calculating quantities of commodities and 1 and techniques ingredients required for particular recipes Ascertaining amounts of flavourings required to achieve required strength and flavour characteristics required Solving problems Adjusting flavourings where satay and 1 accompaniments are not balanced, as required by a particular cuisine Using technology Using equipment for preparation and cooking 1
RANGE STATEMENT
This unit applies to all enterprises where Indonesian and Malay cuisines are prepared and served. The following explanations identify how this unit may be applied in different workplaces and circumstances.
Curry pastes include • rempah • bumbu.
Commodities used in satay • meats such as beef, chicken, lamb may include • seafood • vegetables.
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Secondary ingredients • sauces may include • vegetables • accompaniments • garnishes • nuts.
Accompaniments may • rice include • vegetables • sauces.
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EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • cuisine characteristics, cultural and religious practices related to food preparation, presentation and consumption, typical menu items, order of service, typical accompaniments and garnishes, kitchen and service culture, including kitchen organisation • food preparation for particular cuisines, including following recipe requirements, portion control and costings • precision cutting techniques and implements for the particular style of cuisine • selection, use and maintenance of specialised equipment and tableware/serviceware for preparation, cooking and serving food items • culinary terms related to particular Asian cuisines, including regional variations • identification, selection, storage and use of typical commodities, herbs and spices, condiments, flavouring agents, seasonal delicacies relevant to the particular cuisine and appropriate cookery methods • evaluating quality of ingredients, dishes and food items including blending and balancing of flavours and aromatics, correct flavour structure, texture and consistency, correct acid balance, correct colour and plate presentation • the effects of cooking techniques on nutrition, taste, food texture and appearance • use of garnishes for presentation including consideration of colour and eye appeal • use of specialised serviceware for presentation • typical food allergies and consequences • maintaining a tidy work station • planning and organising and working in teams • principles and practices of hygiene on a personal and professional level related to working in a kitchen, including suitable dress • safe work practices, particularly in relation to bending, lifting, and using cutting implements, appliances, heated surfaces and other equipment which carry a risk of burns.
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Linkages to Other Units This unit must be assessed with or after the following units which describe the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA01B Organise and prepare food • THHBKA02B Present food • THHASC01A Use basic methods of cookery in Asian cuisines
Critical Aspects of Evidence of the following is critical: Assessment • ability to prepare satay and accompaniments within realistic time constraints using a range of cookery methods appropriate to the cuisine • knowledge of cuisine style including cultural considerations, commodities, culinary terminology and equipment • application of hygiene and safety principles and procedures.
Context of Assessment Assessment must ensure: and Resource Implications • preparation of a range of satay and accompaniments relevant to the particular cuisine • access to a fully-equipped, operational commercial kitchen suitable for Asian cooking (including industry-current equipment) • use of real and appropriate ingredients • industry-realistic ratios of kitchen staff to customers • preparation of dishes for real customers within typical workplace time constraints • safe occupational health and food hygiene practices related to preparation, cooking, presenting and storing of satay and accompaniments.
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Assessment Methods Assessment methods must be chosen to ensure that preparation of satay and accompaniments can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of practical demonstration by the candidate preparing and presenting satay and accompaniments • sampling of dishes prepared by the candidate • written or oral questions to test knowledge of cuisine styles, cultural aspects, use and importance typical commodities and flavourings, safety issues and food quality indicators • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate eg. menus, photographs.
Volume 4 of 5, Imported Unit 30 of 96 Page 194 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC11A Prepare vegetarian dishes for Asian cuisines
THHASC11A Prepare vegetarian dishes for Asian cuisines Unit Descriptor This unit deals with the skills and knowledge required to prepare vegetarian dishes for national and regional Asian cuisines. The precise application of the unit may vary within particular cuisines and is dependent on specific preparation techniques, ingredients and presentation requirements within enterprises. This unit applies to Indonesian, Indian, Malay/Nonya, Japanese, Thai, Vietnamese and Chinese cuisines. It may be applied to a particular cuisine or across a variety, allowing for different needs and contexts. Prerequisite Unit(s) THHASC01A Use basic Asian methods of cookery THHBKA02B Present food THHBKA01B Organise and prepare food THHGHS01B Follow workplace hygiene procedures Unit Sector Asian Cookery
ELEMENT PERFORMANCE CRITERIA
1. Prepare vegetables and 1.1 Identify and select a range of fresh, dried and preserved lentils commodities, including herbs and spices in original language and English, in accordance with regional recipe specifications. 1.2 Prepare a selection of fresh, dried leafy and root vegetables, using precision cutting techniques, according to recipe specifications and cuisine requirements. 1.3 Select, measure, weigh and blend a variety of fresh, dried and preserved herbs and spices, using correct quantities and other ingredients according to cuisine and recipe requirements. 1.4 Where required, select, soak and cook lentils/split peas, according to recipe requirements and enterprise practices.
2. Produce vegetable and 2.1 Follow standard recipes accurately, according to cuisine lentil/split pea dishes requirements and enterprise practice. 2.2 Produce vegetarian menu items, according to enterprise practice and quantity requirements. 2.3 Produce marinades, flavourings and sauce mixtures and store them at correct temperatures, until required. 2.4 Use appropriate cooking procedures and methods and add curry powders and pastes at the correct time. 2.5 Use equipment safely and clean and store it after preparation of ingredients, avoiding flavour contamination and transfer. 2.6 Follow food hygiene requirements and occupational health and safety regulations at all times and within all tasks. 3. Present vegetarian menu 3.1 Select crockery and other serviceware according to size, items shape and colour, to ensure appealing presentation. 3.2 Arrange vegetarian menu items attractively to achieve maximum customer appeal. 3.3 Use accompaniments and garnishes which conform to the acceptable traditional style of the region, and specifications.
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4. Store and reconstitute 4.1 Select storage methods and conditions to retain taste, cooked menu items appearance, eating quality, shelf-life and customer appeal. 4.2 Follow requirements under food hygiene and safety principles and legislation. 4.3 Reconstitute and reheat pre-prepared menu items under correct conditions, at the temperature and for the time required.
KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Writing menus and explanations about sauces, 1 information dips and accompaniments Providing information about ingredients Collecting analysing and Reading recipes and verifying availability of 1 organising information ingredients for vegetarian menu items Planning and organising Preparation of ingredients for vegetarian menus 1 activities items Working with others and in Co-ordinating preparation, cooking and 1 teams presentation tasks with others Using mathematical ideas Calculating quantities of commodities and 1 and techniques ingredients required for particular recipes Solving problems Adjusting flavourings where sauces, dips and 1 accompaniments are not balanced, as required by a particular cuisine Using technology Using equipment for preparation and cooking 1
RANGE STATEMENT
This unit applies to all enterprises where Asian cuisines are prepared and served. The following explanations identify how this unit may be applied in different workplaces and circumstances.
This unit applies the • Chinese following cuisines, • Malay and Nonya however may also be • Indonesian applied to other Asian • Thai styles • Vietnamese • Indian • Japanese.
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Vegetarian dishes may • Chinese: stir fry vegetables and noodles include main menu items • Indian: dhal, potato and green papaya curry, spiced split as well as snacks, peas, spiced okra appetisers, and • Thai: vegetables in coconut milk accompaniments such as • Indonesian: vegetables with peanut sauce dips and sauces. A wide • Vietnamese: stir fry vegetables variety of dishes must be • Japanese: tofu and fresh vegetables in miso prepared and may include • Malay and Nonya: vegetable curry.
Commodities and • fresh and dried root and leafy vegetables such as okra, ingredients may include aubergines, aloo, onion, garlic, spring onion • lentils such as urad dal, channa dal • rice • noodles • types of bean curd • egg • particular spices such as cumin, asfoetida, fenugreek, fennel seeds, cayenne pepper • fresh herbs and aromatics such as coriander, lemon grass and lime leaves.
Accompaniments may • parathas, puris and chapattis include breads, dips, • bhajis sauces and other menu • raw vegetables cut into required shapes, such as onion items used as flavouring rings, spring onions, carrots and relishes, including • pickles, relishes and chutneys • chillies • prepared dipping and pouring sauces.
Crockery and service ware • thali, katori may include that required • platters and bowls. for particular cuisines, including
Correct storage may • covering and sealing prepared food items include • chilling • freezing.
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EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • cuisine characteristics, cultural and religious practices related to vegetarian food preparation, presentation and consumption, typical menu items, order of service, typical accompaniments and garnishes, kitchen and service culture, including kitchen organisation • vegetarian food preparation for particular cuisines, including following recipe requirements • precision cutting techniques and implements for the particular style of cuisine • selection, use and maintenance of specialised equipment and tableware/serviceware for preparation, cooking and serving food items • culinary terms related to particular Asian cuisines including regional variations • identification, selection, storage and use of typical commodities, herbs and spices, condiments, thickening and flavouring agents, seasonal delicacies relevant to the particular cuisine and appropriate cookery methods • evaluating quality of ingredients, dishes and food items including blending and balancing of flavours and aromatics, correct flavour structure, texture and consistency, correct acid balance, correct colour and plate presentation • the effects of cooking techniques on nutrition, taste, food texture and appearance • use of garnishes for presentation including consideration of colour and eye appeal • maintaining a tidy work station • planning and organising and working in teams • principles and practices of hygiene on a personal and professional level related to working in a kitchen, including suitable dress • safe work practices, particularly in relation to bending, lifting, and using cutting implements, appliances, heated surfaces and other equipment which carry a risk of burns.
Volume 4 of 5, Imported Unit 31 of 96 Page 198 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC11A Prepare vegetarian dishes for Asian cuisines
Linkages to Other Units This unit must be assessed with or after the following units which describe the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA01B Organise and prepare food • THHBKA02B Present food • THHASC01A Use basic methods of cookery in Asian cuisines
Critical Aspects of Evidence of the following is critical: Assessment • ability to prepare vegetarian dishes within realistic time constraints using a range of cookery methods appropriate to the cuisine • knowledge of cuisine style including cultural considerations, commodities, culinary terminology and equipment • application of hygiene and safety principles and procedures.
Context of Assessment Assessment must ensure: and Resource Implications • preparation of a range of vegetarian dishes relevant to the particular cuisine using real and appropriate ingredients • demonstration of skills within a fully-equipped, operational commercial kitchen suitable for Asian cooking (including industry-current equipment) • industry-realistic ratios of kitchen staff to customers • preparation of dishes for real customers within typical workplace time constraints • safe occupational health and food hygiene practices related to preparation, cooking, presenting and storing of vegetarian menu items.
Volume 4 of 5, Imported Unit 31 of 96 Page 199 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC11A Prepare vegetarian dishes for Asian cuisines
Assessment Methods Assessment methods must be chosen to ensure that preparation of sauces, dips and accompaniments can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of practical demonstration by the candidate of vegetarian dishes being prepared and presented • sampling of dishes prepared by the candidate • written or oral questions to test knowledge of vegetarian cuisine styles, cultural aspects, use and importance typical commodities and flavourings, safety issues and food quality indicators • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate eg. menus, photographs.
Volume 4 of 5, Imported Unit 31 of 96 Page 200 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC12A Select, prepare and serve specialist Asian cuisines
THHASC12A Select, prepare and serve specialist Asian cuisines Unit Descriptor This unit deals with the skills and knowledge required to select, prepare and serve specialist Asian cuisines. These cuisines may be national or regional and cover a full range of menu items or specialised areas within a menu. This unit applies to Indonesian, Indian, Malay/Nonya, Japanese, Thai, Vietnamese and Chinese cuisines, however may also be applied to other Asian cuisines. It may be applied to a particular cuisine or across a variety, allowing for different needs and contexts. Prerequisite Unit(s) THHASC01A Use basic Asian methods of cookery THHBKA02B Present food THHBKA01B Organise and prepare food THHGHS01B Follow workplace hygiene procedures Unit Sector Asian Cookery
ELEMENT PERFORMANCE CRITERIA
1. Identify the key 1.1 Select commodities and other ingredients used in the characteristics of a cuisine. specialist Asian cuisine 1.2 Identify commodities and other ingredients in the original language and English. 1.3 Identify and follow key characteristics of the cuisine and service, in accordance with enterprise and customer requirements and expectations.
2. Prepare, set up and 2.1 Set up work stations, including all specialised equipment, maintain work stations for according to layout, menu requirements and occupational, specialised cuisines health and safety requirements. 2.2 Assemble equipment and utensils according to cuisine and enterprise requirements. 2.3 Carry out routine care and maintenance tasks according to enterprise practice and other requirements. 3. Prepare ingredients for 3.1 Prepare ingredients according to recipe specifications. menu items 3.2 Select, prepare and portion ingredients to correct recipe specifications and cuisine requirements. 3.3 Use any precision cutting techniques according to specifications and recipes. 3.4 Prepare, portion and store marinades and velveting mixtures. 3.5 Prepare sauces and flavourings according to enterprise practice and cuisine requirements. 4. Cook and produce 4.1 Use cookery methods required for specialised menu items specialised menu items within a specialised cuisine. 4.2 Produce items for a menu in the required sequence and timeframes, using specialised techniques required. 4.3 Blend and modify flavours according to the food item and recipe specifications. 4.4 Control temperatures during all stages of cooking. 4.5 Follow food hygiene and occupational health and safety procedures.
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5. Present cooked food 5.1 Select crockery and other serviceware appropriate in size, colour and shape, observing any traditional requirements within a cuisine. 5.2 Present menu items attractively without drips or spills, for maximum customer appeal. 6. Store and reconstitute 6.1 Select storage methods and conditions to retain taste, cooked menu items appearance, eating quality, shelf-life and customer appeal. 6.2 Follow storage requirements under food hygiene and safety principles and legislation. 6.3 Reconstitute and reheat specific, pre-prepared menu items under correct conditions, at the correct temperature and for the time required. 7. Follow safe workplace 7.1 Carry out all tasks in sequence and according to safety practices instructions and requirements. 7.2 Observe food hygiene and occupational health and safety requirements associated with all equipment and facilities, according to legislative requirements. 7.3 Maintain a tidy and clean work place according to health requirements.
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KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Writing menus and explanations about specialist 1 information Asian cuisines Providing information about ingredients Collecting analysing and Reading recipes and verifying availability of 1 organising information ingredients for menu items within a specialist Asian cuisine Identifying cultural constraints related to a specialist Asian cuisine Planning and organising Preparation of ingredients for specialist Asian 1 activities cuisines Setting out ingredients for sequential use Working with others and in Co-ordinating preparation, cooking and 1 teams presentation tasks with others Using mathematical ideas Calculating quantities of commodities and 1 and techniques ingredients required for particular recipes Ascertaining amounts of flavourings required to achieve required strength and flavour characteristics required for a given quantity of food items Solving problems Adjusting flavour and appearance shortfalls in 1 menu items, as required by a particular cuisine Using technology Using equipment for preparation and cooking 1
RANGE STATEMENT
This unit applies to all enterprises where Asian cuisines are prepared and served. The following explanations identify how this unit may be applied in different workplaces and circumstances.
This unit applies the • Chinese following cuisines, • Malay and Nonya however may also be • Indonesian applied to other Asian • Thai styles • Vietnamese • Indian • Japanese.
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Specialist Asian national • Chinese: Guandong and South China; Sichuan and west and regional cuisines, China; Beijing and North China; Shanghai and east styles and menu items China; dim sum cookery; roast meats and poultry may include • Indian: tandoor cookery; menu items based on curry powders and pastes; breads; chutneys and pickles • Thai: curry paste cookery • Indonesian: satay • Vietnamese: sauces and dips • Japanese: sushi and sashimi • Malay and Nonya: satay.
Specialised cuisines also include all items from within a menu or specialised areas within a national or regional cuisine such as vegetarian cookery; soups; rice and noodles; desserts and sweets; salads; snacks, appetisers; meat, poultry and seafood cookery; stocks and cuisine bases.
Commodities may include • Fresh and dried leafy and root vegetables • Fruits and other edible plant parts such as flowers, leaves • herbs and spices • meats • rice • noodles • farinaceous.
Work areas for specialised • wok stations cuisines may include • tandoors • grills and ovens • cooktops, hotplates • open fires • barbecues.
Specialised equipment • cutting and slicing implements includes all manual and • cooking utensils electrical equipment and • cookers, deep fryers utensils used in • steamers. specialised cuisines and may include both traditional and contemporary
Specialised techniques • preparing commodities for cooking or presentation may include • blanching • boning • filleting • barbecuing • steaming • marinating • smoking • precision cutting.
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EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • cuisine characteristics, cultural and religious practices related to food preparation, presentation and consumption, typical menu items, order of service, typical accompaniments and garnishes, kitchen and service culture, including kitchen organisation • food preparation for particular specialised cuisines, including following recipe requirements • precision cutting techniques and implements for the particular style of cuisine • selection, use and maintenance of specialised equipment and tableware/serviceware for preparation, cooking and serving food items for specialised cuisines • culinary terms related to specialised Asian cuisines including regional variations • identification, selection, storage and use of typical commodities, herbs and spices, condiments, thickening and flavouring agents, seasonal delicacies relevant to the particular cuisine and appropriate cookery methods • evaluating quality of ingredients, dishes and food items including blending and balancing of flavours and aromatics, correct flavour structure, texture and consistency, correct acid balance, correct colour and plate presentation • the effects of cooking techniques on nutrition, taste, food texture and appearance • use of garnishes for presentation including consideration of colour and eye appeal • use of specialised serviceware for presentation • maintaining a tidy work station • planning and organising and working in teams • principles and practices of hygiene on a personal and professional level related to working in a kitchen, including suitable dress • safe work practices, particularly in relation to bending, lifting, and using cutting implements, appliances, heated surfaces and other equipment which carry a risk of burns.
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Linkages to Other Units This unit must be assessed with or after the following units which describe the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA01B Organise and prepare food • THHBKA02B Present food • THHASC01A Use basic methods of cookery in Asian cuisines
Critical Aspects of Evidence of the following is critical: Assessment • ability to menu items for a specialist Asian cuisine within realistic time constraints using a range of cookery methods appropriate to the cuisine • knowledge of cultural considerations, commodities, culinary terminology and equipment used in specialist Asian cuisines • application of hygiene and safety principles and procedures.
Context of Assessment Assessment must ensure: and Resource Implications • preparation of a variety of menu items within a specialised Asian cuisine using real and appropriate ingredients • demonstration of skills within a fully-equipped, operational commercial kitchen suitable for Asian cooking (including industry-current equipment) • industry-realistic ratios of kitchen staff to customers • preparation of dishes for real customers within typical workplace time constraints • safe occupational health and food hygiene practices related to preparation, cooking, presenting and storing of stocks and soups.
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Assessment Methods Assessment methods must be chosen to ensure that preparation of a variety of menu items within a specialist Asian cuisine can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of practical demonstration by the candidate of a variety of menu items within a specialist Asian cuisine being prepared and presented • sampling of dishes prepared by the candidate • written or oral questions to test knowledge of cuisine styles, cultural aspects, use and importance typical commodities and flavourings, safety issues and food quality indicators • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate eg. menus, photographs.
Volume 4 of 5, Imported Unit 32 of 96 Page 207 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC13A Plan menus for Asian cuisines
THHASC13A Plan menus for Asian cuisines Unit Descriptor This unit deals with the skills and knowledge required to plan menus for Asian cuisines. It covers the development of menu concepts and content, costing and development of systems required to support the menu and its production, as well as planning, design and printing of menus .This unit applies to Indonesian, Indian, Malay/Nonya, Japanese, Thai, Vietnamese and Chinese cuisines. It may be applied to a particular cuisine or across a variety, allowing for different needs and contexts. Unit Sector Asian Cookery
ELEMENT PERFORMANCE CRITERIA
1. Plan and develop menus 1.1 Identify key characteristics of menus for Asian cuisines in accordance with enterprise practices, including: 1.1.1 quality commodities 1.1.2 correct cooking methods 1.1.3 harmonising of flavours 1.1.4 nutritional balance 1.1.5 textures 1.1.6 colours 1.1.7 presentations 1.1.8 seasonal influence 1.1.9 festivities, festivals, formal banquet and religious events. 1.2 Plan and design menus and the sequence of menu items, according cuisine requirements and conventions, enterprise procedures and customer requirements and preferences. 1.3 Plan menus to provide a balanced variety of freshness, flavours, colours, textures and delicacies according to cuisine requirements, seasonal factors and enterprise practice. 1.4 Plan menus within the constraints of kitchen equipment, utensils and the staff skill levels within the enterprise, including the number of courses offered.
2. Plan and design printed 2.1 Plan and design printed menus to suit traditional customs menus and rules, theme, occasion and decor of the enterprise. 2.2 Follow required conventions in using names, description of menu items and terminology, and ensure that all are suitable for the market, style of menu, the occasion, traditional festivities and cultural practices. 2.3 Present the sequence or arrangement of service correctly on printed menus. 2.4 Arrange printing of menus, taking into consideration colour combinations, paper stock and weight and costings. 2.5 Check proofs to ensure that spelling, meanings and descriptions are correct and according to instructions.
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3. Cost menus 3.1 Incorporate results of sales analysis into menu planning. 3.2 Calculate ingredients, overhead expenses, labour and production costs accurately. 3.3 Consider yields, losses and portions when costing dishes. 3.4 Price menu items in accordance with constraints, appropriate selling prices and seasonal influences. 3.5 Monitor and control food costs are through implementing procedures to determine percentages and reduce wastage. 3.6 Monitor and control labour costs through staff rosters, scheduling, award conditions and rates. 4. Control menu-based 4.1 Optimise product utilisation and quality through production reconstitution, the application of portion control and yield testing. 4.2 Apply stock control measures, including: 4.2.1 ordering in economic quantities 4.2.2 receipt and checking procedures 4.2.3 storage practices 4.2.4 inventory control and security 4.2.5 seasonal variations in temperature.
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KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Writing menus and providing explanations about 1 information menu items Providing cultural information about a cuisine style Collecting analysing and Researching information for menu development 2 organising information within a specific Asian cuisine Developing and costing menus Planning and organising Planning items for a menu according to style of 2 activities cuisine, type of enterprise and customer focus Arranging design and printing services Working with others and in Co-ordinating menu planning tasks with others 1 teams Costing menus with colleagues and managers Using mathematical ideas Costing a menu within budgetary constraints 1 and techniques Operating stock control systems Solving problems Proof-reading printed menus and identifying 1 errors Using technology Using computer equipment for menu planning, 1 stock control and menu costings
RANGE STATEMENT
This unit applies to all enterprises where Asian cuisines are prepared and served. The following explanations identify how this unit may be applied in different workplaces and circumstances.
Menus and supporting • Chinese systems may include • Indian • Thai • Indonesian • Vietnamese • Japanese • Malay and Nonya.
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Planning, designing and • full production through personal effort printing menus may • consulting relevant others about styles and requirements include according to tradition • developing and producing menus in consultation with professional designers and printers.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • cuisine characteristics, cultural and religious practices related to food preparation, presentation and consumption, typical menu items, order of service, typical accompaniments and garnishes • culinary terms related to particular Asian cuisines including regional variations • menu planning and development including conventions and constraints • costing menus and working within budget constraints • stock control and security measures • preparation of menu information for design and printing.
Linkages to Other Units This unit has a link to the following unit, and combined training and assessment is strongly recommended: • THHASC01A Use basic methods of cookery in Asian cuisines
Critical Aspects of Evidence of the following is critical: Assessment • ability to develop menus within a cuisine • knowledge of cuisine style including cultural considerations, commodities, culinary terminology and equipment • principles of costing menus, stock control and security • ability to undertake menu planning and design in consultation with relevant others.
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Context of Assessment Assessment must ensure: and Resource Implications • planning and development by the candidate of a menu within a particular Asian cuisine, including complementary and sequential menu items and production of a written menu • costing of a specific menu, including working within budgetary constraints • development and implementation of a menu within a real work setting • implementation of stock control systems.
Assessment Methods Assessment methods must be chosen to ensure that planning and development of menus can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • review of menus developed and implemented by the candidate • written or oral questions to test knowledge of menu planning and costing, cuisine styles, stock control, cultural aspects and menu design/printing • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate eg. menus planned and implemented, samples of printed menus, photographs.
Volume 4 of 5, Imported Unit 33 of 96 Page 212 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHASC14A Design and operate an Asian kitchen
THHASC14A Design and operate an Asian kitchen Unit Descriptor This unit deals with the skills and knowledge required to design and operate a kitchen where Asian cuisines are prepared and served. It applies to kitchen supervisors or owner/managers wishing to set up an Asian kitchen. This unit applies to Indonesian, Indian, Malay/Nonya, Japanese, Thai, Vietnamese and Chinese cuisines. It may be applied to a particular cuisine or across a variety, allowing for different needs and contexts. Unit Sector Asian Cookery
ELEMENT PERFORMANCE CRITERIA
1. Plan and develop kitchen 1.1 Identify the style of cuisine required. operations 1.2 Identify and plan the system of production according to menu style requirements or type. 1.3 Develop operational procedures for the kitchen. 1.4 Develop control systems.
2. Identify the roles in an 2.1 Identify knowledge, skills and attitudes required for Asian kitchen specific Asian cuisines. 2.2 Determine staffing needs according to nature of enterprise, size of kitchen and style of cuisine. 2.3 Identify specific roles and responsibilities, according to the style of cuisine and size of the enterprise. 2.4 Develop job descriptions and allocate roles according to size of kitchen, style of cuisine and size of enterprise. 3. Plan kitchens for Asian 3.1 Plan the kitchen layout according to available space, style cuisines of cuisine and personnel. 3.2 Identify and purchase equipment required for Asian cuisines. 3.3 Set up work stations according to national, regional and commercial needs and applications. 4. Implement and monitor 4.1 Implement systems and procedures developed. kitchen operations 4.2 Monitor kitchen operations and adjust as required. 4.3 Respond to feedback from customers, colleagues and relevant others. 5. Plan and implement safe 5.1 Identify legislative and regulatory requirements. work practices for Asian 5.2 Develop and implement safe work practices according to kitchen operations legislative and regulatory requirements. 5.3 Identify particular work environment hazards for Asian kitchens and develop procedures for managing them.
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KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Developing clear and precise procedures and 3 information operational systems for implementation by kitchen staff Writing clear equipment specifications Collecting analysing and Researching equipment, procedures and 2 organising information systems related to kitchen operations Researching cultural and dietary requirements of a particular cuisine Planning and organising Preparation of detailed plans for kitchen design, 3 activities layout and operations Planning and organising equipment requirements Designing kitchen layout, fittings and equipment Working with others and in Developing and assigning staff roles and 3 teams responsibilities Liaising and negotiating with suppliers, staff and others involved in planning and setting up the kitchen Using mathematical ideas Measuring kitchen spaces and dimensions to 1 and techniques determine best location of fittings and equipment Determining quantities of equipment and service ware required Solving problems Maximising available space for required 2 equipment and fittings Seeking out specific equipment and brands Dealing with equipment failure and flaws Managing situations such as non-delivery, delays with or non-availability of required equipment Dealing with cultural issues related to cuisine style and staffing Using technology Evaluating kitchen equipment 2 Developing procedures for safe use of equipment
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RANGE STATEMENT
This unit applies to all enterprises where Asian cuisines are prepared and served. The following explanations identify how this unit may be applied in different workplaces and circumstances. This unit refers to the design, planning and setting up of kitchen operations and systems. It does not include food preparation and cooking or on-going management, supervisory or quality assurance roles.
This unit applies the • Chinese following cuisines, • Malay and Nonya however may also be • Indonesian applied to other Asian • Thai styles • Vietnamese • Indian • Japanese.
Personnel needs may • managerial and supervisory staff include • operational staff • training and development.
The system of production • small, family-style and run kitchens within which will be determined by the employees are multi-skilled and perform multiple roles size of operation and style • fast food outlets of cuisine, and may • large, formal kitchens with clearly-defined and limited job include roles/responsibilities.
Control systems may • stock include those related to • storage • costs and budgets • portion control • security.
Operational procedures • work tasks and responsibilities may include those related • food hygiene and safety to • occupational health and safety • security.
Legislative and regulatory • occupational health and safety requirements may include • food hygiene and safety those related to • local Council requirements • employment such as equal employment opportunity, industrial awards, anti-discrimination.
Particular hazards for • turbo and high-temperature woks Asian kitchens may • vertical barbecues include • open-flame stoves • deep fryers • cleavers • slippery floors • electrically-operated equipment.
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Equipment and fittings • stoves and ovens including specialised items such as may include tandoors • steamers • grills and barbecues • woks (turbo and gas) • tandoor ovens • freezers, chillers and refrigerators • general storage • benches • sinks • utensils for preparation and presentation • serviceware, including cutlery, chopsticks, china and glassware • equipment required for specific cuisines.
Relevant others may • employers, managers and supervisors include • employees and work colleagues • customers • officers of government and regulatory authorities • industry professionals and advisors.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • cuisine characteristics, cultural and religious practices related to food preparation, presentation and consumption, typical menu items, order of service, typical accompaniments and garnishes, kitchen and service culture • cultural and dietary requirements related to the style of cuisine selected, including allergies and prohibitions • kitchen organisation and set up for particular cuisines and size and style of kitchen • selection, use and maintenance of specialised equipment and tableware/serviceware for preparation, cooking and serving food items • planning, organising and working in teams, according to the cultural requirements of the cuisine selected • principles and practices of hygiene on a personal and professional level related to working in a kitchen, including suitable dress • safe work practices, particularly in relation to bending, lifting, and using cutting implements, appliances, heated surfaces and other equipment which carry a risk of burns.
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Linkages to Other Units This unit has a link to the following unit, and combined training and assessment is strongly recommended: • THHASC01A Use basic methods of cookery in Asian cuisines
Critical Aspects of Evidence of the following is critical: Assessment • ability to plan and operate an Asian kitchen efficiently to meet the needs of a particular cuisine, clientele and style of operation • ability to apply knowledge of cultural considerations and correct equipment usage to kitchen design and operations, according to cuisine style selected • application of food hygiene and occupational health and safety principles and procedures.
Context of Assessment Assessment must ensure: and Resource Implications • access to suitable equipment for particular cuisines • ability to set up kitchen operations for a commercial enterprise with industry-realistic ratios of kitchen staff to customers • application of safe food hygiene and occupational health and safety practices.
Assessment Methods Assessment methods must be chosen to ensure that the planning, design and operation of an Asian kitchen can be demonstrated. Methods must include assessment of knowledge. The following examples are appropriate for this unit: • project to design and plan a kitchen for a specific Asian cuisine, including, fittings, layout and equipment • written and oral questions to assess knowledge of an Asian cuisine, including cultural aspects • project to develop procedures and operational plans for an Asian kitchen prepared by the candidate • review of portfolios of evidence and third party workplace reports of performance by the candidate eg. photographs, references, designs, plans and procedures/systems developed.
Volume 4 of 5, Imported Unit 34 of 96 Page 217 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCAT01B Prepare foods according to dietary and cultural needs
THHBCAT01B Prepare foods according to dietary and cultural needs Unit Descriptor This unit refers to the preparation and cooking of foods to meet both basic and specific dietary and cultural needs generally under instructions from others. It covers the ability to apply basic nutritional principles as well as deal with special dietary and cultural requirements normally encountered in a variety of hospitality and catering establishments. This unit applies to all qualified cooks. Menu planning to meet dietary and cultural needs is found in the unit THHADCAT02B Develop menus to meet dietary and cultural needs. Prerequisite Unit(s) THHGHS01B Follow workplace hygiene procedures Unit Sector Commercial Catering
ELEMENT PERFORMANCE CRITERIA
1. Prepare and present 1.1 Prepare and present foods to meet basic nutritional foods to meet basic needs. nutritional needs 1.2 Select appropriate ingredients to ensure optimum quality of end products, including: 1.2.1 raw foods 1.2.2 convenience food products. 1.3 Employ suitable preparation and cooking techniques to retain optimum nutritional values. 1.4 Present a variety of nutritionally-balanced food in an appetising and attractive manner.
2. Prepare and present 2.1 Identify the requirements for special diets, according to foods to meet special instructions from relevant persons. dietary requirements 2.2 Select ingredients essential for special dietary requirements. 2.3 Modify food texture where appropriate to suit specific requirements. 2.4 Present food in an appetising and attractive manner. 3. Prepare foods to satisfy 3.1 Identify and meet requirements for specific cultural groups specific cultural or or special customer requests, according to instructions religious needs from relevant persons. 3.2 Employ appropriate equipment and cooking techniques for specific diets. 3.3 Prepare and serve food taking into account specified or requested cultural and religious considerations. 3.4 Present an adequate range of nutritionally balanced food in an appetising and attractive manner.
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KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Communicating with colleagues about dietary 2 information needs of specific customers Explaining special menu items and options to customers Collecting analysing and Collecting information about special dietary 2 organising information needs and constraints Ascertaining particular constraints and preferences of specific customers Planning and organising Planning, organising and prioritising work tasks 2 activities and responsibilities in relation to meeting special dietary needs Making arrangements with specific customers, colleagues and departments or sections to meet special dietary needs Working with others and in Working co-operatively with colleagues to 2 teams prepare and serve special diet menu items Clarifying personal preferences of customers Using mathematical ideas Calculating types and quantities of ingredients 1 and techniques required for special dietary needs Calculating kilojoules for given foods and quantities Solving problems Considering and responding to special customer 2 needs and requests Identifying menu options for customers with special dietary needs and preferences Using technology Accessing computer data about special dietary 1 needs
Volume 4 of 5, Imported Unit 35 of 96 Page 219 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCAT01B Prepare foods according to dietary and cultural needs
RANGE STATEMENT
This unit applies to all hospitality and catering operations where food and related services are provided such as hotels and restaurants, cafeterias, kiosks, canteens, cafes, educational institutions, health establishments, defence forces, corrective services, residential catering, in-flight and other transport catering, events catering and private catering. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.Basic nutritional requirements generally refers to recommendations made in the Dietary Guidelines for Australians endorsed by the Australian Government and by other recognised health authorities. It includes recommendations made for the general public including older Australians, children and adolescents, in order to maintain a healthy and balanced diet.Special dietary and cultural requirements include therapeutic and contemporary eating regimes as well as customer requests and preferences, and specific cultural and religious needs.
Relevant persons who • customers or family members may give instructions or • supervisors and managers requests for special dietary • dieticians requirements, may include • diet technicians • health and medical personnel • religious personnel.
Special dietary • vegetarian requirements may include • vegan • modified sodium/potassium • low fat/cholesterol • lacto-ovo • high fibre • gluten-free • high/low energy • diabetic • modified texture • high/low protein • fluids • food exclusions for allergies and food intolerance • food exclusions related to specific medications.
Contemporary eating • vegetarian regimes may include • low-fat or low carbohydrate current trends and • high protein fashions such as • macrobiotic • liver cleansing • elimination.
Special cultural groups • kosher may include any ethnic, • halal cultural or religious groups • vegetarian with special dietary • Hindu. requirements or sanctions, including
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EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be demonstrated as Skills to be Assessed part of this unit: • different cultural, dietary and special requirements that may apply in different contexts • basic principles and practices of nutrition, including: • nutrients and their food sources • influences on food choice • food and beverage selection influences • food labelling and interpretation • identification of food additives and preservatives • health implications of food choices • Dietary Guidelines for Australians, its role and general content • common dietary sensitivities including food allergies and intolerance, diabetes and other medical conditions, the existence of drug-food interactions, and the health and legal consequences of failing to heed special requirements • commodity knowledge of ingredients suitable for meeting basic nutritional and special dietary needs • a variety of cooking techniques • the effects of various cooking methods and food storage on nutrients • cookery techniques and recipe modification to suit special dietary requirements • principles and practices of hygiene and legislation on food safety • logical and time efficient work flow • presentation techniques for food.
Linkages to Other Units This unit must be assessed with or after the following unit: • THHGHS01B Follow workplace hygiene procedures
This unit also has a link to the following unit and combined training and assessment is recommended: • All Commercial Cookery units (THHBCC1 - 13B)
Volume 4 of 5, Imported Unit 35 of 96 Page 221 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCAT01B Prepare foods according to dietary and cultural needs
Critical Aspects of Evidence of the following is critical: Assessment • ability to prepare and/or modify a range of dishes to meet different of dietary requirements • knowledge of the dietary requirements of major cultural groups in Australia • knowledge of the consequences of failing to heed special requirements for food allergies, diabetes and other medical conditions and customer-identified drug-food interaction.
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills within a fully equipped operational commercial kitchen (including industry-current equipment) • use of real ingredients and food items • industry-realistic ratios of kitchen staff to customers • preparation of dishes for customers with particular dietary needs within typical workplace time constraints.
Assessment Methods Assessment methods must be chosen to ensure that preparation of a range of dishes for varied dietary needs can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate preparing dishes for special dietary needs, cultural, preferential and to meet medical needs • sampling of dishes prepared by the candidate • evaluation of the suitability of dishes prepared by the candidate • oral or written questions to assess knowledge of dietary constraints and consequences, resulting from cultural, preferential or medical needs • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 35 of 96 Page 222 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCAT02B Package prepared foodstuffs
THHBCAT02B Package prepared foodstuffs Unit Descriptor This unit refers to the packaging of prepared foodstuffs for transportation from one location to another. Prerequisite Unit(s) THHBCC11B Implement food safety procedures THHGHS01B Follow workplace hygiene procedures Unit Sector Commercial Catering
ELEMENT PERFORMANCE CRITERIA
1. Ensure food is suitable for 1.1 Ensure that food meets requirements prior to packaging in packaging, storage and terms of: transportation 1.1.1 quality 1.1.2 shelf-life 1.1.3 microbiological condition 1.1.4 portion control.
2. Select packaging 2.1 Select packaging materials that are: appropriate to specific 2.1.1 non-contaminating food 2.1.2 appropriate dimensions for selected food 2.1.3 visually appropriate to functional need 2.1.4 capable of protecting food from damage 2.1.5 environmentally appropriate 2.1.6 stackable and transportable. 3. Package food according 3.1 Comply with hygiene, occupational health and safety, and to needs local health regulations requirements. 3.2 Observe environmental requirements for the food packaging area, including: 3.2.1 temperature control 3.2.2 humidity 3.2.3 design and construction. 3.3 Adopt appropriate packaging procedures according to enterprise specifications. 3.4 Label foods according to Australian and New Zealand Food Authority regulations.
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KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Reading instructions, orders 1 information Communicating with other members of the kitchen team and food service staff Labeling packaging correctly Collecting analysing and Collecting materials for packaging 1 organising information Organising various packaging for different types of food items Prioritising tasks Planning and organising Planning sequence and timing packaging tasks 1 activities Working with others and in Working co-operatively with other members of 1 teams the kitchen team Using mathematical ideas Calculating quantities of food items, packaging 1 and techniques materials for particular jobs Solving problems Dealing with minor problems such as breakage 1 of materials, lack of sufficient quantities of materials, tight timelines Using technology Using packaging equipment 1
RANGE STATEMENT
This unit applies to all catering operations where food and related services are provided such as restaurants, educational institutions, health establishments, defence forces, cafeterias, kiosks, cafes, residential catering, in-flight and other transport catering, events catering, private catering. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.The type of packaging used will vary according to the enterprise needs and the type of food being packaged.
Types of packaging • polystyrene foam materials may include • cartons • plastic cling wrap • plastic or foil containers • metal or plastic trays.
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EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • hygiene and food safety regulations, particularly related to storage and transporting of food, including: • local health regulations pertaining to food production and packaging • current Australian and New Zealand Food Authority regulations • safe work practices with regard to packaging, dealing with hot surfaces, lifting and bending • the characteristics and uses of different packaging materials • portion control practices and principles • functional design requirements for food packaging areas.
Linkages to Other Units This unit must be assessed with or after the following units. These units describe skills and knowledge that are essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBCC11B Implement food safety procedures
This unit also has a link to the following unit, and combined training and assessment may be appropriate: • THHBCAT03B Transport and store food in a safe and hygienic manner
Critical Aspects of Evidence of the following is critical: Assessment • safe packaging within food safety requirements and regulations • selection and use of suitable packaging materials and methods for a range of food item types.
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills using a range of appropriate packaging materials, catering equipment and real food items • industry-realistic timeframes for the packaging process.
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Assessment Methods Assessment methods must be chosen to ensure that the skills and processes for packaging various food items can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate of packaging foods • inspection of items packaged by the candidate • written or oral questions to test knowledge of packaging types and methods for different types of food, hygiene aspects of packaging, maintaining food quality and nutritional value • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 36 of 96 Page 226 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCAT03B Transport and store food in a safe and hygienic manner
THHBCAT03B Transport and store food in a safe and hygienic manner Unit Descriptor This unit refers to the transportation of food from a food preparation area to another location. It also deals with holding or storage on its arrival. The unit applies to all catering operations but is particularly relevant to external catering and events. It addresses the key requirements of the National Food Safety Guideline Standard GFSTFA Transport food.This unit does not cover the transport of food for room service which is covered in the unit THHB08B Provide room service. It does not cover the skills required to drive a van or truck which are covered in the unit TDTC0101B Drive vehicles and other Transport Training Package units. Prerequisite Unit(s) THHBCC11B Implement food safety procedures THHGHS01B Follow workplace hygiene procedures Unit Sector Commercial Catering
ELEMENT PERFORMANCE CRITERIA
1. Identify appropriate food 1.1 Select suitable food transportation vehicles according to transportation legislative requirements.
2. Transport food safely & 2.1 Package, load, restrain and unload food appropriately. hygienically 2.2 Employ hygienic work practices and observe occupational health and safety regulations. 2.3 Maintain appropriate and accurate records of food transportation. 3. Store food safely and 3.1 Select food storage conditions appropriate to specific food hygienically type including: 3.1.1 dairy 3.1.2 meat and fish 3.1.3 fruit and vegetables 3.1.4 dried goods. 3.2 Maintain appropriate environmental conditions for specific food types to ensure freshness, quality and appearance. 3.3 Ensure that storage and holding methods optimise nutritional quality. 3.4 Employ hygienic work practices and observe occupational health and safety procedures and practices. 3.5 Keep storage areas free from contaminants and pests.
Volume 4 of 5, Imported Unit 37 of 96 Page 227 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCAT03B Transport and store food in a safe and hygienic manner
KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Reading instructions, orders and street maps 1 information Communicating with other members of the kitchen team and food service staff Collecting analysing and Collecting and organising food items for 1 organising information transportation Prioritising tasks Reading directions and instructions for venues and locations Planning and organising Planning sequence and timing of food delivery 2 activities Working with others and in Working co-operatively with other members of 1 teams the kitchen team Using mathematical ideas Calculating quantities during the packing and 1 and techniques unpacking process Solving problems Dealing with minor problems such delays with 1 products, traffic jams, getting lost Using technology Operating transport equipment and vehicles 1
RANGE STATEMENT
This unit applies to all catering operations where food and related services are provided such as restaurants, educational institutions, health establishments, defence forces, cafeterias, kiosks, cafes, residential catering, in-flight and other transport catering, events catering, and private catering. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.Transportation refers to the moving of food and food items from one location to another. For example, transporting food from a kitchen to a school or hospital or providing event catering. It does not refer to the transport of food from the kitchen to the dining room or as part of room service.
The type of transport used • vans will vary according to the • cars enterprise needs and the • refrigerated trucks type of food being • trolleys, carts and buggies. transported. Types of transport may include The person transporting the food may or may not be driving the vehicle.
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Legislative requirements • temperature refer to local and • lining State/Territory and • sealing. national regulations and guidelines and apply to
Environmental conditions • temperature involve • humidity • exposure to light • exposure to weather.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • the hygiene and OH&S requirements for food storage and transport • advantages and disadvantages of different forms of transport for particular food items, quantities and circumstances • safe work practices in particular to loading and unloading, lifting and dealing with heated surfaces • safe storage principles and practices for different food types, including storage options • characteristics of different food items and conditions required to maintain optimum freshness, palatability and safety.
Linkages to Other Units This unit must be assessed with or after the following units. These units describe skills and knowledge that are essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBCC11B Implement food safety procedures
This unit also has a link to the following unit, and combined training and assessment may be appropriate: • THHBCAT02B - Package prepared foodstuffs
Critical Aspects of Evidence of the following is critical: Assessment • safe transport and storage of food items within food safety requirements and regulations • transport of a range of food item types.
Volume 4 of 5, Imported Unit 37 of 96 Page 229 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCAT03B Transport and store food in a safe and hygienic manner
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills using real food items to be transported relevant transportation and storage equipment to move food between locations.
Assessment Methods Assessment methods must be chosen to ensure that the skills and processes for transporting and storing a range of food items can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate of transporting and storing food items • inspection of food transported and stored by the candidate • problem solving and case studies to address various conditions which apply to the transport and storage of different food items • written or oral questions to test knowledge of hygiene issues related to transport and storage • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 37 of 96 Page 230 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCAT04B Operate a fast food outlet
THHBCAT04B Operate a fast food outlet Unit Descriptor This unit deals with the preparation and service of fast foods in a small outlet in various venues in the hospitality and tourism industry. Prerequisite Unit(s) THHGFA01B Process financial transactions THHGHS01B Follow workplace hygiene procedures Unit Sector Commercial Catering
ELEMENT PERFORMANCE CRITERIA
1. Prepare for service 1.1 Check quantities and quality of products and food items and restock where necessary. 1.2 Carry out mise-en-place to ensure sufficient and appropriate food items are prepared in order to commence service. 1.3 Complete mise-en-place in an efficient and timely manner before service commences. 1.4 Meet ongoing requirements for additional food items at an appropriate time. 1.5 Display service area and food items in a clean, hygienic and attractive manner. 1.6 Check personal presentation and hygiene requirements are met and maintain throughout service. 1.7 Carry out mise-en-place and cooking in accordance with safety and hygiene requirements.
2. Serve customers 2.1 Determine and meet customer requirements, in terms of speed of service, quantity, quality, additions and modifications to standard recipes and special requirements. 2.2 Use customer service skills to provide polite, efficient and effective service. 2.3 Provide assistance to customers in selection of food items where required. 2.4 Employ selling skills appropriately according to enterprise practices. 2.5 Operate equipment in a safe manner according to manufacturer's instructions and principles of occupational health and safety.
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3. Cook and prepare food 3.1 Select and use appropriate equipment correctly and safely for particular cooking methods. 3.2 Select and assemble correct ingredients according to enterprise practices. 3.3 Employ appropriate cooking methods according to enterprise procedures. 3.4 Heat foods requiring re-heating at the correct temperature for the required length of time, according to enterprise practices and the principles of food safety. 3.5 Organise work in consultation with other team members where appropriate, to ensure that food is prepared or cooked in a timely manner and on going customer service is provided. 3.6 Use portion control in order to minimise waste. 4. Present food 4.1 Present food items attractively without drips or spills, and according to the enterprise requirements. 4.2 Portion food according to enterprise standards. 4.3 Present food in the appropriate hot or cold storage/presentation equipment. 5. Store food 5.1 Store food in the correct manner according to principles and practices of hygiene and food safety. 5.2 Monitor, account for and re-order stock when required. 6. Clean and maintain 6.1 Maintain equipment according to manufacturer's equipment instructions. 6.2 Clean equipment where required before, during, and after completion of service.
Volume 4 of 5, Imported Unit 38 of 96 Page 232 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCAT04B Operate a fast food outlet
KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Reading instructions 1 information Communicating with other members of the team, providing information to customers Collecting analysing and Collecting and organising commodities for fast 1 organising information food items Prioritising tasks Planning and organising Planning sequence and timing of food 2 activities preparation and cooking tasks Working with others and in Working co-operatively with other members of 1 teams the team and customers Using mathematical ideas Adding up bills, calculating quantities or portions 1 and techniques required Solving problems Dealing with minor problems such shortages of 2 food items, difficult customers, burnt or undercooked food, poor quality commodities Using technology Using kitchen equipment 1
RANGE STATEMENT
This unit applies to catering enterprises where fast food is prepared and served such as those at attractions, theme parks, events, sporting venues, kiosks and small food outlets. The following explanations identify how this unit may be applied in different workplaces and circumstances.
Food outlets may be • mobiles • trays • stands • carts or caravans.
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Fast food refers to food • fairy floss which has been prepared • hot dogs off-site and requires • pizza re-thermalising, and to • fish and chips simple food items which • hamburgers require basic cooking or • fried chicken preparation techniques, • pop corn including • sandwiches • salads • sushi • souvlaki/doner kebabs • noodles and pasta • pre-prepared soups • ice cream and shakes • pies.
Mise-en-place refers to • assembling and preparing ingredients for menu items basic preparation before • cleaning, peeling and slicing fruit and vegetables service including • preparing simple food items such as salads, sandwiches, garnishes, coatings and batters • selection and handling (thawing, reconstituting, regenerating, re-thermalising) of portion controlled and convenience products • display of goods in appropriate storage facility.
Cooking methods include • hot plate deep frying and grilling and • re-heating an appropriate selection • microwaving from the following • baking according to enterprise • roasting requirements • boiling • char-grilling, barbecuing.
Equipment includes • microwaves • deep fryers • hot plates • rotisseries • pans and urns • bains marie • food warmers.
Cash handling/storing • electronic or manual cash registers and strong boxes and equipment may include individual cash bags.
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EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • a range of basic cooking skills for fast foods including a selection as appropriate to the enterprise from: • hot plate • re heating • microwaving • baking • roasting • boiling • char-grilling, barbeque • principles and practices of personal and food hygiene • safe work practices as required by Occupational Health and Safety legislation and guidelines • customer service and communication skills • product knowledge of range of food offered • waste minimisation techniques and environmental considerations in specific relation to the operation of a fast food outlet.
Linkages to Other Units This unit must be assessed with or after the following units. These units describe skills and knowledge that are essential to this unit of competence • THHGHS01B Follow workplace hygiene procedures • THHGFA01B Process financial transactions
This unit also has linkages to the following units, and combined training and assessment may be appropriate: • THHBKA02B Present food • THHBKA04B Clean and maintain kitchen premises • THHBCC01B Use basic methods of cookery • THHBCCC11B Implement food safety procedures
Where the unit THHBCC01B Use basic methods of cookery has been completed, recognition of this should be taken into account in delivering and assessing this unit.
Critical Aspects of Evidence of the following is critical: Assessment • application of hygiene and safety principles and procedures • ability to organise and prepare a range of foods efficiently and within realistic industry timeframes.
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Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills in an environment containing sufficient and appropriate food service and cooking equipment for the preparation and service of fast food items, to reflect commercial operating practice • use of real ingredients • preparation of food items for customers on more than one occasion and within industry-realistic time constraints.
Assessment Methods Assessment methods must be chosen to ensure that the all the skills and processes for operating a fast food outlet can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate preparing, cooking and serving food items • sampling of items prepared by the candidate • inspection of a fast food service area set up and operated by the candidate • written or oral questions to test knowledge of hygiene and occupational health and safety issues related to the cooking and service of fast food • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 38 of 96 Page 236 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCAT05B Apply cook-chill production processes
THHBCAT05B Apply cook-chill production processes Unit Descriptor This unit applies to the planned process of food preparation, cooking, chilling, storage and re-thermalisation of food by cook-chill. Prerequisite Unit(s) THHBCC11B Implement food safety procedures THHGHS01B Follow workplace hygiene procedures Unit Sector Commercial Catering
ELEMENT PERFORMANCE CRITERIA
1. Ensure goods received 1.1 Ensure that temperatures of delivered goods are within conform to appropriate specified tolerances. food hygiene and health 1.2 Receive and check meats, dairy and perishables against standards requisition docket for quality and freshness as per enterprise specifications.
2. Prepare and cook food to 2.1 Cook food to specified internal temperatures. safe industry standards 2.2 Keep microbiological and chemical changes within safe tolerances. 2.3 Maintain the quality of food consistently at the optimum level in terms of taste and appearance. 3. Chill cooked food 3.1 Meet time and temperature standards for chilling for: 3.1.1 blast chilling 3.1.2 water-bath chilling. 3.1.3 Ensure that food quality is maintained throughout the chilling process. 4. Store cooked food under 4.1 Meet time and temperature standards for storage. refrigeration 4.2 Ensure that spoilage is minimised. 4.3 Store food dynamically (first in - first out). 4.4 Select appropriate containers for storage. 4.5 Ensure that labelling is correct and clear. 4.6 Monitor storage temperatures to ensure they are correct. 5. Distribute cook-chill 5.1 Where necessary, transport food from production kitchen products to outlets by refrigerated transport or insulated containers. 5.2 Maintain safe handling of food throughout the distribution cycle. 5.3 Check and record temperature levels at dispatch and receiving. 5.4 Observe requirements of Hazard Analysis and Critical Control Points (HACCP) or other food safety program during the entire cook-chill cycle. 6. Re-thermalise (reheat) 6.1 Execute re-thermalisation of food to standard guidelines cook-chill food products using appropriate methods.
Volume 4 of 5, Imported Unit 39 of 96 Page 237 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCAT05B Apply cook-chill production processes
KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Reading recipes, menus and instructions, orders 2 information Communicating with other members of the kitchen team and food service staff Collecting analysing and Collecting and organising commodities for food 2 organising information production Analysing menus, recipes and task sheets Planning and organising Planning sequence and timing of food 2 activities production, packaging and storage Working with others and in Working co-operatively with other members of 1 teams the kitchen team Using mathematical ideas Calculating portions and ingredients required, 2 and techniques monitoring temperatures Solving problems Dealing with problems such equipment failure or 2 malfunction Using technology Knowledge and use of cook-chill equipment 2
Volume 4 of 5, Imported Unit 39 of 96 Page 238 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCAT05B Apply cook-chill production processes
RANGE STATEMENT
This unit applies to all catering operations where cook-chill is used such as restaurants, educational institutions, health establishments, defence forces, cafeterias, kiosks, cafes, residential catering, in-flight and other transport catering, events catering and private catering. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.This unit applies to the food production by cook-chill methods either in an enterprise workplace or in a centralised production kitchen.
A variety of food items • bulk foods must be produced. Foods • plated meals to be produced by • sous-vide products cook-chill methods and • meals-on-wheels re-thermalised may consist • take-away meals. of entire meals or individual items according Hazard and Critical Control Points (HACCP) is a food safety to enterprise requirements. program which is commonly used in the food and hospitality They may include industry to ensure food and production methods are safe and hygienic and comply with food regulations and legislation. The system identifies particular high risk points which need to be covered by clear policies, procedures and quality checks. It is a requirement in most States and Territories that all enterprises where food is either produced or served, have in place a food safety plan, which is usually based on HACCP but may also be based on another system.
Appropriate methods for • low heat convection re-thermalisation include • infra-red radiation • microwave • water bath • kettle • combination convection ovens.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge skills must be assessed as part of this Skills to be Assessed unit: • temperature specifications for the maintenance of food quality in the cook-chill process • food storage requirements in specific relation to cook-chill • principles and methods of cookery, including preparation and cooking techniques for all major food groups • features of cook-chill systems and procedures for using cook-chill equipment • health & safety, food safety and hygiene requirements of particular relevance to cook-chill.
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Linkages to Other Units This unit must be assessed with or after the following units which describe skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBCC11B Implement food safety procedures
This unit also has a linkages to the following units, and combined training and assessment is recommended: • Commercial Cookery units (THHBCC1 - 13B). • THHBCAT03B Transport and store food in a safe and hygienic manner
Critical Aspects of Evidence of the following is critical: Assessment • observance of Hazard Analysis and Critical Control Points (HACCP) or other food safety program requirements during the entire cook-chill cycle • ability to operate a cook-chill system and equipment • ability to produce, package and store food items prepared • knowledge of occupational health and safety and food hygiene regulations.
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills using suitable cook-chill equipment and real food items • production of a multiple cook-chill food items to meet differing needs • preparation of cook-chill food items within typical work time constraints.
Assessment Methods Assessment methods must be chosen to ensure that the skills for preparing foods using the cook-chill process can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate using cook-chill equipment • sampling of cook-chill items prepared by the candidate • written or oral questions to test knowledge of suitable items for cook-chill systems, hygiene issues related to cook-chill systems and specifications and procedures for cook-chill • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 39 of 96 Page 240 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCAT06B Apply catering control principles
THHBCAT06B Apply catering control principles Unit Descriptor This unit covers the application of catering control principles to the ordering, storage and processing of food to minimise wastage. Unit Sector Commercial Catering
ELEMENT PERFORMANCE CRITERIA
1. Identify procedures to 1.1 Identify appropriate procedures for reducing wastage reduce wastage during ordering, storage and processing of food. 1.2 Identify appropriate security measures to reduce loss.
2. Carry out catering control 2.1 Carry out portion control effectively. procedures 2.2 Use calibrated equipment correctly to ensure correct portion control. 2.3 Follow recipes accurately to avoid wastage. 2.4 Order suitable quantities of stock to ensure avoiding over or under-ordering. 2.5 Rotate and document stock accurately. 2.6 Store food correctly and securely to minimise wastage and loss. 3. Minimise waste 3.1 Utilise re-usable by-products of food preparation and cooking effectively where appropriate. 3.2 Utilise re-cyclable products and dispose of them in an environmentally-appropriate way. 3.3 Dispose of non-recyclable products according to occupational health and safety requirements and relevant regulations, and in environmentally appropriate way.
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KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Reading recipes, menus and instructions 1 information Communicating with other members of the kitchen team and food service staff about waste management Collecting analysing and Identifying waste control measures for particular 1 organising information items Planning and organising Exercising portion control, devising options and 2 activities systems for controlling waste Working with others and in Working co-operatively with other members of 1 teams the kitchen team Using mathematical ideas Calculating costs of menu items, commodities, 2 and techniques portioning, yield analysis Solving problems Dealing with options to reduce waste, increase 2 yield, improve security Using technology Using kitchen equipment, security systems 1
RANGE STATEMENT
This unit applies to all catering operations where food and related services are provided such as restaurants, educational institutions, health establishments, defence forces, cafeterias, kiosks, cafes, residential catering, in-flight and other transport catering, events catering, private catering. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.Catering control procedures are the processes and procedures implemented at the operational level that result in the control of costs, energy usage, materials and time.
Procedures for reducing • portion control wastage to be identified • ordering to specifications and practised must include • stock rotation • using appropriate equipment • appropriate storage • using standard recipe cards.
Re-usable products may • meat and fish off-cuts include • bones and trimmings • vegetable peelings and off-cuts.
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Recyclable products may • glass bottles and jars include • plastics • paper and cardboard • tin or aluminium containers • vegetable matter.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • preparation and cooking procedures that assist in minimising waste • stock control procedures that assist in minimising waste • storage procedures that assist in minimising waste • links between hygiene and food safety and waste minimisation.
Linkages to Other Units This unit has linkages to the following units, and combined training and assessment may be appropriate: • THHBCC01B Use basic methods of cookery • THHBCC13B Plan and control menu-based catering • THHBCAT03B Transport and store food in a safe and hygienic manner
Critical Aspects of Evidence of the following is critical: Assessment • ability to use portion control, stock control and other waste reduction measures effectively • ability to minimise wastage and to manage waste productively, including re-cycling systems.
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills within a fully-equipped commercial kitchen using real ingredients and food items • production of portion-controlled menu items.
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Assessment Methods Assessment methods must be chosen to ensure that the skills and processes to apply catering control principles for ordering, storing and preparing food can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • evaluation of amount of products used by the candidate across a period of operation • review of reports prepared by the candidate detailing ways in which waste were minimised during a service period • written or oral questions to test knowledge of waste minimisation and control systems • review of stock control and portion control documentation prepared by the candidate • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
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THHBCAT07A Apply cook-freeze production processes Unit Descriptor This unit is equivalent to the unit HLTFS3A Apply cook-freeze production processes, contained within the Health Training Package, HLT01. It applies to the planned process of food preparation and covers receipt of goods, cooking, freezing, storing, thawing and re-heating food to ensure microbiological safety and palatability. The Unit may be customised to suit enterprise-specific production processes or centralised operations and cover specific needs. For example, a food production kitchen may not freeze cooked food and its scope of operation may involve receiving pre-cooked and frozen food for storage, preparation, plating and distribution. Prerequisite Unit(s) THHBCC11B Implement food safety procedures THHGHS01B Follow workplace hygiene procedures Unit Sector Commercial Catering
ELEMENT PERFORMANCE CRITERIA
1. Receive and store goods 1.1 Check delivered goods to ensure correct quantities, in accordance with acceptable use-by dates and temperature. appropriate food hygiene 1.2 Record temperature check results according to enterprise and health standards procedures. 1.3 Move stock quickly to freezer storage, ensuring that freezer doors are not left open for extended periods of time. 1.4 Check and record freezer temperatures daily, according to enterprise procedures. 1.5 Report breaches of established enterprise standards and procedures, concerning receipt of goods, temperature checks, and stock quality, following required enterprise procedures. 1.6 Rotate stock on a 'first-in-first-out' basis to ensure consumption by use-by dates and avoid wastage.
2. Prepare and cook food to 2.1 Check raw food and ingredients for potential deterioration meet industry safety prior to preparation. standards 2.2 Prepare and cook food in accordance with quality control requirements and food standards for cook-freeze operations. 2.3 Portion and package food following required procedures and using correct containers for freezing where necessary. 3. Freeze cooked food 3.1 Freeze food in accordance with appropriate food safety standards. 3.2 Freeze food in batches, in accordance with enterprise procedures, allowing each freezing cycle to be completed. 4. Store frozen food 4.1 Label frozen food items in accordance with relevant food standards and codes of practice. 4.2 Place food items in appropriate storage once the freezing cycle is complete. 4.3 Monitor and record storage temperatures accurately.
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5. Prepare frozen food for 5.1 Remove required food items from the freezer and allow to re-heating thaw in accordance with enterprise procedures and food safety requirements. 5.2 Space trays to permit air circulation. 5.3 Thaw product to 0 - 4 degrees C within 24 hours. 5.4 Transport food safely to the point of production and service, maintaining correct temperatures. 6. Reheat food product 6.1 Pre-heat oven to required temperature in accordance with enterprise procedures and food safety standards. 6.2 Prepare food product for re-heating appropriately. 6.3 Space re-heating containers to allow air flow. 6.4 Follow re-heating in accordance with manufacturer's recommendations, oven type, loading procedures and other established procedures of the enterprise. 6.5 Check and record product temperature in accordance with enterprise procedures. 6.6 Clean thermometers between temperature checks of each food item. 6.7 Re-heat fully frozen food where required in emergencies, in accordance with enterprise procedures and food safety standards. 7. Maintain and serve 7.1 Transfer re-heated food safely to heated bain marie. re-heated food 7.2 Maintain food temperature at 70 degrees C. 7.3 Minimise warm holdings. 7.4 Follow portion control and serving procedures of the enterprise. 7.5 Serve or deliver food items at temperatures which comply with food safety standards, enterprise policy and client preferences.
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KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Reading recipes, menus and instructions, orders 1 information Communicating with other members of the kitchen production team and food service staff Collecting analysing and Collecting and organising commodities for food 1 organising information production Reading menus, recipes, task sheets, using equipment instruction booklets Planning and organising Planning sequence and timing of food 1 activities production, packaging, storage and re-thermalisation Working with others and in Working co-operatively with other members of 1 teams the kitchen team Using mathematical ideas Calculating portions and ingredients required, 1 and techniques monitoring temperatures Solving problems Dealing with problems such equipment failure or 2 malfunction Using technology Using cook-freeze equipment. 1
RANGE STATEMENT
This unit applies to all catering operations where a cook-freeze system is used. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.
The unit applies to food • various institutions including residential care facilities, production using hospitals, correctional centres cook-freeze methods, and • defence forces particularly to • restaurants enterprise-based or • cafeterias centralised production, • kiosks receiving and finishing • canteens kitchens in • cafes • fast food shops • events or function catering enterprises • catering enterprises • meals-on-wheels services • in-flight and other transport catering.
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A variety of food items • bulk foods must be produced. Foods • plated meals to be produced by • sous-vide products cook-freeze methods, • meals-on-wheels thawing and • take-away meals. re-thermalisation, may consist of entire meals or Hazard and Critical Control Points (HACCP) is a food safety individual items according program which is commonly used in the food and hospitality to enterprise requirements. industry to ensure food and production methods are safe and They may include hygienic and comply with food regulations and legislation. The system identifies particular high risk points which need to be covered by clear policies, procedures and quality checks. It is a requirement in most States and Territories that all enterprises where food is either produced or served, have in place a food safety plan, which is usually based on HACCP but may also be based on another system.
Appropriate methods for • chillers thawing frozen food items • cool rooms include use of • refrigerators.
Appropriate methods for • low heat convection re-thermalisation include • infra-red radiation • microwave • water bath • kettle • combination convection ovens.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • temperature specifications for the maintenance of food safety and quality • conducting temperature checks and recording data • freezing and storage requirements, including preparation and packaging • principles and methods of food production • cook-freeze systems • use of cook-freeze production equipment • occupational health & safety, food safety and hygiene regulations, including safe food handling practices • Hazard Analysis and Critical Control Points (HACCP) or other food safety program requirements for the entire cook-freeze production and delivery process.
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Linkages to Other Units This unit must be assessed with or after the following units which describe the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBCC11B Implement food safety procedures
This unit also has linkages to the following units, and combined training and assessment may be appropriate: • Commercial Cookery units (THHBCC1 - 13B) • THHBCAT03B Transport and store food in a safe and hygienic manner
Critical Aspects of Evidence of the following is critical: Assessment • observance of Hazard Analysis and Critical Control Points (HACCP) or other food safety program requirements during the entire cook-freeze cycle • ability to operate a cook-freeze system and equipment • ability to produce, package, store, re-thermalise and serve food items prepared within a cook-freeze system • occupational health and safety and food hygiene regulations.
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills using industry-current cook-freeze equipment and real food items • production of multiple cook-freeze food items to meet differing needs • preparation of cook-freeze food items within typical work time constraints.
Assessment Methods Assessment methods must be chosen to ensure that the skills for preparing foods using the cook-freeze process can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate preparing and cooking cook-freeze food items • sampling of food items prepared, processed, packaged, frozen and re-thermalised by the candidate • written or oral questions to test knowledge of suitable items for cook-freeze systems and hygiene issues related to cook-freeze systems • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 41 of 96 Page 249 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCC00B Prepare sandwiches
THHBCC00B Prepare sandwiches Unit Descriptor This unit deals with the skills and knowledge required to prepare and present a variety of sandwiches in a commercial kitchen or catering operation. Prerequisite Unit(s) THHBKA01B Organise and prepare food THHGHS01B Follow workplace hygiene procedures Unit Sector Commercial Cookery
ELEMENT PERFORMANCE CRITERIA
1. Prepare and present a 1.1 Prepare a variety of sandwich types including classical variety of sandwiches and contemporary. 1.2 Select suitable bases from a range of bread types. 1.3 Produce sandwiches using the correct ingredients to an acceptable enterprise standard, ensuring: 1.3.1 neatness of presentation 1.3.2 appropriate ingredient combinations 1.3.3 precise and uniform cut ingredients 1.3.4 uniform size and shape 1.3.5 attractive serviceware and garnishes. 1.4 Prepare sandwiches using a range of appropriate techniques. 1.5 Select appropriate equipment for toasting and heating and use it correctly and safely. 1.6 Prepare and present sandwiches in a logical and sequential manner within the required time frame. 1.7 Prepare sandwiches according to enterprise standards and/or customer requests. 1.8 Present sandwiches in an attractive manner, using suitable garnishes and serviceware.
2. Store sandwiches 2.1 Store sandwiches hygienically at the correct temperature and in appropriate conditions to maintain freshness and quality.
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KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Providing customers with options for sandwich 1 information filling combinations Collecting analysing and Checking requirements of orders and menus, 1 organising information collecting commodities and ingredients Planning and organising Preparing a take-away sandwich counter for a 1 activities service period Re-stocking sandwich filling display Working with others and in Working co-operatively with other team 1 teams members Using mathematical ideas Calculating quantities and portions against 1 and techniques sandwich orders Solving problems Dealing with problems such as shortages of food 1 items, mistakes or problems in sandwiches produced, equipment failure Using technology Using computerised or mechanical kitchen 1 equipment
RANGE STATEMENT
This unit applies to all hospitality and catering enterprises where sandwiches are prepared and served such as restaurants, cafes, cafeterias and other catering operations. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.Sandwiches may be classical or modern, hot or cold, of varying cultural and ethnical origins and use a variety of fillings and types of bread.Sandwiches may be pre-prepared or made on demand according to customer requests.Preparation, presentation and storage potential of sandwiches will depend on bread types and fillings.
Types of sandwiches to be • pullman prepared may include • open sandwiches • club sandwiches • pinwheel, domino or chequerboard sandwiches • filled rolls, foccacia or pita bread • those using specialised or ethnic breads such as dark rye, gluten-free, Turkish.
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Techniques for making • spreading sandwiches may include • layering • piping • portioning • moulding • cutting • garnishing.
Preparation and storage of • bread type sandwiches may include • ingredients, nature and consistency of fillings consideration of • need for chilling • use of plastic wrap or foil • use of bulk-storage containers • use of customised containers for display/presentation/sale.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to be Assessed of this unit: • creative presentation techniques for sandwiches • suitable breads and fillings and appropriate food combinations for sandwiches • suitable storage techniques to maintain optimum quality of ingredients • organisational skills and teamwork • safe work practices, particularly in relation to cutting • culinary terms commonly used in the industry in relation to sandwiches • principles and practices of hygiene, including dress standards • basic food information in relation to special dietary needs and customer requests and suitable breads and ingredients to meet these needs • logical and time efficient work flow • portion control for sandwiches • past and current trends in sandwiches • waste minimisation techniques and environmental considerations in specific relation to preparation of sandwiches.
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Linkages to Other Units This unit must be assessed with or after the following units. These units describe skills and knowledge that are essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA01B Organise and prepare food
This unit also has linkages to the following units and combined assessment and training may be appropriate: • THHBKA02B Present food • THHBCC02B Prepare appetisers and salads
Critical aspects of Evidence of the following is critical: assessment • ability to prepare a variety of sandwiches of different types using different breads and ingredients • ability to prepare a quantity of sandwiches within industry-realistic timeframes • ability to present sandwiches attractively • hygienic food handling practices.
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills within a fully-equipped commercially-realistic food preparation area for sandwich production • use of real ingredients for sandwiches • industry-realistic ratios of staff to customers • preparation of multiple types of sandwiches for customers within typical workplace time constraints.
Assessment Methods Assessment methods must be chosen to ensure that the skills and processes for making sandwiches can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate making sandwiches and preparing fillings. • Sampling of sandwiches prepared by the candidate • written or oral questions to test knowledge of appropriate food combinations for sandwiches and hygienic food handling requirements • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
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THHBCC01B Use basic methods of cookery Unit Descriptor This unit deals with the skills and knowledge to use a range of cookery methods to prepare menu items for the kitchen of a hospitality or catering operation. This unit underpins effective performance in all other cookery units. Prerequisite Unit(s) THHBKA02B Present food THHBKA01B Organise and prepare food THHGHS01B Follow workplace hygiene procedures Unit Sector Commercial Cookery
ELEMENT PERFORMANCE CRITERIA
1. Select and use cooking 1.1 Select appropriate equipment or technology for particular equipment and technology cooking methods. 1.2 Use equipment hygienically, safely and in accordance with manufacturer's instructions.
2. Use methods of cookery 2.1 Use various cookery methods correctly to prepare dishes to enterprise standard including: 2.1.1 boiling 2.1.2 poaching 2.1.3 steaming 2.1.4 stewing 2.1.5 braising 2.1.6 roasting 2.1.7 baking 2.1.8 grilling 2.1.9 shallow frying 2.1.10 deep frying. 2.2 Calculate correct quantities and ratios of commodities for specific cookery methods. 2.3 Complete the cooking process in a logical and safe manner. 2.4 Identify problems with the cooking process promptly and take corrective action. 2.5 Prepare dishes using a range of methods and current technology within acceptable enterprise and customer timeframes. 2.6 Work co-operatively with kitchen and front-of-house colleagues to ensure timely preparation of dishes.
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KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Sharing information with other kitchen and food 1 information service staff Receiving and acting on instructions Collecting analysing and Analysing requirements of orders and menus, 1 organising information assembling commodities and ingredients Planning and organising Planning to cook for menus, organising and 1 activities doing mise-en-place and pre-made food items Working in a logical sequence within time restraints Working with others and in Working co-operatively with other members of 1 teams kitchen brigade Using mathematical ideas Calculating quantities and portions against 1 and techniques menus and orders Solving problems Dealing with problems such as shortages of food 1 items, mistakes or problems in commodities or meals produced, equipment failure Using technology Using electronic or mechanical kitchen 1 equipment May include using computerised ordering/stock control systems
RANGE STATEMENT
This unit applies to all hospitality and catering enterprises where food is prepared and served such as restaurants, hotels, clubs, cafeterias and other catering operations. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.
Methods of cookery may • boiling include any used within an • poaching enterprise but must include • steaming the following • stewing • braising • roasting • baking • grilling • shallow frying • deep frying.
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Dishes to be prepared • dairy products such as milk, butter, yoghurt, cheeses and must use a range of alternatives commonly-found • dry goods such as flours, sugars, pastas and rice commodities including • standard fruits and vegetables • meat, seafood and poultry which may be fresh, frozen, preserved or pre-prepared., and may also include meat products such as standard cuts, sausages, hams, salamis and other meat products • general food items such as oils, sauces, condiments and flavourings, garnishes, coatings and batters.
Equipment and technology • electric, gas or induction ranges may include • ovens, including combi ovens • microwaves • grills and griddles • deep fryers • salamanders • food processors • blenders • mixers • slicers • tilting frypan, brat pan • steamers.
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EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to be Assessed of this unit: • food classification for the major food groups • characteristics of different foods and appropriate cookery methods • underlying principles of all basic methods of cookery • culinary terms commonly used in association with the required methods of cookery • use and characteristics of a range of equipment used for the required methods of cookery • the effects of different cookery methods on the nutritional value of food • principles and practices of hygiene on a personal and professional level related to working in a kitchen, including suitable dress • safe work practices, particularly in relation to bending, lifting, and using cutting implements, appliances, heated surfaces and other equipment which carry a risk of burns • logical and time-efficient work flow • waste minimisation techniques and environmental considerations in specific relation to different cookery methods.
Linkages to Other Units This unit must be assessed with or after the following unit. These units describe skills and knowledge that are essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA01B Organise and prepare food • THHBKA02B Present food
Critical Aspects of Evidence of the following is critical: Assessment • ability to prepare dishes within realistic time constraints using a range of cookery methods as specified in the performance criteria • knowledge of major food groups, culinary terminology and equipment as they relate to the required methods of cookery • application of hygiene and safety principles and procedures during the cooking process.
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Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills on more than one occasion, within a fully-equipped operational commercial kitchen, including industry-current equipment • demonstration of cookery methods with commodities from the major food groups, including different menus and food items. • use of real ingredients • industry-realistic ratios of kitchen staff to customers • preparation of dishes for customers within typical workplace time constraints.
Assessment Methods Assessment methods must be chosen to ensure that a range of cookery methods to prepare menu items can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate using the required cookery methods • sampling of dishes prepared by the candidate • written or oral questions to test knowledge on suitable cookery methods for particular food items, safety issues and food quality indicators • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate eg. menus, photographs.
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THHBCC02B Prepare appetisers and salads Unit Descriptor This unit deals with the skills and knowledge required to prepare and present appetisers and salads in a commercial kitchen or catering operation. Prerequisite Unit(s) THHBCC01B Use basic methods of cookery THHBKA02B Present food THHBKA01B Organise and prepare food THHGHS01B Follow workplace hygiene procedures Unit Sector Commercial Cookery
ELEMENT PERFORMANCE CRITERIA
1. Prepare and present a 1.1 Choose suitable ingredients, which meet enterprise quality variety of salads and standard, for salads and dressings. dressings 1.2 Prepare salads using fresh seasonal ingredients to an acceptable enterprise standard and to maximise nutritional value, eating qualities and characteristics and taste. 1.3 Prepare suitable sauces and dressings to either incorporate into, or accompany salads. 1.4 Present salads attractively according to enterprise standards.
2. Prepare and present a 2.1 Produce appetisers (to an acceptable enterprise standard) range of hot and cold using the correct ingredients ensuring: appetisers 2.1.1 symmetry and neatness of presentation 2.1.2 appropriate ingredient combinations 2.1.3 precise and uniform cut ingredients 2.1.4 attractive serviceware and garnishes. 2.2 Select and prepare glazes correctly, where required. 2.3 Select and use the correct equipment to assist in the production of appetisers. 2.4 Utilise quality trimmings or other leftovers where and when appropriate. 2.5 Prepare and present appetisers in a hygienic, logical and sequential manner within the required timeframe. 2.6 Present appetisers attractively according to classical, cultural or enterprise standards. 3. Store appetisers and 3.1 Store appetisers and salads in appropriate conditions and salads containers and at the correct temperature to maintain freshness, taste and quality.
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KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Sharing information with other kitchen and food 1 information service staff or customers Collecting analysing and Assessing requirements of orders and menus, 1 organising information collecting commodities and ingredients Planning and organising Organising and doing mise-en-place and 1 activities pre-made food items, dressings Working in a logical sequence within time restraints Working with others and in Working co-operatively with other members of 1 teams kitchen brigade Using mathematical ideas Calculating quantities and portions against 1 and techniques menus and orders Solving problems Dealing with problems such as shortages of food 1 items, mistakes or problems in commodities or meals produced, equipment failure Using technology Using computerised or mechanical kitchen 1 equipment May include using computerised ordering systems
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RANGE STATEMENT
This unit applies to all hospitality and catering enterprises where food is prepared and served such as restaurants, hotels, clubs, cafeterias and other catering operations. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.
Appetisers are foods which • hors d'oeuvres normally precede a meal, • canapes or may be served as an • savouries accompaniment to drinks. • antipasto They include a range of • tapas hot and cold dishes which • finger foods can be either classical or • sandwiches. modern, and varying in Salads may be classical or contemporary, varying in ethnic and ethnic and cultural origins. cultural origins, served either cold, warm or hot, and may Appetisers may also be contain a variety of cooked and uncooked ingredients. referred to as, and may include Dressings and sauces to be prepared may be classical or contemporary, and varying in ethnic and cultural origins.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to be Assessed of this unit: • historical development and current trends in salads and appetisers • suitable commodities and food combinations for use in salads and appetisers • compatible dressings and sauces for incorporating into or accompanying salads • methods of attractive presentation for salads and appetisers • nutritional values of appetisers, salads and salad ingredients and the effects of cooking on nutrients • safe work practices, in particular using knives • culinary terms commonly used in the industry with regard to appetisers and salads • principles and practices of hygiene including appropriate dress • logical and time efficient work flow • waste minimisation techniques and environmental considerations in specific relation to appetisers and salads.
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Linkages to other units This unit must be assessed with or after the following unit. These units describe skills and knowledge that are essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA01B Organise and prepare food • THHBKA02B Present food • THHBCC01B Use basic methods of cookery
This unit also has linkages to the following units and combined assessment and training may be appropriate: • THHBBCC00B Prepare sandwiches
Critical Aspects of Evidence of the following is critical: Assessment • ability to prepare a variety of appetisers and salads from different recipes and cultural backgrounds • ability to prepare a number of appetisers and salads within industry-realistic timeframes • ability to present appetisers and salads attractively and creatively.
Context of assessment Assessment must ensure: • demonstration of skills within a fully-equipped and commercially-realistic food preparation area with appropriate and industry-current equipment • a variety of suitable ingredients for appetisers and salads • industry-realistic ratios of kitchen staff to customers • preparation of dishes for customers within typical workplace time constraints.
Assessment Methods Assessment methods must be chosen to ensure that the skills and processes for making appetisers and salads can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate preparing appetisers and salads • sampling of dishes prepared by the candidate • written or oral questions to test knowledge on commodity knowledge, food safety issues • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
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THHBCC03B Prepare stocks, sauces and soups Unit Descriptor This unit deals with the skills and knowledge required to prepare various stocks, sauces and soups in a commercial kitchen or catering operation. Prerequisite Unit(s) THHBCC01B Use basic methods of cookery THHBKA02B Present food THHBKA01B Organise and prepare food THHGHS01B Follow workplace hygiene procedures Unit Sector Commercial Cookery
ELEMENT PERFORMANCE CRITERIA
1. Prepare stocks, glazes 1.1 Use ingredients and flavouring agents according to and essences required for standard recipes and to enterprise standards. menu items 1.2 Produce a variety of stocks, glazes and essences to enterprise standards. 1.3 Use clarifying agents appropriately.
2. Prepare sauces required 2.1 Produce a variety of hot and cold sauces from classical for menu items and contemporary recipes. 2.2 Make appropriate derivations from basic sauces. 2.3 Use a variety of thickening agents and convenience products appropriately. 2.4 Evaluate sauces for flavour, colour and consistency and rectify any problems. 3. Prepare soups required 3.1 Select and assemble the correct ingredients to produce for menu items soups, including stocks, and prepared garnishes. 3.2 Produce a variety of soups to enterprise standards. 3.3 Use clarifying, thickening agents and convenience products where appropriate. 3.4 Evaluate soups for flavour, colour, consistency and temperature and rectify any problems. 3.5 Present soups at the right temperature, in clean serviceware without drips and spills, using suitable garnishes and accompaniments. 4. Store and reconstitute 4.1 Store stocks, sauces and soups correctly to maintain stocks, sauces and soups optimum freshness and quality. 4.2 Reconstitute stocks, sauces and soups to appropriate standards of consistency.
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KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Sharing information with other kitchen and food 1 information service staff or customers Collecting analysing and Determining requirements of orders and menus, 1 organising information collecting commodities and ingredients Planning and organising Completing mise-en-place and organising 1 activities pre-made soup, sauces and stocks Working in a logical sequence within time restraints Working with others and in Working co-operatively with other members of 1 teams kitchen brigade Using mathematical ideas Calculating quantities and portions against 1 and techniques menus and orders Solving problems Identifying and rectifying problems such as 1 mayonnaise breaking or soup curdling Dealing shortages of food items or commodities, equipment failure Using technology Using computerised or mechanical kitchen 1 equipment
RANGE STATEMENT
This unit applies to all hospitality and catering enterprises where food is prepared and served such as restaurants, hotels, clubs, cafeterias and other catering operations. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.
Stocks and sauces can be • reduced sauces classical or contemporary • thickened sauces and be from varying ethnic • hot, warm and cold emulsion. and cultural origins, but must include a selection from each of the following
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Soups may be classical or • clear contemporary, may be • broth served hot or cold, and • puree may be from varying ethnic • cream and cultural origins, but • bisque. must include a selection from each of the following
Stocks and sauces may • demi-glace include • bechamel • chicken and fish veloute • hollandaise and bearnaise • mayonnaise • jus and coulis.
Thickening agents may • white, blond and brown roux include • beurre mani • cornflour, arrowroot and potato flour • bread • modified starch • liaison • sabayon.
Convenience products • stocks may include • boosters • bouillons • flavour enhancers.
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EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to be Assessed of this unit: • principles and techniques of producing stocks and sauces to industry standards • use of various stocks and bases for a range of soups and sauces • common problems in stocks, sauces and soups and how to identify and rectify • organisational skills and teamwork • safe work practices, particularly in relation to bending and lifting • culinary terms commonly used in the industry in relation to stocks, soups and sauces • appropriate ingredients and food components that may be substituted to meet special dietary and cultural needs • principles and practices of hygiene on a personal and professional level • logical and time efficient work flow • waste minimisation techniques and environmental considerations in specific relation to soups, stocks and sauces.
Linkages to Other Units This unit must be assessed with or after the following units. These units describe skills and knowledge that are essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA01B Organise and prepare food • THHBKA02B Present food • THHBCC01B Use basic methods of cookery
Critical Aspects of Evidence of the following is critical: Assessment • ability to prepare a variety of stocks, soups and sauces from different recipes and cultural backgrounds • detailed commodity knowledge of different classifications of stock, soups and sauces.
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Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills within a fully-equipped operational commercial kitchen (including industry-current equipment) • industry-realistic ratios of kitchen staff to customers • use of a variety of real, suitable ingredients for stocks, sauces and soups • preparation of sauces and soups for customers within typical workplace conditions including working within time constraints.
Assessment Methods Assessment methods must be chosen to ensure that the skills and processes for making stocks, sauces and soups can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate making stocks, sauces and soups • sampling of dishes prepared by the candidate • written or oral questions to test commodity knowledge of sauces, soups and stocks • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate eg. menus.
Volume 4 of 5, Imported Unit 45 of 96 Page 267 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCC04B Prepare vegetables, eggs and farinaceous dishes
THHBCC04B Prepare vegetables, eggs and farinaceous dishes Unit Descriptor This unit deals with the skills and knowledge required to prepare various vegetables and fruit, eggs and farinaceous dishes in a commercial kitchen or catering operation. Prerequisite Unit(s) THHBCC01B Use basic methods of cookery THHBKA02B Present food THHBKA01B Organise and prepare food THHGHS01B Follow workplace hygiene procedures Unit Sector Commercial Cookery
ELEMENT PERFORMANCE CRITERIA
1. Prepare vegetable and 1.1 Select vegetables and fruits in season according to fruit dishes season availability, quantity, quality and price. 1.2 Select vegetables, fruits and potato accompaniments to complement and enhance menu items. 1.3 Prepare and, where appropriate, cook a variety of vegetables and fruit dishes using suitable cookery methods and preserving optimum quality and nutrition. 1.4 Where appropriate, select suitable sauces and accompaniments to be served with vegetables. 1.5 Present vegetable and fruits attractively using suitable garnishes, where appropriate.
2. Prepare farinaceous 2.1 Select and prepare a variety of farinaceous foods dishes according to standard and enterprise recipes. 2.2 Prepare farinaceous foods using appropriate methods to ensure optimum quality. 2.3 Select sauces and accompaniments which are appropriate to farinaceous foods.
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3. Prepare and cook 3.1 Prepare and cook a variety of egg dishes according to egg-based dishes standard recipes, using a range of methods including: 3.1.1 boiling 3.1.2 poaching 3.1.3 frying 3.1.4 scrambling. 3.2 Prepare and cook egg dishes correctly to ensure optimum and desired quality, consistency and appearance. 3.3 Select sauces and accompaniments which are appropriate to eggs. 3.4 Use eggs for a variety of culinary uses, including 3.4.1 aerating 3.4.2 binding 3.4.3 setting 3.4.4 coating 3.4.5 enriching 3.4.6 emulsifying 3.4.7 glazing 3.4.8 clarifying 3.4.9 garnishing 3.4.10 thickening. 4. Store vegetables, egg and 4.1 Store fresh and processed eggs, vegetables and fruits, farinaceous foodstuffs and farinaceous foodstuffs at correct temperatures and under correct conditions to maintain optimum freshness and quality.
Volume 4 of 5, Imported Unit 46 of 96 Page 269 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCC04B Prepare vegetables, eggs and farinaceous dishes
KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Sharing information with other kitchen and food 1 information service staff or customers Collecting analysing and Determining requirements of orders and menus, 1 organising information collecting commodities and ingredients Planning and organising Completing mise-en-place and organising 1 activities pre-made food items Working in a logical sequence within time restraints Working with others and in Working co-operatively with other members of 1 teams kitchen brigade Using mathematical ideas Calculating quantities and portions against 1 and techniques menus and orders Solving problems Dealing with problems such as shortages of food 1 items, mistakes or problems in commodities or meals produced, equipment failure Using technology Using computerised or mechanical kitchen 1 equipment May include using computerised ordering systems
Volume 4 of 5, Imported Unit 46 of 96 Page 270 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCC04B Prepare vegetables, eggs and farinaceous dishes
RANGE STATEMENT
This unit applies to all hospitality and catering enterprises where food is prepared and served such as restaurants, hotels, clubs, cafeterias and other catering operations. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.Vegetables and fruits may be fresh, preserved or frozen, and selected according to seasonal availability, menu and enterprise requirements. A variety of vegetables and fruit, and vegetable and fruit dishes must be prepared and cooked. These may be classical or contemporary, from various ethnic or cultural origins, and may be offered as main dishes, appetisers or salads, or accompaniments.Potato accompaniments must include both classical and contemporary dishes.Egg dishes should use hen eggs unless otherwise required, and may be fresh, dried, frozen or preserved.
A variety of egg dishes, • omelettes both classical and • souffles contemporary of varying • frittatas. cultural origins, must be prepared, using methods described in the Performance Criteria. These may include
Egg dishes may also • eggs benedict include those based upon • egg salads hard and soft boiled eggs • egg dips. and poached eggs such as
Farinaceous foods include • pasta foods from varying cultural • rice origins that are made from • polenta flour or meal, contain or • noodles yield starch. They may • cous cous include • semolina • pulses • cracked wheat.
A variety of farinaceous dishes must be made and presented with suitable accompanying sauces.
Volume 4 of 5, Imported Unit 46 of 96 Page 271 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCC04B Prepare vegetables, eggs and farinaceous dishes
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to be Assessed of this unit: • varieties and characteristics of fruit, vegetables and farinaceous foods • cutting and presentation techniques, particularly in relation to vegetables and fruits • past and current trends in culinary uses and dishes of fruit and vegetables, eggs and farinaceous foods • organisational skills and teamwork • safe work practices, particularly in relation to using knives • nutrition related to vegetables, fruits, eggs and farinaceous dishes, in particular the food values of commodities and the effects of cooking on the nutritional value of food • culinary terms commonly used in the industry in relation to farinaceous dishes, vegetables and fruits, and egg dishes and culinary uses • principles and practices of hygiene, in particular, related to use of raw ingredients • logical and time efficient work flow • waste minimisation techniques and environmental considerations in specific relation to vegetables, eggs and farinaceous dishes.
Linkages to Other Units This unit must be assessed with or after the following units. These units describe skills and knowledge that are essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA01B Organise and prepare food • THHBKA02B Present food • THHBCC01B Use basic methods of cookery
Critical Aspects of Evidence of the following is critical: Assessment • ability to prepare a variety of dishes using vegetables and fruits, eggs and farinaceous products • detailed understanding of the different classifications of vegetables, eggs and farinaceous products.
Volume 4 of 5, Imported Unit 46 of 96 Page 272 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCC04B Prepare vegetables, eggs and farinaceous dishes
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills within a fully-equipped operational commercial kitchen (including industry-current equipment) • use of real ingredients • industry-realistic ratios of kitchen staff to customers • preparation of dishes for customers within typical workplace time constraints.
Assessment Methods Assessment methods must be chosen to ensure that making dishes from vegetables, eggs and farinaceous products can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate preparing dishes • sampling of dishes cooked by the candidate • written or oral questions to test knowledge of appropriate cooking methods for various commodities, safety issues • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 46 of 96 Page 273 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCC05B Prepare and cook poultry and game
THHBCC05B Prepare and cook poultry and game Unit Descriptor This unit deals with selecting, preparing, cooking, presenting and storing poultry and game in a commercial kitchen or catering operation. Prerequisite Unit(s) THHBCC01B Use basic methods of cookery THHBKA02B Present food THHBKA01B Organise and prepare food THHGHS01B Follow workplace hygiene procedures Unit Sector Commercial Cookery
ELEMENT PERFORMANCE CRITERIA
1. Select and purchase 1.1 Select and purchase poultry and game according to poultry and game quantity and quality required.
2. Handle and store poultry 2.1 Handle poultry and game efficiently and hygienically to and game minimise risk of food spoilage or cross-contamination. 2.2 Thaw frozen poultry and game correctly and safely. 2.3 Store poultry and game ensuring storage conditions and optimal temperature for poultry and game are maintained. 3. Prepare, cook and present 3.1 Use poultry preparation techniques correctly. poultry and game 3.2 Use preparation techniques for game correctly (where different to poultry) including hanging. 3.3 Prepare and cook poultry and game according to standard recipes and to enterprise standard, using appropriate cookery methods. 3.4 Prepare a variety of poultry and game dishes according to standard and enterprise recipes. 3.5 Serve poultry and game in accordance with enterprise standards, including carving, slicing or leaving whole. 3.6 Present poultry and game using suitable sauces, garnishes and accompaniments.
Volume 4 of 5, Imported Unit 47 of 96 Page 274 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCC05B Prepare and cook poultry and game
KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Sharing information with other kitchen and food 1 information service staff or customers Collecting analysing and Determining requirements of orders and menus, 1 organising information collecting commodities and ingredients Planning and organising Completing mise-en-place, preparing and 1 activities treating game Working in a logical sequence within time restraints Working with others and in Working co-operatively with other members of 1 teams kitchen brigade Using mathematical ideas Calculating quantities and portions against 1 and techniques menus and orders Solving problems Dealing with problems such as shortages of food 1 items, equipment failure Using technology Using computerised or mechanical kitchen 1 equipment Using computerised ordering systems
RANGE STATEMENT
This unit applies to all hospitality and catering enterprises where food is prepared and served such as restaurants, hotels and other catering operations. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.
A variety of poultry and • chicken, turkey, duck, goose game must be prepared • pheasant, quail, pigeon, guinea fowl, wild duck and cooked. This may • venison, boar, rabbit, hare include any poultry or • buffalo, crocodile, kangaroo, emu. game such as Poultry and game dishes may be classical and contemporary, and from a variety of ethnic and cultural origins, and should include a variety of culinary methods appropriate for different types of game and poultry.
Volume 4 of 5, Imported Unit 47 of 96 Page 275 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCC05B Prepare and cook poultry and game
Cookery methods for • roasting and pot-roasting poultry and game must • sauteing and braising include • deep-frying • poaching and stewing • grilling.
Poultry preparation • de-boning techniques must include • stuffing • filleting • rolling and trussing • larding • marinating.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to be Assessed of this unit: • classification of varieties of poultry, game and game items • quality criteria for poultry and game • appropriate cookery methods for poultry and game • past and current trends in poultry and game dishes • organisational skills and teamwork • safe work practices, particularly in relation to cutting • nutrition related to poultry and game, including food values and any specific issues • culinary terms relating to poultry and game and commonly used in the industry • principles and practices of hygiene, particularly in relation to cross-contamination • logical and time efficient work flow • costing, yield testing, portion control for poultry and game • waste minimisation techniques and environmental considerations in specific relation to poultry and game.
Linkages to Other Units This unit must be assessed with or after the following units. These units describe skills and knowledge that are essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA01B Organise and prepare food • THHBKA02B Present food • THHBCC01B Use basic methods of cookery
Volume 4 of 5, Imported Unit 47 of 96 Page 276 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCC05B Prepare and cook poultry and game
Critical Aspects of Evidence of the following is critical: Assessment • a detailed understanding of the different classifications of poultry and game • understanding and demonstration of particular storage and handling issues in relation to poultry and game • ability to prepare a variety of poultry and game dishes to enterprise standards.
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills within a fully-equipped operational commercial kitchen (including industry-current equipment) • use of real ingredients • industry-realistic ratios of kitchen staff to customers • preparation of dishes for customers within typical workplace time constraints.
Assessment Methods Assessment methods must be chosen to ensure that the skills and processes for selecting, preparing, cooking, presenting and storing poultry and game can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate handling and cooking game and poultry • sampling of dishes cooked by the candidate • written or oral questions to test knowledge of issues involved in cooking game, food safety issues, appropriate cookery methods for poultry and game • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 47 of 96 Page 277 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCC06B Prepare and cook seafood
THHBCC06B Prepare and cook seafood Unit Descriptor This unit deals with selecting, preparing, presenting and storing seafood in a commercial kitchen or catering operation. Prerequisite Unit(s) THHBCC01B Use basic methods of cookery THHBKA02B Present food THHBKA01B Organise and prepare food THHGHS01B Follow workplace hygiene procedures Unit Sector Commercial Cookery
ELEMENT PERFORMANCE CRITERIA
1. Select and store seafood 1.1 Select seafood according to quality, seasonal availability, price and the requirements for specific menu items. 1.2 Estimate yields accurately for various types of seafood. 1.3 Maintain and kill live seafood, where used, in a non-cruel and humane manner and according to government regulations. 1.4 Handle and store seafood hygienically and correctly. 1.5 Thaw frozen seafood correctly to ensure maximum quality, hygiene and nutrition. 1.6 Where applicable, check date stamps and codes to ensure quality control.
2. Prepare and cook fish and 2.1 Clean, gut and fillet fish correctly and efficiently according shellfish to enterprise standards. 2.2 Clean and prepare shellfish and other types of seafood correctly and in accordance with enterprise standards. 2.3 Cook seafood to enterprise standards using a variety of cookery methods, taking into consideration: 2.3.1 variety of fish and shellfish 2.3.2 cut and size or portion 2.3.3 whole fish or fillets 2.3.4 texture and types of flesh 2.3.5 bone in or boneless portions. 2.4 Use fish and shellfish by-products appropriately for a variety of dishes and menu items. 3. Present fish and seafood 3.1 Prepare and present for service, taking into consideration: 3.1.1 palatability 3.1.2 visual appearance 3.1.3 harmony of ingredients 3.1.4 comparative size between dish and garnish 3.1.5 quality and taste. 3.2 Prepare suitable sauces and dips according to standard recipes and as required to accompany menu items. 3.3 Select plate presentations and garnishing techniques and use according to recipes and enterprise standards. 3.4 Carry out service according to enterprise methods and standards.
Volume 4 of 5, Imported Unit 48 of 96 Page 278 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCC06B Prepare and cook seafood
KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Communicating with other members of the 1 information kitchen team and food service staff Collecting analysing and Collecting and organising foods and 1 organising information commodities for menu items, prioritising tasks Analysing menus, recipes and task sheets Planning and organising Organising sequence and timing of food 1 activities preparation tasks Working with others and in Working co-operatively with other members of 1 teams the kitchen team Using mathematical ideas Calculating portions, weighing and measuring 1 and techniques quantities of ingredients Solving problems Dealing with minor problems such as shortages 1 of ingredients, inferior quality of commodities Using technology Using kitchen equipment 1
RANGE STATEMENT
This unit applies to all hospitality and catering enterprises where food is prepared and served such as restaurants, hotels and other catering operations. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.A variety of fish and seafood must be prepared and cooked, or served raw as appropriate.
Fish may be fresh, frozen • flat fish or preserved, from ocean • round fish or freshwater, and may • fillets include • whitefish • oily fish.
Seafood may include the • shellfish following • molluscs • crustaceans • octopus and squid.
Menu items to be produced from fish and seafood should include a variety of classical and contemporary dishes, of varying cultural and ethnic origins, and may involve raw or cooked fish, seafood or fish and seafood by-products.
Volume 4 of 5, Imported Unit 48 of 96 Page 279 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCC06B Prepare and cook seafood
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to be Assessed of this unit: • classification and varieties of fish and shellfish • appropriate cookery methods for fish and shellfish • criteria for judging the quality of fresh fish • storage requirements for fish • cutting and presentation techniques, particularly in relation to fish and crustaceans • costing, yield testing and portion control for seafood • nutrition in relation to fish and seafood, in particular, the nutritional value of fish and seafood and specific dietary issues including allergies and intolerances • culinary terms commonly used in the industry in relation to fish and seafood • principles and practices of hygiene, particularly in relation to the handling and storage of fish and seafood • safe work practices, particularly in relation to using sharp knives • waste minimisation techniques and environmental considerations in relation to seafood.
Linkages to Other Units This unit must be assessed with or after the following units. These units describe skills and knowledge that are essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA01B Organise and prepare food • THHBKA02B Present food • THHBCC01B Use basic methods of cookery
Critical Aspects of Evidence of the following is critical: Assessment • a detailed understanding of the different classifications of seafood. • understanding and demonstration of storage and handling issues related to seafood • ability to prepare a range of seafood dishes to enterprise standards.
Volume 4 of 5, Imported Unit 48 of 96 Page 280 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCC06B Prepare and cook seafood
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills within a fully-equipped operational commercial kitchen (including industry-current equipment) • use of real ingredients • industry-realistic ratios of kitchen staff to customers • preparation of dishes for customers within typical workplace time constraints.
Assessment Methods Assessment methods must be chosen to ensure that selecting, preparing, cooking, and storing fish and seafood can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate preparing and cooking fish and seafood • sampling of dishes cooked by the candidate • written or oral questions to test knowledge on storage issues related to fish and seafood • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 48 of 96 Page 281 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCC07B Select, prepare and cook meat
THHBCC07B Select, prepare and cook meat Unit Descriptor This unit deals with selecting, preparing, cooking and storing meats in a commercial kitchen or catering operation. Prerequisite Unit(s) THHBCC01B Use basic methods of cookery THHBKA01B Organise and prepare food THHGHS01B Follow workplace hygiene procedures Unit Sector Commercial Cookery
ELEMENT PERFORMANCE CRITERIA
1. Select meats 1.1 Select primary, secondary and portioned cuts of pork, lamb, beef and veal as required for menu items. 1.2 Select offal and fancy meats as required for menu items. 1.3 Apply and use leftovers to minimise waste and maintain quality. 1.4 Select low cost cuts and meat products when and where appropriate. 1.5 Select the best supplier for quality and price according to enterprise requirements. 1.6 Minimise wastage through appropriate purchase and storage techniques.
2. Prepare and portion 2.1 Select and use suitable knives and equipment for meat meats preparation and cooking. 2.2 Prepare and portion meat cuts and offal according to the menu requirements. 2.3 Prepare and use suitable marinades where appropriate for a variety of meat cuts. 3. Cook and present meat 3.1 Select and use a variety of appropriate cooking methods cuts for service for meat cuts. 3.2 Cook and present a variety of primary, secondary and portioned meat cuts to standard recipe specifications. 3.3 Cook and present a variety of offal according to standard recipes. 3.4 Portion and serve meat cuts according to menu requirements. 3.5 Carve meats using the appropriate tools and techniques taking into consideration: 3.5.1 meat structure 3.5.2 bone structure 3.5.3 minimal waste. 4. Store meat 4.1 Store fresh and cryovac meat correctly and according to health regulations. 4.2 Age fresh meat correctly, where required, to maximise and maintain quality. 4.3 Thaw frozen meats correctly.
Volume 4 of 5, Imported Unit 49 of 96 Page 282 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCC07B Select, prepare and cook meat
KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Communicating with other members of the 1 information kitchen team and food service staff Collecting analysing and Organising meat portions and commodities for 1 organising information menu items Prioritising tasks Reading menus, recipes and task sheets Planning and organising Planning sequence and timing of preparation 1 activities tasks Working with others and in Working co-operatively with other members of 1 teams the kitchen team Using mathematical ideas Calculating portions, weighing and measuring 1 and techniques quantities of meat and meat portions Solving problems Dealing with quality problems such as tough 1 meat, too much fat Using technology Using kitchen equipment, eg. slicers 1
RANGE STATEMENT
This unit applies to all hospitality and catering enterprises where food is prepared and served such as restaurants, hotels and other catering operations. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.Meat may be fresh, frozen, cryovac or preserved. They include primal, secondary and portioned cuts, offal and 'fancy meats'.
A variety of preparation • boning, cutting, trimming, mincing techniques must be used • weighing, portioning for meat and offal, as • larding, tenderising, rolling, trussing appropriate. Preparation • stuffing, tying and skewering. techniques must include
A variety of meat and meat • roasting dishes must be prepared • grilling and cooked, using suitable • frying cooking techniques. • braising Cooking techniques • stewing. suitable for meat must include
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Knives and equipment • butcher and boning knives may include • saws, meat cleaver • meat bat • meat hooks • larding needles • knife sharpening equipment • mincers • bowl choppers • slicing machine • food processors • meat thermometer • weighing scales.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to be Assessed of this unit: • characteristics of types of meats including type, cut, quality, fat content • characteristics of different meat cuts including primary, secondary and portioned cuts • appropriate trade names and culinary terms in accordance with Australian standard meat cuts • principles and practices of storage, freezing and aging of meat • appropriate preparation and cookery methods for various cuts and types of meat • uses and characteristics of various knives and equipment • cutting techniques in specific relation to meat • knife care and maintenance • organisational skills and teamwork • safe work practices, in particular in relation to cutting • nutrition, in relation to meats including food values of meats • culinary terms commonly used in the enterprise and industry in relation to meat and meat cuts • principles and practices of hygiene, in particular, in relation to handling and storage of meat • logical and time efficient work flow • costing, yield testing, portion control for meat • waste minimisation techniques and environmental considerations in specific relation meat.
Volume 4 of 5, Imported Unit 49 of 96 Page 284 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCC07B Select, prepare and cook meat
Linkages to Other Units This unit must be assessed with or after the following units. These units describe skills and knowledge that are essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA01B Organise and prepare food • THHBKA02B Present food • THHBCC01B Use basic methods of cookery
Critical Aspects of Evidence of the following is critical: Assessment • a detailed understanding of the different classifications of meats. • ability to use safe and accurate cutting techniques • hygienic handling and storing of meat • ability to prepare a range of meat dishes to enterprise standards.
Context of Assessment Assessment must ensure: and Resource Implications • use of a wide range of meat cuts and products • demonstration of skills within a fully-equipped, operational, commercial kitchen (including industry-current equipment, knives) • industry-realistic ratios of kitchen staff to customers • preparation of dishes for customers within typical workplace time constraints.
Assessment Methods Assessment methods must be chosen to ensure that selecting, preparing, cooking, and storing meat can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate preparing and cooking meat • sampling of meat dishes cooked by candidate • tests on knowledge of different cuts of meat • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 49 of 96 Page 285 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCC08B Prepare hot and cold desserts
THHBCC08B Prepare hot and cold desserts Unit Descriptor This unit applies to the preparation of a range of hot, cold and frozen desserts in a commercial kitchen or catering operation. Prerequisite Unit(s) THHBCC09B Prepare pastry, cakes and yeast goods THHBCC01B Use basic methods of cookery THHBKA02B Present food THHGHS01B Follow workplace hygiene procedures Unit Sector Commercial Cookery
ELEMENT PERFORMANCE CRITERIA
1. Prepare and produce 1.1 Select, measure and weigh ingredients according to desserts recipe requirements. 1.2 Select and use appropriate equipment. 1.3 Use standard or enterprise recipes to produce a variety of hot, cold and frozen desserts, appropriate for a variety of menus and catering establishments. 1.4 Produce creative and innovative desserts using a range of appropriate ingredients.
2. Decorate, portion and 2.1 Decorate desserts appropriately to enhance presentation. present desserts 2.2 Portion desserts according to enterprise standards. 3. Prepare sweet sauces 3.1 Produce a range of hot and cold sauces to a desired consistency and flavour. 3.2 Use thickening agents suitable for sweet sauces where appropriate. 3.3 Store sauces to retain desired quality and characteristics. 4. Prepare accompaniments, 4.1 Use accompaniments, garnishes and decorations to garnishes and decorations enhance taste, texture and balance. 4.2 Ensure that flavours and textures of garnishes complement desserts. 5. Store desserts 5.1 Store desserts at the appropriate temperature and under the correct conditions to maintain quality, freshness and customer appeal. 5.2 Select and use suitable packaging to preserve taste, appearance and eating characteristics.
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KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Communicating with other members of the 1 information kitchen team and food service staff Collecting analysing and Collecting and organising foods and 1 organising information commodities for desserts and sweets. Prioritising tasks for mise-en-place Reading menus, recipes and task sheets Planning and organising Planning sequence and timing of food 1 activities preparation tasks Working with others and in Working co-operatively with other members of 1 teams the kitchen team Using mathematical ideas Calculating portions, weighing and measuring 1 and techniques quantities of ingredients Solving problems Dealing with minor problems such as shortages 1 of ingredients Using technology Using kitchen equipment 1
RANGE STATEMENT
This unit applies to all establishments where desserts are prepared and served including restaurants, coffee shops and catering operations. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.A variety of desserts and sweets of various types. must be made. They may include foods from varying cultural origins, and may be derived from classical or contemporary recipes.
Desserts and sweets may • puddings, pies, tarts, flans, fritters include • custards, creams • prepared fruit • charlotte, bavarois, mousse, souffle, sabayon • meringues, crepes, omelettes • sorbet, ice cream, bombe, parfait.
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Sweet sauces may include • sugar syrups • fruit syrups • fruit purees, sauces and coulis • chocolate-based sauces • sabayon and zabaglione • custards and cremes • flavoured butters and creams.
Suitable thickening agents • roux for sweet sauces may • flour include • cornflour, arrowroot, potato starch • modified starch • breadcrumbs • eggs and egg yolks.
Equipment for making • blenders desserts and sweets may • ice-cream machines include • ice makers • juicers and vitamisers.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to be Assessed of this unit: • details and characteristics of different types of desserts and sweets • varieties of suitable ingredients for desserts and sweets • culinary terms related to desserts and sweets commonly used in the industry • principles and practices of hygiene, particularly in relation to handling and storage of dairy products • past and current trends in desserts and sweets • logical and time efficient work flow • organisational skills and teamwork • safe work practices, in particular in relation handling hot and frozen products and equipment • nutrition related to desserts and sweets including food values of common desserts and low fat or low kilojoule alternatives and substituted ingredients • storage of sweets and desserts, and dessert ingredients, particularly dairy products. • costing, yield testing, portion control for desserts • waste minimisation techniques and environmental considerations in specific relation to desserts.
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Linkages to Other Units This unit must be assessed with or after the following unit. These units describe skills and knowledge that are essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA02B Present food • THHBCC01B Use basic methods of cookery • THHBCC09B Prepare pastry, cakes and yeast goods
Critical Aspects of Evidence of the following is critical: Assessment • ability to prepare a variety of different types of desserts and sweets to enterprise standards • ability to present desserts and sweets attractively and decoratively • knowledge of dessert options.
Context of Assessment Assessment must ensure: and Resource Implications • use of a wide range of suitable ingredients for making a variety of desserts and sweets • demonstration of skills within a fully-equipped operational commercial kitchen for making desserts • industry-realistic ratios of kitchen staff to customers • preparation of dishes for customers within typical workplace time constraints.
Assessment Methods Assessment methods must be chosen to ensure that the skills and processes for making desserts and sweets can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate making and presenting desserts • sampling of desserts made by the candidate • written or oral questions to test knowledge culinary terms related to desserts and sweets • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 50 of 96 Page 289 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCC09B Prepare pastry, cakes and yeast goods
THHBCC09B Prepare pastry, cakes and yeast goods Unit Descriptor This unit deals with the skills and knowledge required to produce a range of pastries, cakes and yeast-based foods in a commercial kitchen or catering operation. Prerequisite Unit(s) THHBCC01B Use basic methods of cookery THHBKA02B Present food THHBKA01B Organise and prepare food THHGHS01B Follow workplace hygiene procedures Unit Sector Commercial Cookery
ELEMENT PERFORMANCE CRITERIA
1. Prepare, decorate and 1.1 Produce a variety of pastries and pastry products present pastries according to enterprise standard, including short, puff and choux based pastries and products. 1.2 Prepare basic pastes according to standard recipes/industry standards, using appropriate techniques, methods and equipment.
2. Prepare and produce 2.1 Prepare a variety of cakes and yeast-based products cakes and yeast goods according to standard recipes and enterprise practice. 2.2 Prepare a range of yeast doughs to standard recipes. 2.3 Select and use suitable equipment safely and efficiently. 3. Decorate pastry, pastry 3.1 Decorate pastry and pastry products, cakes and yeast products, cakes and yeast goods to enhance appearance, using suitable fillings, goods icings and decorations, to standards recipes and/or enterprise standards. 4. Portion and store pastry, 4.1 Apply portion control to minimise wastage. cakes and yeast goods 4.2 Store cakes and pastry products correctly to minimise spoilage and wastage.
Volume 4 of 5, Imported Unit 51 of 96 Page 290 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCC09B Prepare pastry, cakes and yeast goods
KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Communicating with other members of the 1 information kitchen team and food service staff Collecting analysing and Collecting and organising commodities for menu 1 organising information items Prioritising tasks Reading menus, recipes and task sheets Planning and organising Organising sequence and timing of food 1 activities preparation tasks Working with others and in Working co-operatively with other members of 1 teams the kitchen team Using mathematical ideas Calculating portions, weighing and measuring 1 and techniques quantities of ingredients Solving problems Dealing with minor problems such as failure of 1 cakes to rise, batter too moist, overcooking Using technology Using kitchen equipment 1
RANGE STATEMENT
This unit applies to all hospitality and catering enterprises where food is prepared and served such as restaurants, hotels, cafes and other catering operations. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.A variety of pastries, cakes and yeast-based foods must be produced. Pastries, cakes and yeast-based foods may include foods from varying cultural origins and may be derived from classical or contemporary recipes.
Pastry or pastry products • short and sweet paste eg. flans, tarts, pies to be produced must • choux paste eg profiteroles, eclairs include a selection which • puff paste eg. millefeuille includes at least one from • filo or strudel. each of the following categories of pastes
Yeast-based doughs to be • basic bread dough produced must include the • savarin dough following • croissant or danish dough • yeast bun dough.
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Yeast-based products may • danish pastries include • sweet buns, hot cross buns • croissants • coffee scrolls • brioches • savarins, rum babas.
Cakes, both large and • sponge cakes small, may include • genoise sponge • fruit cake • madeira • Swiss roll • meringues • petit fours.
Equipment for making • mixers pastry, cakes and yeast • blenders goods may include • bowl cutters • scales and measures • mixing and baking utensils.
Volume 4 of 5, Imported Unit 51 of 96 Page 292 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCC09B Prepare pastry, cakes and yeast goods
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to be Assessed of this unit: • varieties and characteristics of pastries, cakes and yeast-based products, both classical and contemporary • past and current trends in pastries, cakes and yeast goods • underlying principles of making pastry and yeast-based products • safe work practices, in particular in relation to use of hot ovens and surfaces, and machinery • nutrition related to pastries, cakes and yeast-based goods • culinary terms related to cakes, pastries and yeast-based goods commonly used in the industry • principles and practices of hygiene particularly in relation to handling pastes and dough • logical and time efficient work flow • organisational skills and teamwork • storage of cakes and pastries to maintain freshness and quality • costing, yield testing and portion control for pastries, cakes and yeast goods • waste minimisation techniques and environmental considerations in specific relation to pastry, cakes and yeast goods.
Linkages to Other Units This unit must be assessed with or after the following units. These units describe skills and knowledge that are essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA01B Organise and prepare food • THHBKA02B Present food • THHBCC01B Use basic methods of cookery
This unit also has linkages to the following units and combined training and assessment is recommended: • THHBCC08 Prepare hot and cold desserts
Critical Aspects of Evidence of the following is critical: Assessment • preparation of a variety of different types of pastries, cakes and yeast goods • a detailed understanding of the different nature and handling requirements of each type of pastry.
Volume 4 of 5, Imported Unit 51 of 96 Page 293 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCC09B Prepare pastry, cakes and yeast goods
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills within a fully equipped operational commercial kitchen (including industry-current equipment) • use of real ingredients • industry-realistic ratios of kitchen staff to customers • preparation of dishes for customers within typical workplace time constraints.
Assessment Methods Assessment methods must be chosen to ensure that the preparation of a variety of pastries, cakes and yeast goods can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate of handling and preparing pastry, cakes and yeast goods • sampling of pastries, cakes and yeast-based goods made by candidate • written or oral questions to test knowledge of underlying principles of making pastry and yeast-based products • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 51 of 96 Page 294 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCC10B Plan and prepare food for buffets
THHBCC10B Plan and prepare food for buffets Unit Descriptor This unit deals with the skills and knowledge required to plan and prepare foods for buffet situations. There is a close relationship between this unit, which covers the planning, preparation and cooking of food items for buffets, and THHADCC02B Plan, prepare and display a buffet, which is a more advanced unit and focuses on the overall planning, design and display of buffets. Prerequisite Unit(s) THHBCC01B Use basic methods of cookery THHBKA02B Present food THHBKA01B Organise and prepare food THHGHS01B Follow workplace hygiene procedures Unit Sector Commercial Cookery
ELEMENT PERFORMANCE CRITERIA
1. Plan the buffet 1.1 Plan the buffet, including food items and display, according to enterprise and/or customer requirements, in consultation with relevant others. 1.2 Select appropriate food items according to season, budget, occasion and customer requirements. 1.3 Calculate the buffet cost in accordance with budget and reporting requirements. 1.4 Plan the layout and display of the buffet, taking into consideration the type of food, occasion and desired theme. 1.5 Where required, design, and organise or produce a variety of appropriate buffet centrepieces and decorations.
2. Prepare, produce and 2.1 Use appropriate methods of cookery to prepare meats, present foods for buffets poultry, seafood and other foods for buffets. 2.2 Where required, glaze buffet items with aspic or gelatine preparations to acceptable enterprise standards. 2.3 Produce sauces and garnishes suitable for buffet food items. 2.4 Carve and serve meats according to enterprise standards. 2.5 Serve and present hot and cold foods according to health and hygiene regulations. 2.6 Apply portion control to minimise wastage and maximise profit. 2.7 Arrange and present food items attractively and tastefully to maximise appeal. 3. Prepare and produce 3.1 Prepare and produce desserts suitable for buffet desserts for buffets presentation using standard and/or enterprise recipes. 4. Store buffet items 4.1 Store buffet items hygienically and correctly before and after the buffet service time, at a safe temperature.
Volume 4 of 5, Imported Unit 52 of 96 Page 295 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCC10B Plan and prepare food for buffets
KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Reading recipes, menus and instructions, orders 1 information Communicating with other members of the kitchen team and food service staff Collecting analysing and Assessing buffet requirements 2 organising information Prioritising tasks Analysing menus, recipes and task sheets Planning and organising Co-ordinating buffet display and set-up 1 activities Working with others and in Working co-operatively with other members of 1 teams the kitchen team Using mathematical ideas Calculating portions, weighing and measuring 1 and techniques quantities of ingredients Costing a buffet Solving problems Dealing with minor problems such as food not 1 being ready on time, shortages of particular items Using technology Using kitchen equipment 1
RANGE STATEMENT
This unit applies to all hospitality and catering enterprises where food is prepared and served such as restaurants, hotels and other catering operations. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.Buffets may be associated with functions, special occasions and celebrations, breakfast, lunch or dinner service.Food items for buffets may be derived from classical or contemporary recipes and from varying ethnic origins. Buffet items may be selected to meet the requirements of particular cultural groups, or a particular cultural theme.
Some examples of buffet • selection of hot and cold dishes foods include the following • glazed foods, galantines, forcemeats • meats, poultry, fish, smallgoods, salads, cheeses • dessert and pastry (hot and cold) items.
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Centrepieces and • floral arrangements decorations may be made • fruit and vegetable displays or arranged, and include • special theme items • candles • special occasion cakes • glassware and serviceware • ice, fruit or vegetable, chocolate, salt or margarine carvings.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to be Assessed of this unit: • suitable types of foods and dishes for buffets to meet enterprise, customer, nutritional and cultural requirements • characteristics of food items suitable for buffets and appropriate service conditions and temperatures to maintain optimum quality • a range of cookery skills for varieties of food items • nutrition, in particular, the effects of cooking on the nutritional value of food, and ensuring a nutritional balance in buffet menus • culinary and technical terms commonly used in the industry associated with buffets • principles and practices of hygiene, particularly related to issues surrounding buffet service • legislation on food safety related to service of food for buffets • logical and time efficient work flow • presentation techniques for food items that make-up a buffet • waste minimisation techniques and environmental considerations in specific relation to buffets.
Volume 4 of 5, Imported Unit 52 of 96 Page 297 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCC10B Plan and prepare food for buffets
Linkages to Other Units This unit must be assessed with or after the following units. These units describe skills and knowledge that are essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA01B Organise and prepare food • THHBKA02B Present food • THHBCC01B Use basic methods of cookery
This unit also has linkages to the following units and combined training and assessment is recommended: • THHBKA03B Receive and store kitchen supplies • THHBKA04B Clean and maintain kitchen premises • THHADCC02B Plan, prepare and display a buffet
Critical Aspects of Evidence of the following is critical: Assessment • a detailed understanding of the different nature and handling requirements for buffet food items • safe and hygienic practices in the preparation and service of buffets.
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills within a fully equipped operational commercial kitchen (including industry-current equipment) using real ingredients • preparation of dishes suitable for buffets • industry-realistic ratios of kitchen staff to customers • preparation of dishes within typical workplace time constraints.
Assessment Methods Assessment methods must be chosen to ensure that the planning and preparation of food items for buffets can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate preparing food for buffets • sampling of buffet items prepared by the candidate • evaluation of a complete buffet planned and co-ordinated by the candidate • written or oral questions to test knowledge about suitable items for buffets, food safety issues • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 52 of 96 Page 298 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCC11B Implement food safety procedures
THHBCC11B Implement food safety procedures Unit Descriptor This unit refers to the following of food safety procedures in the workplace as part of a food safety program or plan. These procedures relate to a food safety program based on the HACCP method (Hazard Analysis and Critical Control Points) but can also be customised to other systems. This unit complies with legislative requirements for food safety and the implementation of a food safety plan. This unit addresses the key requirements of the National Food Safety Guidelines Standard GFSMFSRA Apply and monitor food safety requirements.The development of a food safety program or plan, and related procedures, is covered in the unit THHS2CC3B Develop a food safety plan. Prerequisite Unit(s) THHGHS01B Follow workplace hygiene procedures Unit Sector Commercial Cookery
ELEMENT PERFORMANCE CRITERIA
1. Identify food safety critical 1.1 Identify critical control points for food safety in the food control points and hazards production system and to reflect specific job role and workplace conditions. 1.2 Correctly identify the biological, physical and chemical hazards for food handling, production, storage and service which apply to the workplace.
2. Implement procedures for 2.1 Identify food safety policies and procedures correctly in food safety relation to critical control points and hazards. 2.2 Follow all food safety policies and procedures correctly and consistently in accordance with enterprise and legislative requirements.
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KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Receiving, following and giving instructions to 1 information others related to food safety Communicating with colleagues and customers about food safety issues Collecting analysing and Seeking out information related to food safety 1 organising information Reviewing enterprise policies and procedures related to food safety Planning and organising Planning and completing work tasks related to 1 activities food handling in accordance with food safety principles and requirements Making arrangements with specific customers, colleagues and departments or sections. Working with others and in Working co-operatively with colleagues in 1 teams completing work tasks, clarifying personal responsibilities related to food safety Using mathematical ideas Graphing food safety data 1 and techniques Solving problems Dealing with food safety hazards identified 1 Assessing risks at critical control points Using technology Using temperature testing equipment and 1 reading temperature gauges Accessing and entering computer-based data on food safety
Volume 4 of 5, Imported Unit 53 of 96 Page 300 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCC11B Implement food safety procedures
RANGE STATEMENT
This unit applies to all hospitality and catering enterprises where food is prepared and served, including hotels and restaurants, cafeterias/kiosks/canteens/cafes/gourmet food shops, educational institutions, health establishments, defence forces, corrective services, in-flight catering, other transport catering, events catering, private catering. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.Hazard and Critical Control Points (HACCP) is a food safety program which is commonly used in the food and hospitality industry to ensure food production methods are safe, hygienic and comply with food regulations and legislation. The system identifies particular high-risk points which need to be covered by clear policies, procedures and quality checks. It is a requirement in most States and Territories that all enterprises where food is either produced or served, have in place a food safety plan, which is usually based on HACCP but may also be based on another system.A food safety plan or program identifies where and how each hazard can be controlled, describes how these controls are to be monitored, the corrective action required if control conditions are not met and information to be recorded.This unit is based around the HACCP system but may also be customised to other systems.
Critical control points are • purchasing, delivery & storage those where there is high • preparation and cooking risk of contamination or • cooling & storage food spoilage, and include • holding or display • re-thermalisation • service.
Hazards may be chemical, • foods highly susceptible to microbiological contamination microbiological and • working in temperatures that promote rapid growth of physical. Food safety micro-organisms hazards or any particular • displays of food, buffets issues or risk situations • processes where food is required to be touched by hand may include • requirements for re-thermalisation or defrosting.
Operational policies and • food production procedures procedures support the • food handling procedures workplace food safety plan • record keeping or program, and must • dealing with problems reflect the tasks and • pest control responsibilities of the • cleaning and sanitation particular job. They include • equipment cleaning and maintenance • maintenance of personal hygiene • appropriate clothing and footwear • hand-washing regimes • cleaning and sanitising practices.
Biological, physical and • bacteria, moulds and yeast chemical hazards include • broken glass or metal, foreign objects • food additives • chemicals and natural poisons • insects and vermin.
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Documentation may • reports include • audit summaries • temperature charts.
Monitoring may include internal or external audits on commodities and products, plant, equipment, policies, procedures, practices.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to be Assessed of this unit: • principles and methods of food production • the critical control points in the food production system • hygiene and food safety regulations • local regulations pertaining to food production and packaging • types of hazards that apply to food handling, production, storage and service • typical recording requirements in relation to food safety according to regulatory standards • typical operational policies and procedures to ensure food safety • ramifications of failure to observe food safety policies and procedures.
Linkages to Other Units This unit must be assessed with or after the following unit which describes the skills and knowledge that are essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures
This unit underpins all other units involving the preparation, cooking, serving, storage, packaging and transportation of foods as well as the handling and storage of commodities and other supplies. It is critical that training and assessment in all such areas include and integrate the principles and requirements of this unit.
Critical Aspects of Evidence of the following is critical: Assessment • knowledge of food safety critical control points and food hazards • ability to consistently follow food safety procedures.
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Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills within a fully-equipped operational commercial kitchen on multiple occasions to ensure consistency in the application of food safety procedures • use of real ingredients and food items.
Assessment Methods Assessment methods must be chosen to ensure that the following of food safety requirements can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate completing tasks in the kitchen in accordance with food safety policies and procedures • oral or written questions to assess knowledge of food safety legislative requirements, policies and procedures • oral or written questions to assess knowledge of food hazards and procedures to control hazards • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 53 of 96 Page 303 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCC13B Plan and control menu-based catering
THHBCC13B Plan and control menu-based catering Unit Descriptor This unit deals with the basic planning, preparing and controlling of menu-based catering within established enterprise systems. It does not deal with the specialised skills for the development of menus to meet market or special dietary needs which are found in the units THHADCAT02B Develop menus to meet special dietary and cultural needs, and THHSCAT04B Design menus to meet market needs. Unit Sector Commercial Cookery
ELEMENT PERFORMANCE CRITERIA
1. Plan and prepare menus 1.1 Identify enterprise and/or customer requirements for menus. 1.2 Prepare menus ensuring that menu items to take into account: 1.2.1 balance in the variety of cooking methods, colours, tastes and food textures 1.2.2 nutritional values 1.2.3 seasonal availability 1.2.4 results of sales analysis and customer feedback. 1.3 Cost menus and ensure compliance with enterprise costing constraints. 1.4 Prepare menus as required by the enterprise, type of cuisine or particular situation. 1.5 Write menus using: 1.6 terminology appropriate to the market and style of menu 1.7 item descriptions which promote menu items.
2. Control menu-based 2.1 Select and use appropriate catering control systems catering according to enterprise requirements. 2.2 Plan production schedules giving consideration to menu constraints, available equipment, expertise of labour and available time. 2.3 Control labour costs giving consideration to rosters, scheduling, award conditions and rates. 2.4 Optimise product utilisation and quality through the application of portion control and effective yield testing. 2.5 Apply stock control measures by following correct receiving and storing procedures. 2.6 Apply procedures to maintain security in food production and storage areas to minimise risks of theft, damage or loss.
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KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Seeking information about customer preferences 1 information Communicating with colleagues Collecting analysing and Identifying menu options for a given hospitality 2 organising information enterprise Verifying customer profiles and preferences Checking availability of commodities and other supplies Planning and organising Planning suitable menu items 2 activities Costing menu items Working with others and in Developing a costed menu in consultation with 1 teams colleagues Using mathematical ideas Costing menu items 2 and techniques Calculating quantities of commodities and other requirements for a menu Solving problems Making adjustments to a menu to reduce costs 1 Using technology Using a computer or a calculator 1
RANGE STATEMENT
This unit applies to all hospitality and catering enterprises where food is prepared and served such as restaurants, hotels and other catering operations. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.
Menus may be classical, • table d'hote modern or ethnic. Types of • a la carte menus may include • set • function • buffet • cyclical.
Catering control systems • production planning sheets can be manual or • sales analysis forms computerised, and may • daily kitchen reports include the use of the • wastage sheets. following
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Costing restraints may • enterprise policy on menu pricing and gross margins include • budgets • labour requirements.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to be Assessed of this unit: • different types and styles of menus • various ways of sequencing food items, including classical and contemporary • historical development of menus, modern trends in menus • principles of nutrition, including: • Dietary Guidelines for Australians • planning nutritionally-balanced menus • the effects of cooking on the nutritional value of food • culinary terms related to menus and food items commonly used in the industry • organisational skills and teamwork • logical and time efficient work flow • inventory and stock control systems • purchasing, receiving, storing, holding and issuing procedures • costing, yield testing and portion control.
Linkages to Other Units This unit has linkages to the following units and combined training and assessment is recommended: • All Commercial Cookery units (THHBCC1 - 13B) • THHBCAT01B Prepare foods according to dietary and cultural needs
This unit also has links to the following and combined training and assessment is recommended: • THHBCAT06B Apply catering control principles • THHADCAT02B Develop menus to meet dietary and cultural needs • THHSCAT04B Design menus to meet market needs
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Critical Aspects of Evidence of the following is critical: Assessment • the ability to develop a variety of menus of different types and within budgetary guidelines • the development of menus which are nutritionally and seasonally balanced • ability to cost menus to meet enterprise profit requirements.
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills in planning and costing multiple menus to meet differing customer and operational needs • use of current industry data and prices.
Assessment Methods Assessment methods must be chosen to ensure that planning, preparing and controlling menus can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • review of samples of menus, production schedules, security plans and checklists prepared by the candidate • oral or written questions to assess knowledge of menu items, menu types and characteristics, portion control and cost control • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 54 of 96 Page 307 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBCC14B Organise bulk cooking operations
THHBCC14B Organise bulk cooking operations Unit Descriptor This unit deals with the organisational process required to organise bulk-cooking operations. It covers those operations where food is provided to large numbers of people and where food production systems are utilised rather than food being prepared in an a la carte situation. The selection of food production systems refers to the selection of equipment already installed for use within an establishment rather than the selection for purchasing purposes, which is covered in the unit THHADCAT03B Select catering systems. Prerequisite Unit(s) THHBCC11B Implement food safety procedures THHGHS01B Follow workplace hygiene procedures Unit Sector Commercial Cookery
ELEMENT PERFORMANCE CRITERIA
1. Plan kitchen operations 1.1 Determine quantities and calculate them accurately for bulk cooking according to recipes and specifications. 1.2 Order food items in correct quantities for requirements. 1.3 Prepare a mise en place list for food and equipment which is: 1.3.1 appropriate to the situation 1.3.2 clear and complete. 1.4 Design a work schedule and workflow plan for the relevant section of kitchen to maximise teamwork and efficiency.
2. Organise production of 2.1 Organise preparation and service of orders for the bulk cooking menus relevant section of the kitchen to enable smooth workflow and to minimise delays. 2.2 Control the sequence of dishes to enable smooth workflow and minimise delays. 2.3 Exercise quality control at all stages of preparation and cooking to ensure that presentation, design, eye appeal and portion size of menu items are to the required standards. 2.4 Put in place appropriate procedures to ensure that receiving and storing as well as cleaning procedures are correctly followed. 3. Select systems for bulk 3.1 Select appropriate food production systems for bulk cooking cooking according to relevant factors. 3.2 Identify appropriate equipment to assist production and cooking operations. 4. Use preparation and 4.1 Select menu items which are compatible with the type of cooking techniques system chosen. appropriate to the bulk 4.2 Prepare and serve specialist recipes taking into account cooking system the type of food service system. 4.3 Prepare food using methods which take into account the effects of different methods of preparation on nutrition quality and structure. 4.4 Use systems and equipment safely and hygienically.
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KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Receiving, following and giving instructions to 1 information others Collecting analysing and Assessing bulk cooking needs for an enterprise 2 organising information and selecting appropriate systems Planning and organising Ordering commodities and other supplies 2 activities Planning, organising and prioritising bulk cooking tasks and responsibilities according to standard schedules and timeframes Working with others and in Working co-operatively with colleagues in 2 teams preparing and cooking bulk food Co-ordinating production schedules for menu requirements Using mathematical ideas Calculating quantities of commodities and other 1 and techniques ingredients required for bulk cooking operations Solving problems Dealing with quality shortfalls in bulk cooking 1 Assessing routine and non-routine cleaning and equipment maintenance Using technology Using weighing equipment 1
RANGE STATEMENT
This unit applies to hospitality and catering enterprises where food is prepared and served such as restaurants, hotels and other catering operations. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.The selection of food production systems refers to the selection of systems already installed in an enterprise.
Food production systems • fresh cook may include the following • cook-chill to five day shelf life • cook-chill - extended life • cook-freeze.
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Appropriate equipment to • receiving assist cooking operations • storage includes equipment for • preparation • cooking • post cooking storing • re-thermalisation where applicable • serving.
Factors affecting selection • type of food to be prepared of food production systems • quantity of food include • timeframe • customer requirements • menu type • enterprise practices.
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EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to be Assessed of this unit: • varieties and characteristics of different types of food production systems including: • fresh cook • cook-chill to five day shelf life • cook-chill - extended life • cook-freeze • equipment requirements for particular food production systems • organisational skills and teamwork sufficient to co-ordinate bulk cooking • safe work practices, in particular in relation to bending and lifting, using equipment, contact with steam and heated surfaces • nutrition principles which relate to each system, in particular the effects of cooking on the nutritional value of food • culinary terms commonly used in the industry related to food production systems • principles and practices of hygiene related to particular food production systems • logical and time efficient work flow • purchasing, receiving, storing, holding and issuing procedures in relation to bulk cooking • costing, yield testing, portion control in relation to bulk cooking • relevant legislation including that concerning occupational health and safety legislation, food safety and use of particular equipment.
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Linkages to Other Units This unit must be assessed with or after the following units. These units describe the skills and knowledge that are essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBCC11B Implement food safety procedures
It is recommended that this unit be assessed either in conjunction with or after the following units: • Commercial Cookery units (THHBCC1 - 13B)
This unit is also linked to the following unit and combined training and assessment is strongly recommended: • THHADCAT03B Select catering systems, which covers the selection and operation of an appropriate catering system for an enterprise.
Critical Aspects of Evidence of the following is critical: Assessment • knowledge of food safety requirements in relation to bulk cooking • safe work practices in relation to manual handling, use of equipment and heated surfaces • ability to produce bulk food and maintain quality outcomes.
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills within a fully equipped operational commercial kitchen (including industry-current equipment) including full co-ordination of more than one bulk cooking operation • use of real ingredients.
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Assessment Methods Assessment methods must be chosen to ensure that the processes required to organise and carry out bulk cooking operations can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • evaluation of reports prepared by the candidate detailing the processes used for an actual bulk cooking operation including key factors for success and lessons to be learned for future operations • direct observation of the candidate using bulk cooking equipment • sampling of dishes prepared as part of a bulk cooking operation • oral or written questions to assess knowledge of commodities, techniques and features of bulk cooking operations to maintain quality, storage, food hygiene • case studies to assess ability to create procedures and systems for different bulk cooking situations • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 55 of 96 Page 313 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBFO02B Provide accommodation reception services
THHBFO02B Provide accommodation reception services Unit Descriptor This unit deals with the skills and knowledge required to provide arrival and departure services to guests in commercial accommodation establishments. Prerequisite Unit(s) THHGFA01B Process financial transactions THHGGA02B Perform office procedures THHGGA01B Communicate on the telephone Unit Sector Front Office
ELEMENT PERFORMANCE CRITERIA
1. Prepare for guest arrival 1.1 Prepare reception area for service and check all necessary equipment prior to use. 1.2 Check and review daily arrival details, prior to guest arrival. 1.3 Allocate rooms in accordance with guest requirements and enterprise policy. 1.4 Follow up uncertain arrivals or reservations in accordance with enterprise procedures. 1.5 Compile and distribute accurate arrivals lists to relevant personnel/departments. 1.6 Inform colleagues and other departments about special situations or requests in a timely manner.
2. Welcome and register 2.1 Welcome guests warmly and courteously. guests 2.2 Confirm details of reservation with guests. 2.3 Follow enterprise procedures correctly for guests registering with or without reservations, and complete registration within acceptable timeframes and in accordance with enterprise security requirements. 2.4 Follow correct accounting procedures in accordance with enterprise practices. 2.5 Explain clearly to guests relevant details such as room key/electronic card, guest mail, messages and safety deposit facility arrangements. 2.6 Follow correct enterprise procedures where rooms are not immediately available or overbooking has occurred, in order to minimise guest inconvenience. 2.7 Monitor arrivals and check actual arrivals against expected arrivals, reporting deviations in accordance with enterprise procedures.
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3. Organise guest departure 3.1 Review departure lists, checking for accuracy. 3.2 Seek information on departing guests from other departments in a timely manner to facilitate preparation of account. 3.3 Generate guest accounts and check for accuracy. 3.4 Explain account clearly and courteously to the guest, and accurately process the account. 3.5 Recover keys/electronic cards from guests and process correctly. 3.6 Action guest requests for assistance with departure courteously, or refer requests to the appropriate department for follow up. 3.7 Process express checkouts in accordance with enterprise procedures where appropriate. 3.8 Follow correct procedures for group checkout and process accounts in accordance with enterprise procedures. 4. Prepare front office 4.1 Prepare and update front office records within designated records and reports timelines. 4.2 Follow correct enterprise policy in regard to room changes, no shows, extensions and early departures. 4.3 Distribute reports and records to the appropriate departments within designated timelines.
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KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Speaking to different customers with varying 2 information requirements, from different cultural backgrounds and with special needs. Questioning and listening to determine customer requirements Dealing with customer complaints Collecting analysing and Determining numbers and details of arrivals and 1 organising information departures for the day Planning and organising Planning sequence of arrivals and any special 1 activities requests Working with others and in Working with others in the front office team as 1 teams well as back of house staff, managers, supervisors and service providers Using mathematical ideas Counting occupied and vacant rooms 1 and techniques Solving problems Dealing with guests' complaints, lost items, 2 mistakes, 'no shows' and overbooking Using technology Using automated reservations systems, writing 2 reports on computers
RANGE STATEMENT
This unit applies to all hospitality establishments where accommodation is provided. The following explanations identify how this unit may be applied in different workplaces and circumstances.Front Office systems may be manual or computerised.
Arrivals and departures • individuals may be for • groups.
Reservation details may • name include • contact details • arrival and departure times • length of stay • type of accommodation required/bed configuration • payment details • special requests • rates/discounts.
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Accounting procedures at • credit card payments arrival and departure may • pre-payments relate to • deposits • vouchers and discount rates • group rates • refunds • checking of final guest accounts • payments for additional services such as phone calls, meals, mini-bar • issuing of receipts.
Assistance with departure • organising transport may include • making forward bookings • luggage assistance.
Front office records and • occupancy reports reports may include • arrival and departure lists • lost and found information.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • check in and check out procedures for groups and individuals • typical documentation received and issued in a reception desk context • types of reports handled or generated by the front desk including arrival and departure lists, occupancy rates, guest feedback summaries, and accounting reports • front desk security systems including issuing of keys or electronic cards and safety deposit arrangements • range of needs and expectations of different types of guests • relationships between the front desk and other areas of operation including housekeeping, food and beverage service and maintenance • relationships between accommodation establishments and other sectors of the tourism industry in specific relation to their impact on front office operations including: • different sources of reservations (eg direct, travel agents, booking centres, inbound tour operators, online) • local tourism operators promoted by reception.
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Linkages to Other Units This unit must be assessed with or after the following units which describe skills and knowledge essential to this unit of competence: • THHGGA01B Communicate on the telephone • THHGGA02B Perform office procedures • THHGFA01B Process financial transactions
This unit also has linkages to the following units and combined training and assessment may be appropriate: • THHGCS01B Develop and update local knowledge • THHGFA02B Maintain financial records
Critical Aspects of Evidence of the following is critical Assessment: • ability to correctly follow guest arrival and departure procedures within enterprise acceptable timeframes • ability to complete guest registration, departure and reporting documentation accurately.
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills in processing arrivals and departures for different types of customers using different variations of services • demonstration of skills within an environment that includes industry-current front office equipment and technology • interaction with others to demonstrate the interpersonal communication aspects of the unit • completion of check-in and check-out procedures within typical workplace time constraints.
Assessment Methods Assessment methods must be chosen to ensure that guest arrival and departure services can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate providing arrival and departure services • role-play to assess ability to deal with customer queries, requests or complaints • case studies to complete arrival or departure processes and documentation for different customer scenarios • review of front office records and reports and computer data completed by the candidate • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 56 of 96 Page 318 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBFO08B Conduct night audit
THHBFO08B Conduct night audit Unit Descriptor This unit deals with the skills and knowledge required to check and reconcile daily financial transactions and records, and produce reports relating to establishment trading and revenue. This function may be undertaken by night auditors during periods of minimal customer activity at the front desk. However, in many establishments, the night audit function is completed on an ongoing basis throughout the day by computerised systems. Prerequisite Unit(s) THHGFA02B Maintain financial records Unit Sector Front Office
ELEMENT PERFORMANCE CRITERIA
1. Monitor financial 1.1 Check that transactions have been carried out in transactions accordance with enterprise procedures. 1.2 Check that balances prepared by others are accurate and in accordance with enterprise procedures. 1.3 Identify financial and system discrepancies and resolve according to level of responsibility. 1.4 Implement financial systems and financial control systems in accordance with enterprise procedures. 1.5 Monitor systems and provide feedback to appropriate management on possible improvements.
2. Complete routine records 2.1 Complete routine records and reports accurately within and reports designated timelines. 2.2 Forward reports promptly to the appropriate person/department.
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KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Providing financial to supervisors and managers 1 information Collecting analysing and Analysing financial reports and records to 2 organising information determine discrepancies Planning and organising Planning and organising the checking of 1 activities documentation from multiple departments Working with others and in Checking financial details with colleagues 1 teams Using mathematical ideas Balancing transactions from multiple sources 2 and techniques Solving problems Determining causes of discrepancies 2 Using technology Using software for financial systems. 1
RANGE STATEMENT
This unit applies to hospitality establishments where night audit is performed. The following explanations identify how this unit may be applied in different workplaces and circumstances.
Transactions and records • arrivals and departures may relate to • food and beverage • mini-bar • laundry and other services • inter-departmental vouchers • foreign currency activities • all types of payment.
Reports may relate to • occupancy • sales performance • break up by department • commission earnings • supplier activity • sales returns • commercial account activity • foreign currency activities.
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Discrepancies may relate • incorrect posting to • errors in guest folios • computer errors • errors in source documentation.
Financial systems may • petty cash include systems for • floats • debtor control • banking procedures.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to be Assessed of this unit: • typical financial control processes and procedures as they apply to front office operations • identification and rectification of typical variances and discrepancies that occur within an accommodation establishment • financial reporting cycles and procedures in a front office context • importance of financial checking and reporting processes in the overall financial management of an establishment.
Linkages to Other Units This unit must be assessed with or after the following units which describe skills and knowledge essential to this unit of competence: • THHGFA02B Maintain financial records
This unit also has a link to the following unit and combined training and assessment may be appropriate: • THHBFO02B Provide accommodation reception services
Critical Aspects of Evidence of the following is critical: Assessment • ability to check and balance a range of transactions, including ability to identify and rectify discrepancies • knowledge of how the night audit process impacts on overall financial management.
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Context of Assessment Assessment must ensure: and Resource Implications • use of a range of transaction documentation typical of a commercial accommodation establishment to be checked by the candidate • demonstration of skills on more than one occasion through auditing of transactions from several operating periods • use of current front office technology and equipment.
Assessment Methods Assessment methods must be chosen to ensure that the conduct of a night audit can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • copies of records checked by the candidate • review of reports and documentation produced by the candidate • oral or written questions to assess knowledge of processes and procedures • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 57 of 96 Page 322 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBFO09B Provide club reception services
THHBFO09B Provide club reception services Unit Descriptor This unit deals with the skills and knowledge required to offer reception services within a licensed club environment. It focuses on the delivery of quality customer service, with underpinning knowledge on club procedures. Unit Sector Front Office
ELEMENT PERFORMANCE CRITERIA
1. Provide information on the 1.1 Provide accurate advice and information on club services club services and process and facilities to customers and club members as required. memberships 1.2 Explain club membership and club rules clearly, correctly and politely to the public and to members. 1.3 Clearly explain membership application forms to applicants and assist applicants complete forms if required. 1.4 Issue correct membership badges/cards. 1.5 Check membership records to verify membership.
2. Monitor entry to club 2.1 Check membership badges/cards upon entry to the club. 2.2 Assist guests to "sign in" in accordance with government and enterprise requirements. 2.3 Check that members and guests comply with dress and age regulations, in accordance with enterprise policy. 2.4 Inform members and guests politely who do not comply with dress regulations that entry is not permitted. 2.5 Refer disputes over entry to club to security, supervisor or other relevant person according to enterprise policy.
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KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Providing advice to customers on club facilities, 1 information rules etc Dealing with disputes or complaints involving customers Collecting analysing and Collating information about the club 1 organising information Reading information about club rules and facilities Planning and organising Preparing documentation in the club reception 1 activities area Organising the reception area Working with others and in Working with other members of the club 1 teams reception team as well as those from other sections Using mathematical ideas Checking sign ins against customer numbers 1 and techniques Solving problems Dealing with customer complaints 1 Handling the situation where customers fail to meet dress codes, or are under-age Using technology not applicable -
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RANGE STATEMENT
This unit applies only to licensed clubs. The following explanations identify how this unit may be applied in different workplaces and circumstances.
Facilities and services will • restaurants and cafes vary according to the • gaming facilities particular club, and may • shows and attractions include • prize nights and special events • games and sporting facilities • gymnasiums and health facilities • member clubs and associations • computer rooms and Internet facilities • community courses and training programs • member benefits.
Club membership conditions and club rules will vary according to particular club and State/Territory legislative requirements. Dress and age regulations refer to those set down by particular clubs, and according to State/Territory legislation.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to be Assessed of this unit: • knowledge of club and licensing laws in relation to entry requirements for customers and dress regulations • knowledge of particular club membership rules, conditions, benefits and entitlements • knowledge of particular club facilities and services • customer service skills for dealing tactfully and politely with customers.
Linkages to Other Units: This unit may be assessed alone or with general customer service units.
Critical Aspects of Evidence of the following is critical: Assessment • knowledge of club rules • ability to offer courteous and friendly service to guests.
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Context of Assessment Assessment must ensure: and Resource Implications • project or work activities that enable the candidate to apply club knowledge to specific operational situations • interaction with others to demonstrate the interpersonal communication requirements of the unit • use of current club guidelines, policies and procedures.
Assessment Methods Assessment methods must be chosen to ensure that the skills and knowledge to provide club reception services can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate interacting with customers • role-play to assess ability to provide appropriate customer service • oral and written questions on club facilities, rules and legislative requirements. • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 58 of 96 Page 326 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBFO10B Provide porter services
THHBFO10B Provide porter services Unit Descriptor This unit deals with the skills and knowledge required to provide services associated with bell desk or concierge in a commercial accommodation establishment. Within small accommodation establishments, reception or other staff may carry out these services. Unit Sector Front Office
ELEMENT PERFORMANCE CRITERIA
1. Handle guest arrivals and 1.1 Review, note accurately and plan for expected daily departures arrivals, special requests or major guest movements. 1.2 Welcome guests promptly on arrival and direct to the appropriate area for registration. 1.3 Assist guests with luggage in accordance with enterprise procedures and safety requirements. 1.4 Escort guests to rooms, and courteously show/explain enterprise/room features where appropriate.
2. Handle guest luggage 2.1 Collect, safely transport and deliver guest luggage to the correct location within appropriate timeframes. 2.2 Operate luggage storage system correctly and in accordance with enterprise procedures and security requirements. 2.3 Mark and store luggage accurately to allow for easy retrieval. 2.4 Place luggage correctly within the storage system. 3. Respond to request for 3.1 Provide bell desk services promptly and in accordance bell desk services with enterprise, security and safety requirements. 3.2 Liaise with colleagues in other departments to ensure effective response to bell desk requests, where appropriate.
Volume 4 of 5, Imported Unit 59 of 96 Page 327 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBFO10B Provide porter services
KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Providing information to customers on services 1 information and facilities, providing directions for various locations clearly Collecting analysing and Finding information on services and facilities 1 organising information Listening and interpreting requirements of customer requests Planning and organising Moving multiple lots of baggage to different 1 activities destinations Working with others and in Assisting concierge, front office staff and other 1 teams colleagues Using mathematical ideas Counting and labeling luggage 1 and techniques Solving problems Dealing with lost or misplaced luggage 1 Assisting guests to solve problems about facilities and services, or assisting them in deciding where to go for outings, or to access other services Using technology Using electronic key systems, using reservations 1 information
RANGE STATEMENT
This unit applies to most establishments where accommodation is provided. The following lists and statements identify how this unit may be applied in different workplaces and circumstances.
Enterprise procedures and • luggage marking systems safety requirements for • amount of luggage to be placed on trolleys or taken into luggage may include lifts • procedures or designated routes for moving luggage through public areas • restrictions on areas into which luggage can be taken • order in which luggage is to be moved • procedures for dealing with heavy items • lifting and bending procedures • procedures for taking luggage from rooms • placement of luggage within rooms • group luggage procedures.
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Enterprise/room features • dining options within the establishment on guests should be • sporting facilities advised may include • floor facilities • operating procedures for room equipment such as phone or TV • general services such as laundry, valet • meal arrangements.
Bell desk services may • mail include • wake-up call • messages • organisation of transport • luggage pick up • paging of guests • preparation of guest information directories.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to be Assessed of this unit: • knowledge of a range of typical bell desk services • occupational health and safety procedures specifically for luggage, including safe lifting and bending • typical procedures and systems for the movement of luggage within commercial accommodation establishments • features of typical luggage storage systems within commercial accommodation establishments • relationships between the bell desk and other departments within commercial accommodation establishments • bell desk security procedures.
Linkages to Other Units This unit has linkages to the following units and combined training and assessment may be appropriate: • THHGCS01B Develop and update local knowledge • THHGGA01B Communicate on the telephone • THHGGA02B Perform office procedures
Volume 4 of 5, Imported Unit 59 of 96 Page 329 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBFO10B Provide porter services
Critical Aspects of Evidence of the following is critical: Assessment • knowledge of the range of services offered by the bell desk • ability to provide courteous and friendly service to guests • ability to safely handle luggage and use luggage storage systems.
Context of Assessment Assessment must ensure: and Resource Implications • project or work activities that allow the candidate to demonstrate safe working practices in the movement of baggage and to respond to a range of typical customer requirements • use of current equipment and technology for moving baggage • interaction with others to demonstrate the interpersonal communication requirements of the unit • integration of time pressures so that the candidate can demonstrate the delivery of multiple pieces of luggage within appropriate timeframes.
Assessment Methods Assessment methods must be chosen to ensure that portering services can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate carrying and loading luggage multiple pieces of luggage safely or answering customer requests • oral or written questions to assess knowledge of typical bell desk procedures and systems • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 59 of 96 Page 330 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBG01B Attend gaming machines
THHBG01B Attend gaming machines Unit Descriptor This unit deals with the skills and knowledge required to conduct day-to-day operations in a gaming location. It covers the operation and maintenance of gaming machines, pay outs and security of gaming areas, and the provision of advice on all games offered by the enterprise.The operation of Keno and TAB are found in the Units THHBG02B Operate a TAB outlet and THHBG03B Conduct a Keno game. Prerequisite Unit(s) THHGFA01B Process financial transactions Unit Sector Gaming
ELEMENT PERFORMANCE CRITERIA
1. Advise customers on 1.1 Advise customers accurately on the following as games and gaming appropriate in accordance with the relevant rules and activities regulations: 1.1.1 available games 1.1.2 the basic player rules and conditions 1.1.3 odds, win rates and return to player 1.1.4 collection of payments and winnings 1.1.5 promotions. 1.2 Interpret and explain artwork and machine operations correctly and courteously to customers. 1.3 Display promotional materials and information on gaming activities in suitable locations. 1.4 Respond to customer queries, requests and complaints appropriately and courteously.
2. Operate and maintain 2.1 Operate machines correctly according to their design gaming machines function. 2.2 Clear and refill machines in accordance with industry/enterprise and government regulations. 2.3 Identify machine faults promptly and correctly. 2.4 Make simple machine repairs with minimum disruption to players in accordance with manufacturer's instructions, and to the level authorised by legislation and enterprise practices. 2.5 Put unserviceable machines "out of order" promptly and report them in accordance with enterprise practices and State/Territory legislative requirements. 2.6 Observe occupational health and safety procedures and practices in operating and maintaining machines.
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3. Monitor security of gaming 3.1 Observe players and onlookers and note any unusual areas practices/behaviours accurately and report as appropriate. 3.2 Carry out machine security checks in accordance with industry/enterprise procedures. 3.3 Identify any breakdowns in security functions or safety and deal with them according to scope of responsibility, enterprise procedures and occupational health and safety requirements. 3.4 Report breakdowns in security or safety to appropriate persons in accordance with industry/enterprise practices and legislative requirements. 3.5 Keep voucher/gaming machine record books/cash box keys secure at all times. 3.6 Where appropriate, follow barring procedures correctly in accordance with enterprise policy. 4. Make gaming machine 4.1 Verify payout claims accurately. payouts 4.2 Record payout accurately in accordance with industry/enterprise procedure. 4.3 Check the identification and age of players where required, in accordance with industry/enterprise and government regulations prior to payouts. 4.4 Identify situations where payouts should be refused and refer them to the appropriate person in accordance with enterprise and government regulations. 4.5 Pay winnings accurately to the player, and witness them in accordance with enterprise and government regulations. 4.6 Validate machines and return them to service promptly where appropriate. 4.7 Complete payout summaries accurately or issue payout vouchers and balance them with cash, float and machine readings, according to industry/enterprise procedures. 4.8 Handle payout disputes or refer to supervisor in accordance with enterprise policies and customer service standards. 5. Operate and maintain coin 5.1 Operate equipment correctly according to design function dispensing equipment and manufacturer's instructions. 5.2 Identify equipment faults promptly and correctly and repair them or report them in accordance with individual scope of responsibility. 5.3 Dispense coins correctly and receive/weigh them in accordance with industry/enterprise procedures. 5.4 Handle cash in accordance with enterprise security procedures.
Volume 4 of 5, Imported Unit 60 of 96 Page 332 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBG01B Attend gaming machines
KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment: Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Providing advice and information to customers 1 information on playing games Collecting analysing and Checking machine totals against daily records, 1 organising information reading enterprise policies and procedures, reading machine manuals Planning and organising Preparing gaming location for service, 1 activities maintaining gaming location and equipment Working with others and in Working with other gaming, bar and security staff 1 teams Using mathematical ideas Providing correct change/payouts to customers 1 and techniques Balancing gaming floats Solving problems Dealing appropriately with payout disputes, 2 solving technical problems with machines, dealing with suspected security breaches Using technology Using and maintaining gaming machines 2
RANGE STATEMENT
This unit applies to all sectors of the hospitality industry where gaming activities are carried out including clubs, hotels, pubs and casinos. The following explanations identify how this unit may be applied in different workplaces and circumstances.
Gaming machines may • poker machines include • approved amusement devices • slot machines • multi terminal gaming machines • progressive/stand alone gaming machines • stand-alone games • linked machines • linked progressive jackpot systems.
This unit may apply to all • Tabaret header systems including • Tattersall's • EDT • data retrieval and promotional systems including Computer Game, Dacom, Turbo-Bonus, EDT and Player Tracking, government monitoring systems.
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Games and gaming • gaming machines activities for which advice • Totalisator Agency Board (TAB) may be given include • Keno • bingo • calcuttas and sweepstakes • lotteries • miscellaneous games of chance (eg. raffles, trade competitions) • lucky envelopes.
Payouts may be by cash, cheque or voucher.
Promotional materials and • conduct and rules of games information may include • responsible conduct of gaming brochures, flyers, signs • sources of assistance and stickers, • enterprise rules and policies advertisements in the • promotional activities. media and may refer to
Situations where payouts • machine malfunctions should be refused may • illegal credit include • player ineligibility.
Simple machine repairs • replacing globes and maintenance may • fixing coin diverter apparatus faults include • unblocking coin jams • dealing with frozen screens • dealing with incorrect payouts • hopper fills/jams • replacing printer rolls and/ribbons.
Volume 4 of 5, Imported Unit 60 of 96 Page 334 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBG01B Attend gaming machines
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • range of gaming activities offered by the enterprise including: • the basic player rules and conditions • odds, win rates and return to player • collection of payments and winnings • promotions • awareness of potential social and economic costs and benefits of gambling and their impact on gaming operations • basic requirements of relevant State/Territory legislation and relevant Codes of Practice including: • general requirement for responsible provision of gambling services • general licence requirements • licensing requirements for gaming personnel (eg. managers and employees, machine technicians, service consultants and machine managers, manufacturers and sales personnel) • penalties for non-compliance • types, parts and basic functions of gaming machines, including: • credit and currency systems • software, menus and display screens and associated functions • terminology used • data retrieval systems • basic accounting requirements for balancing cash receipts and payments • enterprise security and safety procedures for gaming machines.
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Linkages to Other Units This unit must be assessed with or after the following unit which describes skills and knowledge essential to this unit of competence: • THHGFA01B Process financial transactions
The unit also has linkages to the following units, and combined training and assessment may be appropriate: • THHADG03B Provide responsible gambling services
Please note that in some State/Territories, Responsible Conduct of Gambling/Gaming is a requirement of State/Territory legislation and therefore the unit THHADG03B Provide responsible gambling services is a pre-requisite or co-requisite to this unit.
Critical Aspects of Evidence of the following is critical: Assessment • ability to use technical skills for the operation of gaming machines and to provide effective customer service and advice • awareness of security issues and compliance with security procedures in gaming operations • compliance with responsible gaming legislation or requirements • ability to correctly apply terminology and knowledge of software and hardware to gambling operations.
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills within a fully-equipped gaming venue with gaming machines and other relevant equipment • interaction with others to allow opportunities to respond to different customer service requirements and issues • integration and management of multiple transactions and activities including typical customer and equipment problems.
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Assessment Methods Assessment methods must be chosen to ensure that knowledge and skills required to attend gaming machines can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate completing customer payouts, dealing with minor technical problems in gaming and coin dispensing machines and undertaking general gaming machine maintenance • oral or written questions to assess knowledge of gaming legislation/codes of practices and enterprise procedures • case studies or role plays to demonstrate handling of payouts, illegal credits, security issues • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 60 of 96 Page 337 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBG02B Operate a TAB outlet
THHBG02B Operate a TAB outlet Unit Descriptor This unit deals with the skills and knowledge required to conduct day-to-day operations within a TAB outlet within a hospitality enterprise. Prerequisite Unit(s) THHGFA01B Process financial transactions Unit Sector Gaming
ELEMENT PERFORMANCE CRITERIA
1. Set up a TAB outlet 1.1 Turn on machines and log on. 1.2 Extract and action messages from machines. 1.3 Carry out opening procedures in accordance with TAB guidelines and enterprise procedures including: 1.3.1 Daily Form Service 1.3.2 posting TAB race lists 1.3.3 re-stocking ticket bins/trays 1.3.4 displaying form guides, race lists and sports lists 1.3.5 programming odds monitors with the day's/night's meetings. 1.4 Set up Austext/Teletext facilities ensuring pages and sub-pages are correctly displayed on a number of television sets. 1.5 Check TAB environment for appropriate cleanliness, temperature and lighting.
2. Advise customers on TAB 2.1 Advise customers correctly on TAB procedures and operations and regulations regarding: 2.1.1 the correct compilation of bet tickets for the various bet types 2.1.2 lodgement of forms 2.1.3 display of race and results 2.1.4 collection of winnings 2.1.5 TAB phone accounts 2.1.6 fixed odds 2.1.7 sports TAB. 3. Operate the TAB betting 3.1 Follow TAB operations and administration manuals machine correctly for: 3.1.1 paying and selling 3.1.2 cancellations and late cancellations 3.1.3 exchange of tickets 3.1.4 copy of tickets 3.1.5 reporting of lost and damaged tickets. 3.2 Interpret error messages correctly and take action to rectify errors.
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4. Perform TAB terminal 4.1 Complete the end of shift balance according to enterprise accounting and security procedures. procedures 4.2 Balance dockets for cash payments accurately. 4.3 Pay out winnings to customers accurately 4.4 Verify large payments in accordance with procedures. 4.5 Monitor security of cash and venue according to enterprise procedures. 4.6 Observe customers and onlookers and note and report any unusual practices promptly and accurately. 5. Monitor daily racing 5.1 Obtain information on daily racing activities through activities appropriate sources including: 5.1.1 television monitors 5.1.2 TAB terminal messages 5.1.3 information dispatched by TAB. 5.2 Update wall lists promptly as new information is received. 6. Clean and maintain TAB 6.1 Clean machines in accordance with TAB guidelines and equipment occupational health and safety regulations. 6.2 Make simple machine repairs with minimum disruption to customers and in accordance with TAB specifications. 6.3 Report unserviceable machines promptly to the TAB and take follow up action to ensure breakdown is rectified.
KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment: Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Providing advice and information to customers 1 information on bet types and races Collecting analysing and Obtaining the daily race list, displaying form 1 organising information guides, programming odds monitor Planning and organising Preparing outlet for daily operations 1 activities Working with others and in Working with other gaming and bar staff 1 teams Using mathematical ideas Performing end of shift balance 1 and techniques Solving problems Dealing with discrepancies in balance, handling 2 customer complaints on results, dealing with potential security issues Using technology Operating and maintaining TAB terminal 2 operating the teletex pages and sub pages
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RANGE STATEMENT
This unit applies to all sectors of the hospitality industry which operate a TAB outlet including clubs, hotels, pubs. The following explanations identify how this unit may be applied in different workplaces and circumstances.TAB refers to Totalisator Agency Board operations and may cover horse racing and betting on other sports according to State/Territory practices.
Various bet types may • win and place include • quinella • double • double daily • trifecta • superfecta • all up • mystery bet • footy TAB • pick the margin • pick the result • sports bet • favourite number • quartet.
Different types of races • horses may include • greyhound • harness.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • basic rules and regulations of TAB • compilation of various bet types • different types of races • requirement for responsible provision of gambling services including procedures for self-exclusion of problem gamblers • basic financial procedures in specific relation to TAB operations • operation of Austext/Teletext • enterprise security procedures and systems including closed circuit television where applicable • licensing and legislative requirements for gambling • safe work practices for cleaning, maintaining and operating a TAB outlet.
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Linkages to Other Units This unit must be assessed with or after the following unit, which describes skills and knowledge essential to this unit of competence: • THHGFA01B Process financial transactions
This unit also has linkages to the following units, and combined training and assessment may be appropriate: • THHADG03B Provide responsible gambling services • THHBG01B Attend gaming machines
Please note that in some State/Territories, Responsible Conduct of Gambling is a requirement of State/Territory legislation and therefore the unit THHADG03B Provide responsible gambling services is a pre-requisite or co-requisite to this unit.
Critical Aspects of Evidence of the following is critical: Assessment • ability to operate a TAB outlet in accordance with TAB procedures • compliance with responsible gambling legislation, codes of practice or requirements • awareness of security issues and compliance with security procedures.
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills using TAB terminal and equipment • interaction with others to allow opportunities to respond to different customer service requirements and issues • integration and management of multiple transactions and activities including typical customer and equipment problems • processing a variety of bet types within realistic timeframes.
Assessment Methods Assessment methods must be chosen to ensure that the skills and knowledge to operate a TAB outlet can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of candidate processing bets, or carrying out simple machine repairs and maintenance • role-plays to demonstrate the provision of advice and information to customers on TAB • oral or written questions to assess knowledge of TAB procedures, gaming legislation and enterprise procedures • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 61 of 96 Page 341 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBG03B Conduct a keno game
THHBG03B Conduct a keno game Unit Descriptor This unit deals with the skills and knowledge required to conduct a Keno game within a hospitality enterprise. Prerequisite Unit(s) THHGFA01B Process financial transactions Unit Sector Gaming
ELEMENT PERFORMANCE CRITERIA
1. Advise customers on 1.1 Advise customers on the operation of the game. features of Keno 1.2 Advise customers on Keno promotions where appropriate. 1.3 Respond to customer complaints and queries courteously according to enterprise procedures.
2. Process bet types 2.1 Identify and confirm verbal and standard entry bet types correctly. 2.2 Process bet types in accordance with designated procedures. 3. Pay out prizes 3.1 Check tickets through the card reader, scanner or by serial number. 3.2 Process cash and cheque payouts according to pre-set limits. 3.3 Perform cash and cheque transactions in accordance with agency and system limits. 3.4 Refer large payouts, bets, cash-ins/cash-outs to the appropriate person. 4. Cancel tickets 4.1 Cancel tickets through the card reader or scanner, by serial number, or, when not available, through arranging a claim for cancellation through appropriate measures according to enterprise procedures. 4.2 Re-issue tickets where required according to enterprise procedures. 5. Operate General 5.1 Consider General Functions and use when necessary Functions according to authorised limitations, to assist the operator in the following: 5.1.1 cash high/cash low 5.1.2 disputes 5.1.3 signing on/signing off 5.1.4 balancing 5.1.5 maintenance 5.1.6 game information. 5.2 Seek authorisation from the appropriate person where required. 6. Clean and maintain 6.1 Clean card readers regularly, where appropriate. terminals 6.2 Change new paper rolls and ribbons correctly, where appropriate. 6.3 Identify maintenance problems promptly and take appropriate measures.
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7. Monitor security of Keno 7.1 Follow Keno rules accurately. operations 7.2 Use the terminal disable function when appropriate. 7.3 Handle and balance cash and float according to enterprise procedures. 7.4 Where appropriate, call the keno Hotline for assistance. 7.5 Observe players and onlookers and note and report any unusual practices accurately and promptly.
KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment: Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Providing advice and assistance to customers on 1 information Keno procedures, promotions and bet types Collecting analysing and Identify situations where Keno tickets require 1 organising information cancellation, read and understand procedures and licensing requirements for Keno Planning and organising Preparing gaming area for Keno operation prior 1 activities to service Working with others and in Working with other gaming and bar staff 1 teams Using mathematical ideas Balancing float and cash 1 and techniques Solving problems Dealing with disputes about prize schedules, 2 payment, display of winning numbers Using technology Using the terminal to resolve disputes, for 2 balancing, signing on/signing off
RANGE STATEMENT
This unit applies to all sectors of the hospitality industry where Keno activities using the on-line terminal are carried out including clubs, casinos. The following explanations identify how this unit may be applied in different workplaces and circumstances.
Keno games may include • Standard game • Set Bets/Superplay • Way Bets • System bets • Quick Pick • Mystery pick. • Heads or Tails.
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Information to be provided • completion of entry forms to customers must include • verbal entries • lodgement of forms • bet types • prize schedules • player rules and conditions/limits • display of winning numbers • collection of payments • explanation of receipt tickets.
Keno promotions may • re-play numbers include • benefit selling • awareness/compliance of responsible gaming practices.
General functions include • previous game results options to assist the • balancing procedures operator in administrative • sign on/sign off and functional procedures, • cash high/cash low. and may include Limitations and responsibilities of operators with regard to Keno operations and General Functions are determined by individual enterprise policies. Appropriate measures to be taken in cases of cancellation of tickets and maintenance problems include calling the Keno Hotline where applicable, or the normal enterprise procedures.
Maintenance may include • checking paper feed • resetting card reader.
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EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • general understanding of the gaming sector of the hospitality industry • overview requirements of legislation which applies to Keno games: • general licence requirements • licensing of repairers, service consultants and machine managers • general accounting requirements • penalties for non-compliance • requirement for responsible provision of gambling services including procedures for self-exclusion of problem gamblers • player rules of Keno/lotteries • Keno operations and functions.
Linkages to Other Units This unit must be assessed with or after the following unit which describes skills and knowledge essential to this unit of competence: • THHGFA01B Process financial transactions
This unit also has linkages to the following units, and combined training and assessment may be appropriate: • THHADG03B Provide responsible gaming services • THHBG01B Attend gaming machines
Responsible Conduct of gaming/gambling is covered in the unit THHADG03B Provide responsible gambling services. Please note that in some State/Territories, responsible conduct of gaming/gambling is a requirement of State/Territory legislation and therefore the unit THHADG03B Provide responsible gambling services is a pre-requisite or co-requisite to this unit.
Critical Aspects of Evidence of the following is critical: Assessment • ability to operate Keno equipment within enterprise acceptable timeframe and according to procedures • compliance with responsible gambling legislation or requirements • awareness of security issues and compliance with security procedures.
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Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills using a Keno terminal and equipment • interaction with others to allow opportunities to respond to different customer service requirements and issues • integration and management of multiple transactions and activities including typical customer and equipment problems. • processing a variety of bet types, payouts and cancellations within realistic timeframes.
Assessment Methods Assessment methods must be chosen to ensure that the skills and knowledge to operate a keno game can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of candidate processing a variety of bets • oral or written questions to assess knowledge of the Keno product, gaming legislation and enterprise procedures • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 62 of 96 Page 346 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBH01B Provide housekeeping services to guests
THHBH01B Provide housekeeping services to guests Unit Descriptor This unit deals with the skills and knowledge required to provide a range of general housekeeping services to guests. Unit Sector Housekeeping
ELEMENT PERFORMANCE CRITERIA
1. Handle housekeeping 1.1 Handle requests in a polite and friendly manner in requests accordance with enterprise customer service standards and security procedures. 1.2 Acknowledge guest by use of name wherever possible. 1.3 Confirm and note details of requests made. 1.4 Make appropriate apologies where a request has arisen from breakdown in room servicing. 1.5 Agree with guests on timelines for meeting requests. 1.6 Locate and deliver requested items promptly within agreed timeframes. 1.7 Collect items for pick-up within agreed timeframes. 1.8 Set up equipment for guests when appropriate.
2. Advise guests on room 2.1 Advise guests courteously on correct usage of equipment. and housekeeping 2.2 Report malfunctions promptly in accordance with equipment enterprise procedures, and where possible, make alternative arrangements to meet guest needs. 2.3 Where appropriate, agree on a collection time.
Volume 4 of 5, Imported Unit 63 of 96 Page 347 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBH01B Provide housekeeping services to guests
KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment: Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Responding to guest questions 1 information Explaining to guests how the video works Collecting analysing and Checking information in response to guest 1 organising information requests Planning and organising Organising the provision of unusual items 1 activities requested by guests Working with others and in Liaising with front office and food and beverage 1 teams staff to provide services to guests Using mathematical ideas not applicable - and techniques Solving problems Communicating with guests who do not speak 1 English Using technology Using or explaining use of the in-house 1 computer or video
RANGE STATEMENT
This unit applies to all tourism and hospitality establishments where accommodation is provided. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.
Guest requests could be • roll away beds for a range of items and • additional pillows and blankets services including • irons • hair dryers • additional room supplies • rectification cleaning • repairs and maintenance • lost property inquiries.
Requests for information • range of services and products offered by the may relate to establishment • availability, hours and location of meals, services, equipment • how various types of equipment work • local services, attractions, transport, shops, entertainment etc
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Equipment may include • electric kettles and jugs • telephones • computers • TV and video • hairdryer • alarm clock.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • knowledge of typical housekeeping services and procedures • security and safety procedures as they apply to housekeeping services and guests.
Linkages to Other Units There is a link between this unit and the following units and combined training and assessment may be appropriate: • THHCOR01B Work with colleagues and customers • THHGCS01B Develop and update local knowledge • THHBH03B Prepare rooms for guests
Critical Aspects of Evidence of the following is critical: Assessment • ability to offer courteous and friendly service to guests • knowledge of a range of housekeeping services/equipment.
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills within a fully-equipped operational accommodation environment, including guest rooms and the range of typical housekeeping equipment • interaction with others to demonstrate ability to respond to multiple and varying requests
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Assessment Methods Assessment methods must be chosen to ensure that the provision of housekeeping services can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate handling customer requests related to housekeeping • role-plays to demonstrate appropriate interpersonal skills in response to requests • oral or written questions to assess knowledge of services offered by the establishment or types of services generally offered and the general requirements for the set-up of guest rooms • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 63 of 96 Page 350 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBH03B Prepare rooms for guests
THHBH03B Prepare rooms for guests Unit Descriptor This unit deals with the skills and knowledge required by housekeeping attendants to prepare rooms for guests in a commercial accommodation establishment. Prerequisite Unit(s) THHGHS02B Clean premises and equipment THHGHS01B Follow workplace hygiene procedures Unit Sector Housekeeping
ELEMENT PERFORMANCE CRITERIA
1. Set up equipment and 1.1 Select and prepare correctly for use equipment required trolleys for servicing rooms. 1.2 Identify supplies for trolleys accurately and select or order them in sufficient numbers in accordance with enterprise procedures. 1.3 Load trolleys safely with adequate supplies in accordance with enterprise procedures.
2. Access rooms for 2.1 Correctly identify rooms requiring service from information servicing supplied to housekeeping staff. 2.2 Access rooms in accordance with enterprise customer service and security procedures. 3. Make up beds 3.1 Strip beds and mattresses and check pillows and linen for stains and damage. 3.2 Remove stains in accordance with enterprise procedures. 3.3 Replace bed linen in accordance with enterprise standards and procedures. 4. Clean and clear rooms 4.1 Clean rooms in the correct order and with minimum disruption to guests. 4.2 Clean and check all furniture, fixtures and fittings in accordance with enterprise procedures and hygiene/safety guidelines. 4.3 Reset all items in accordance with enterprise standards. 4.4 Check, replenish or replace room supplies in accordance with enterprise standards. 4.5 Identify pests promptly and take appropriate action in accordance with safety and enterprise procedures. 4.6 Check rooms for any defects, and accurately report them in accordance with enterprise procedures. 4.7 Record damaged items in accordance with enterprise procedures. 4.8 Report promptly any unusual or suspicious items or occurrences in accordance with enterprise procedures. 4.9 Collect guest items which have been left in vacated rooms and store them in accordance with enterprise procedures.
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5. Clean and store trolleys 5.1 Clean trolleys and equipment after use in accordance with and equipment safety and enterprise procedures. 5.2 Store all items correctly in accordance with enterprise procedures. 5.3 Check supplies and items and replenish or re-order them in accordance with enterprise procedures.
KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment: Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Communicating repair needs and 1 information furniture/fittings problems to others for attention Interacting with guests and providing requested information or referral to other staff Collecting analysing and Reviewing product use lists and hazard 1 organising information information Identifying OH&S requirements related to manual handling and room servicing. Planning and organising Reviewing and following schedules and 1 activities timetables for room servicing Working sequentially in servicing a room. Working with others and in Co-coordinating with other room services staff 1 teams Providing information to other staff about needs and problems. Using mathematical ideas not applicable - and techniques Solving problems Identifying problems related to room servicing 1 Identifying and treating fabric and carpet stains. Using technology Using equipment for servicing guest rooms 1 Recording information for quality improvement and statistical purposes.
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RANGE STATEMENT
This unit applies to all tourism and hospitality establishments offering. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.
Equipment may include • cleaning agents and chemicals • vacuum cleaners • mops • brushes • buckets • cleaning and polishing cloths • gloves • protective clothing.
Furniture, fixtures and • floor surfaces fittings may include • mirrors and glassware • wardrobes • soft furnishings • desks • light fittings • telephones • televisions • refrigerators • shelving.
Room supplies may • stationery include • linen • bathroom supplies • enterprise promotional material • local tourist information • magazines and newspapers • mini-bar supplies • glass ware • crockery • cutlery • tea, coffee, sugar and milk • biscuits • discretionary supplies and gifts such as fruit, beverages, chocolates.
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EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • correct cleaning chemicals, equipment and procedures for cleaning various surfaces and materials • safe work practices relating to use of cleaning chemicals and equipment, bending and manual handling • enterprise procedures and standards in relation to presentation of guest rooms • security and safety issues for guest rooms.
Linkages with Other Units This unit must be assessed with or after the following units, which describe the skills and knowledge that are essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHGHS02B C1ean premises and equipment
Critical Aspects of Evidence of the following is critical: Assessment • demonstrated ability to organise and carry out the complete servicing of a guest room • ability to complete servicing within the timeframe required by a commercial accommodation establishment
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills within an environment that comprises fully-equipped guest rooms (which require cleaning), housekeeping storage areas and all housekeeping equipment required for room cleaning • demonstration of skills through the cleaning and preparation of multiple rooms within industry-realistic timeframes.
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Assessment Methods Assessment methods must be chosen to ensure that skills in cleaning guest rooms and bathrooms can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate preparing and servicing a guest room • inspection of rooms cleaned by the candidate • written and oral questions to test knowledge about housekeeping procedures and room preparation procedures • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 64 of 96 Page 355 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBH05B Launder linen and guest clothes
THHBH05B Launder linen and guest clothes Unit Descriptor This unit deals with the skills and knowledge required to work in an 'on-premises' laundry in a commercial accommodation establishment. Prerequisite Unit(s) THHGHS01B Follow workplace hygiene procedures Unit Sector Housekeeping
ELEMENT PERFORMANCE CRITERIA
1. Process laundry items 1.1 Correctly sort items according to the cleaning process required and the urgency of the item. 1.2 Correctly select laundry methods in accordance with textile labelling codes and based on: 1.2.1 fibre and fabric 1.2.2 dye fastness 1.2.3 amount of soilage. 1.3 Check items for laundering for stains and treat stains using the correct process. 1.4 Use cleaning agents and chemicals correctly, in accordance with manufacturer's instructions and specific laundry equipment. 1.5 Operate laundry equipment in accordance with manufacturer's instructions. 1.6 Check items following completion of the laundering process to ensure quality cleaning. 1.7 Record any damage arising from the laundering process and notify appropriate person(s) in accordance with enterprise procedures. 1.8 Complete pressing and finishing processes correctly.
2. Package and store 2.1 Package and present guest laundry in accordance with laundry items enterprise standards and procedures. 2.2 Complete records and billing information in accordance with enterprise procedures. 2.3 Return finished items to guest in accordance with required timeframes. 2.4 Store processed guest laundry where required, according to guest requests or where return to guests is not possible.
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KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment: Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Completing documentation for billing and guest 1 information information purposes Documenting information for quality assurance purposes Collecting analysing and Reading information about laundry chemicals 1 organising information and use Reading information about fabric types and optimum laundry techniques for each Planning and organising Organising the laundry operations for a complete 1 activities laundry cycle Sorting laundry into colour and fabric type for batch washing Working with others and in Giving instructions to colleagues and receiving 1 teams instructions from others Providing completed laundry to colleagues for return to guests. Using mathematical ideas Calculating charges for specific customers 1 and techniques related to laundry services provided Calculating dilution strengths of laundry chemicals Solving problems Treating stains 1 Carrying out minor repairs Using technology Operating commercial laundry equipment and 1 selecting appropriate cycles for specific laundry needs
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RANGE STATEMENT
This unit applies to all tourism and hospitality establishments where accommodation is offered. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.
Laundry equipment may • washers include • dryers • irons • steam presses • sorting baskets and shelves • heat sealing equipment and roll plastic • hangers.
Washroom tasks may • sorting include • washing • stain treatment • drying • folding • ironing • steam pressing • mending • minor repairs such as buttons.
Packaging and presenting • folding guest laundry may include • wrapping • heat sealing • labelling • providing quality reports.
Storage of laundry may be • guests have requested storage required where • guests have departed temporarily • laundry has been left behind or forgotten.
Volume 4 of 5, Imported Unit 65 of 96 Page 358 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBH05B Launder linen and guest clothes
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • hygiene, health and safety issues of specific relevance to laundry operations, including: • manual handling • handling laundry chemicals • basic principles of infection control • maintenance of clean and dirty laundry area separation • types of fabric and laundry requirements for each • the meanings of laundering and dry cleaning labels on clothing • key laundry terms • common guest laundry issues • enterprise linen control procedures including: • clean for dirty • set amount • topping up • uniform issue • condemned linen • procedures if problems are identified • use of specific laundry chemicals.
Linkages with Other Units This unit must be assessed with or after the following unit which describes skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures
There is also a link between this unit the following unit and combined training and assessment may be appropriate: • THHGGA06B Receive and store stock
Critical Aspects of Evidence of the following is critical: Assessment • demonstrated ability to correctly assess the processes required for different types of laundry • ability to operate laundry equipment safely, using a full range of cycles available • ability to complete the full laundering process.
Volume 4 of 5, Imported Unit 65 of 96 Page 359 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBH05B Launder linen and guest clothes
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills within a commercial laundry including industry-current equipment • completion of a complete laundry cycle using a variety of linen and clothing items and fabrics • completion of tasks within enterprise-acceptable timeframes and with quality laundry outcomes
Assessment Methods Assessment methods must be chosen to ensure that the full range of laundry procedures can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate carrying out specific laundry tasks within a complete cycle • inspection of items laundered by the candidate • oral or written questions about commercial laundry equipment and operation, including selection of appropriate laundry cycles and programs, chemicals and their use, stain identification and treatment, OH&S issues. • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 65 of 96 Page 360 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBH06B Provide valet service
THHBH06B Provide valet service Unit Descriptor This unit deals with the skills and knowledge required to provide specialist valet/butler services in a commercial accommodation establishment. This role would generally be undertaken by experienced staff members with sound organisational and interpersonal skills. Prerequisite Unit(s) THHGCS01B Develop and update local knowledge THHGHS01B Follow workplace hygiene procedures Unit Sector Housekeeping
ELEMENT PERFORMANCE CRITERIA
1. Display professional valet 1.1 Build rapport and enhance the feelings of goodwill standards between the guest and the enterprise through principles of good communication. 1.2 Access and utilise knowledge of individual guests to provide a personalised, quality valet service. 1.3 Follow valet grooming and communication standards, in accordance with enterprise standards.
2. Care for guest property 2.1 Unpack, store and pack luggage neatly in accordance with guest instructions. 2.2 Prepare and present guest clothes appropriately, ready for guest use. 2.3 Clean shoes correctly. 2.4 Make repairs or organise repairs in accordance with enterprise procedures. 2.5 Maintain confidentiality regarding guest property and activities. 3. Arrange services for 3.1 Pro-actively offer information and advice about special guests services and benefits to guests. 3.2 Offer assistance in organising services to guests. 3.3 Organise services to take account of the individual guest needs and requests. 3.4 Confirm details of all services with the guest. 3.5 Monitor services where appropriate to ensure guest needs are being met. 3.6 Make adjustments to service as required. 3.7 Maintain accurate records of services provided to guests in accordance with enterprise procedures. .
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KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment: Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Providing information to guests upon request 2 information Establishing guest interests and preferences and making suggestions Providing instructions and giving directions to guests about location of internal and external services and facilities Collecting analysing and Researching local and other facilities and 1 organising information services available. assembling information in a form able to be communicated to guests Planning and organising Establishing guest interests and preferences and 2 activities making suggestions Providing instructions and giving directions to guests about location of internal and external services and facilities Working with others and in Providing instructions to others, receiving advice, 2 teams information and instructions from colleagues and managers Using mathematical ideas Calculating charges and preparing costings for 1 and techniques guests, arranging for costs to be allocated to guest accounts Solving problems Offering advice about alternatives to guests, 2 arranging for repairs to guest clothing/equipment Using technology Accessing and updating computer data about 1 internal and external services and facilities Using a calculator to work out charges for billing to guest accounts
Volume 4 of 5, Imported Unit 66 of 96 Page 362 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBH06B Provide valet service
RANGE STATEMENT
This unit applies to all commercial accommodation establishments where butler/valet service is offered. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.
Services may include • organisation of special functions • organisation of excursions • restaurant/theatre bookings • organisation of room service • providing advice about personal services, options and locations, such as hairdressing, medical, legal and shopping • making or confirming travel arrangements.
Records of services • contact lists and details provided may include • customer preference profiles.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • valet service and its current role in the Australian hospitality industry • oral and written communication skills in relation to building guest rapport • protocols for ensuring optimum privacy and confidentiality for all guests • special protocols for dealing with VIP guests.
Linkages to Other Units This unit must be assessed with or after the following units, which describe skills and knowledge essential to this unit of competence. • THHGCS01B Develop and update local knowledge • THHGHS01B Follow workplace hygiene procedures
Critical Aspects of Evidence of the following is critical: Assessment • demonstrated ability to care for guest property • ability to organise a range of special services for guests • exemplary personal presentation and communication standards • ability to explain the role the current role of valet service within the Australian hospitality industry.
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Context of Assessment Assessment must ensure: and Resource Implications • activities that allow the candidate to provide a range of valet services in response to differing customer needs • interaction with others to demonstrate appropriate interpersonal skills and ability to organise services.
Assessment Methods Assessment methods must be chosen to ensure that the provision of quality valet service can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate completing valet-related tasks • inspection of items prepared or organised by the candidate (eg clothing, unpacked or packed luggage) • review of documentation prepared by the candidate in relation to the organisation of particular services • role-plays to demonstrate appropriate interpersonal skills • oral and written questions to assess knowledge typical valet services, procedures for organising different types of service and protocol requirements • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 66 of 96 Page 364 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBKA01B Organise and prepare food
THHBKA01B Organise and prepare food Unit Descriptor This unit deals with the skills and knowledge required to organise and prepare a variety of foods for the kitchen of a hospitality or catering operation. It focuses on general food preparation techniques. Prerequisite Unit(s) THHGHS01B Follow workplace hygiene procedures Unit Sector Commercial Cookery
ELEMENT PERFORMANCE CRITERIA
1. Prepare and use 1.1 Select equipment of the correct type and size for the job, equipment and ensure that it is clean, safely assembled and ready before use. 1.2 Use equipment correctly, safely and hygienically.
2. Assemble and prepare 2.1 Identify ingredients correctly, according to standard ingredients for menu items recipes, recipe cards or enterprise requirements. 2.2 Assemble ingredients according to the correct quantity, type and quality required. 2.3 Prepare ingredients in the required form and time frame. 3. Prepare dairy, dry goods, 3.1 Prepare food according to correct weight, amount and/or fruits and vegetables number of portions. 3.2 Clean, peel and/or prepare vegetables and fruit as required for menu items. 3.3 Prepare dairy products as required for menu items, ensuring they are correctly handled. 3.4 Measure, sift where appropriate, and use dry goods as required for menu items. 3.5 Prepare general food items correctly as required for menus. 4. Prepare meat, seafood 4.1 Prepare and portion food accurately, according to size and poultry and/or weight and required menu items. 4.2 Trim, mince or slice and prepare meat correctly. 4.3 Clean, prepare and/or fillet fish and seafood correctly. 4.4 Trim and prepare poultry correctly. 4.5 Store meat, seafood and poultry hygienically.
Volume 4 of 5, Imported Unit 67 of 96 Page 365 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBKA01B Organise and prepare food
KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Reading recipes, menus and instructions, orders 1 information Communicating with other members of the kitchen team and food service staff Collecting analysing and Collecting and organising foods and 1 organising information commodities for menu items Prioritising tasks Reading menus, recipes and task sheets Planning and organising Planning sequence and timing of food 1 activities preparation tasks Working with others and in Working co-operatively with other members of 1 teams the kitchen team Using mathematical ideas Calculating portions, weighing and measuring 1 and techniques quantities of ingredients Solving problems Dealing with minor problems such as shortages 1 of ingredients Using technology Using kitchen equipment 1
RANGE STATEMENT
This unit applies to hospitality and catering operations where food is prepared and served, and may include the preparation of food for Asian cuisines. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.The term "organising and preparing food" is also referred to as "mise-en-place" and includes basic preparation prior to serving food, which may involve cooking components of a dish but does not include the actual presentation.
A wide variety of foods and • dairy products, for example, milk, yoghurt, cheeses and food types must be alternatives eg. soy products. prepared. The focus of this • dry goods such as flours, sugars, pastas and rice general range of foods will • standard fruits and vegetables vary, however, it must • general food items such as sauces, condiments and include commonly-used flavourings, garnishes, coatings and batters items, as follows • meat, seafood and poultry which may be fresh, frozen, preserved or pre-prepared, and may also include meat products such as standard cuts, sausages, hams, salamis and other meat products.
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Equipment and technology • knives, cleavers and utensils may be mechanical or • food processors, blenders and mixers power driven and may • slicers include • grills and salamanders • fryers • large (fixed) equipment such as bains marie and fridges.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Skills and The following skills and knowledge must be assessed as part Knowledge to be Assessed of this unit: • uses and characteristics of basic food products and types of menus as required • hygienic handling of food and equipment • safe work practices according to occupational health and safety principles and procedures, particularly with regard to using knives • logical and time-efficient work flow • knife handling techniques • cutting techniques for fruit and vegetables appropriate to the style of cuisine such as julienne, brunoise, paysanne, macedoine, jardiniere and turning • waste minimisation techniques and environmental considerations in specific relation to food preparation.
Linkages to Other Units This unit has linkages to the following units, and combined training and assessment is strongly recommended: • THHGHS01B Follow workplace hygiene procedures
Critical Aspects of Evidence of the following is critical: Assessment • application of hygiene and safety principles and procedures • ability to organise and prepare a general range of foods efficiently and within realistic industry timeframes.
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills within a fully-equipped food preparation area (including industry-current equipment) • use of real ingredients • preparation of multiple food items within typical workplace conditions including time constraints.
Volume 4 of 5, Imported Unit 67 of 96 Page 367 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBKA01B Organise and prepare food
Assessment Methods Assessment methods must be chosen to ensure that the skills and processes for various food preparation techniques can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate preparing food • inspection of food items prepared by the candidate • written or oral questions to assess knowledge of preparation techniques for various food types • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 67 of 96 Page 368 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBKA02B Present food
THHBKA02B Present food Unit Descriptor This unit deals with skills and knowledge required to efficiently and professionally plate, present and serve food in a commercial kitchen or catering operation. Prerequisite Unit(s) THHGHS01B Follow workplace hygiene procedures Unit Sector Commercial Cookery
ELEMENT PERFORMANCE CRITERIA
1. Prepare food for service 1.1 Identify foods correctly for menu items. 1.2 Arrange sauces and garnishes to enterprise requirements for specific dishes.
2. Portion and plate food 2.1 Ensure that sufficient supplies of clean, undamaged crockery are available at temperatures appropriate to food being served. 2.2 Portion food correctly according to enterprise policies and/or standard recipes. 2.3 Plate food and present neatly and attractively, without drips or spills, to the enterprise requirements for the specified dish, taking into consideration: 2.3.1 eye appeal 2.3.2 colour and contrast 2.3.3 temperature of food and service equipment 2.3.4 classical and innovative arrangement styles. 2.4 Serve food to be displayed in public areas at the correct temperature, in an attractive manner, without drips or spills and giving attention to colour. 3. Work in a team 3.1 Demonstrate good teamwork with all kitchen and food service staff to ensure timely, quality service of food. 3.2 Organise and follow a kitchen routine for food service to maximise food quality and minimise delays. 3.3 Maintain a high standard of personal and work-related hygiene practices.
Volume 4 of 5, Imported Unit 68 of 96 Page 369 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBKA02B Present food
KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Reading menus and orders 1 information Communicating with other members of the kitchen team and food service staff Collecting analysing and Organising foods and commodities for menu 1 organising information items Plating food according to menus and orders Planning and organising Planning sequence and timing of food plating 1 activities and presentation Working with others and in Working with other members of the kitchen and 1 teams food service teams Using mathematical ideas Calculating portions and plating menu items 1 and techniques uniformly Solving problems Dealing with minor problems such as shortages 1 of ingredients, spillage, mistakes Using technology Using computerised kitchen equipment and 1 ordering systems
RANGE STATEMENT
This unit applies to all establishments where food is prepared and served. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.
A variety of foods must be • entrees plated, presented and • main courses served. Food service items • desserts to be served may include • soups • sandwiches • canapes and appetisers • buffet and smorgasbord display items • food and beverage trays.
Volume 4 of 5, Imported Unit 68 of 96 Page 370 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBKA02B Present food
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Skills and The following skills and knowledge must be assessed as part Knowledge to be Assessed of this unit: • use and characteristics of basic food products and types of menus as required • classical and innovative styles of food presentation for major food groups • hygienic handling of food and equipment • safe work practices according to occupational health and safety principles and procedures • logical and time-efficient work flow • waste minimisation techniques and environmental considerations in specific relation to food presentation.
Linkages to Other Units This unit has linkages to the following units, and combined training and assessment is strongly recommended: • THHGHS01B Follow workplace hygiene procedures • any other units which involve the presentation of food.
Critical Aspects of Evidence of the following is critical: Assessment • application of hygiene and safety principles and procedures • ability to plate, present and serve a general range of foods efficiently and within realistic industry timeframes.
Context of Assessment Assessment must ensure: • demonstration of skills within a fully-equipped operational commercial kitchen, including industry-current equipment • use of real menu items • plating, and presentation of food items within typical workplace conditions including time restraints.
Volume 4 of 5, Imported Unit 68 of 96 Page 371 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBKA02B Present food
Assessment Methods Assessment methods must be chosen to ensure that the skills and processes for food plating, presentation and serving techniques can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate of food plating and presenting food • written or oral questions to assess knowledge of presentation techniques for different food items • review of portfolios of evidence (eg. photographs) and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 68 of 96 Page 372 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBKA03B Receive and store kitchen supplies
THHBKA03B Receive and store kitchen supplies Unit Descriptor This unit deals with the knowledge to receive and store supplies in commercial cookery or catering operations. It focuses on the general stock handling procedures required for food and kitchen-related goods. Prerequisite Unit(s) THHGHS01B Follow workplace hygiene procedures Unit Sector Commercial Cookery
ELEMENT PERFORMANCE CRITERIA
1. Take delivery of supplies 1.1 Check accurately all incoming supplies against specifications, orders and delivery documentation taking into account quantity, size, weight, quality and freshness, in accordance with enterprise procedures. 1.2 Identify and record accurately any variations and discrepancies and report them to the appropriate person. 1.3 Inspect supplied items for damage, quality, use-by dates, breakages or discrepancies and record details in accordance with enterprise policy. 1.4 Manage excess stock appropriately, according to enterprise policy.
2. Store supplies 2.1 Transport supplies to the appropriate storage area promptly, safely and without damage. 2.2 Store supplies in the appropriate area, taking into account requirements for temperature, ventilation and sanitation. 2.3 Record supply levels accurately and promptly in accordance with enterprise procedures. 2.4 Label supplies in accordance with enterprise procedures. 3. Rotate and maintain 3.1 Rotate supplies in accordance with enterprise policy. supplies 3.2 Move supplies in accordance with safety and hygiene requirements. 3.3 Check the quality of supplies and complete reports as required. 3.4 Dispose of damaged or spoiled supplies in accordance with enterprise and/or government requirements. 3.5 Identify and report any problems promptly. 3.6 Maintain storage areas in optimum condition ensuring that they are clean, well lit, at required temperature, free from vermin or infestation and free from defects.
Volume 4 of 5, Imported Unit 69 of 96 Page 373 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBKA03B Receive and store kitchen supplies
KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Checking delivery documentation against order 1 information requirements Recording information about stock levels, conditions and variations against documentation Collecting analysing and Checking stock and recording relevant 1 organising information information Organising stock in storage Planning and organising Organising sequence and timing of stock receipt 1 activities and storage Practicing stock rotation Working with others and in Working co-operatively with other members of 1 teams staff Using mathematical ideas Counting and checking quantities of stock 1 and techniques Solving problems Dealing with minor problems such as shortages, 1 variations and errors Using technology Using mechanical lifting and storage equipment 1 Using computerised stock control and ordering systems
RANGE STATEMENT
This unit applies to all hospitality and catering enterprises where kitchen supplies are received and stored, such as restaurants, hotels, clubs, cafeterias and other catering operations. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.Supplies refers to all perishable and non-perishable goods received from both internal and external suppliers and maintained within a stock control system.
Supplies must include • food including dry goods, dairy products, meat and seafood, poultry, fruit and vegetables and frozen goods.
Supplies may also include • beverages • utensils and equipment for food preparation • cleaning materials and equipment • linen such as tea towels, serviettes, tablecloths, aprons • stationery, vouchers and tickets.
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Supply (stock) control • manual systems may be • computerised.
Storage includes • refrigeration • freezers • cool rooms • dry stores.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to be Assessed of this unit: • principles of stock control including: • rotation • correct storage procedures for specific goods • food segregation • checking for slow moving items • common examples of stock control documentation and systems • suitable storage for the various types of food • safe procedures relating to lifting and handling, stacking and transporting goods • basic supplies and commodities knowledge • hygiene procedures related to stock handling and storage • logical and time-efficient work flow • waste minimisation techniques and environmental considerations in specific relation to receipt and storage of kitchen supplies.
Linkages to Other Units This unit must be assessed with or after the following unit. These units describe skills and knowledge that are essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures
Critical Aspects of Evidence of the following is critical: Assessment • ability to receive and store goods efficiently and safely • understanding of the occupational health, safety and hygiene issues related to receipt, handling and storage of goods.
Volume 4 of 5, Imported Unit 69 of 96 Page 375 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBKA03B Receive and store kitchen supplies
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills within a fully-equipped storage area for an operational commercial kitchen • receipt and storage of perishable and non-perishable kitchen supplies.
Assessment Methods Assessment methods must be chosen to ensure that the skills and processes involved in receiving and storing stock can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate receiving and storing goods • written or oral questions to test knowledge of stock procedures for different food items • review of workplace reports and records related to stock control, prepared by the candidate • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 69 of 96 Page 376 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBKA04B Clean and maintain kitchen premises
THHBKA04B Clean and maintain kitchen premises Unit Descriptor This unit deals with the skills and knowledge to clean and maintain, kitchens, food preparation and storage areas in commercial cookery or catering operations. Prerequisite Unit(s) THHGHS01B Follow workplace hygiene procedures Unit Sector Commercial Cookery
ELEMENT PERFORMANCE CRITERIA
1. Clean, sanitise and store 1.1 Select and use chemicals correctly for cleaning and/or equipment sanitising kitchen equipment and utensils. 1.2 Clean and/or sanitise equipment and/or utensils according to manufacturer's instructions and without causing damage. 1.3 Store or stack cleaned equipment and utensils safely and in the designated place. 1.4 Use cleaning equipment safely and according to manufacturer's instructions. 1.5 Assemble and disassemble cleaning equipment in a safe manner. 1.6 Store cleaning equipment safely and correctly in the designated position and area.
2. Clean and sanitise 2.1 Follow cleaning schedules correctly. premises 2.2 Use chemicals and equipment correctly and safely to clean and/or sanitise walls, floors, shelves and other surfaces. 2.3 Clean and/or sanitise walls, floors, shelves and working surfaces without causing damage to health or property. 2.4 Follow first aid procedures in the event of any chemical accident. 3. Handle waste and linen 3.1 Sort waste and dispose of it according to hygiene regulations, enterprise practices and procedures and environmental considerations. 3.2 Dispose of cleaning chemicals safely and according to environmental considerations. 3.3 Sort linen and safely remove it according to enterprise procedures.
Volume 4 of 5, Imported Unit 70 of 96 Page 377 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBKA04B Clean and maintain kitchen premises
KEY COMPETENCIES Key Competencies are an integral part of workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Reporting problems and incidents to other staff 1 information Collecting analysing and Reading instructions and labels on equipment 1 organising information and cleaning chemicals Applying appropriate cleaning products to surfaces and equipment Planning and organising Organising sequence and timing of cleaning 1 activities activities Working with others and in Working co-operatively with other members of 1 teams other staff Using mathematical ideas Calculating correct quantities of cleaning agents 1 and techniques to use Solving problems Dealing with difficult or unusual stains and 1 soiling Using technology Using cleaning equipment 1
RANGE STATEMENT
This unit applies to all enterprises with kitchen premises and equipment, such as restaurants, hotels, clubs, cafeterias and other catering operations. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.
Equipment to be cleaned • crockery and/or sanitised may • glassware include • cutlery • utensils • pots, pans, dishes • containers • chopping boards • garbage bins.
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Surfaces to be cleaned • walls may include • floors • shelves • benches and working surfaces • ovens, stoves, cooking equipment and appliances • fridges, freezers and cool rooms • store rooms and cupboards • extraction fans.
Linen may include • napkins • tablecloths • serving cloths • tea towels • clothing • cleaning cloths.
Cleaning equipment may • dishwashers include • floor scrubbers/polishers • pressurised steam/water cleaners.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to be Assessed of this unit: • various types of chemicals and equipment and their uses for cleaning and sanitising in a kitchen context • sanitising and disinfecting procedures • occupational health and safety requirements for bending, lifting, carrying and using equipment • correct and safe usage and storage of cleaning materials and chemicals • hygiene and cross-contamination issues related to kitchens • waste management and disposal procedures and practices • logical and time-efficient work flow • environmentally responsible products and practices in relation to kitchen cleaning.
Linkages to Other Units This unit must be assessed with or after the following unit. This unit describes skills and knowledge that are essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures
Volume 4 of 5, Imported Unit 70 of 96 Page 379 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBKA04B Clean and maintain kitchen premises
Critical Aspects of Evidence of the following is critical: Assessment • ability to clean all food preparation and presentation areas hygienically and safely according to food safety and occupational health and safety regulations • ability to clean various types of surfaces and large and small equipment/utensils commonly found in a commercial kitchen.
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills within a fully-equipped commercial kitchen and storage areas • use of appropriate cleaning materials and equipment for kitchen areas.
Assessment Methods Assessment methods must be chosen to ensure that cleaning skills can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate cleaning a kitchen • inspection of areas cleaned by the candidate • written or oral questions to test knowledge of cleaning materials and equipment, safety and hygiene issues • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 70 of 96 Page 380 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBPT01B Prepare and produce pastries
THHBPT01B Prepare and produce pastries Unit Descriptor This unit deals with the skills and knowledge required by patissiers in hospitality establishments to prepare and produce a variety of high-quality pastries and pastry products. Prerequisite Unit(s) THHGHS01B Follow workplace hygiene procedures Unit Sector Patisserie
ELEMENT PERFORMANCE CRITERIA
1. Prepare pastries and 1.1 Prepare a variety of pastries and pastry products pastry products according to standard recipes and desired product characteristics including: 1.1.1 colour 1.1.2 consistency and texture 1.1.3 crust stability 1.1.4 moisture content 1.1.5 mouth feel and eating properties 1.1.6 appearance. 1.2 Select suitable ingredients according to recipe requirements, quality and freshness and desired product characteristics. 1.3 Make paste and pastry products using correct techniques and ensuring appropriate conditions to optimise quality. 1.4 Apply portion control to minimise wastage. 1.5 Use appropriate equipment to produce required pastries and pastry products. 1.6 Select required oven temperature and bake to ensure the desired characteristics, including: 1.6.1 colour 1.6.2 shape 1.6.3 crust structure.
2. Decorate and present 2.1 Decorate pastry products, to enhance appearance, using pastry products suitable fillings, icings and decorations, according to standard recipes and/or enterprise standards and customer preferences. 2.2 Present pastries attractively using suitable serviceware and decorations. 3. Store pastries 3.1 Store pastes and ingredients for pastry products, optimising quality and shelf life through appropriate storage methods. 3.2 Store pastry products correctly to minimise spoilage and wastage, identifying conditions and using methods appropriate to specific products for short and medium term preservation.
Volume 4 of 5, Imported Unit 71 of 96 Page 381 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBPT01B Prepare and produce pastries
KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Reading recipes, menus and instructions, orders 1 information Communicating with other members of the kitchen team and food service staff Collecting analysing and Selecting and obtaining commodities 2 organising information Organising ingredients and tasks Analysing menus, recipes and task sheets Planning and organising Planning logical and efficient sequence and 2 activities timing of tasks Working with others and in Working co-operatively with other members of 1 teams the kitchen team Using mathematical ideas Calculating portions, weighing and measuring 1 and techniques quantities of ingredients Solving problems Dealing with problems such as poor ingredient 1 quality Using technology Using weighing equipment 1
Volume 4 of 5, Imported Unit 71 of 96 Page 382 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBPT01B Prepare and produce pastries
RANGE STATEMENT
This unit applies to the production of patisserie in various hospitality enterprises such as patisseries, restaurants, hotels and coffee shops. The following explanations identify how this unit may be applied in different workplaces and circumstances.
Pastries and pastry • short and sweet paste eg. products to be produced • flans and decorated may be of • tarts varied cultural origins and • fruit tartlets derived from classical or • Scotch shortbread eg. contemporary recipes. • Viennese wafers They must include a basic • Linzer and other slices selection from each of the • savoury and sweet pies following categories • choux paste eg. • profiteroles • eclairs • croquembouche • St Honore • puff paste eg. • mille feuille • palmiers • quiches • croissants • gateau pithiviers • bouchees • cream horns • filo or strudel • danish.
Techniques and conditions • chilling ingredients and work surfaces where required for producing pastry and • kneading and handling pastry products include • rolling • cutting and moulding • resting • preparing and using appropriate fillings and pre-bake/post-bake finishes and decorations.
Appropriate equipment • commercial mixers and attachments may include • cutting implements • scales • measures • bowl cutters • ovens • moulds, shapes and cutters • piping bags and attachments.
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Fillings may include • fruit, fresh or crystalised, and fruit purees • nuts, whole or crushed • cream • custard • meringue.
Decorations may include • glazes • jellies • fruit purees • icings • fresh and preserved/crystalised fruits • nuts • fillings, including cream, mousse and fruit purees.
Storage conditions and • consideration of temperature, light and air exposure methods appropriate to • use of airtight containers specific pastry products • display cabinets, including temperature-controlled may include cabinets • refrigeration, chilling and freezing.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to Be Assessed of this unit: • varieties and characteristics of pastes and pastry products, both classical and contemporary • historical and cultural aspects of pastry and pastry products • underlying principles of making pastry and pastry products • commodity knowledge, including quality indicators of pastry ingredients • principles and practices of hygiene particularly in relation to handling pastes and dough • safe work practices, particularly in relation to using cutting implements, appliances, heated surfaces, ovens and mixing equipment • culinary terms related to pastries and pastry products commonly used in the industry • hygiene and safe handling and storage requirements related to pastry ingredients, commodities and products • portion control and yield • storage conditions for pastries and pastry products and optimising shelf life.
Volume 4 of 5, Imported Unit 71 of 96 Page 384 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBPT01B Prepare and produce pastries
Linkages to Other Units This unit must be assessed with or after the following unit which describes the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures
This unit has linkages to the following units, and combined training and assessment may be appropriate: • THHPBT02B Prepare and produce cakes • THHPBT03B Prepare and produce yeast goods
This unit also underpins effective performance in the following unit: • THHADPT01B Prepare bakery products for patissiers
Critical Aspects of Evidence of the following is critical: Assessment • ability to produce a wide variety of pastries and pastry products from all categories of pastes • ability to produce a quantity of pastries and pastry products which are consistent in quality, size, shape and appearance under typical workplace conditions and time constraints • application of hygiene and safety principles throughout the preparation process.
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills within a commercial kitchen environment using industry-current equipment for making pastries and pastry products • use of real ingredients • preparation, decoration and presentation of a range of pastries and pastry products within typical workplace conditions.
Assessment Methods Assessment methods must be chosen to ensure that a variety of pastry items can be produced. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • observation of practical demonstration by the candidate of preparing, decorating and presenting pastries and pastry products • questions about hygiene procedures, commodities, production techniques and storage requirements • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 71 of 96 Page 385 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBPT02B Prepare and produce cakes
THHBPT02B Prepare and produce cakes Unit Descriptor This unit deals with the skills and knowledge required by patissiers in hospitality establishments to prepare and produce a variety of high-quality cakes. This unit applies to the preparation and production of a range of basic cakes in hospitality establishments. It does not include specialised cakes such as gateaux and torten which are covered in the unit THHABPT02B Produce gateaux, torten and cakes. Prerequisite Unit(s) THHGHS01B Follow workplace hygiene procedures Unit Sector Patisserie
ELEMENT PERFORMANCE CRITERIA
1. Prepare and produce 1.1 Prepare a variety of cakes according to standard recipes cakes and desired product characteristics including: 1.1.1 colour 1.1.2 consistency and texture 1.1.3 moisture content 1.1.4 mouth feel and eating properties 1.1.5 appearance. 1.2 Select suitable ingredients according to recipe requirements, quality and freshness and desired product characteristics. 1.3 Make cakes using correct techniques and ensuring appropriate conditions to optimise quality. 1.4 Use appropriate equipment to produce required cakes. 1.5 Select required oven temperature and bake cakes to ensure the desired characteristics, including colour and shape.
2. Decorate and present 2.1 Decorate cakes to enhance appearance, using suitable cakes fillings, icings and decorations, according to standard recipes and/or enterprise standards and customer preferences. 2.2 Present cakes attractively using suitable serviceware and decorations.
Volume 4 of 5, Imported Unit 72 of 96 Page 386 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBPT02B Prepare and produce cakes
KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Reading recipes, menus and instructions, orders 1 information Communicating with other members of the kitchen team and food service staff Collecting analysing and Selecting and obtaining commodities 2 organising information Organising ingredients and tasks Analysing menus, recipes and task sheets Planning and organising Planning logical and efficient sequence and 2 activities timing of tasks Working with others and in Working co-operatively with other members of 1 teams the kitchen team Using mathematical ideas Calculating portions, weighing and measuring 1 and techniques quantities of ingredients Solving problems Dealing with problems such as ingredient quality 1 Using technology Using weighing equipment 1
RANGE STATEMENT
This unit applies to the production of patisserie in various hospitality enterprises such as patisseries, restaurants, hotels and coffee shops. The following explanations identify how this unit may be applied in different workplaces and circumstances. Cakes to be produced and decorated may be of varied cultural origins and derived from classical or contemporary recipes.
Basic cakes refers to a • Madeira cake small range of cakes and • Genoise sponge sponges and may include • basic aerated sponge • Swiss roll • fruit cake.
Volume 4 of 5, Imported Unit 72 of 96 Page 387 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBPT02B Prepare and produce cakes
Techniques and conditions • weighing/measuring and sifting dry ingredients for producing cakes • adding fats and liquids to dry ingredients include • stirring and aerating to achieve required consistency and texture • selecting and preparing appropriate cake tins and moulds • using required amount of batter according to desired characteristics of finished products • preparing and using appropriate pre-bake finishes and decorations • selecting baking conditions and temperatures.
Appropriate equipment • commercial mixers and attachments may include • whisks • beaters • spatulas • wooden spoons • cutting implements for nuts and fruits • graters • scales • measures • bowl cutters • piping bags and attachments • ovens • cake tins and moulds.
Fillings may include • fruit, fresh and crystalised • fruit purees • jams • nuts • creams • mousse • custard.
Decorations may include • glazes and jellies • icings • chocolate • sprinkled icing sugar • fresh and preserved/crystalised fruits • fruit purees • nuts, whole or crushed • coloured/flavoured sugar.
Storage conditions and • consideration of temperature, light and air exposure methods appropriate for • use of airtight containers cakes may include • display cabinets, including temperature-controlled cabinets • refrigeration, chilling and freezing.
Volume 4 of 5, Imported Unit 72 of 96 Page 388 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBPT02B Prepare and produce cakes
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to Be Assessed of this unit: • varieties and characteristics of basic cakes, both classical and contemporary • historical and cultural aspects of cakes • underlying principles of making cakes • commodity knowledge, including quality indicators of cake ingredients • principles and practices of hygiene particularly in relation to preparing cake batter and decorating finished cake products • safe work practices, particularly in relation to using cutting implements, appliances, heated surfaces, ovens and mixing equipment • culinary terms related to cakes, commonly used in the industry • hygiene and safe handling and storage requirements related to cake ingredients, commodities and products • portion control and yield • storage conditions for cakes and optimising shelf-life.
Evidence should include the production of a limited range of basic cakes and sponges to a consistent standard.
Linkages to Other Units This unit must be assessed with or after the following unit which describes the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures
This unit has linkages to the following units, and combined training and assessment may be appropriate: • THHPBT01B Prepare and produce pastries • THHPBT03B Prepare and produce yeast goods
This unit also underpins effective performance in the following unit: • THHADPT01B Prepare bakery products for patissiers
Volume 4 of 5, Imported Unit 72 of 96 Page 389 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBPT02B Prepare and produce cakes
Critical Aspects of Evidence of the following is critical: Assessment • ability to produce a range of basic cakes • ability to produce cakes which are consistent in quality, size, shape and appearance under typical workplace conditions and time constraints • application of hygiene and safety principles throughout the preparation process.
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills within a commercial kitchen environment using industry-current equipment for making cakes • use of real ingredients • preparation, decoration and presentation of a range of basic cakes within typical workplace conditions.
Assessment Methods Assessment methods must be chosen to ensure that a range of basic cakes can be produced. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • observation of practical demonstration by the candidate of preparing, decorating and presenting cakes • questions about hygiene procedures, commodities, production techniques and storage requirements • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 72 of 96 Page 390 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBPT03B Prepare and produce yeast goods
THHBPT03B Prepare and produce yeast goods Unit Descriptor This unit deals with the skills and knowledge required by patissiers in hospitality establishments to prepare and produce a variety of high-quality yeast goods. Prerequisite Unit(s) THHGHS01B Follow workplace hygiene procedures Unit Sector Patisserie
ELEMENT PERFORMANCE CRITERIA
1. Prepare and produce 1.1 Prepare a variety of basic yeast goods according to yeast goods standard recipes and desired product characteristics including: 1.1.1 colour 1.1.2 consistency and texture 1.1.3 moisture content 1.1.4 mouth feel and eating properties 1.1.5 appearance. 1.2 Select suitable ingredients according to recipe requirements, quality and freshness and desired product characteristics. 1.3 Make basic yeast goods, using correct techniques and ensuring appropriate conditions to optimise quality. 1.4 Use appropriate equipment to produce required yeast goods. 1.5 Select required oven temperature and bake yeast goods to ensure the desired characteristics, including colour and shape.
2. Decorate and present 2.1 Decorate yeast goods, where required and appropriate, to yeast goods enhance appearance, using suitable fillings, icings and decorations, according to standard recipes and/or enterprise standards and customer preferences. 2.2 Present yeast goods attractively using suitable serviceware and decorations.
Volume 4 of 5, Imported Unit 73 of 96 Page 391 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBPT03B Prepare and produce yeast goods
KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Reading recipes, menus and instructions, 1 information orders, communicating with other members of the kitchen team and food service staff Collecting analysing and Selecting and obtaining commodities 2 organising information Organising ingredients and tasks Analysing menus, recipes and task sheets Planning and organising Planning logical and efficient sequence and 2 activities timing of tasks Working with others and in Working co-operatively with other members of 1 teams the kitchen team Using mathematical ideas Calculating portions, weighing and measuring 1 and techniques quantities of ingredients Solving problems Dealing with poor ingredient quality 1 Using technology Using weighing equipment 1
RANGE STATEMENT
This unit applies to hospitality enterprises where yeast goods are prepared and served, such as patisseries, restaurants, hotels and coffee shops. The following explanations identify how this unit may be applied in different workplaces and circumstances. Yeast goods to be produced and decorated may be of varied cultural origins and derived from classical or contemporary recipes.
Yeast goods refers to a • basic breads and buns such as: range of sweet and • Bath buns savoury breads, rolls and • bread rolls buns may include • yeast-raised pastries such as: • Danish pastries • croissants • brioche • kuchen • babas • savarins.
Volume 4 of 5, Imported Unit 73 of 96 Page 392 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBPT03B Prepare and produce yeast goods
Techniques and conditions • chilling ingredients and work surfaces for producing yeast goods • kneading and handling include • incorporating fat • rolling • preparing and using types of yeast • cutting, shaping and moulding • preparing and using appropriate fillings and pre-bake finishes and decorations.
Appropriate equipment • commercial mixers and attachments may include • cutting implements • scales • measures • bowl cutters • piping bags and attachments • ovens • moulds, shapes and cutters • baking sheets.
Fillings may include • fruit, fresh or crystalised, and fruit purees • nuts, whole or crushed • spices • cream • frangipane • custard • chocolate • jam • savoury fillings such as ham and cheese.
Decorations may include • glazes • jellies • fruit purees • icings • sprinkled icing sugar • flavoured and coloured sugars • fresh and preserved/crystalised fruits • nuts • fillings, including cream, mousse and fruit purees.
Storage conditions and • consideration of temperature, light and air exposure methods appropriate to • use of airtight containers yeast goods may include • display cabinets, including temperature-controlled cabinets to cool or warm • refrigeration, chilling and freezing.
Volume 4 of 5, Imported Unit 73 of 96 Page 393 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBPT03B Prepare and produce yeast goods
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to Be Assessed of this unit: • varieties and characteristics of basic yeast goods, both classical and contemporary • historical and cultural aspects of yeast goods • underlying principles of making yeast goods • commodity knowledge, including quality indicators of ingredients for yeast goods • principles and practices of hygiene particularly in relation to handling dough • safe work practices, particularly in relation to using cutting implements, appliances, heated surfaces, ovens and mixing/kneading equipment • culinary terms related to yeast goods, commonly used in the industry • hygiene and safe handling and storage requirements related to yeast goods, commodities and products • portion control and yield • storage conditions for yeast goods and optimising shelf-life.
Linkages to Other Units This unit must be assessed with or after the following unit which describes the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures
This unit has linkages to the following units, and combined training and assessment may be appropriate: • THHPBT01B Prepare and produce pastries • THHPBT02B Prepare and produce cakes
This unit also underpins effective performance in the following unit: • THHADPT01B Prepare bakery products for patissiers
Critical Aspects of Evidence of the following is critical: Assessment • ability to produce a range of yeast goods, both sweet and savoury • ability to produce a quantity of yeast goods which are consistent in quality, size, shape and appearance, under typical workplace conditions and time constraints • application of hygiene and safety principles throughout the preparation process.
Volume 4 of 5, Imported Unit 73 of 96 Page 394 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHBPT03B Prepare and produce yeast goods
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills within a commercial kitchen environment using industry-current equipment for making yeast goods • use of real ingredients • preparation, decoration and presentation of a range of yeast goods, within typical workplace conditions.
Assessment Methods Assessment methods must be chosen to ensure that a variety of yeast goods can be produced. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • observation of practical demonstration by the candidate of preparing, decorating and presenting yeast goods • questions about hygiene procedures, commodities, production techniques and storage requirements • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 73 of 96 Page 395 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHCCH01A Prepare, cook and serve food
THHCCH01A Prepare, cook and serve food Unit Descriptor This unit deals with the processes and activities required to prepare, cook and serve food items for a food service. It incorporates aspects of, preparing, cooking and serving a variety of food items for a service period in a hospitality enterprise, using a range of basic cooking methods and working as part of a team. This unit integrates key technical and organisational skills required by a short order or commis cook or caterer. It brings together the skills and knowledge covered in individual units and focuses on the way these must be applied in a commercial kitchen. This unit underpins the more advanced integrated unit THHCCH02A Prepare, cook and serve food for menus. Prerequisite Unit(s) THHBCC01B Use basic methods of cookery THHBKA03B Receive and store kitchen supplies THHBKA02B Present food THHBKA01B Organise and prepare food THHGHS01B Follow workplace hygiene procedures Unit Sector Commercial Cookery
ELEMENT PERFORMANCE CRITERIA
1. Organise and prepare for 1.1 Calculate commodity quantities accurately for a dish and food service determine requirements for quality and style according to recipes and specifications. 1.2 Prepare a jobs checklist for food which is clear, complete and appropriate to the situation. 1.3 Liaise with other team members about menu requirements and job roles. 1.4 Follow a work schedule to maximise efficiency, taking into consideration roles and responsibilities of other team members. 1.5 Organise and prepare food items in correct quantities, according to requirements. 1.6 Store food items appropriately in readiness for service.
2. Cook and serve menu 2.1 Identify and use appropriate commercial equipment to items for food service produce menu items. 2.2 Cook and serve menu items according to menu and service style, using appropriate methods of cookery. 2.3 Meet special requests or dietary requirements of customers under direction. 2.4 Work co-operatively as part of kitchen team. 2.5 Follow workplace safety and hygiene procedures according to enterprise and legislative requirements. 3. Complete end of service 3.1 Carry out end of service procedures according to requirements enterprise practices. 3.2 Store food items appropriately to minimise food spoilage and wastage. 3.3 Participate in post-service de-brief.
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KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Reading recipes, menus and instructions, orders 1 information Communicating with other members of the kitchen team and food service staff Liaising with colleagues about service flow Collecting analysing and Collecting and preparing foods and commodities 1 organising information for menu items Prioritising tasks Reading menus, recipes and task sheets Planning and organising Planning sequence and timing of food 2 activities preparation and cooking tasks Working with others and in Working co-operatively with other members of 2 teams the kitchen team Using mathematical ideas Weighing and measuring quantities of 1 and techniques ingredients Solving problems Dealing with problems such as shortages of food 1 items, over or under-cooked food, pressure of work and kitchen conditions Using technology Using kitchen equipment, electronic ordering 1 systems
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RANGE STATEMENT
This unit applies to hospitality and catering operations where food is prepared and served. The following explanations identify how this unit may be applied in different workplaces and circumstances.Food must be produced and served to meet the requirements of a complete food service period. A range of menu items must be produced from a variety of food commodities, using suitable cookery methods according to the enterprise and menu requirements. Methods of cookery used will depend on the enterprise, menu, style of cuisine and particular items to be produced. However, a range of methods must be demonstrated.Food service periods may be breakfast, lunch, dinner, supper or special functions/events.
Cookery methods may • boiling include • poaching • steaming • stewing • braising • roasting • baking • grilling • shallow frying • deep frying • microwaving.
Styles of menus may be • a la carte classical, contemporary or • set (table d'hote) ethnic and may be formal • function or buffet. or informal according to enterprise requirements. Types of menus will vary according to the enterprise and occasion and may include
Appropriate commercial • electric, gas or induction ranges equipment may include • ovens, including combi ovens • microwaves • grills and griddles • deep fryers • salamanders • food processors • blenders • mixers • slicers • tilting frypan, brat pan • steamers • bains marie.
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Meeting special requests • cultural needs and restrictions or dietary requirements • specific dietary requirements related to medical under direction may requirements, such as food exclusions for allergies and include medications, and diabetic/other diets • preferences for particular ingredients and cooking methods such as vegetarian.
Organising and preparing • cleaning and preparing vegetables and other food items (mise en place) commodities may include, as required • preparing and portioning meat, poultry and fish • preparing stocks, sauces and dressings • preparing garnishes • cooking soups and other pre-cooked items • preparing/cooking desserts • serviceware and equipment.
End of service procedures • safe storage of food items may include • cleaning procedures related to kitchen and equipment • de-briefing sessions • quality reviews • re-stocking • preparations for the next food service period.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to be Assessed of this unit: • characteristics of different foods from all main food categories served in the enterprise and appropriate cookery methods • standard recipes • mise en place procedures • basic principles and methods of cookery • food presentation techniques • portion control and waste minimisation • principles and practices of planning and organising work • principles and practices related to food safety • safe work practices, particularly in relation to bending, lifting, and using cutting implements, appliances, heated surfaces and other equipment which carry a risk of burns • teamwork and communication • nutrition in relation to meeting specific dietary requirements under direction • culinary terms commonly used in the industry and enterprise.
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Linkages to Other Units This unit must be assessed after the following units: • THHGHS01B Follow workplace hygiene procedures • THHBKA01B Organise and prepare food • THHBKA02B Present food • THHBKA03B Receive and store kitchen supplies • THHBCC01B Use basic methods of cookery
This unit assumes that candidates will have completed a selection of other units dealing with basic cookery skills. These must be selected according to enterprise requirements and reflect the knowledge and skills required to cook a range of menu items for a food service period in a commercial kitchen.
Critical Aspects of Evidence of the following is critical: Assessment • use of a range of cookery methods as appropriate to menu items • production of a range of food items to industry and enterprise standards of quality • safe food hygiene and work practices • ability to carry out a number of activities simultaneously • ability to work as part of a team in a positive and courteous manner • ability to work within normal operating conditions of a commercial kitchen including time constraints, and industry-realistic ratios of kitchen staff to customers.
Context of Assessment Assessment must ensure: and Resource Implications • evidence of preparation and service of multiple items for complete service periods on a minimum of twelve occasions to ensure integration of skills and consistency of performance in different circumstances • use of a wide range of suitable ingredients for preparing, cooking and serving food items for a menu • demonstration of skills within a fully equipped, operational commercial kitchen (including industry-current equipment) • industry-realistic ratios of kitchen staff to customers • preparation of dishes for customers within typical workplace time constraints.
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Assessment Methods Assessment methods must be chosen to ensure that the skills and processes for food preparation, cookery and presentation can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate working as part of a kitchen team • sampling of menu items produced by the candidate • evaluation of customer feedback about menu items and speed and timing of service • written or oral questions to test knowledge about commodities, cookery techniques, equipment and food hygiene • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 74 of 96 Page 401 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHCCH02A Prepare, cook and serve food for menus
THHCCH02A Prepare, cook and serve food for menus Unit Descriptor This unit deals with the processes and activities required to organise, produce and serve food for menus. It incorporates all aspects of organising, preparing, cooking and serving a variety of food items for a service period in a hospitality enterprise, using a range of cooking methods and team co-ordination skills. This unit integrates key technical and organisational skills required by a commercial cook. It brings together the skills and knowledge covered in individual units and focuses on the way these must be applied in a commercial kitchen. The Range Statement and Evidence Guide of this unit contain very specific information about the extensive range requirements of this unit. Prerequisite Unit(s) (THHASC01A Use basic Asian methods of cookery THHASC02A Produce appetisers and snacks for Asian cuisines THHASC03A Prepare stocks and soups for Asian cuisines THHASC04A Prepare sauces, dips and accompaniments for Asian cuisines THHASC05A Prepare salads for Asian cuisines THHASC06A Prepare rice and noodles for Asian cuisines THHASC07A Prepare meat, poultry, seafood and vegetables for Asian cuisines THHASC08A Prepare desserts for Asian cuisines) OR (THHBCC04B Prepare vegetables, eggs and farinaceous dishes THHBCC01B Use basic methods of cookery THHBCC02B Prepare appetisers and salads THHBCC03B Prepare stocks, sauces and soups THHBCC05B Prepare and cook poultry and game THHBCC06B Prepare and cook seafood THHBCC07B Select, prepare and cook meat THHBCC08B Prepare hot and cold desserts THHBCC09B Prepare pastry, cakes and yeast goods THHBCC10B Plan and prepare food for buffets) OR THHBCC13B Plan and control menu-based catering THHBCC11B Implement food safety procedures THHBKA04A Clean and maintain premises THHBKA03A Receive and store stock THHBKA02B Present food THHBKA01B Organise and prepare food Unit Sector Commercial Cookery
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ELEMENT PERFORMANCE CRITERIA
1. Co-ordinate, organise and 1.1 Determine and accurately calculate commodity quantities prepare for food service for a menu and determine requirements for quality and style according to recipes and specifications. 1.2 Prepare a jobs checklist for food which is clear, complete and appropriate to the situation. 1.3 Liaise with other team members about menu requirements and job roles. 1.4 Develop and follow a work schedule to maximise efficiency, taking into consideration roles and responsibilities of other team members. 1.5 Organise and prepare food items in correct quantities, according to requirements. 1.6 Store food items appropriately in readiness for service.
2. Cook and serve menu 2.1 Identify and use appropriate commercial equipment to items for food service produce menu items. 2.2 Cook and serve menu items according to menu and service style, using appropriate methods of cookery. 2.3 Adjust menu items and ingredients to meet special requests or dietary requirements of customers. 2.4 Cook and serve menu items to meet customer expectations of quality, appeal of presentation and timeliness of delivery. 2.5 Work co-operatively as part of kitchen team and delegate tasks appropriately. 2.6 Follow workplace safety and hygiene procedures according to enterprise and legislative requirements. 3. Co-ordinate and complete 3.1 Co-ordinate end of service procedures according to end of service enterprise practices. requirements 3.2 Store food items appropriately to minimise food spoilage and wastage. 3.3 Participate in post service de-brief.
Volume 4 of 5, Imported Unit 75 of 96 Page 403 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHCCH02A Prepare, cook and serve food for menus
KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Reading recipes, menus and instructions, orders 1 information Communicating with other members of the kitchen team and food service staff Collecting analysing and Collecting and organising foods and 2 organising information commodities for menu items Prioritising tasks Analysing menus, recipes and task sheets Planning and organising Planning sequence and timing of food 2 activities preparation and cooking tasks Working with others and in Working co-operatively with other members of 2 teams the kitchen team Allocating tasks to others Using mathematical ideas Calculating portions, weighing and measuring 1 and techniques quantities of ingredients Solving problems Dealing with problems such as shortages of food 2 items, over or under-cooked food, difficult customer requirements, pressure of work and kitchen conditions Using technology Using kitchen equipment, electronic ordering 1 systems
RANGE STATEMENT
This unit applies to hospitality and catering operations where food is prepared and served. The following explanations identify how this unit may be applied in different workplaces and circumstances.Contexts for this unit may vary depending on the nature of the enterprise. For example, menus may be classical, contemporary or ethnic and service may be formal or informal.
Food must be prepared, • breakfast cooked and served for all • lunch of the following food • dinner service periods • special function.
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Food items to be prepared, • appetisers and salads cooked and served must • stocks, sauces and soups include • vegetables, eggs and farinaceous • poultry and game • fish and seafood • meat • hot and cold desserts • pastries, cakes and yeast goods.
Types of menus will vary • a la carte according to the enterprise • set (table d'hote) and occasion but must • buffet. include
Cookery methods will vary • boiling according to the menu and • poaching food items to be prepared, • steaming but must include • stewing • braising • roasting • baking • grilling • shallow frying • deep frying.
Appropriate commercial • electric, gas or induction ranges equipment may include • ovens, including combi ovens • microwaves • grills and griddles • deep fryers • salamanders • food processors • blenders • mixers • slicers • pans • utensils • tilting frypan, brat pan • steamers • bains marie.
Meeting special requests • cultural needs and restrictions or dietary requirements • specific dietary requirements related to medical may include requirements, such as food exclusions for allergies and medications, and diabetic/other diets • preferences for particular ingredients and cooking methods such as vegetarian.
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Organising and preparing • cleaning and preparing vegetables and other food items (mise en place) commodities may include, as required • preparing and portioning meat, poultry and fish • preparing stocks, sauces and dressings • preparing garnishes • cooking soups and other pre-cooked items • preparing/cooking desserts • serviceware and equipment.
End of service procedures • safe storage of food items may include • cleaning procedures related to kitchen and equipment • de-briefing sessions • quality reviews • re-stocking • preparations for the next food service period.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to be Assessed of this unit: • characteristics of different foods from all main food categories and appropriate cookery methods • standard recipes for variety of dishes or menu items • integration and application of kitchen skills including mise en place, basic methods of cookery, food presentation techniques • portion control and waste minimisation • planning and organising work in the kitchen environment including prioritising, sequencing and monitoring tasks and processes • team co-ordination in relation to task allocation • principles and practices related to food safety • safe work practices, particularly in relation to bending, lifting, and using cutting implements, appliances, heated surfaces and other equipment which carry a risk of burns • use of correct culinary terminology in kitchen communication.
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Linkages to Other Units This unit must be assessed after the following units. These units describe skills and knowledge that are essential to this unit of competencies: • THHBKA01B Organise and prepare food • THHBKA02B Present food • THHBKA03B Receive and store kitchen supplies • THHBKA04B Clean and maintain kitchen premises • THHBCC01B Use basic methods of cookery • THHBCC02B Prepare appetisers and salads • THHBCC00B Prepare sandwiches • THHBCC03B Prepare stocks, sauces and soups • THHBCC04B Prepare vegetables, eggs and farinaceous dishes • THHBCC05B Prepare and cook poultry and game • THHBCC06B Prepare and cook seafood • THHBCC07B Select, prepare and cook meat • THHBCC08B Prepare hot and cold desserts • THHBCC09B Prepare pastry, cakes and yeast goods • THHBCC11B Implement food safety procedures • THHBCC13B Plan and control menu-based catering
Critical Aspects of Evidence of the following is critical: Assessment • ability to prepare, cook and serve a variety of menu items to meet customer expectations of quality using cookery methods, food items and menu styles as specified in the Range Statement • safe food hygiene and work practices • ability to carry out a number of activities simultaneously • ability to work as part of a team and co-ordinate team activities in a positive and courteous manner • ability to work within normal operating conditions of a commercial kitchen including time constraints, and industry-realistic ratios of kitchen staff to customers.
Context of Assessment Assessment must ensure: and Resource Implications • collection of evidence which shows that skills have been demonstrated in a fully-equipped operational commercial kitchen over a period of time and on at least 48 occasions in order to address each of the required menu styles, food service periods and menu items to ensure integration of skills and consistency of performance in different circumstances • use of a wide range of suitable ingredients for preparing, cooking and serving food items for a menu • industry realistic ratios of kitchen staff to customers typically found in a busy commercial food outlet • preparation of dishes for customers within the time constraints typically found in a busy commercial food outlet.
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Assessment Methods Assessment methods must be chosen to ensure that the skills and processes for various food preparation, cookery and presentation techniques can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • training record book used as part of apprenticeship or traineeship arrangements • direct observation of the candidate preparing and cooking food items in a commercial kitchen • sampling of menu items prepared by the candidate • evaluation of customer feedback about menu items and speed and timing of service • written or oral questions to test knowledge about commodities, cookery techniques, equipment and food hygiene • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 75 of 96 Page 408 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHCH11B Prepare and produce Chinese dim sum
THHCH11B Prepare and produce Chinese dim sum Unit Descriptor This unit deals with the skills and knowledge required to prepare and produce dim sum for Chinese cuisines. Prerequisite Unit(s) THHASC01A Use basic Asian methods of cookery THHBKA02B Present food THHBKA01B Organise and prepare food THHGHS01B Follow workplace hygiene procedures Unit Sector Asian Cookery
ELEMENT PERFORMANCE CRITERIA
1. Select and prepare key 1.1 Identify and select correctly a range of fresh, dried, commodities preserved commodities suitable for dim sum . 1.2 Prepare coconut milk, setting agents and fresh fruits, to correct consistency, according to recipe specification. 1.3 Select, measure and weigh different types of flour, and identify properties of yeast, according to recipe specification.
2. Prepare sweet and 2.1 Prepare fillings, glazing and coating agents to correct savoury dim sum consistency, according to recipe specification. 2.2 Cook dim sum according to enterprise procedures, and hygiene regulations and requirements. 2.3 Portion dim sum precisely, according to specifications. 2.4 Follow food hygiene and occupational health and safety regulations and requirements, and apply to all tasks, particularly in the preparation and storage of fillings. 3. Produce sweet and 3.1 Follow standard recipes for dim sum items accurately, savoury dim sum and according to enterprise practices and recipe desserts specifications. 3.2 Handle specialised equipment correctly according to safety requirements. 3.3 Prepare, fill and cook dim sum correctly, according to product specifications. 3.4 Follow correct steps to size and shape buns and dumplings. 3.5 Use correct cooking methods to maintain quality and precise portion control. 4. Present sweet and 4.1 Check dim sum quality prior to plating, in accordance with savoury dim sum enterprise specifications. 4.2 Match crockery size, colour and shape to dim sum items. 4.3 Present dim sum items correctly and attractively. 4.4 Follow requirements for portion sizes and accompaniments and serve in accordance with the style requirements of the region and specifications. 4.5 Assess sauces for quality and shelf-life.
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5. Store sweet and savoury 5.1 Assess items for shelf-life, package appropriately and dim sum store products where required in conditions to maintain freshness, eating quality, and shelf-life, preventing flavour transfer between sweet and savoury. 5.2 Comply with food hygiene and occupational health and safety regulations and requirements in packaging and storing dim sum .
KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Writing menus and explanations about dim sum, 2 information sauces, dips and accompaniments Providing information about ingredients and cookery techniques Collecting analysing and Reading recipes and verifying availability of 1 organising information ingredients for dim sum, sauces, dips and accompaniments Planning and organising Preparation of ingredients for sauces, dips and 1 activities accompaniments Setting out ingredients for sequential use Working with others and in Co-ordinating preparation, cooking and 1 teams presentation tasks with others Using mathematical ideas Calculating quantities of commodities and 1 and techniques ingredients required for particular recipes Ascertaining amounts of flavourings required to achieve required strength and flavour characteristics required Solving problems Adjusting flavourings where sauces, dips and 1 accompaniments are not balanced, as required for particular dim sum Using technology Using equipment for preparation and cooking 1
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RANGE STATEMENT
This unit applies to all enterprises where Chinese cuisines are prepared and served. The following explanations identify how this unit may be applied in different workplaces and circumstances.Dim sum are small dumplings and wrapped foods which are boiled, baked, deep fried or steamed (buns, pastries and pancakes, spring rolls), served in small amounts but in great variety. They may be savoury or sweet and served as snacks, yum cha or as appetisers. They may contain meat, poultry, seafood, vegetables and fruit.
A wide variety of dim sum • prawn dumplings (har kow) must be produced and • vegetarian dumplings (choy kow) may include • chive dumplings (kow choy kow) • potsticker dumplings (war tib) • soup meat buns • pork buns • chicken buns • vegetable buns • pork wontons • spring rolls • stuffed crab claws • stuffed bean curd • symbolic dim sums.
Symbolic dim sum are • banquets those prepared for special • weddings occasions, such as • festivals • birthdays • New Year.
Commodities for dim sum • wheat flour products may include • tapioca flour • yeast • fat compounds • fillings, including sweet mung bean and lotus paste • fresh fruits such as mango • coating and setting agents • oils • flowers • fungi • meat, chicken and seafood.
Appropriate cookery • deep frying methods for dim sum • braising include • steaming • roasting • baking.
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Accompaniments may • spring onion oil include • red oil • garlic oil • vinegar soy sauce • garlic pepper sauce • hot mustard • sweet and sour sauce • vinegar and ginger dip.
Specialised equipment • steamers for cheechongfun may include • pastry and dough rollers • choppers and knives • mortar and pestle • strainers and skimmers.
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EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • cuisine characteristics, cultural and religious practices related to food preparation, presentation and consumption, typical menu items, order of service, typical accompaniments and garnishes, kitchen and service culture, including kitchen organisation • precision cutting techniques and implements • selection, use and maintenance of specialised equipment and tableware/serviceware for preparation, cooking and serving dim sum • culinary terms related to dim sum, including regional variations • identification, selection, storage and use of typical commodities, herbs and spices, condiments, thickening and flavouring agents, seasonal delicacies relevant to dim sum • evaluating quality of ingredients, dishes and food items including blending and balancing of flavours and aromatics, correct flavour structure, texture and consistency, correct acid balance, correct colour and plate presentation • the effects of cooking techniques on nutrition, taste, food texture and appearance • use of garnishes for presentation including consideration of colour and eye appeal • maintaining a tidy work station • principles and practices of hygiene on a personal and professional level related to working in a kitchen, including suitable dress • safe work practices, particularly in relation to bending, lifting, and using cutting implements, appliances, heated surfaces and other equipment which carry a risk of burns • techniques for preparing doughs and fillings (sweet and savoury), syrups and coating agents, batters and pastries.
Linkages to Other Units This unit must be assessed with or after the following units which describe the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA01B Organise and prepare food • THHBKA02B Present food • THHASC01A Use basic methods of cookery in Asian cuisines
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Critical Aspects of Evidence of the following is critical: Assessment • ability to prepare a variety of dim sum, fillings, sauces, dips and accompaniments within realistic time constraints using a range of cookery methods appropriate to the cuisine • knowledge of cuisine style including cultural considerations, commodities, culinary terminology and equipment • application of hygiene and safety principles and procedures • cooking and presenting dim sum to achieve maximum eating qualities and customer appeal.
Context of Assessment Assessment must ensure: and Resource Implications • a range of dim sum, sauces, dips and accompaniments relevant to particular types of dim sum are prepared using real and appropriate ingredients • demonstration of skills within a fully-equipped, operational commercial kitchen suitable for Chinese cooking (including industry-current equipment) • industry-realistic ratios of kitchen staff to customers • preparation of dishes for real customers within typical workplace time constraints • safe occupational health and food hygiene practices related to preparation, cooking, presenting and storing of stocks and soups.
Assessment Methods Assessment methods must be chosen to ensure that preparation of a variety of sweet and savoury dim sum, sauces, dips and accompaniments can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of practical demonstration by the candidate of preparation, cooking and presentation of dim sum, sauces, dips and, accompaniment preparation and presentation • sampling of dishes prepared by the candidate • written or oral questions to test knowledge of types of dim sum, preparation and cooking techniques, cultural aspects, use and importance typical commodities and flavourings, safety issues and food quality indicators • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate eg. menus, photographs.
Volume 4 of 5, Imported Unit 76 of 96 Page 414 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHCH12B Prepare and cook Chinese roast meat cuts and poultry
THHCH12B Prepare and cook Chinese roast meat cuts and poultry Unit Descriptor This unit deals with the skills and knowledge required to prepare and produce roast meats and poultry for Chinese cuisines. Prerequisite Unit(s) THHASC01A Use basic Asian methods of cookery THHBKA02B Present food THHBKA01B Organise and prepare food THHGHS01B Follow workplace hygiene procedures Unit Sector Asian Cookery
ELEMENT PERFORMANCE CRITERIA
1. Select meat cuts and 1.1 Identify and select suitable primary and secondary meat poultry for roasting cuts and poultry, according to menu and recipe specifications. 1.2 Select a range of commodities and marinades, according to recipe specification. 1.3 Assess quality of meats and commodities according to recipe and industry requirements.
2. Prepare roast meat cuts 2.1 Select, sharpen and use knives cleavers according to and poultry manufacturer's specifications. 2.2 Prepare and portion meats and poultry following required recipes correctly, according to enterprise standards. 2.3 Assemble and use specialised equipment. 3. Prepare and cook roast 3.1 Prepare meat cuts according to recipe specifications and meat cuts and poultry menu requirements. 3.2 Prepare ingredients, marinades and stuffings, according to recipe specifications. 3.3 Prepare accompaniments such as pickles and sauces according to recipe specification and to enterprise requirements. 3.4 Follow food hygiene and occupational health and safety regulations and requirements and apply them to all tasks. 3.5 Cook meat products as required by specifications and traditional menu styles, using correct cooking methods, according to specifications. 3.6 Assess flavours, sauces, textures and colours against expected outcomes and recipe specifications. 4. Prepare and cook roast 4.1 Defrost, refrigerate, freeze or store cooked and uncooked meat cuts and poultry products according to health regulations, and to maintain optimum freshness and quality.
Volume 4 of 5, Imported Unit 77 of 96 Page 415 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHCH12B Prepare and cook Chinese roast meat cuts and poultry
KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Writing explanations about roast meats and 2 information poultry, sauces and accompaniments Providing information about ingredients Collecting analysing and Reading recipes and verifying availability of 1 organising information ingredients for roast meats and poultry Planning and organising Preparation of ingredients for marinades, 1 activities stuffings, sauces and other accompaniments Setting out and measuring ingredients Working with others and in Co-ordinating preparation, cooking and 1 teams presentation tasks with others Using mathematical ideas Calculating quantities of commodities and 1 and techniques ingredients required for particular recipes Ascertaining amounts of flavourings required to achieve required strength and flavour characteristics required Solving problems Adjusting flavourings where sauces, dips and 1 accompaniments are not balanced, as required by a particular cuisine Using technology Using equipment for preparation and cooking 1
RANGE STATEMENT
This unit applies to all enterprises where Chinese cuisines are prepared and served. The following explanations identify how this unit may be applied in different workplaces and circumstances.
This unit applies the • Szechuan following cuisines, • Shanghai. however may also be applied to other Asian styles
Volume 4 of 5, Imported Unit 77 of 96 Page 416 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHCH12B Prepare and cook Chinese roast meat cuts and poultry
Cooking and preparation • basting techniques for roast meat • marinating cuts and poultry must • smoking include • drying • roasting • spit roasting • barbequing.
Specialised equipment • ovens may include • roasting drums • open spit smoke ovens • hooks • boning, filleting and chopping knives • light and heavyweight cleavers.
Volume 4 of 5, Imported Unit 77 of 96 Page 417 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHCH12B Prepare and cook Chinese roast meat cuts and poultry
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to Be Assessed of this unit: • cuisine characteristics, cultural and religious practices related to food preparation, presentation and consumption, typical menu items, order of service, typical accompaniments and garnishes, kitchen and service culture, including kitchen organisation • preparation for roast meats and poultry, including following recipe requirements • precision cutting techniques and implements for the particular style of cuisine • selection, use and maintenance of specialised equipment and tableware/serviceware for preparation, cooking and serving food items • culinary terms related to particular Chinese cuisine, including regional variations • identification, selection, storage and use of typical commodities, herbs and spices, condiments, thickening and flavouring agents, used in the preparation of Chinese roasted meats and poultry • evaluating quality of ingredients, dishes and food items including blending and balancing of flavours and aromatics, correct flavour structure, texture and consistency, balance, correct colour and plate presentation • the effects of cooking techniques on nutrition, taste, food texture and appearance • use of garnishes for presentation including consideration of colour and eye appeal • use of specialised serviceware for presentation • typical food allergies and consequences • maintaining a tidy work station • principles and practices of hygiene on a personal and professional level related to working in a kitchen, including suitable dress • safe work practices, particularly in relation to bending, lifting, and using cutting implements, appliances, heated surfaces and other equipment which carry a risk of burns.
Volume 4 of 5, Imported Unit 77 of 96 Page 418 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHCH12B Prepare and cook Chinese roast meat cuts and poultry
Linkages to Other Units This unit must be assessed with or after the following units which describe the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA01B Organise and prepare food • THHBKA02B Present food • THHASC01A Use basic methods of cookery in Asian cuisines
Critical Aspects of Evidence of the following is critical: Assessment • ability to prepare Chinese roast meats and poultry, sauces and accompaniments within realistic time constraints using a range of appropriate cookery methods • knowledge of cuisine style including cultural considerations, commodities, culinary terminology and equipment • application of hygiene and safety principles and procedures.
Context of Assessment Assessment must ensure: and Resource Implications • preparation of a range of roasted meats and poultry, sauces and accompaniments relevant to the particular cuisine using real and appropriate ingredients • demonstration of skills within a fully-equipped, operational commercial kitchen suitable for Chinese cooking (including industry-current equipment) • industry-realistic ratios of kitchen staff to customers • preparation of dishes for real customers within typical workplace time constraints • safe occupational health and food hygiene practices related to preparation, cooking, presenting and storing of roast meats and poultry.
Volume 4 of 5, Imported Unit 77 of 96 Page 419 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHCH12B Prepare and cook Chinese roast meat cuts and poultry
Assessment Methods Assessment methods must be chosen to ensure that preparation of roast meats and poultry, sauces and accompaniments can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of practical demonstration of roast meat, poultry, sauce and accompaniment preparation and presentation • sampling of dishes prepared by the candidate • written or oral questions to test knowledge of cuisine styles, cultural aspects, use and importance typical commodities and flavourings, safety issues and food quality indicators • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate eg. menus, photographs.
Volume 4 of 5, Imported Unit 77 of 96 Page 420 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHHCO01B Develop and update hospitality industry knowledge
THHHCO01B Develop and update hospitality industry knowledge Unit Descriptor This unit deals with the skills and knowledge required to access, increase and update knowledge of the hospitality industry including different industry sectors and relevant industry legislation. This knowledge underpins effective performance in all sectors and applies to all people working in the hospitality industry. In-depth knowledge is therefore not required. Unit Sector Hospitality Core
ELEMENT PERFORMANCE CRITERIA
1. Seek information on the 1.1 Identify and access sources of information on the hospitality industry hospitality industry, appropriately and correctly. 1.2 Obtain information to assist effective work performance within the industry, including: 1.2.1 different sectors of the hospitality industry, their inter-relationships and the services available in each sector 1.2.2 relationships between tourism and hospitality 1.2.3 relationships between the hospitality industry and other industries 1.2.4 industry working conditions 1.2.5 environmental issues and requirements 1.2.6 industrial relations issues and major organisations 1.2.7 career opportunities within the industry 1.2.8 the work ethic required to work in the industry 1.2.9 industry expectations of staff 1.2.10 quality assurance. 1.3 Access and update specific information on relevant sector(s) of work. 1.4 Use knowledge of the hospitality industry in the correct context to enhance quality of work performance.
2. Source and apply 2.1 Obtain information on legal and ethical issues to assist information on legal and effective work performance. ethical issues for the 2.2 Conduct day-to-day hospitality industry activities in hospitality industry accordance with legal obligations and ethical industry practices. 3. Update hospitality industry 3.1 Identify and use a range of opportunities to update general knowledge knowledge of the hospitality industry. 3.2 Monitor current issues of concern to the industry. 3.3 Share updated knowledge with customers and colleagues as appropriate and incorporate this knowledge into day-to-day work activities.
Volume 4 of 5, Imported Unit 78 of 96 Page 421 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHHCO01B Develop and update hospitality industry knowledge
KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Liaising with colleagues from other industry 1 information sectors to meet a particular customer request Collecting analysing and Deciding whether to join an industry association 2 organising information based on promotional materials Planning and organising Organising a personal program of professional 1 activities development activities for the upcoming year Working with others and in Discussing industry events with colleagues 1 teams Using mathematical ideas not applicable - and techniques Solving problems Responding to a situation which involves dealing 1 with a sector of the industry of which you have limited knowledge Using technology Using the Internet to source information on the 1 hospitality industry
RANGE STATEMENT
This unit applies to all sectors of the hospitality industry.
Information sources may • media include • reference books • libraries • unions • industry associations • industry journals • Internet • information services • personal observation and experience • colleagues, supervisors and managers • industry contacts, mentors and advisors.
Other industries may • entertainment include • food production • wine production • recreation • meetings and events • retail.
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Legal issues which impact • consumer protection on the industry include • duty of care • equal employment opportunity • anti-discrimination • workplace relations. • child sex tourism.
Ethical issues impacting • confidentiality on the industry may relate • commission procedures to • overbooking • pricing • tipping • familiarisations • gifts and services free of charge • product recommendations.
Issues of concern to the • government initiatives industry may be related to • emerging markets • environmental and social issues • labour issues • industry expansion or retraction.
Volume 4 of 5, Imported Unit 78 of 96 Page 423 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHHCO01B Develop and update hospitality industry knowledge
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to be Assessed of this unit: • different sectors of the hospitality industry and their inter-relationships, including a general knowledge of the role and function of the following: • food and beverage • front office • food production/kitchen operations • housekeeping • clubs • gaming • overview of quality assurance, quality activities and continuous improvement in the hospitality industry and the role of individual staff members within the total quality process • industry information sources • basic research skills: • identification of relevant information • questioning techniques to obtain information • sorting, summarising and presenting information • the role of trade unions and employer groups in the industry • environmental responsibilities of the industry including waste minimisation and recycling • legislation, regulations and guidelines (both State and Federal) that apply to the industry in the following areas (main objectives, requirements and impact on individual staff): • liquor (including responsible service of alcohol) • health and safety • hygiene • gaming • workplace relations • workers' compensation • consumer protection and trade practices • duty of care • building regulations • equal employment opportunity (EEO) • anti-discrimination. • overview of current and emerging technology used across the hospitality industry.
Linkages to Other Units This is a core unit which underpins effective performance in all other units and combined training and assessment may be appropriate.
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Critical Aspects of Evidence of the following is critical: Assessment • ability to source industry information • general knowledge of the hospitality industry, including main roles, functions and inter-relationships of different sectors, with a more detailed knowledge of issues which relate to a specific sector or workplace.
Context of Assessment Assessment must ensure: and Resource Implications • project or work activities that allow the candidate to demonstrate the application of knowledge to specific hospitality industry contexts and situations.
Assessment Methods Assessment methods must be chosen to ensure that ability to develop and update knowledge can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • case studies and problem-solving exercises to assess application of knowledge to different situations and contexts • questions to assess knowledge of different aspects of the hospitality industry • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 78 of 96 Page 425 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHINDN07B Prepare and produce tandoori food items
THHINDN07B Prepare and produce tandoori food items Unit Descriptor This unit deals with the skills and knowledge required to prepare and produce tandoori food items for Indian cuisine. Prerequisite Unit(s) THHASC01A Use basic Asian methods of cookery THHBKA02B Present food THHBKA01B Organise and prepare food THHGHS01B Follow workplace hygiene procedures Unit Sector Asian Cookery
ELEMENT PERFORMANCE CRITERIA
1. Select key commodities 1.1 Identify and select correctly, key types and names of and ingredients tandoori items. 1.2 Select correctly, fresh, dried and preserved commodities used in tandoori marinades.
2. Prepare and used 2.1 Follow food hygiene requirements and occupational health tandoori spice mixture and safety regulation in all tasks related to preparation, cooking, presentation and serving of food items. 2.2 Measure, weigh and portion spices, according to recipe specifications and enterprise requirements. 2.3 Handle tandoori and curry powders correctly, according to safety requirements. 2.4 Apply tandoori spice mixtures or curry pastes to food items and marinate under required conditions. 3. Produce and present 3.1 Select and use cooking equipment and utensils according tandoori products to enterprise requirements. 3.2 Follow accurately, standard recipes for tandoori items are, according to enterprise practices and specifications. 3.3 Prepare and cook tandoori items to customer expectations, following recipe specifications. 3.4 Apply correct steps to all cooking methods according to recipe specifications. 3.5 Select presentation crockery according to suitability of size, colour and shape, according to enterprise requirements. 3.6 Serve suitable accompaniments which conform to the acceptable traditional, regional style and recipe specifications.
Volume 4 of 5, Imported Unit 79 of 96 Page 426 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHINDN07B Prepare and produce tandoori food items
KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Writing menus and giving explanations about 2 information tandoori cookery Providing information about ingredients Collecting analysing and Reading recipes and verifying availability of 1 organising information ingredients for tandoori cookery Matching tandoori food items with suitable sauces, and accompaniments Planning and organising Preparation of ingredients for marinades, 1 activities ascertaining marinating times for specific food items Preparation of sauces and accompaniments Setting out ingredients Working with others and in Co-ordinating preparation, cooking and 1 teams presentation tasks with others Using mathematical ideas Calculating quantities of commodities and 1 and techniques ingredients required for particular recipes Ascertaining amounts of spices required to achieve required strength and flavour characteristics required Solving problems Adjusting flavourings where marinades are not 1 balanced Using technology Using specialised tandoori equipment for 1 preparation and cooking
RANGE STATEMENT
This unit applies to all enterprises where Indian cuisine is prepared and served. The following explanations identify how this unit may be applied in different workplaces and circumstances. Tandoori refers to foods cooked in a tandoor oven. Dishes prepared must include a selection from meat, chicken and seafood.
Commodities and • meat ingredients may be fresh, • chicken dried or preserved and • seafood may include • tandoori powder • curry powder (masala ).
Volume 4 of 5, Imported Unit 79 of 96 Page 427 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHINDN07B Prepare and produce tandoori food items
Required conditions for • covered containers marinating prepared • chilling. tandoori items may include
Suitable accompaniments • rice may include • vegetables • pickles • chutney • sauces.
Volume 4 of 5, Imported Unit 79 of 96 Page 428 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHINDN07B Prepare and produce tandoori food items
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • cuisine characteristics, cultural and religious practices related to food preparation, presentation and consumption, typical menu items, order of service, typical accompaniments and garnishes, kitchen and service culture, including kitchen organisation • food preparation for tandoori cookery, including following recipe requirements • precision cutting techniques and implements for tandoori cookery • selection, use and maintenance of specialised equipment and tableware/serviceware for preparation, cooking and serving food items • culinary terms related to tandoori cookery, including regional variations • identification, selection, storage and use of typical commodities, herbs and spices, condiments, relevant to tandoori cookery • evaluating quality of ingredients, dishes and food items including blending and balancing of flavours and aromatics, correct flavour structure, texture and consistency, correct acid balance, correct colour and plate presentation • the effects of cooking techniques on nutrition, taste, food texture and appearance • use of garnishes for presentation including consideration of colour and eye appeal • use of specialised serviceware for presentation • typical food allergies and consequences • maintaining a tidy work station • principles and practices of hygiene on a personal and professional level related to working in a kitchen, including suitable dress • safe work practices, particularly in relation to bending, lifting, and using cutting implements, appliances, heated surfaces and other equipment which carry a risk of burns.
Volume 4 of 5, Imported Unit 79 of 96 Page 429 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHINDN07B Prepare and produce tandoori food items
Linkages to Other Units This unit must be assessed with or after the following units which describe the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA01B Organise and prepare food • THHBKA02B Present food • THHASC01A Use basic methods of cookery in Asian cuisines
Critical Aspects of Evidence of the following is critical: Assessment • ability to prepare food items for tandoori cookery including marinades, within realistic time constraints using a range of cookery methods appropriate to the cuisine • knowledge of cuisine style including cultural considerations, commodities, culinary terminology and equipment • application of hygiene and safety principles and procedures.
Context of Assessment Assessment must ensure: and Resource Implications • a range of tandoori food items is prepared, cooked and served using real and appropriate ingredients • demonstration of skills within a fully-equipped, operational commercial kitchen suitable for Indian cooking (including industry-current equipment) • industry-realistic ratios of kitchen staff to customers • preparation of tandoori dishes for real customers within typical workplace time constraints • safe occupational health and food hygiene practices related to preparation, cooking, presenting and storing of stocks and soups.
Assessment Methods Assessment methods must be chosen to ensure that preparation of tandoori food items can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of practical demonstration by the candidate of tandoori food items being prepared, cooked and presented • sampling of dishes prepared by the candidate • written or oral questions to test knowledge of tandoori cookery, cultural aspects, use and importance typical commodities and flavourings, safety issues and food quality indicators • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate eg. menus, photographs.
Volume 4 of 5, Imported Unit 79 of 96 Page 430 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHINDN09B Prepare and produce Indian breads
THHINDN09B Prepare and produce Indian breads Unit Descriptor This unit deals with the preparation and presentation of Indian breads, (naan, poori, chappati, paratha, dosa). Prerequisite Unit(s) THHGHS01B Follow workplace hygiene procedures Unit Sector Asian Cookery
ELEMENT PERFORMANCE CRITERIA
1. Prepare and produce 1.1 Select, weigh and prepare required ingredients, according breads to recipe specifications and enterprise practice. 1.2 Follow specified preparation techniques and shape and size breads, sizes according to cuisine requirements enterprise practice. 1.3 Use specialised equipment for baking Indian breads, according to instructions.
2. Present and store breads 2.1 Select tableware in sizes, shapes and colour to display breads attractively and to create maximum customer appeal. 2.2 Match breads with suitable accompaniments which conform to the acceptable traditional regional style and recipe specifications. 2.3 Store breads at correct temperatures for the preservation of freshness, appearance and eating quality.
Volume 4 of 5, Imported Unit 80 of 96 Page 431 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHINDN09B Prepare and produce Indian breads
KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Writing explanations about Indian breads and 2 information accompaniments Providing information about ingredients and completed bread products Collecting analysing and Reading recipes and verifying availability of 1 organising information ingredients for Indian breads and accompaniments Assembling and checking ingredients required Planning and organising Preparation of ingredients for Indian breads and 1 activities accompaniments Setting out ingredients Working with others and in Co-ordinating preparation, cooking and 1 teams presentation tasks with others Using mathematical ideas Calculating quantities of commodities and 1 and techniques ingredients required for particular Indian breads and accompaniments Ascertaining cooking temperature and timing for specific bread-making techniques Solving problems Analysing completed bread products and 1 correction of problems such as over-cooking Correcting dough which has been prepared to the wrong consistency Using technology Using equipment for preparation and cooking of 1 Indian breads and accompaniments
RANGE STATEMENT
This unit applies to all enterprises where Indian breads are prepared and served. The following explanations identify how this unit may be applied in different workplaces and circumstances.
A selection of Indian • chappatis breads must be prepared • naan including • pooris • dosa.
Volume 4 of 5, Imported Unit 80 of 96 Page 432 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHINDN09B Prepare and produce Indian breads
Commodities and other • flour products ( atta, maida flour and lentil flour) ingredients used in the • yeast products ( khamir - fresh or dried) preparation of Indian • fat compound (ghee) breads may include • milk products (yoghurt, sour cream) • commodities (fresh, dried and preserved) • baking powder.
Specialised equipment • tava (cast iron) may include • karahi (wok) • tandoor oven (clay oven).
Suitable accompaniments • rice may include • vegetables • chutney • pickles • sauces • snacks • appetisers • main course dishes • beverages.
Volume 4 of 5, Imported Unit 80 of 96 Page 433 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHINDN09B Prepare and produce Indian breads
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • traditional names, varieties and terminology applied to Indian breads • principles of selecting serving different kinds of breads for menu items • commodities (yeast products (khamir), flour, fat and milk products for Indian breads) • using precision kneading, moulding and shaping techniques to achieve the required texture • selection, use and maintenance of specialised equipment and tableware/serviceware for preparation, cooking and serving Indian breads, including using the cast iron (tava) wok ( karahi) and clay oven ( tandoor oven) • frying and baking procedures and techniques for Indian breads • cuisine characteristics, cultural and religious practices related to food preparation, presentation and consumption, typical menu items, order of service, typical accompaniments and garnishes, kitchen and service culture, including kitchen organisation, identification, selection, storage and use of typical commodities, herbs and spices, condiments, thickening and flavouring agents, seasonal delicacies relevant to the particular cuisine and appropriate cookery methods • evaluating quality of ingredients and breads • maintaining a tidy work station • principles and practices of hygiene on a personal and professional level related to working in a kitchen, including suitable dress • safe work practices, particularly in relation to bending, lifting, and using cutting implements, appliances, heated surfaces and other equipment which carry a risk of burns.
Linkages to Other Units This unit must be assessed with or after the following unit which describes the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures
This unit has a link to the following unit, and combined training and assessment is strongly recommended: • THHASC01A Use basic methods of cookery in Asian cuisines
Volume 4 of 5, Imported Unit 80 of 96 Page 434 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHINDN09B Prepare and produce Indian breads
Critical Aspects of Evidence of the following is critical: Assessment • ability to prepare Indian breads within realistic time constraints using a range of cookery methods appropriate to the types of breads prepared • knowledge of Indian breads, including cultural considerations, commodities, culinary terminology and equipment • application of hygiene and safety principles and procedures.
Context of Assessment Assessment must ensure: and Resource Implications • a range of Indian breads is prepared using the full range of techniques required for Indian breads using real and appropriate ingredients • demonstration of skills within a fully-equipped, operational commercial kitchen suitable for Indian cooking (including industry-current equipment) • preparation of breads for real customers within typical workplace time constraints • safe occupational health and food hygiene practices related to preparation, cooking, presenting and storing Indian breads.
Assessment Methods Assessment methods must be chosen to ensure that preparation of Indian breads can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of practical demonstration by the candidate of breads being prepared and presented • samples and tasting of breads prepared by the candidate • written or oral questions to test knowledge of bread types, ingredients, cultural aspects, use and importance typical commodities and flavourings, safety issues and food quality indicators • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate eg. menus, photographs.
Volume 4 of 5, Imported Unit 80 of 96 Page 435 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHINDN10B Prepare and produce Indian sweetmeats
THHINDN10B Prepare and produce Indian sweetmeats Unit Descriptor This unit deals with the skills and knowledge required to prepare and produce sweetmeats for Indian cuisine. Prerequisite Unit(s) THHGHS01B Follow workplace hygiene procedures Unit Sector Asian Cookery
ELEMENT PERFORMANCE CRITERIA
1. Prepare to produce Indian 1.1 Select, measure and weigh key commodities according to desserts and sweets recipe specifications. 1.2 Select and use correct cooking utensils and equipment for required recipes . 1.3 Select milk products, setting and thickening agents for use in correct amounts according to standard recipe specifications. 1.4 Assemble woks (karahi) and associated equipment for preparing Indian sweet desserts according to instructions.
2. Prepare and produce 2.1 Prepare desserts and sweets in correct shapes, and with dessert and sweet correct fillings, according to recipe specifications. products 2.2 Comply with basic hygiene requirements and occupational health and safety regulations in all tasks. 2.3 Follow standard procedures accurately where sweets are reheated or refried according to customer orders and enterprise practice. 2.4 Use correct procedures for milk products, and to setting and thickening agents to maintain quality control. 3. Store dessert and sweet 3.1 Assess accompaniments, sauces and syrups according to products quality and shelf-life. 3.2 Follow correct reheating procedures are followed according to instructions. 3.3 Store desserts and sweet products correctly under appropriate storage conditions. 4. Present Indian desserts 4.1 Use correct sizes, shapes and colours are used for and sweet products serving. 4.2 Desserts are presented attractively and attractively to retain quality and freshness.
Volume 4 of 5, Imported Unit 81 of 96 Page 436 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHINDN10B Prepare and produce Indian sweetmeats
KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Writing menus and explanations about Indian 2 information desserts, sweets and accompaniments Providing information about ingredients Collecting analysing and Reading recipes and verifying availability of 1 organising information ingredients for Indian desserts, sweets and accompaniments Planning and organising Preparation of ingredients for Indian desserts, 1 activities sweets and accompaniments Setting out ingredients Working with others and in Co-ordinating preparation, cooking and 1 teams presentation tasks with others Using mathematical ideas Calculating quantities of commodities and 1 and techniques ingredients required for particular recipes Ascertaining amounts of flavourings required to achieve required strength and flavour characteristics required Solving problems Adjusting flavourings where Indian desserts, 1 sweets and accompaniments are not balanced, as required by a particular cuisine Using technology Using equipment for preparation and cooking 1
RANGE STATEMENT
This unit applies to all enterprises where Indian cuisine is prepared and served. The following explanations identify how this unit may be applied in different workplaces and circumstances.
A wide variety of Indian • gajar-ka-halva halva desserts and sweets must • kulfi be prepared and may • shahitukra include • malpue • kheer • gulabjamoon.
Volume 4 of 5, Imported Unit 81 of 96 Page 437 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHINDN10B Prepare and produce Indian sweetmeats
Commodities may include • rose water • gold leaf • herbs, spices and seed pods • flours • fat compounds, ghee • milk products • curry powders ( masala) • flavourings and aromatics such as garlic and ginger • preservatives such as vinegar • thickening agents • sweeteners, such as honey • rice • syrups.
Correct cooking utensils • cast iron or stainless steel pots and equipment may • frypans include • steamers • woks • platters • cane baskets and banana leaf linings • crockery.
Volume 4 of 5, Imported Unit 81 of 96 Page 438 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHINDN10B Prepare and produce Indian sweetmeats
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • cuisine characteristics, cultural and religious practices related to food preparation, presentation and consumption, typical menu items, order of service, typical accompaniments and garnishes, kitchen and service culture, including kitchen organisation • food preparation for Indian desserts and sweets, including following recipe requirements • selection, use and maintenance of specialised equipment and tableware/serviceware for preparation, cooking and serving dessert and sweet items • culinary terms related to Indian desserts and sweets, including regional variations • identification, selection, storage and use of typical commodities, herbs and spices, thickening and flavouring agents, used in the preparation of Indian desserts and sweets • evaluating quality of ingredients, dishes and food items including blending and balancing of flavours and aromatics, correct flavour structure, texture and consistency, correct acid balance, correct colour and plate presentation • use of garnishes for presentation including consideration of colour and eye appeal • use of specialised serviceware for presentation • principles and practices of hygiene on a personal and professional level related to working in a kitchen, including suitable dress • safe work practices, particularly in relation to bending, lifting, and using cutting implements, appliances, heated surfaces, hot liquids and other equipment and cookery methods which carry a risk of burns.
Linkages to Other Units This unit must be assessed with or after the following unit which describes the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures
This unit has a link to the following unit, and combined training and assessment is strongly recommended: • THHASC01A Use basic methods of cookery in Asian cuisines
Volume 4 of 5, Imported Unit 81 of 96 Page 439 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHINDN10B Prepare and produce Indian sweetmeats
Critical Aspects of Evidence of the following is critical: Assessment • ability to prepare Indian desserts and sweets within realistic time constraints using a range of cookery methods appropriate to the cuisine • knowledge of dessert and sweet styles, including cultural considerations, commodities, culinary terminology and equipment • application of hygiene and safety principles and procedures.
Context of Assessment Assessment must ensure: and Resource Implications • a range of Indian desserts and sweets is prepared and presented using real and appropriate ingredients • demonstration of skills within a fully-equipped, operational commercial kitchen suitable for Indian cooking (including industry-current equipment) • industry-realistic ratios of kitchen staff to customers • safe occupational health and food hygiene practices related to preparation, cooking, presenting and storing of Indian desserts and sweets.
Assessment Methods Assessment methods must be chosen to ensure that preparation of sauces, dips and accompaniments can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of practical demonstration by the candidate of preparation and presentation of a variety of desserts and sweets • sampling of dishes prepared by the candidate • written or oral questions to test knowledge of cuisine styles, cultural aspects, use and importance typical commodities and flavourings, safety issues and food quality indicators • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate eg. menus, photographs.
Volume 4 of 5, Imported Unit 81 of 96 Page 440 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHINDN11B Prepare Indian pickles and chutneys
THHINDN11B Prepare Indian pickles and chutneys Unit Descriptor This unit deals with the skills and knowledge required to prepare and produce pickles and chutneys for Indian cuisine. Prerequisite Unit(s) THHGHS01B Follow workplace hygiene procedures Unit Sector Asian Cookery
ELEMENT PERFORMANCE CRITERIA
1. Identify and select key 1.1 Select correctly a range of fresh, dried and preserved commodities commodities for use in making chutneys and pickles. 1.2 Identify correctly a variety of main and secondary ingredients. 1.3 Identify key names of chutneys and pickles, using correct menu names. 1.4 Identify correctly, types of curry powder ( masala ) used. 1.5 Identify correctly, combinations of spices used in the production of chutneys.
2. Prepare chutneys and 2.1 Prepare ingredients correctly according to recipe pickles specifications, using precision cutting techniques required by regional cuisines. 2.2 Use quantities of preservatives and colorants, according to enterprise practice. 2.3 Select, prepare and use cooking equipment and utensils, according to enterprise and cuisine requirements. 2.4 Follow the required steps to all cooking methods, and according to recipe specifications. 2.5 Follow correct timing to prepare pickles for bottling and allow required time for maturing. 3. Produce chutneys and 3.1 Prepare accompaniment sauces and flavourings, pickles according to recipe and specifications. 3.2 Follow food hygiene requirements and occupational health and safety regulations apply them to all tasks related to preparation, bottling and storage. 4. Present chutneys and 4.1 Select platter ( thali ) and crockery sizes, colour and pickles shapes according to the enterprise requirements. 4.2 Present chutneys and pickles attractively to achieve maximum customer appeal. 4.3 Prepare required accompaniments including, pakoris , tandoori kebabs, and rice, and sauces which conform to the acceptable traditional style of a region, and recipe specifications.
Volume 4 of 5, Imported Unit 82 of 96 Page 441 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHINDN11B Prepare Indian pickles and chutneys
5. Store cooked chutneys 5.1 Store chutneys and pickles at correct conditions and and pickles temperatures to maintain quality and extend shelf-life. 5.2 Select and use packaging appropriate for the preservation of freshness, taste and to prevent chemical reaction and deterioration. 5.3 Line jars with sheets of greaseproof or waxed paper to prevent metallic lids from coming into contact with chutneys.
KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Writing menus and explanations about pickles 2 information and chutneys and their uses Providing information about ingredients Collecting analysing and Reading recipes and verifying availability of 1 organising information ingredients for Indian pickles and chutneys Planning and organising Preparation of ingredients pickles and chutneys 1 activities Setting out ingredients in preparation for cooking and packaging Storing pickles and chutneys appropriately to mature Working with others and in Co-ordinating preparation, cooking, packaging 1 teams and storage tasks with others Using mathematical ideas Calculating quantities of commodities and 1 and techniques ingredients required for particular recipes Ascertaining amounts of flavourings required to achieve required strength and flavour characteristics required Solving problems Adjusting flavourings where pickles and 1 chutneys are not balanced Using technology Using equipment for preparation and cooking 1
Volume 4 of 5, Imported Unit 82 of 96 Page 442 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHINDN11B Prepare Indian pickles and chutneys
RANGE STATEMENT
This unit applies to all enterprises where Indian cuisine is prepared and served. The following explanations identify how this unit may be applied in different workplaces and circumstances.Indian chutneys and pickles may be cooked or uncooked and traditionally are served to accompany curries. A wide variety of chutneys and pickles must be produced.
Commodities may include • herbs and spices eg. cumin, coriander, fenugreek, red pepper and tumeric. • curry powders (masala) • flavourings and aromatics such as garlic and ginger • preservatives such as vinegar • thickening agents.
Secondary ingredients • fruits may include • bulb vegetables such as onions • root vegetables • colorants.
Accompaniments may • pakoris include • tandoori kebabs • rice • sauces.
Suitable packaging for • lidded or sealable glass jars pickles and chutneys • lidded or sealable crockery containers. includes
Volume 4 of 5, Imported Unit 82 of 96 Page 443 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHINDN11B Prepare Indian pickles and chutneys
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • food preparation for Indian cuisine, including following recipe requirements • cuisine characteristics, cultural and religious practices related to preparation, presentation and consumption, typical menu items, order of service, typical accompaniments and garnishes, kitchen and service culture, including kitchen organisation • precision cutting techniques and implements for preparing pickles and chutneys in regional Indian cuisines • selection, use and maintenance of specialised equipment and tableware/serviceware for preparation of pickles and chutneys • culinary terms related to Indian cuisine, including regional variations • identification, selection, storage and use of typical commodities, herbs and spices, condiments, thickening and flavouring agents, seasonal delicacies relevant to the particular cuisine and appropriate cookery methods • evaluating quality of ingredients, dishes and food items including blending and balancing of flavours and aromatics, correct flavour structure, texture and consistency, correct acid balance, correct colour and plate presentation • the effects of cooking techniques on nutrition, taste, food texture and appearance, and chemical reaction in chutneys and pickles • maintaining a tidy work station • principles and practices of hygiene on a personal and professional level related to working in a kitchen, including suitable dress • safe work practices, particularly in relation to bending, lifting, and using cutting implements, appliances, heated surfaces, hot oil and other equipment and cookery methods which carry a risk of burns.
Volume 4 of 5, Imported Unit 82 of 96 Page 444 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHINDN11B Prepare Indian pickles and chutneys
Linkages to Other Units This unit must be assessed with or after the following unit which describes the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures
This unit has a link to the following unit, and combined training and assessment is strongly recommended: • THHASC01A Use basic methods of cookery in Asian cuisines
Critical Aspects of Evidence of the following is critical: Assessment • ability to prepare pickles and chutneys within realistic time constraints • knowledge of cuisine style including cultural considerations, commodities, culinary terminology and equipment • application of hygiene and safety principles and procedures • knowledge of time required for maturing pickles and chutneys • knowledge of appropriate storage conditions and procedures.
Context of Assessment Assessment must ensure: and Resource Implications • preparation, cooking, packing and storing of a range of pickles and chutneys by the candidate using real and appropriate ingredients • demonstration of skills within a fully-equipped, operational commercial kitchen suitable for Indian cooking (including industry-current equipment) • safe occupational health and food hygiene practices related to preparation, cooking, packaging and storing pickles and chutneys.
Volume 4 of 5, Imported Unit 82 of 96 Page 445 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHINDN11B Prepare Indian pickles and chutneys
Assessment Methods Assessment methods must be chosen to ensure that preparation of pickles and chutneys can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of practical demonstration by the candidate preparing, packaging and storing pickles and chutneys • samples and tasting of items prepared by the candidate • written or oral questions to test knowledge of cuisine styles, cultural aspects, use and importance typical commodities and flavourings, safety issues and food quality indicators • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate eg. menus, photographs.
Volume 4 of 5, Imported Unit 82 of 96 Page 446 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHINDO09B Prepare and produce Indonesian crackers
THHINDO09B Prepare and produce Indonesian crackers Unit Descriptor This unit deals with the skills and knowledge required to produce Indonesian crackers (krupuk and emping melinjo). Prerequisite Unit(s) THHGHS01B Follow workplace hygiene procedures Unit Sector Asian Cookery
ELEMENT PERFORMANCE CRITERIA
1. Identify and select 1.1 Identify and select a variety of crackers, in accordance crackers with enterprise requirements.
2. Prepare, fry and present 2.1 Dry crackers thoroughly to ensure maximum expansion crackers and crispness when frying and to maintain eating quality. 2.2 Use correct equipment and utensils, according to enterprise practices. 2.3 Use correct temperature and timing for frying crackers to ensure required portion size and quality. 2.4 Select platters, shapes or cane baskets in appropriate colours for attractive presentation and maximum customer appeal. 2.5 Prepare accompaniments and sauces which conform to the acceptable traditional style of the region, and recipe specifications. 3. Pack and store crackers 3.1 Select air tight packaging for crackers to ensure the preservation of freshness, taste, flavour and texture. 3.2 Store crackers in containers at correct temperatures and under conditions to maintain crispness and freshness.
Volume 4 of 5, Imported Unit 83 of 96 Page 447 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHINDO09B Prepare and produce Indonesian crackers
KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Writing menus and explanations about crackers, 2 information sauces, dips and accompaniments Providing information about ingredients Collecting analysing and Reading recipes and verifying availability of 1 organising information ingredients for different crackers sauces, dips and accompaniments Planning and organising Preparation of ingredients for crackers, sauces, 1 activities dips and accompaniments Gathering and setting out ingredients in preparation for production Working with others and in Co-ordinating preparation, cooking and 1 teams presentation tasks with others Using mathematical ideas Calculating quantities of commodities and 1 and techniques ingredients required for particular recipes Ascertaining amounts of flavourings required to achieve required strength and flavour characteristics required Solving problems Adjusting flavourings where sauces, dips and 1 accompaniments are not balanced, as required by a particular cuisine Using technology Using equipment for preparation and cooking 1
RANGE STATEMENT
This unit applies to all enterprises where Indonesian cuisine is prepared and served. The following explanations identify how this unit may be applied in different workplaces and circumstances.A wide variety of crackers (krupuk and emping melinjo) may be served as accompaniments to main Indonesian dishes or as snacks or appetisers.
A variety must be prepared • prawn cracker ( krupuk udang) and may include • nut cracker (emping melinjo) • fish cracker (krupuk palembang) • rice cracker (krupuk puli) • tapioca cracker (krupuk miller).
Volume 4 of 5, Imported Unit 83 of 96 Page 448 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHINDO09B Prepare and produce Indonesian crackers
Equipment and utensils • fryers used may be traditional or • skimmers contemporary and may • serviceware and baskets. include
Accompaniments for • sauces and dips crackers may include • other snacks and appetisers • drinks.
Storage to maintain • air-tight containers freshness and crispness • sealed and sealable packages. may apply to uncooked and cooked crackers and include
Volume 4 of 5, Imported Unit 83 of 96 Page 449 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHINDO09B Prepare and produce Indonesian crackers
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • culinary terms related to Indonesian cuisine, including regional variations • cuisine characteristics, cultural and religious practices related to food preparation, presentation and consumption, typical menu items, order of service, typical accompaniments and garnishes, kitchen and service culture, including kitchen organisation • preparation of different types of crackers, including following recipe requirements • selection, use and maintenance of specialised equipment and tableware/serviceware for preparation, cooking and serving krupuk and empingmelinjo • evaluating quality of ingredients, dishes and food items including blending and balancing of flavours and aromatics, correct flavour structure, texture and consistency, correct acid balance, correct colour and plate presentation • use of garnishes for presentation including consideration of colour and eye appeal • use of specialised serviceware for presentation • maintaining a tidy work station • principles and practices of hygiene on a personal and professional level related to working in a kitchen, including suitable dress • safe work practices, particularly in relation to bending, lifting, and using cutting implements, appliances, heated surfaces, hot oil and other equipment and cookery methods which carry a risk of burns.
Linkages to Other Units This unit must be assessed with or after the following unit which describes the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures
This unit has a link to the following unit, and combined training and assessment is strongly recommended: • THHASC01A Use basic methods of cookery in Asian cuisines
Volume 4 of 5, Imported Unit 83 of 96 Page 450 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHINDO09B Prepare and produce Indonesian crackers
Critical Aspects of Evidence of the following is critical: Assessment • ability to prepare a variety of crackers as well as appropriate sauces, dips and accompaniments within realistic time constraints using a range of cookery methods appropriate to the cuisine • knowledge of cuisine style including cultural considerations, commodities, culinary terminology and equipment • application of hygiene and safety principles and procedures.
Context of Assessment Assessment must ensure: and Resource Implications • preparation of a range of crackers, including sauces, dips and other suitable accompaniments using real and appropriate ingredients • demonstration of skills within a fully-equipped, operational commercial kitchen suitable for Asian cooking (including industry-current equipment) • industry-realistic ratios of kitchen staff to customers • preparation of dishes for real customers within typical workplace time constraints • safe occupational health and food hygiene practices related to preparation, cooking, presenting and storing of crackers, sauces, dips and accompaniments.
Assessment Methods Assessment methods must be chosen to ensure that preparation of sauces, dips and accompaniments can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of practical demonstration by the candidate preparing crackers, sauces, dips and accompaniment preparation and presentation • sampling of dishes prepared by the candidate • written or oral questions to test knowledge of cuisine styles, cultural aspects, use and importance typical commodities and flavourings, safety issues and food quality indicators • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate eg. menus, photographs.
Volume 4 of 5, Imported Unit 83 of 96 Page 451 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHJA04B Prepare and produce Japanese raw fish (Sashimi )
THHJA04B Prepare and produce Japanese raw fish (Sashimi ) Unit Descriptor This unit deals with the skills and knowledge required to prepare raw fish dishes (sashimi) for Japanese cuisine. Prerequisite Unit(s) THHBKA02B Present food THHBKA01B Organise and prepare food THHGHS01B Follow workplace hygiene procedures Unit Sector Asian Cookery
ELEMENT PERFORMANCE CRITERIA
1. Prepare fish 1.1 Identify and select fresh fish and shellfish, according to customer's needs and to regional recipe specifications. 1.2 Evaluate fish to ensure freshness and quality according to established criteria. 1.3 Practise preparation procedures correctly and maintain strict hygiene standards when handling and preparing raw fish, and according to health and safety requirements. 1.4 Maintain and kill live seafood, where used, in a non-cruel and humane manner and according to government regulations. 1.5 Clean, gut and fillet fish and shellfish as required, correctly and efficiently according to industry standards. 1.6 Use, care for and maintain knives used for preparing fish according to industry standards.
2. Prepare condiments 2.1 Prepare a selection of fresh condiments according to recipe specifications. 2.2 Prepare vegetables and arranged them attractively according to traditional and regional styles and specifications. 2.3 Prepare ingredients correctly according to recipe specification using precision cutting techniques. 2.4 Prepare, organise and store flavourings and sauce mixtures, at correct temperature and according to health and safety specifications. 2.5 Comply with hygiene requirements and occupational health and safety regulations, and apply to all tasks. 2.6 Follow standard recipes accurately according to enterprise practice. 3. Prepare and present 3.1 Prepare sashimi according to customer orders (and apply sashimi correct steps to retain freshness and quality). 3.2 Check crockery sizes, shapes and colour to ensure appealing presentation. 3.3 Arrange and present condiments attractively on platters to achieve maximum customer appeal. 3.4 Ensure that garnishes conform to the acceptable traditional style of the region and specifications.
Volume 4 of 5, Imported Unit 84 of 96 Page 452 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHJA04B Prepare and produce Japanese raw fish (Sashimi )
4. Store sashimi 4.1 Store fish and shellfish correctly to ensure quality, hygiene and nutritional value. 4.2 Check date stamp and codes, where applicable, to ensure quality control and safety of foods. 4.3 Store sashimi at correct temperatures and conditions to maintain eating qualities. 4.4 Comply with hygiene requirements and occupational health and safety regulations, and apply to all tasks.
KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Providing explanations about sashimi, sauces, 2 information dips and accompaniments Providing information about ingredients Collecting analysing and Reading recipes and verifying availability of 1 organising information ingredients for sashimi, sauces, dips and accompaniments Planning and organising Preparation of fish and ingredients for sauces, 1 activities dips and accompaniments Setting out ingredients for sequential use Working with others and in Co-ordinating preparation and presentation tasks 1 teams with others Using mathematical ideas Calculating quantities of fish and commodities 1 and techniques required for particular recipes Applying portion control and uniformity of sashimi items Solving problems Adjusting flavourings where sauces, dips and 1 accompaniments are not balanced Using technology Using equipment for preparation 1
Volume 4 of 5, Imported Unit 84 of 96 Page 453 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHJA04B Prepare and produce Japanese raw fish (Sashimi )
RANGE STATEMENT
This unit applies to all hospitality enterprises where Japanese cuisine is served. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.
Sashimi is a traditional • fresh fish and shellfish Japanese dish, based on • vegetables (daikon) raw seafood, and includes • condiments ( wasabi, radish, ginger) the following commodities • garnishes, fresh kinome or kuzu • sauces (tosu shoyu) • other sauces (ponsusauce).
Established criteria for • clear eyes evaluating fish include • red gills • firm texture of flesh • moist but not slimy • pleasant sea odour • correct colour of scales.
Condiments appropriate to • fresh condiments eg daikon, wasabi, ginger root and sashimi include sauces. • prepared eg kaminari, momijioroshi, tosajoyu.
Types of sashimi may • mixed sashimi ( moriawase) include • magoronobaraikanarutomak • usuzukuri.
Volume 4 of 5, Imported Unit 84 of 96 Page 454 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHJA04B Prepare and produce Japanese raw fish (Sashimi )
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • principles for choosing quality fish for sashimi • principles and techniques for the preparation of fish for sashimi • culinary terms related to preparation and presentation of sashimi • identification, selection, storage and use of typical commodities required for sashimi preparation, including condiments and flavouring agents • sauces, dips and accompaniments for sashimi including assessing sauce consistency • precision cutting of fish in prescribed ways • using the Japanese sashimi knife • assessing flavour, texture and colour • presentation of sashimi including artistic arrangement, selection and use of garnishes for colour and maximum eye appeal and use of specialised serviceware for presentation • selection, use and maintenance of specialised equipment and tableware/serviceware for preparing and serving sashimi, including that for making momiji oroshi, kaminari • typical food allergies and consequences • maintaining a tidy work station • planning, organising and working in teams • principles and practices of hygiene on a personal and professional level related to working in a kitchen, including suitable dress • safe work practices, particularly in relation to bending, lifting, and using cutting implements, appliances, heated surfaces and other equipment which carry a risk of burns.
Linkages to Other Units This unit must be assessed with or after the following units which describe the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA01B Organise and prepare food • THHBKA02B Present food
Volume 4 of 5, Imported Unit 84 of 96 Page 455 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHJA04B Prepare and produce Japanese raw fish (Sashimi )
Critical Aspects of Evidence of the following is critical: Assessment • ability to prepare sashimi, sauces, dips and accompaniments within realistic time constraints • knowledge of cuisine style including cultural considerations, commodities, culinary terminology and equipment • application of hygiene and safety principles and procedures.
Context of Assessment Assessment must ensure: and Resource Implications • preparation and presentation by the candidate of a range of sashimi items, including appropriate sauces, dips and accompaniments using real and appropriate ingredients • demonstration of skills within a suitably equipped operational commercial kitchen suitable for Japanese cooking (including industry-current equipment) • industry-realistic ratios of kitchen staff to customers • preparation of dishes for real customers within typical workplace time constraints • safe occupational health and food hygiene practices related to preparation, presentation and storage of sashimi items.
Assessment Methods Assessment methods must be chosen to ensure that preparation of sashimi, sauces, dips and accompaniments can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of practical demonstration by the candidate of sashimi, sauces, dips and accompaniments being prepared and presented by the candidate • sampling of items prepared • written or oral questions to test knowledge of sashimi styles, fish types and selection, cultural aspects, use and importance typical commodities and flavourings, safety issues and food quality indicators • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate eg. menus, photographs.
Volume 4 of 5, Imported Unit 84 of 96 Page 456 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHJA05B Prepare and produce Japanese simmered, grilled, deep-fried and steamed dishes
THHJA05B Prepare and produce Japanese simmered, grilled, deep-fried and steamed dishes Unit Descriptor This unit deals with the skills and knowledge required to prepare a range of Japanese dishes prepared by simmering, steaming, grilling, deep-frying. Prerequisite Unit(s) THHASC01A Use basic Asian methods of cookery THHBKA02B Present food THHBKA01B Organise and prepare food THHGHS01B Follow workplace hygiene procedures Unit Sector Asian Cookery
ELEMENT PERFORMANCE CRITERIA
1. Prepare nimono, 1.1 Select and prepare a range of commodities, according to yakimono, mushimono recipe requirements. agemono food items 1.2 Prepare dashi stocks, using correct ingredients according to recipe specifications. 1.3 Prepare condiments such as mirin,sake or miso, according to recipe guidelines. 1.4 Comply with food hygiene requirements and occupational health and safety regulations, in relation to all tasks. 1.5 Follow standard recipes for nimono, yakimono , agemono and mushimono food items accurately. 1.6 Select combinations according to traditional requirements and enterprise practice.
2. Produce menu items 2.1 Prepare y akimono according to customer orders, maintaining traditional style and quality. 2.2 Prepare and use marinades for yakimono items, following required steps to ensure the right flavour balance and fragrance quality. 2.3 Use quality ingredients in sauces to achieve the results required by recipe specifications. 3. Present food items 3.1 Select and check Japanese tableware sizes, shapes and colour, according to food items and enterprise requirements. 3.2 Serve menu items and sauces in correct portions and according to customer requirements. 3.3 Use garnishes and condiments which conform to the acceptable traditional style of the region and recipe specifications.
Volume 4 of 5, Imported Unit 85 of 96 Page 457 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHJA05B Prepare and produce Japanese simmered, grilled, deep-fried and steamed dishes
KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Writing menus and explanations about Japanese 2 information simmered, grilled, deep fried and steamed dishes sauces, dips and accompaniments Providing information to customers about ingredients Collecting analysing and Reading recipes and verifying availability of 1 organising information ingredients for Japanese simmered, grilled, deep fried and steamed dishes sauces, dips and accompaniments Planning and organising Preparation of ingredients for Japanese 1 activities simmered, grilled, deep fried and steamed dishes sauces, dips and accompaniments Setting out ingredients Working with others and in Co-ordinating preparation, cooking and 1 teams presentation tasks with others Using mathematical ideas Calculating quantities of commodities and 1 and techniques ingredients required for particular recipes Ascertaining amounts of flavourings required to achieve required strength and flavour characteristics required Solving problems Adjusting flavourings where Japanese 1 simmered, grilled, deep fried and steamed dishes sauces, dips and accompaniments are not balanced, as required by a particular recipe Using technology Using equipment for preparation and cooking 1
RANGE STATEMENT
This unit applies to all enterprises where Japanese cuisine is prepared and served. The following explanations identify how this unit may be applied in different workplaces and circumstances. This unit refers to simmered, grilled, deep fried, and steamed dishes (nimono, yakimono, agemono, mushimono). A variety must be prepared and cooked.
Commodities may include • meat (chicken, pork, beef) • seafood (fish, prawns, squid) • vegetables (fresh, leafy, beans and root) • condiments (fresh, dried and preserved) • seaweed (kombu).
Volume 4 of 5, Imported Unit 85 of 96 Page 458 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHJA05B Prepare and produce Japanese simmered, grilled, deep-fried and steamed dishes
Supporting menu items • garnishes, fresh kinome or kuzu may include • sauces (tosu shoyu).
Volume 4 of 5, Imported Unit 85 of 96 Page 459 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHJA05B Prepare and produce Japanese simmered, grilled, deep-fried and steamed dishes
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • cuisine characteristics, cultural and religious practices related to food preparation, presentation and consumption, typical menu items, order of service, typical accompaniments and garnishes, kitchen and service culture, including kitchen organisation • food preparation for simmered, grilled, deep fried and steamed dishes in Japanese cuisine, including following recipe requirements • precision cutting techniques and use and care of cutting implements • selection, use and maintenance of specialised equipment and tableware/serviceware for preparation, cooking and serving food items • culinary terms related to simmered, grilled, deep fried and steamed dishes in Japanese cuisine, including regional variations • identification, selection, storage and use of typical commodities, herbs and spices, condiments, thickening and flavouring agents, seasonal delicacies relevant to simmered, grilled, deep fried and steamed dishes in Japanese cuisine and use of appropriate cookery methods • evaluating quality of ingredients, dishes and food items including blending and balancing of flavours and aromatics, correct flavour structure, texture and consistency, correct acid balance, correct colour and plate presentation • the effects of cooking techniques on nutrition, taste, food texture and appearance • use of garnishes for presentation including consideration of colour and eye appeal • use of specialised serviceware for presentation • typical food allergies and consequences • maintaining a tidy work station • planning and organising and working in teams • principles and practices of hygiene on a personal and professional level related to working in a kitchen, including suitable dress • safe work practices, particularly in relation to bending, lifting, and using cutting implements, appliances, heated surfaces and other equipment which carry a risk of burns.
Volume 4 of 5, Imported Unit 85 of 96 Page 460 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHJA05B Prepare and produce Japanese simmered, grilled, deep-fried and steamed dishes
Linkages to Other Units This unit must be assessed with or after the following units which describe the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA01B Organise and prepare food • THHBKA02B Present food • THHASC01A Use basic methods of cookery in Asian cuisines
Critical Aspects of Evidence of the following is critical: Assessment • ability to prepare Japanese simmered, grilled, deep fried and steamed dishes including sauces, dips and accompaniments within realistic time constraints using a range of cookery methods appropriate to the cuisine • knowledge of Japanese simmered, grilled, deep fried and steamed dishes, including cultural considerations, commodities, culinary terminology and equipment • application of hygiene and safety principles and procedures.
Context of Assessment Assessment must ensure: and Resource Implications • a range of Japanese simmered, grilled, deep fried and steamed dishes, including sauces, dips and accompaniments, is prepared and served using real and appropriate ingredients • demonstration of skills within a fully-equipped, operational commercial kitchen suitable for Japanese cooking (including industry-current equipment) • industry-realistic ratios of kitchen staff to customers • preparation of dishes for real customers within typical workplace time constraints • safe occupational health and food hygiene practices related to preparation, cooking and presenting Japanese simmered, grilled, deep fried and steamed dishes.
Volume 4 of 5, Imported Unit 85 of 96 Page 461 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHJA05B Prepare and produce Japanese simmered, grilled, deep-fried and steamed dishes
Assessment Methods Assessment methods must be chosen to ensure that preparation of Japanese simmered, grilled, deep fried and steamed dishes, including sauces, dips and accompaniments can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of a practical demonstration by the candidate of Japanese simmered, grilled, deep fried and steamed dishes being prepared and presented, including sauces, dips and accompaniments and • sampling of dishes prepared by the candidate • written or oral questions to test knowledge of Japanese simmered, grilled, deep fried and steamed dishes, cultural aspects, use and importance typical commodities and flavourings, safety issues and food quality indicators • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate eg. menus, photographs.
Volume 4 of 5, Imported Unit 85 of 96 Page 462 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHJA07B Prepare and produce Japanese one pot cookery
THHJA07B Prepare and produce Japanese one pot cookery Unit Descriptor This unit deals with the skills and knowledge required prepare and produce Japanese one pot cookery. Prerequisite Unit(s) THHASC01A Use basic Asian methods of cookery THHBKA02B Present food THHBKA01B Organise and prepare food THHGHS01B Follow workplace hygiene procedures Unit Sector Asian Cookery
ELEMENT PERFORMANCE CRITERIA
1. Prepare ingredients for 1.1 Select, prepare and arrange ingredients for cooking, nabemono (one pot according to recipe specifications, cuisine requirements cookery) and enterprise standards.
2. Produce nabemono 2.1 Prepare a variety of nabemono including sukiyaki, shabu shabu,kako dote-nabe, yosenabe, tara chiri nabe . 2.2 Produce a range of sauces which conform to the acceptable traditional style of the region according to recipe requirements. 2.3 Select and prepare a variety of accompaniments according to cuisine requirements and enterprise practices. 2.4 Select, prepare and arrange vegetables to accompany nabemono, according to cuisine requirements, enterprise requirements and customer preferences. 2.5 Use correct equipment and utensils, according to regional style and enterprise specifications. 2.6 Use correct heating temperature and timing to ensure optimum eating quality of menu items. 3. Present nabemono 3.1 Select tableware, shape, sizes and colour according to tradition, cuisine and enterprise requirements. 3.2 Present nabemono attractively with the required accompaniments and sauces.
Volume 4 of 5, Imported Unit 86 of 96 Page 463 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHJA07B Prepare and produce Japanese one pot cookery
KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Writing menus and explanations about one pot 2 information cookery, sauces and accompaniments Providing information about ingredients used in one pot cookery Collecting analysing and Reading recipes and verifying availability of 1 organising information ingredients for one pot cuisine, sauces and accompaniments Planning and organising Preparation of ingredients for one pot cuisine, 1 activities sauces and accompaniments Setting out ingredients for sequential use Working with others and in Co-ordinating preparation, cooking and 1 teams presentation tasks with others Using mathematical ideas Calculating quantities of commodities and 1 and techniques ingredients required for particular recipes Ascertaining amounts of flavourings required to achieve required strength and flavour characteristics required Solving problems Adjusting flavourings where one pot cuisine, 1 sauces and accompaniments are not balanced, as required Using technology Using equipment for preparation and cooking 1
RANGE STATEMENT
This unit applies to all enterprises where Japanese cuisine is prepared and served. The following explanations identify how this unit may be applied in different workplaces and circumstances. The unit covers all menu items identified as one pot cookery and winter menu items. One pot cookery is typically made with meat, poultry, fish or tofu and vegetables, cooked in dashi. Cooked udon noodles or rice may also be added by guests, who self-serve from the pot.
Ingredients may include • meat • poultry • fish • tofu • vegetables • stocks: dashi, bonito, konbu • miso • oysters.
Volume 4 of 5, Imported Unit 86 of 96 Page 464 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHJA07B Prepare and produce Japanese one pot cookery
Accompaniments may • udon noodles include • rice • daikon • vegetables • Japanese pickles • dipping sauces such as lemon soy, sesame.
Equipment may include • earthenware pots • electric skillets • tableware • chopsticks and other utensils.
Production includes • selecting methods of cookery, including stewing • portion control and yields • observing cookery timing and sequence for specific ingredients.
Volume 4 of 5, Imported Unit 86 of 96 Page 465 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHJA07B Prepare and produce Japanese one pot cookery
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • one pot cuisine characteristics, cultural and religious practices related to food preparation, presentation and consumption, typical menu items, order of service, typical accompaniments and garnishes, kitchen and service culture, including kitchen organisation • preparation of one pot cookery, including following recipe requirements • precision cutting techniques and implements • selection, use and maintenance of specialised equipment and tableware/serviceware for preparation, cooking and serving one pot menu items • culinary terms related to one pot cuisine, including regional variations • identification, selection, storage and use of typical commodities, herbs and spices, condiments, thickening and flavouring agents, seasonal delicacies relevant on pot cuisine and appropriate cookery methods • evaluating quality of ingredients, dishes and food items including blending and balancing of flavours and aromatics, correct flavour structure, texture and consistency, correct acid balance, correct colour and plate presentation • the effects of cooking techniques on nutrition, taste, food texture and appearance • use of garnishes for presentation including consideration of colour and eye appeal • use of specialised serviceware for presentation • maintaining a tidy work station • planning and organising and working in teams • principles and practices of hygiene on a personal and professional level related to working in a kitchen, including suitable dress • safe work practices, particularly in relation to bending, lifting, and using cutting implements, appliances, heated surfaces and other equipment which carry a risk of burns.
Volume 4 of 5, Imported Unit 86 of 96 Page 466 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHJA07B Prepare and produce Japanese one pot cookery
Linkages to Other Units This unit must be assessed with or after the following units which describe the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA01B Organise and prepare food • THHBKA02B Present food • THHASC01A Use basic methods of cookery in Asian cuisines
Critical Aspects of Evidence of the following is critical: Assessment • ability to prepare one pot cuisine sauces, including sauces and accompaniments within realistic time constraints using appropriate cookery methods • knowledge of one pot cuisine style including cultural considerations, commodities, culinary terminology and equipment, timing and sequencing • application of hygiene and safety principles and procedures.
Context of Assessment Assessment must ensure: and Resource Implications • preparation of a range of one pot menu items including sauces and accompaniments using real and appropriate ingredients • demonstration of skills within a fully-equipped, operational commercial kitchen suitable for Japanese cooking (including industry-current equipment) • industry-realistic ratios of kitchen staff to customers • preparation of dishes for real customers within typical workplace time constraints • safe occupational health and food hygiene practices related to preparation, cooking, presenting and storing of stocks and soups.
Volume 4 of 5, Imported Unit 86 of 96 Page 467 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHJA07B Prepare and produce Japanese one pot cookery
Assessment Methods Assessment methods must be chosen to ensure that preparation of one pot cuisine including sauces and accompaniments, can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of practical demonstration by the candidate of one pot cuisine, sauces and accompaniments being prepared and presented • sampling of dishes prepared by the candidate • written or oral questions to test knowledge of one pot cuisine styles, cultural aspects, use and importance typical commodities and flavourings, safety issues and food quality indicators • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate eg. menus, photographs.
Volume 4 of 5, Imported Unit 86 of 96 Page 468 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHJA08B Prepare and produce Japanese rice cookery
THHJA08B Prepare and produce Japanese rice cookery Unit Descriptor This unit deals with the skills and knowledge required to prepare types of rice for Japanese cuisine. Prerequisite Unit(s) THHASC01A Use basic Asian methods of cookery THHBKA02B Present food THHBKA01B Organise and prepare food THHGHS01B Follow workplace hygiene procedures Unit Sector Asian Cookery
ELEMENT PERFORMANCE CRITERIA
1. Prepare rice, sushi and 1.1 Assemble equipment for cooking rice and making sushi accompaniments according to hygiene and safety standards. 1.2 Select, measure and prepare short grain white rice according to recipe specifications. 1.3 Select sushi types and ingredients and prepare to enterprise standards. 1.4 Prepare dashi stocks according to recipe specifications.
2. Prepare and produce 2.1 Select and prepare appropriate seaweed (nori). sushi 2.2 Use the sushi mat to prepare seasonal varieties such as maki sushi, nagiri sushi, charashi sushi. 2.3 Follow food hygiene requirements and occupational health and safety regulations and apply them strictly to all tasks. 3. Present sushi 3.1 Present sushi correctly with required sauces, dips and accompaniments. 3.2 Select and use traditional tableware, shape, sizes and colour according to enterprise requirements. 3.3 Prepare garnishes and sauces which conform to acceptable traditional style and custom, occasions, service specifications and menu requirements.
Volume 4 of 5, Imported Unit 87 of 96 Page 469 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHJA08B Prepare and produce Japanese rice cookery
KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Writing menus and explanations about sushi, 2 information sauces, dips and accompaniments Providing information about ingredients Collecting analysing and Reading recipes and verifying availability of 1 organising information ingredients for sushi, sauces, dips and accompaniments Planning and organising Preparation of ingredients for sushi, sauces, dips 1 activities and accompaniments Setting out ingredients Working with others and in Co-ordinating preparation and presentation tasks 1 teams with others Using mathematical ideas Calculating quantities of commodities and 1 and techniques ingredients required for particular sushi and types Ascertaining amounts of flavourings required to achieve required strength and flavour characteristics required Portion control and uniformity Solving problems Adjusting flavourings where sushi, sauces, dips 1 and accompaniments are not balanced, as required Using technology Using equipment for preparation and cooking 1
RANGE STATEMENT
This unit applies to all enterprises where Japanese cuisine are prepared and served. The following explanations identify how this unit may be applied in different workplaces and circumstances.Rice in Japanese cookery refers to preparation of rice (gohanmono) and its use in sushi items. A wide variety of gohanmono and sushi items must be produced.
Sushi types include • oshisushi • makisushi • chirashisushi • nagirisushi.
Volume 4 of 5, Imported Unit 87 of 96 Page 470 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHJA08B Prepare and produce Japanese rice cookery
Preparation of nori may • washing include • soaking.
Ingredients for sushi may • fresh fish and other seafood include prepared • vegetables including carrot, radish and spring onion • omelette • fungi • preserved ginger • wasabi.
Toppings, garnishes and • salad items such as herbs, pungent mustard sprouts accompaniments may • sauces for dipping include • pickled vegetables • aromatics.
Equipment may include • sushi mat • special knives and slicers • platters for presentation • bowls for sauces, and accompaniments • eating utensils such as chopsticks • bowls and plates for serving.
Volume 4 of 5, Imported Unit 87 of 96 Page 471 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHJA08B Prepare and produce Japanese rice cookery
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • cuisine characteristics, cultural and religious practices related to sushi and sashimi preparation, presentation and consumption, typical menu items, order of service, typical accompaniments and garnishes, kitchen and service culture, including kitchen organisation • preparation for Japanese rice cuisine, including following recipe requirements • rice types and characteristics • precision cutting techniques and implements for sushi • selection, use and maintenance of specialised equipment and tableware/serviceware for preparation, cooking and serving of sushi items • culinary terms related to sushi, including regional variations • identification, selection, storage and use of typical commodities, condiments, flavouring agents and seasonal delicacies used in sushi, and appropriate preparation methods • evaluating quality of ingredients, dishes and food items including blending and balancing of flavours and aromatics, correct flavour structure, texture and consistency, correct acid and sweetness balance, correct colour and plate presentation • use of garnishes for presentation including consideration of colour and eye appeal • use of specialised serviceware for presentation • maintaining a tidy work station • planning and organising and working in teams • principles and practices of hygiene on a personal and professional level related to working in a kitchen, including suitable dress • safe work practices, particularly in relation to bending, lifting, and using cutting implements, appliances, heated surfaces and other equipment which carry a risk of burns.
Linkages to Other Units This unit must be assessed with or after the following units which describe the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA01B Organise and prepare food • THHBKA02B Present food • THHASC01A Use basic methods of cookery in Asian cuisines
Volume 4 of 5, Imported Unit 87 of 96 Page 472 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHJA08B Prepare and produce Japanese rice cookery
Critical Aspects of Evidence of the following is critical: Assessment • ability to prepare sushi, sauces, dips and accompaniments within realistic time constraints using a range of cookery methods appropriate to the cuisine • knowledge of sushi and sashimi styles including cultural considerations, commodities, culinary terminology and equipment • application of hygiene and safety principles and procedures.
Context of Assessment Assessment must ensure: and Resource Implications • preparation of a range of sushi items, including sauces, dips and accompaniments using real and appropriate ingredients • demonstration of skills within a fully-equipped, operational commercial kitchen suitable for Japanese cooking (including industry-current equipment) • industry-realistic ratios of kitchen staff to customers • preparation of dishes for real customers within typical workplace time constraints • safe occupational health and food hygiene practices related to preparation, cooking, presenting and storing of stocks and soups.
Assessment Methods Assessment methods must be chosen to ensure that preparation of sushi, sashimi and sauces, dips and accompaniments can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of practical demonstration by the candidate of sushi, sauces, dips and accompaniments being prepared and presented • sampling of dishes prepared by the candidate • written or oral questions to test knowledge of sushi, cultural aspects, use and importance typical commodities and flavourings, safety issues and food quality indicators • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate eg. menus, photographs.
Volume 4 of 5, Imported Unit 87 of 96 Page 473 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHJA10B Prepare and produce Japanese fruit, cakes and sweetmeats
THHJA10B Prepare and produce Japanese fruit, cakes and sweetmeats Unit Descriptor This unit deals with the skills and knowledge required to prepare fruits, cakes and sweetmeats in Japanese cuisine. Prerequisite Unit(s) THHASC01A Use basic Asian methods of cookery THHBKA02B Present food THHBKA01B Organise and prepare food THHGHS01B Follow workplace hygiene procedures Unit Sector Asian Cookery
ELEMENT PERFORMANCE CRITERIA
1. Identify commodities 1.1 Identify the role of the sweet course is Japanese cuisine. 1.2 Identify key commodities used in Japanese cakes and sweetmeats, in Japanese and English.
2. Prepare fruits, cakes and 2.1 Select, measure, weigh and prepare a commodities sweetmeats according to recipe specifications. 2.2 Follow standard recipes and procedures accurately, according to enterprise requirements. 2.3 Form cakes and sweetmeats into shapes and sizes according to cuisine standards and conventions. 2.4 Follow appropriate storage conditions and reheating procedures, as required by food hygiene regulations and enterprise practice. 2.5 Cook and reheat steamed products quickly and completely to meet customer expectations. 3. Present fruits, cakes and 3.1 Select tableware according to the colour, shape and size sweetmeats required by the occasion, food items and enterprise practice. 3.2 Follow food hygiene requirements and occupational health and safety regulations, in completing all tasks. 3.3 Present hard cakes ( higashi ) or soft cakes ( anko ) attractively according to cuisine requirements, tradition and enterprise standards.
Volume 4 of 5, Imported Unit 88 of 96 Page 474 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHJA10B Prepare and produce Japanese fruit, cakes and sweetmeats
KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Writing menus and explanations about sweet 2 information course items Providing information about ingredients and preparation methods Collecting analysing and Reading recipes and verifying availability of 1 organising information ingredients for sweet items and accompaniments Planning and organising Preparation of ingredients for sweet course 1 activities items and accompaniments Setting out ingredients for sequential use Working with others and in Co-ordinating preparation, cooking and 1 teams presentation tasks with others Using mathematical ideas Calculating quantities of commodities and 1 and techniques ingredients required for particular recipes Ascertaining amounts of flavourings and setting agents required to achieve required strength and flavour characteristics Solving problems Adjusting flavourings where sweet course items 1 and accompaniments are not balanced Using technology Using equipment for preparation and cooking 1
RANGE STATEMENT
This unit applies to all enterprises where Japanese cuisine is prepared and served. The following explanations identify how this unit may be applied in different workplaces and circumstances.
A variety of typical • hard cakes ( higashi) Japanese cakes, • soft cakes ( anko) sweetmeat and fruit-based • jellies and jellied fruits ( mononokenten) dishes must be produced • pastes and may include • bean jelly ( yokan) • sweet bean soup ( zenzai).
Volume 4 of 5, Imported Unit 88 of 96 Page 475 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHJA10B Prepare and produce Japanese fruit, cakes and sweetmeats
Commodities may include • fruit • flour • rice • agar • fat compounds • sugars and other sweetening agents such as fruit juice • sweet beans.
Equipment may include • moulds • whisks • platters for presentation.
Volume 4 of 5, Imported Unit 88 of 96 Page 476 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHJA10B Prepare and produce Japanese fruit, cakes and sweetmeats
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • the role of the sweet course in Japanese cuisine • characteristics, cultural and religious practices related to sweet course preparation, presentation and consumption • typical sweet items, order of service, accompaniments and garnishes • kitchen and service culture, including kitchen organisation • precision cutting techniques and implements • selection, use and maintenance of specialised equipment and tableware/serviceware for preparation, cooking and serving of sweet items • culinary terms, including regional variations • identification, selection, storage and use of typical commodities, thickening and flavouring agents and seasonal delicacies relevant to the sweet course • appropriate cookery methods for Japanese cakes and sweetmeats • evaluating quality of ingredients, dishes and food items including blending and balancing of flavours, correct flavour structure, texture and consistency, correct acid balance, correct colour and plate presentation • use of garnishes for presentation including consideration of colour and eye appeal • use of specialised serviceware for presentation • maintaining a tidy work station • planning and organising and working in teams • principles and practices of hygiene on a personal and professional level related to working in a kitchen, including suitable dress • safe work practices, particularly in relation to bending, lifting, and using cutting implements, appliances, heated surfaces and other equipment which carry a risk of burns.
Linkages to Other Units This unit must be assessed with or after the following units which describe the skills and knowledge essential to this unit of competence: • THHGHS01B Follow workplace hygiene procedures • THHBKA01B Organise and prepare food • THHBKA02B Present food • THHASC01A Use basic methods of cookery in Asian cuisines
Volume 4 of 5, Imported Unit 88 of 96 Page 477 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHJA10B Prepare and produce Japanese fruit, cakes and sweetmeats
Critical Aspects of Evidence of the following is critical: Assessment • ability to prepare items for the Japanese sweet course, within realistic time constraints using a range of appropriate cookery methods • knowledge of cuisine style including cultural considerations, commodities, culinary terminology and equipment • application of hygiene and safety principles and procedures.
Context of Assessment Assessment must ensure: and Resource Implications • preparation of a variety of Japanese sweet items using real and appropriate ingredients • demonstration of skills within a fully-equipped, operational commercial kitchen suitable for Japanese cooking (including industry-current equipment) • industry-realistic ratios of kitchen staff to customers • preparation of dishes for real customers within typical workplace time constraints • safe occupational health and food hygiene practices related to preparation, cooking, presenting and storing of sweet items.
Assessment Methods Assessment methods must be chosen to ensure that preparation of Japanese sweet course dishes can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of practical demonstration by the candidate preparing and presenting sweets and desserts, including accompaniment preparation and presentation • sampling of dishes prepared by the candidate • written or oral questions to test knowledge of cuisine styles, cultural aspects, use and importance typical commodities and flavourings, safety issues and food quality indicators • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate eg. menus, photographs.
Volume 4 of 5, Imported Unit 88 of 96 Page 478 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHS2CC1B Monitor catering revenue and costs
THHS2CC1B Monitor catering revenue and costs Unit Descriptor This unit deals with the skills and knowledge required to establish and monitor the costs involved in operating a food service operation. These tasks are generally undertaken by a qualified cook or chef who also has some supervisory responsibilities. This unit could be effectively linked with the unit THHGLE13B Manage finances within a budget for the purposes of training and assessment. Unit Sector Commercial Cookery
ELEMENT PERFORMANCE CRITERIA
1. Establish and maintain a 1.1 Establish and implement appropriate basic systems for purchasing and ordering purchasing and ordering efficiently to maximise quality system and minimise costs and wastage. 1.2 Establish and maintain systems for storing food items to avoid deterioration, wastage, theft and spoilage. 1.3 Ensure that stock records are systematically and regularly updated.
2. Establish and maintain a 2.1 Prepare and record departmental and operational income financial control system statements accurately and on time. 2.2 Meet budget forecasts within defined fiscal periods and adequately explain any variations. 2.3 Keep financial records updated and utilise them effectively. 3. Maintain a production 3.1 Develop food control and production schedules and control system maintain them in a manner which maximises efficiency and minimises waste. 3.2 Design work flows and staff rostering to minimise unit labour cost. 3.3 Monitor daily sales accurately and make timely adjustments to menus to reflect customer preferences. 4. Select and utilise 4.1 Select appropriate computer systems and business technology machines and utilise them to increase ease and efficiency. 4.2 Select appropriate software according to the needs of the establishment.
Volume 4 of 5, Imported Unit 89 of 96 Page 479 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHS2CC1B Monitor catering revenue and costs
KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Receiving, following and giving instructions to 2 information others Communicating with colleagues about control systems Providing information about costs and revenues to relevant others Collecting analysing and Implementing food production, cost and revenue 2 organising information control systems and collecting and analysing information and trends Planning and organising Planning, organising and prioritising work tasks 2 activities and responsibilities according to schedules and timeframes Working with others and in Working co-operatively with colleagues in 2 teams implementing food production, cost and revenue control systems Clarifying personal responsibilities Dealing with conflicts and misunderstandings Exploring reasons for communication breakdown and working out solutions in consultation with others Using mathematical ideas Calculating data related to cost and revenue 2 and techniques controls Solving problems Developing approaches to cost-control 2 challenges Using technology Using computer software and equipment to track 1 costs and revenues
Volume 4 of 5, Imported Unit 89 of 96 Page 480 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHS2CC1B Monitor catering revenue and costs
RANGE STATEMENT
This unit applies to all hospitality and catering enterprises where food is prepared and served such as restaurants, hotels and other catering operations. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.Control systems may be computerised or manual and may cover stock control, on-line purchasing, income and expenditure and summary reports of usage.
Appropriate computer • point of sale systems such as cash registers systems and business • integrated computer-based systems machines may include • calculators • fax machines.
Appropriate software may • spreadsheets include • accounting • database • financial planning and tracking • stock control • rostering • scheduling and production.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to be Assessed of this unit: • the role of the kitchen as a profit centre within an overall business • typical record keeping and accounting systems used in commercial kitchens, their features and benefits • inventory and stock control systems used in commercial kitchens • purchasing, receiving, storing, holding and issuing procedures • costing, yield testing, portion control • organisational skills and teamwork.
Linkages to Other Units It is recommended that this unit be assessed either in conjunction with or after the following units: • Commercial Cookery units ( THHBCC 01-13B) • THHGLE13B Manage finances within a budget
Volume 4 of 5, Imported Unit 89 of 96 Page 481 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHS2CC1B Monitor catering revenue and costs
Critical Aspects of Evidence of the following is critical: Assessment • ability to develop and maintain an efficient cost control and monitoring system within a commercial cookery environment • knowledge of financial systems relevant to kitchen operations • ability to set up a food production system linked to cost and revenue control systems and targets.
Context of Assessment Assessment must ensure: and Resource Implications • project or work activities conducted over a period of time that allows the candidate to establish and maintain systems for a nominated commercial cookery or catering workplace.
Assessment Methods Methods must be chosen ensure that the skills to establish and maintain food production, cost and revenue control systems can be practically demonstrated in a commercial cookery or catering environment. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • review of food production, cost and revenue control systems established and monitored by the candidate • oral or written questions about typical systems and their benefits • written or oral questions to test knowledge of food, cost and revenue control systems and options • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate • case studies to assess ability to establish systems for different workplace needs.
Volume 4 of 5, Imported Unit 89 of 96 Page 482 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHS2CC2B Establish and maintain quality control
THHS2CC2B Establish and maintain quality control Unit Descriptor This unit deals with the skills and knowledge required to ensure that high standards of food quality are established and maintained in a commercial kitchen environment. These tasks are generally undertaken by a qualified cook or chef who also has some supervisory responsibilities. Unit Sector Commercial Cookery
ELEMENT PERFORMANCE CRITERIA
1. Establish and implement 1.1 Apply appropriate procedures to ensure the quality of procedures for quality menu items with regard to: control 1.1.1 raw materials 1.1.2 cooking processes 1.1.3 portion control 1.1.4 presentation. 1.2 Ensure that products and services are consistent and meet enterprise requirements. 1.3 Ensure that food items match menu descriptions.
2. Monitor quality 2.1 Apply procedures to monitor quality including: 2.2 observation 2.3 formal audits and reviews 2.4 tasting 2.5 seeking feedback. 3. Solve quality related 3.1 Identify accurately and solve problems related to quality problems control of food.
Volume 4 of 5, Imported Unit 90 of 96 Page 483 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHS2CC2B Establish and maintain quality control
KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Receiving, following and giving instructions to 1 information others about quality Communicating with colleagues Providing information about quality systems to colleagues and customers Collecting analysing and Conducting audits and completing reports about 2 organising information quality Implementing changes resulting from audits and reports Planning and organising Planning, organising and prioritising work tasks 2 activities and responsibilities according to schedules and timeframes Working with others and in Working co-operatively with colleagues in 2 teams implementing quality systems Clarifying personal responsibilities Dealing with conflicts and misunderstandings Exploring reasons for communication breakdown and working out solutions in consultation with others Using mathematical ideas Calculating ratios of satisfaction 1 and techniques Summarising audit responses as percentages. Solving problems Dealing with quality or service breakdowns 1 highlighted in audits and reviews Using technology Using calculators or computer-based systems to 1 perform calculations and record information
Volume 4 of 5, Imported Unit 90 of 96 Page 484 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHS2CC2B Establish and maintain quality control
RANGE STATEMENT
This unit applies to all catering operations where food and related services are provided. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.Quality procedures may be manual or computer-based.Quality data may be collected over different time-frames, according to enterprise requirements and practice.
Quality procedures may • formal audits against enterprise quality standards and include requirements • feedback from colleagues and customers • reviews of costs and revenues.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to be Assessed of this unit: • the role of quality control in the kitchen and its link to overall business performance and profitability • features and benefits of different quality control mechanisms used in commercial kitchens • key areas for monitoring quality.
Linkages to Other Units This unit has linkages to the following units, and combined training and assessment may be appropriate: • Commercial Cookery units ( THHBCC01 - 13B) • THHS2CC1B Monitor catering revenue and costs
Critical Aspects of Evidence of the following is critical: Assessment • a demonstrated ability to establish, implement and maintain quality control systems in a commercial kitchen • knowledge of quality systems and options suitable for a commercial cookery or catering enterprise.
Context of Assessment Assessment must ensure: and Resource Implications • access to a commercial cookery or catering work environment • project or work activities that are conducted over a period of time and which allow the candidate to establish and implement quality control systems within a real work environment.
Volume 4 of 5, Imported Unit 90 of 96 Page 485 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHS2CC2B Establish and maintain quality control
Assessment Methods Assessment methods must ensure that the implementation and maintenance of a quality control system can be practically demonstrated. This should be supported by assessment of underpinning knowledge. The following examples are appropriate for this unit: • review of documentation related to quality systems, including polices and procedures, audit summaries and reports prepared by the candidate • evaluation of food quality in a work environment where the candidate is responsible for quality control • written or oral questions about chosen systems and reasoning • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 90 of 96 Page 486 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHS2CC3B Develop a food safety program
THHS2CC3B Develop a food safety program Unit Descriptor This unit refers to the development, implementation and evaluation of a food safety program for a hospitality or catering operation where food is stored, prepared and served. This unit complies with legislative requirements for food safety and the development of a food safety program. It addresses the key requirements of the National Food Safety Guideline Standard GFSDFSPA Develop food safety programs.Kitchen managers and chefs would generally have responsibility for the development of the food safety program. The unit THHBCC11B Implement food safety procedures, deals with the application of policies and procedures at an operational level, within the enterprise food safety program or plan. Prerequisite Unit(s) THHBCC11B Implement food safety procedures Unit Sector Commercial Cookery
ELEMENT PERFORMANCE CRITERIA
1. Identify needs for the food 1.1 Evaluate the characteristics of the enterprise including: safety program 1.1.1 size and nature of organisation 1.1.2 "at risk" client groups 1.1.3 layout 1.1.4 menu 1.1.5 production equipment 1.1.6 facilities 1.1.7 re-thermalisation and service requirements. 1.2 Identify food safety hazards or any particular issues or risk situations. 1.3 Evaluate existing policies, procedures, practices and product specifications and assess the need for change or enhancement.
2. Develop a food safety 2.1 Design a food safety program to suit the characteristics program for a specific and needs of the enterprise, in consultation with commercial catering appropriate colleagues and stakeholders. enterprise 2.2 Develop food production flow charts. 2.3 Identify critical control points in the food production system. 2.4 Establish methods of control for critical points and hazards. 2.5 Develop or modify standard operational policies and procedures to support the food safety program, including control procedures and corrective measures. 2.6 Develop or modify and record product specifications. 2.7 Identify product suppliers and establish quality assurance specifications. 2.8 Ensure that the food safety program complies with regulatory requirements and standards. 2.9 Identify training needs and develop a training plan or program based on needs. 2.10 Develop a schedule for regular review of the food safety program.
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3. Implement the food safety 3.1 Communicate food safety programs, policies and program procedures to management and colleagues in the workplace. 3.2 Ensure that all policies and procedures are followed by all employees. 3.3 Establish a practical and user-friendly recording system to document food safety performance. 3.4 Communicate product specifications to suppliers and employees and check compliance. 3.5 Organise appropriate training and mentoring related to the food safety program. 3.6 Identify any implementation problems promptly and take corrective action. 4. Evaluate and revise the 4.1 Monitor operation and results of the food safety program food safety program as according to schedule and in consultation with colleagues required and other stakeholders. 4.2 Review operational policies, procedures and records, and identify changes or additions required. 4.3 Carry out tests and/or measures to validate required safety standards. 4.4 Revise the food safety program to incorporate amendments or additions. 4.5 Record changes to the food safety program and incorporate them into the production system. 4.6 Inform colleagues of changes and of when they commence. 4.7 Identify the need for additional training based on evaluation of the program. 4.8 Ensure display of appropriate signage and information.
Volume 4 of 5, Imported Unit 91 of 96 Page 488 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHS2CC3B Develop a food safety program
KEY COMPETENCIES Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Receiving, following and giving instructions to 2 information others about food safety Consulting with colleagues about proposed systems and procedures Providing information about food safety systems to colleagues and customers Writing specifications and reports Producing flowcharts Collecting analysing and Conducting audits and completing reports about 2 organising information safety issues Implementing changes resulting from audits and reports Completing tests and calculations Planning and organising Planning, organising and prioritising work tasks 2 activities and responsibilities according to schedules and timeframes Working with others and in Discussing training needs with colleagues 2 teams Exploring reasons for communication breakdown and working out solutions in consultation with others Using mathematical ideas Conducting tests 1 and techniques Calculating test results Summarising audit results as percentages Solving problems Dealing with food safety breakdowns highlighted 1 in audits and reviews Using technology Using calculators or computer-based systems to 1 perform calculations and record information
Volume 4 of 5, Imported Unit 91 of 96 Page 489 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHS2CC3B Develop a food safety program
RANGE STATEMENT
The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.
This unit applies to all • cafeterias/kiosks/canteens/cafes/gourmet food catering operations where shops/restaurants/hotels food and related services • fast food outlets are provided and includes • educational institutions the following • health establishments establishments/operations • mining operations • defence forces • corrective services • residential catering • in-flight catering • transport catering • events catering • private catering.
The food safety program systematically identifies the food safety hazards that may be reasonably expected to occur in all food handling operations. It identifies where and how each hazard can be controlled, describes how these controls are to be monitored, the corrective action required if control conditions are not met and information to be recorded. The food safety program must comply with relevant national, state and industry legislation/regulations. The food safety plan may be a formal plan or a less-structured program. It may be developed as a stand-alone program or may be integrated with the overall quality program in a workplace. Hazard and Critical Control Points (HACCP) is a food safety program which is commonly used in the food and hospitality industry to ensure food and production methods are safe and hygienic and comply with food regulations and legislation. The system identifies particular high-risk points which need to be covered by clear policies, procedures and quality checks. It is a requirement in most States and Territories that all enterprises where food is either produced or served, have in place a food safety plan, which is usually based on HACCP but may also be based on another system. This unit is based around the HACCP system but may also be customised to other systems.
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Critical control points are • receiving those where there is high • storing risk of contamination or • preparing food spoilage, and include • processing • displaying • packaging • servicing • transporting.
Hazards may be chemical, • foods highly susceptible to microbiological contamination microbiological and • working in temperatures that promote the rapid growth of physical. Food safety micro-organisms hazards or any particular • displays of food, buffets issues or risk situations • processes where food is required to be touched by hand may include • requirements for re-thermalisation or defrosting.
"At risk" client groups are • patients, residents and clients of health care those who may have a establishments higher than average risk of • children or babies harm from food • pregnant women contamination and • aged persons hazards, and may include • people with immune deficiencies or allergies.
Standard operational • food production procedures procedures which support • procedures for maintaining records a food safety plan include • contingency plans • pest control • cleaning and sanitation programs • equipment maintenance • employee training in hygiene and food handling • maintenance of personal hygiene and suitable dress standards.
Contingency plans include • food poisoning dealing with • customer complaints • rejected food • equipment breakdown • faulty equipment • existence of pests and vermin
Records may include • temperature control data • food production records.
Tests and measures to • food quality reviews and tests validate required safety • bacterial swabs and counts standards may include • chemical tests • audit arrangements and programs • analysis of and actions arising from critical incidents.
Volume 4 of 5, Imported Unit 91 of 96 Page 491 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHS2CC3B Develop a food safety program
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to be Assessed: of this unit: • principles and methods of food production • HACCP based concepts that support food safety program design • Options for the structure, development and implementation of a food safety program, including HACCP • hygiene and food safety legislation and regulations in relation to food safety program requirements • policies and practices of personal hygiene and food handling • local health regulations pertaining to food production and packaging • planning and consultative processes which could be used in program development • conditions for development of microbiological contamination and control methods • food safety recording requirements and options • potential staff training needs in relation to food safety.
Linkages to Other Units This unit must be assessed with or after the following unit which describes the skills and knowledge that are essential to this unit of competence: • THHBCC11B Implement food safety procedures
This unit builds on the following units, and combined assessment and training may be appropriate: • THHS2CC2B Establish and maintain quality control
Critical Aspects of Evidence of the following is critical: Assessment • a demonstrated ability to implement and maintain food safety standards and programs to enterprise standards and in line with legislative requirements • knowledge of food safety systems and options suitable for a commercial cookery or catering enterprise.
Volume 4 of 5, Imported Unit 91 of 96 Page 492 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHS2CC3B Develop a food safety program
Context of Assessment Assessment must ensure: and Resource Implications • project or work activities conducted over a period of time and which allow the candidate to establish and monitor a food safety program for a particular cookery or catering workplace • involvement and interaction with a kitchen team.
Assessment Methods Assessment methods must ensure that the implementation and maintenance of a food safety control system can be practically demonstrated. This should be supported by assessment of underpinning knowledge. The following examples are appropriate for this unit: • review of documentation related to food safety systems, including policies and procedures, audit summaries and reports developed by the candidate • case studies to assess ability to develop systems to meet differing workplace needs • activities conducted in conjunction with industry to allow the candidate to develop systems for a real workplace • written or oral questions about chosen systems and reasons for selection • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 91 of 96 Page 493 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHSCAT01B Manage facilities associated with commercial catering contracts
THHSCAT01B Manage facilities associated with commercial catering contracts Unit Descriptor This unit deals with the management of small-scale facilities associated with commercial catering contracts. It reflects a situation where a caterer may hold a contract to operate a catering outlet within a venue owned by another organisation (eg within a school or sporting club). The skills in this unit would generally needed by managers. Unit Sector Commercial Catering
ELEMENT PERFORMANCE CRITERIA
1. Organise maintenance of 1.1 Identify the scope of maintenance requirements in facilities accordance with contract or scope of operations. 1.2 Allocate responsibility for specific maintenance functions considering the advantages and disadvantages of in-house staff and external contractors. 1.3 Organise regular maintenance for facilities on a timely to meet specific requirements and to meet budgetary targets
2. Manage catering stores 2.1 Purchase, receive, store and transfer stock according to and storage areas contracted requirements and negotiated supplier agreements. 2.2 Organise storage and stock control and distribution systems for the specific facility in accordance with contracted requirements, OH & S and health department regulations. 2.3 Maintain accurate records and reports according to enterprise policy and procedures. 3. Maintain a facilities assets 3.1 Identify and register all assets clearly. register 3.2 Conduct routine audits of assets. 3.3 Issue asset and inventory reports according to enterprise practices. 4. Manage client services 4.1 Liaise with stakeholders to determine general and specific associated with the facility requirements for client services. 4.2 Monitor existing client services across all areas of operation to identify areas for improvement. 4.3 Arrange for temporary or permanent upgrades or modifications of existing services and facilities as required and in accordance with appropriate regulations. 4.4 Organise additional human, physical or financial resources in accordance with customer requirements. 4.5 Arrange for the provision of new services or facilities where required. 4.6 Maintain budgetary targets in the management of client services. 4.7 Review feedback on catering services and modify provision of client services accordingly.
Volume 4 of 5, Imported Unit 92 of 96 Page 494 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHSCAT01B Manage facilities associated with commercial catering contracts
KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Providing briefings to operational staff on 3 information procedures Collecting analysing and Assessing the scope of maintenance and stock 3 organising information control requirements Planning and organising Allocating staff to meet operational needs 3 activities Working with others and in Negotiating with contractors or host venue 3 teams management Using mathematical ideas Calculating costs of operation 2 and techniques Solving problems Developing approaches to a situation where 3 quality of service is not up to standard Using technology Using stock control systems 1
RANGE STATEMENT
This unit applies to all catering operations where contracts involve facilities such as restaurants, educational institutions, health establishments, defence forces, cafeterias, kiosks, cafes, residential catering, in-flight and other transport catering, events catering, private catering. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.
Maintenance may include • gardening • cleaning • building and repairs • laundry • plumbing and electrical.
Stock control procedures • stocktaking and reconciliation may include • stock rotation • authorising access • issuing and requisition systems • receiving controls • locks and other security systems.
Stakeholders may include • the venue owner • staff • customers.
Volume 4 of 5, Imported Unit 92 of 96 Page 495 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHSCAT01B Manage facilities associated with commercial catering contracts
Areas of operation to be • quality of service monitored must include • quality of catering • adequacy of staffing levels • costs of operation • hours of operation • appropriate integration of the facility within the overall venue and associated operational issues • appropriateness of location.
Upgrades, modifications or • additional capacity new services may include • amended or expanded menus • expansion of facility • adjusted staffing arrangements.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • types of arrangements between venues and catering contractors including scope of typical contracts and services • stock control systems and procedures found in commercial catering facilities • procedures for developing and maintaining an assets register • analytical and planning skills for evaluation of existing operations and planning of adjustments • financial control processes in the context of catering operations.
Linkages to Other Units This unit has linkages to the following units, and combined training and assessment is recommended: • THHGGA07B Control and order stock • THHGLE17B Manage and purchase stock • THHGLE16B Manage physical assets • THHGLE13B Manage finances within a budget
Critical Aspects of Evidence of the flowing is critical: Assessment • ability to manage the operation of a commercial catering facility in accordance with contractual agreements, including maintenance, storage and client service. • knowledge of the key factors that impact on the management of commercial catering facilities.
Volume 4 of 5, Imported Unit 92 of 96 Page 496 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHSCAT01B Manage facilities associated with commercial catering contracts
Context of Assessment Assessment must ensure: and Resource Implications • demonstration of skills within a fully-equipped operational commercial catering outlet • project or work activities conducted over a period of time to allow the candidate to demonstrate the implementation and monitoring aspects of the unit.
Assessment Methods Assessment methods must be chosen to ensure that the skills to manage a catering facility can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • evaluation of projects undertaken by the candidate to establish and monitor a small-scale catering outlet (eg for an event) • evaluation of reports prepared by the candidate detailing processes and systems used to manage a catering facility • case studies to assess ability to establish systems for different style of catering facilities • written or oral questions to test knowledge of advantages and limitations of asset management systems • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 92 of 96 Page 497 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHSCAT02B Plan the catering for an event or function
THHSCAT02B Plan the catering for an event or function Unit Descriptor This unit deals with the skills and knowledge required to plan the catering for an event or function. While catering is the major focus of this unit, it also refers to additional services which may be offered by a caterer such as those related to decor and theme. However, the unit does not cover the broader event management skills required for a major event which are covered in other specialist event management units within the Tourism and Hospitality Training Packages. Unit Sector Commercial Catering
ELEMENT PERFORMANCE CRITERIA
1. Identify overall event 1.1 Clarify and agree the key objectives of the event in objectives and scope consultation with stakeholders. 1.2 Analyse key information and consult with stakeholders to determine the broad scope of the event including indicators for: 1.2.1 size and numbers of guests/delegates 1.2.2 location (s) 1.2.3 time and duration 1.2.4 budget. 1.3 Identify and analyse the factors which may impact on the event catering.
2. Prepare the catering 2.1 Contribute ideas to the overall event concept, theme and concept for an event or format, according to scope of responsibility. function 2.2 Identify and define the key elements for catering in consultation with stakeholders to reflect the objectives and meet the needs of customers. 2.3 Incorporate creative elements into the catering concept and theme. 2.4 Verify the operational practicality and cohesiveness of the catering concept, theme and format through consultation and analysis. 3. Prepare and implement an 3.1 Prepare an operational plan for the provision of catering operational plan for the and ancillary services, identifying steps, activities and catering of an event or sequence. function 3.2 Incorporate appropriate risk management into the plan. 3.3 Review, verify and finalise details with the client. 3.4 Provide accurate and complete information on the catering concept and operational plans to all relevant stakeholders to ensure timely and effective planning and implementation. 3.5 Obtain approval from relevant stakeholders prior to implementation. 3.6 Implement and monitor the catering plan for the event, making adjustments as required. 3.7 Obtain feedback after the event and review plans to evaluate degree to which it met objectives and customer requirements.
Volume 4 of 5, Imported Unit 93 of 96 Page 498 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHSCAT02B Plan the catering for an event or function
KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Liaising with client and stakeholders to 3 information determine requirements and make arrangements Managing staff and contractors, delegating to others Collecting analysing and Assessing information about the proposed event 2 organising information and possible approach Planning and organising Planning sequence and timing of function or 3 activities event Working with others and in Liaising with other event contractors 2 teams Using mathematical ideas Costing different catering options 2 and techniques Solving problems Developing catering options to suit very 2 space-restricted venue Using technology Using computers to develop menus and running 1 sheets
RANGE STATEMENT
This unit applies to all catering operations where event catering is provided. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.
Events and functions may • sporting events be in a central location or • defence operations across a range of smaller • shows, exhibitions locations indoors or • product launches outdoors. Events and • trade shows functions for which the • conferences catering may be planned • meetings or seminars may include • training events • social celebrations.
Volume 4 of 5, Imported Unit 93 of 96 Page 499 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHSCAT02B Plan the catering for an event or function
Key information to • purpose determine the broad scope • concept of the event may include • style and theme • date, time and venue • catering requirements • audience or market • overall budget estimate.
Stakeholders may include • event customer • suppliers and contractors • local community • organising committees • local authorities • colleagues • entertainers.
Key elements for catering • type of food to be considered in • style of service arranging event catering • timing of service may include • link between food and other aspects of the event (e.g. speeches) • production and transport issues • catering staff requirements • liaison with others involved in the event.
Ancillary services may • theme and decor relate to • management of event • staffing • logistics.
Operational procedures • costing of components and total catering may include • management • staffing and contracting • roles and responsibilities • logistics and transport details • resources eg. venue, commodities, equipment, machinery, vehicles and staff • security arrangements • purchasing of food, materials and equipment • storage of food, materials and equipment • production and distribution of food and beverage.
Volume 4 of 5, Imported Unit 93 of 96 Page 500 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHSCAT02B Plan the catering for an event or function
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • knowledge of different catering options and styles for different types, different types of customer and varying numbers • operational constraints for catering within different styles of venue • operational constraints for catering in different climatic conditions • space and equipment requirements for different styles of catering and varying numbers • staffing requirements for particular types of catering • knowledge of typical formats and running orders for different styles of events • principles and practices of food safety for preparation, storage and transport of food.
Linkages to Other Units This unit has linkages to a range of other commercial catering, event and general management units, and combined training and assessment may be appropriate. For example: • THHFME04A Develop an event concept. • THHBCAT02B Package prepared foodstuffs • THHBCAT03B Transport and store food in a safe and hygienic manner • THHGLE13B Manage finances within a budget • THHGLE14B Prepare and monitor budgets • THHGGA09B Manage projects
Critical Aspects of Evidence of the following is critical: Assessment • ability to plan catering which reflects event objectives, is operationally practical and which results in the achievement of objectives • knowledge of the creative options to be considered when developing for catering for an event • knowledge of issues and challenges associated with event catering.
Volume 4 of 5, Imported Unit 93 of 96 Page 501 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHSCAT02B Plan the catering for an event or function
Context of Assessment Assessment must ensure: and Resource Implications • project or work activities conducted over a period of time that allow the candidate to plan and organise event catering, and then to monitor the actual catering service at the event or function • access to and interaction with event industry suppliers • involvement of and interaction with an event principal or organising group.
Assessment Methods Assessment methods must be chosen to ensure that the skills for planning the catering for an event or function can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • evaluation of the catering at an event where catering is co-ordinated by the candidate • case studies to assess ability to develop catering concepts and plans for different types of event • evaluation of reports prepared by the candidate detailing the planning processes undertaken for an event and highlighting particular challenges and issues • written or oral questions to elicit further explanations on various aspects of planning • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 93 of 96 Page 502 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHSCAT03B Prepare tenders for catering contracts
THHSCAT03B Prepare tenders for catering contracts Unit Descriptor This unit deals with the skills and knowledge required to prepare tenders for catering contracts. This role could be undertaken by senior operating personnel, marketing co-ordinators, supervisors or managers within catering operations. Prerequisite Unit(s) THHGGA04B Prepare Business Documents Unit Sector Commercial Catering
ELEMENT PERFORMANCE CRITERIA
1. Clarify requirements of 1.1 Interpret contents of the tender brief accurately and catering tenders assess in terms of the organisation's capacity to meet stated requirements. 1.2 Identify and plan action required for development of the tender submission. 1.3 Accurately identify fixed and variable costs within the brief. 1.4 Undertake liaison with the customer to clarify requirements where appropriate.
2. Develop details for 2.1 Develop proposed products and outcomes to meet inclusion in tender requirements including menus, food and beverage specifications, style of service and theme and decor. 2.2 Develop proposed operational details including to meet requirements. 2.3 Develop accurate costings for all proposed products and services. 2.4 Develop options to meet and where possible exceed the expectations of the customer. 2.5 Evaluate possible competitors and develop appropriate strategies to address competitive issues. 3. Prepare tender 3.1 Prepare tender documents within the designated timelines documents in accordance with the requirements of the brief. 3.2 Present tender documents in a format that maximises the use of presentation and promotional techniques.
Volume 4 of 5, Imported Unit 94 of 96 Page 503 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHSCAT03B Prepare tenders for catering contracts
KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Creating an effective presentation format for the 3 information tender document Collecting analysing and Collating information about an event or catering 3 organising information operation and costings Planning and organising Allocating responsibilities to team members and 3 activities monitoring progress on tender preparation Working with others and in Working with other members of the catering and 2 teams management team Using mathematical ideas Calculating costs for the tender 2 and techniques Solving problems Dealing with inability to access services or 2 products, working out the least expensive options Using technology Designing a computer presentation 1
RANGE STATEMENT
This unit applies to all catering operations where food and related services are provided such as restaurants, educational institutions, health establishments, defence forces, cafeterias, kiosks,/cafes, residential catering, in-flight and other transport catering, events catering, private catering. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.Tenders may relate to contracts for 'one-off ' events or for the longer term provision of catering services.
Content of the tender brief • services required may include details of • style of service • customers or audience • budget requirements • legal responsibilities of the contractor • legal responsibilities of the principal • operational and financial management requirements.
Operational details must • staffing include • transport • stock control • equipment and resources • security/emergency plan • facilities management approaches.
Volume 4 of 5, Imported Unit 94 of 96 Page 504 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHSCAT03B Prepare tenders for catering contracts
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • components typically required for catering tenders and detailed knowledge of the operational and cost issues associated with each of those components • quality assurance issues related to catering tenders • presentation techniques for tender documents.
Linkages to Other Units This unit must be assessed with or after the following unit which describes skills and knowledge essential to this unit of competence: • THHGGA04B Prepare business documents
This unit also has linkages with a range of other commercial catering units and combined training and assessment may be appropriate. For example: • THHSCAT02B Plan the catering for an event or function
Critical Aspects of Evidence of the following is critical: Assessment • ability to prepare a tender document for a specific commercial catering contract including effective assessment of the brief, co-ordination of details, accurate and profitable costing and professional presentation • knowledge of typical requirements and formats for catering tender documents.
Context of Assessment Assessment must ensure: and Resource Implications • project or work activities that allow the candidate to prepare a fully-costed tender for a specific catering contract in a competitive bidding environment
Volume 4 of 5, Imported Unit 94 of 96 Page 505 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHSCAT03B Prepare tenders for catering contracts
Assessment Methods Assessment methods must be chosen to ensure that the skills for preparing tenders for an event or catering operation can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • review of tenders prepared by candidate for a particular event or catering contract • case studies to assess ability to develop options to meet differing tender briefs • review of reports prepared by the candidate detailing the major issues and factors to be considered when preparing tenders for catering contracts • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 94 of 96 Page 506 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHSCAT04B Design menus to meet market needs
THHSCAT04B Design menus to meet market needs Unit Descriptor This unit deals with the skills and knowledge to use menu planning as a marketing and management tool. It is an extension of skills identified in the unit THHBCC13B Plan and control menu-based catering. Unit Sector Commercial Catering
ELEMENT PERFORMANCE CRITERIA
1. Identify and evaluate 1.1 Identify current target markets for the enterprise based on target markets for the past and current operations and performance. catering outlet 1.2 Identify potential target markets based on review of the current marketplace and the nature and style of the operation. 1.3 Evaluate the preference of key markets and match these with overall enterprise products and services.
2. Evaluate market trends in 2.1 Identify and access information sources on market trends food service in food service. 2.2 Evaluate market trends for relevance to the enterprise current and potential markets. 3. Create menus based on 3.1 Incorporate relevant market trends into food service and market analysis and within menu planning. budgetary constraints 3.2 Develop menus to take account of market trends. 3.3 Develop menus to take account of enterprise operational constraints or limitations. 3.4 Construct menus to meet profitability targets. 4. Monitor menu 4.1 Monitor customer satisfaction with menus based on performance demand patterns and consultation customers and operational staff. 4.2 Analyse menu items in terms of sales and profit performance. 4.3 Adjust menus based on feedback and profitability.
Volume 4 of 5, Imported Unit 95 of 96 Page 507 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHSCAT04B Design menus to meet market needs
KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Writing menus and product descriptions 2 information Collecting analysing and Analysing market research information 2 organising information Researching and analysing menus, recipes Planning and organising Planning sequence of food in menus, planning 2 activities menus for a period of time and for different purposes Working with others and in Consulting colleagues on possible menu options 2 teams Using mathematical ideas Calculating costs of menus, working within 2 and techniques budgets Solving problems Dealing with problems such as special needs of 2 different customer groups Using technology Using a computer to develop menus 1
RANGE STATEMENT
This unit applies to all catering operations where food and related services are provided such as restaurants, educational institutions, health establishments, defence forces, cafeterias, kiosks, cafes, residential catering, in-flight and other transport catering, events catering, private catering. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.
Target markets may • those with particular nutritional or dietary needs and include any group within interests the community including • young people • older people • infants/children/adolescents • prison populations • defence forces • athletes • health care customers • people from specific cultural or religious groups • people from different socio-economic groups.
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Market trends in food • contemporary eating habits service may relate to • media influence • cultural and ethnic influences • seasonal and popular influences • major events and festivals.
Menus may be classical, • table d'hote modern or ethnic. Types of • a la carte menus may include • set • function • buffet • cyclical.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following knowledge and skills must be assessed as part Skills to be Assessed of this unit: • different types and styles of menus for different type of food outlets • historical development of menus, modern trends in menus • current food trends, typical cultural and ethnic dining influences • product knowledge of commodities required to meet menu needs of particular target groups, seasonal products • principles of nutrition, including Dietary Guidelines for Australians, ways of planning nutritionally-balanced menus, the effects of cooking on the nutritional value of food and the nutritional needs of target groups. • culinary terms used in relation to menus and food items • costing and budgeting techniques for menus • sources of information on food service trends • basic market research techniques in specific relation to food service preferences and trends.
Volume 4 of 5, Imported Unit 95 of 96 Page 509 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHSCAT04B Design menus to meet market needs
Linkages to Other Units This unit builds on skills found in the following unit and combined training and assessment is strongly recommended: • THHBCC13B Plan and control menu-based catering
This unit also has linkages to the following units, and combined training and assessment may be appropriate: • THHADCAT02B Develop menus to meet special dietary and cultural needs • THHGLE14B Prepare and monitor budgets
Critical Aspects of Evidence of the following is critical: Assessment • ability to conduct market research, identify current and relevant trends • ability to cost menus and food items and develop menus within budgets • preparation of menus meeting the needs of a range of different target markets.
Context of Assessment Assessment must ensure: and Resource Implications • project or work activities that allow the candidate to develop multiple menus to meet a range of target markets for various catering operations or hospitality outlets • use of current industry costing data and market trend information.
Assessment Methods Assessment methods must be chosen to ensure that the skills to develop menus to meet market requirements can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • review of menus prepared by candidate to meet the needs of different target groups and markets • case studies to assess ability to develop menus to meet differing needs • written or oral questions to test knowledge of marketing issues, current trends on food • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 95 of 96 Page 510 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHSPT01B Plan coffee shop layout, menu and storage
THHSPT01B Plan coffee shop layout, menu and storage Unit Descriptor This unit deals with the layout, menu and storage aspects of planning a coffee shop which serves patisserie items. It deals with the production, display and service of patisserie products and suitable beverages. It is appropriate for patissiers or cooks wishing to open a coffee shop. It must be linked to other appropriate business management units, as this unit does not cover business planning, marketing and financial management. Unit Sector Patisserie
ELEMENT PERFORMANCE CRITERIA
1. Plan coffee shop layout 1.1 Develop a floor plan for kitchen, service, display and storage areas according to anticipated customer requirements and volume. 1.2 Plan the fixtures, furnishing, decor and equipment according to business objectives, budget and style of coffee shop required.
2. Plan the product and 2.1 Plan and design a menu, identifying a range of service elements of coffee appropriate menu items and beverages to meet market shop operation needs. 2.2 Prepare a workflow schedule for production and service according to expected customer volume and menu requirements, taking into consideration available facilities, staff, time, equipment and enterprise practices. 2.3 Plan the display of items considering style of coffee shop, required storage temperatures and visual appeal. 3. Plan and organise the 3.1 Plan and organise storage for pastries, cakes and savoury storage for coffee shop items at the correct temperatures in accordance with food menu items safety requirements, and to maximise shelf life and product quality. 3.2 Plan packaging that is appropriate for the preservation of freshness, taste and eating characteristics.
Volume 4 of 5, Imported Unit 96 of 96 Page 511 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package (Version 2) Date this PDF was generated: 02 July 2007 THHSPT01B Plan coffee shop layout, menu and storage
KEY COMPETENCIES Key competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment. Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate
Key Competency Example of Application Performance Level Communicating ideas and Developing accurate specifications for coffee 2 information shop fixtures and fittings Collecting analysing and Selecting and analyzing information about 2 organising information potential layout and equipment options Planning and organising Planning workflows 2 activities Working with others and in Negotiating with equipment suppliers on prices 3 teams Using mathematical ideas Costing equipment 1 and techniques Solving problems Developing a design within very tight space 2 restrictions Using technology Using the CAD system 2
RANGE STATEMENT
This unit applies to coffee shops where pastry products are prepared and served. It also covers those which purchase ready-made pastry products prepared commercially and offered for sale to customers. The following explanations identify how this unit may be applied in different workplaces and circumstances.
Menu items may include • pastries and cakes • savoury items such as quiche, ham and cheese croissants • beverages such as: • coffee • tea • cold carbonated drinks • fresh juices • milk • soy-based drinks • ice cream.
Product quality • warm or chilled service temperatures requirements may include • eating qualities such as taste, texture, moisture content.
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Food hygiene practices • covering menu items on display include • maintaining appropriate temperatures for different menu items • food handling practices.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Essential Knowledge and The following skills and knowledge must be assessed as part Skills to Be Assessed of this unit: • knowledge and understanding of the principles and requirements of the relevant legislation relating to: • occupational health and safety • hygiene • nutrition • licensing regulations • local health regulations. • knowledge and understanding of: • organisational skills and teamwork • menu planning and menu design • appropriate technical and culinary terms for coffee shop operations • preparation of pastries, cakes and savoury products • cutting and serving of pastries, cakes and savoury products • costing, yield testing and portion control • handling, portioning and serving ice creams • buffet and table set-ups • coffee and tea preparation and beverage service • coffee shop equipment, its function and routine maintenance • defining and applying quality control • storage conditions for menu items and optimising shelf-life, freshness and eating qualities • time management skills • communication skills • varieties and characteristics of menu items offered • underlying principles of making cakes, pastries and savoury items • commodity knowledge, including quality indicators of ingredients • safe work practices, particularly in relation to using cutting implements, appliances, heated surfaces, ovens and mixing equipment.
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Linkages to Other Units This unit has linkages to the following units, and combined training and assessment may be appropriate: • THHPBT01B Prepare and produce pastries • THHPBT02B Prepare and produce cakes • THHBFB12A Prepare and serve espresso coffee • THHADFB05A Plan and monitor espresso coffee service
Critical Aspects of Evidence of the following is critical: Assessment • ability to plan the layout, menu and storage aspects of a coffee shop operation • knowledge of key hygiene and food safety issues relating to coffee shops.
Context of Assessment Assessment must ensure: and Resource Implications • project or work activities that allow the candidate to demonstrate skills required to complete planning for the operation of a proposed coffee shop • access to relevant product and equipment information.
Assessment Methods Assessment methods must be chosen to ensure that a range of coffee shop menu items can be produced, displayed and served. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • evaluation of plans and designs produced by the candidate for a coffee shop operation within a nominated location • evaluation of projects to propose enhancements to existing coffee shops • case studies to assess ability to tailor plans to different market conditions • review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Volume 4 of 5, Imported Unit 96 of 96 Page 514 of 514 © Commonwealth of Australia, 2002 To be reviewed by: 31 January 2005 THT02 Tourism Training Package Tourism Training Package Volume 4 - Competency Standards for Hospitality Volume 4 of 5
THT02 Tourism Training Package Tourism Training Package Volume 4 - Competency Standards for Hospitality Volume 4 of 5