food preparation and cooking introduction to module...

Food preparation and cookingIntroduction to Module 2

Ca

For most learners in Catering, food preparation and cooking is themost interesting aspect of their work. It is also very challenging andrequires a wide range of literacy and numeracy skills integrated withvocational knowledge.

Numeracy skills are especially important throughout the wholeprocess of food preparation; for handling deliveries, food storage,quantities, weighing and measuring, temperature and for timemanagement. New entrants to the industry may not appreciate theimportance of these skills or may have difficulty applying existingskills to this very practical setting.

In addition to having practical numeracy skills, trainees in thekitchen will also be required to follow written recipes andinstructions as well as work closely with other members of the team.

This module gives learners the opportunity to practise the followingnumeracy and literacy skills that they will need in the kitchen:

■ receiving food deliveries and putting into storage

■ following recipes and instructions

■ weighing and measuring ingredients

■ adjusting quantities

■ cooking temperatures and times.

The settings and scenarios used to practise these skills are genericand cannot cover all learner settings and experiences. Learners mayneed support to apply skills to their own situations. The Wordversion of these Embedded Learning materials providesopportunities to adapt and customise materials where appropriate.

Module 2 Food preparation and cooking

147

Module 2 Food preparation and cookingCa

148

Catering – Module 2: Food preparation and cooking

Theme Page reference NOS/NVQ Literacy Numeracy Key Skills

Safe! Ca 2:1–2:2 1GEN1 SLd/L1.1; SLlr/L1.2; C1.1; C1.2SLc/L1.1; SLc/L1.3; Rt/L1.1; Rt/L1.4; Rt/L1.5; Wt/L1.2

Checking deliveries Ca 2:3–2:4 2GEN3 SLlr/L1.2; SLlr/L1.3; C1.1for quality SLc/L1.2; Wt/L1.2

Date coding and Ca 2:5–2:6 1GEN1; 2GEN3; MSS1/E3.3; stock rotation 2FC8.2 MSS1/L1.3; N1/E2.1;

N1/E3.1

Knives and cutting Ca 2:7–2:8 1GEN1; FP, FC and Rt/L1.1; Rt/L1.2; C1.1machines FPC units Rs/L1.2; Rw/L1.2;

Rs/L1.1

Get ready to cook Ca 2:9–2:10 All FC, FP and Rw/L1.1; Rw/L1.2; FPC units Rs/L1.1

Weighing Ca 2:11–2:12 FP, FC and FPC units MSS1/L1.4; N1.1ingredients MSS1/L1.7

Measuring liquid Ca 2:13–2:14 FP, FC and FPC units MSS1/L1.4; N1.1; N1.2ingredients MSS1/L1.6;

MSS1/L1.7; N2/L1.2; N2/L1.3

Adjusting Ca 2:15–2:16 FP, FC and FPC units N1/L1.7 N1.2quantities

Temperature Ca 2:17–2:18 2GEN3; 2GEN4 MSS1/L1.4; N1.1; N1.3FP, FC and FPC units HD1/E3.4

Cooking times Ca 2:19–2:20 FC, FPC units N1/L1.3; N2/L1.7; N1.1; N1.2and timers MSS1/L1.3;

MSS1/L1.4

Ca Ca 2:0

149


Skills checklistCooking is a complicated business and if you work in alarge kitchen, things can get pretty busy. Everyone needsto know what they’re doing and how to do it, so that thewhole team works together to produce quality food.Knowing about food is obviously really important, but youalso need a lot of other skills to work in a kitchen.

You need good number skills to deal with food deliveries,storage, weighing ingredients, measuring liquids,temperature control and getting the quantities right. Youalso need to be able to follow instructions about recipesand using equipment.

Food hygiene and safety is the most important part of your work and youwill have to complete a food hygiene certificate when you start work. Youcan check this out in Module 4 of this pack.

The skills listed in the table below will help you prepare and cook foodmore efficiently. Tick all the skills you have already and then look at thechecklist again when you have used the materials.

Skills for food preparation and cooking Now Later

Receive and store food

Understand date coding and stock rotation

Weigh and measure ingredients

Control temperature during cooking

Manage time

Adjust quantities for different numbers

Use machines and equipment safely

PAGES 2:1–2:2

Safe!

Ca

Occupational setting There are many safety and security issues in thekitchen. It is important that workers recognisepotential danger or hazards, understand why theyshould not ignore them, and how they shouldreact. This focus page is based on problem solving– assessing potentially dangerous situations andtaking the most suitable preventive action.Learners should be become familiar withworkplace procedures and current best practice fora variety of situations (e.g. food hygiene, use ofpersonal protective equipment (PPE), fire safety,whistle-blowing). Learning in this theme willsupport learners working towards Unit 1GEN1 ofthe occupational standards.

Materials Hazard data sheet, Fire safety information andClothing information sheet from the Sourcematerial (0:14–0:18)

Learning outcomes1 To recognise and assess potential hazards in the

workplace (focus page, Task 1)

2 To understand the consequences of notreacting to hazards (focus page, Task 1)

3 To select appropriate solutions to problems toprevent further danger, based on workplaceprocedures (focus page, Tasks 2 and 3)

4 To report problems verbally in a clear andaccurate way (focus page)

Introduction

■ Ask learners to think about the sort ofproblems that might occur in the workplace todo with health and safety/security/foodhygiene. Note their ideas down on theboard/flipchart.

■ Discuss which of the problems have formalsolutions (written procedures) and which donot. Explain that all problems require action tobe taken, even if this is simply a matter ofreporting it to a team leader or mentioning itto the person concerned.

■ Emphasise that whistle-blowing is not aboutgetting colleagues into trouble, but to avoid aproblem getting any worse or putting others atrisk.

Focus page

■ Explain the ABC method demonstrated on thefocus page. Talk through each step, discussingany points as required. Use the examples of theproblems noted from the introductory activityto think about the consequences and questionsyou might need to ask.

■ Use the hazard shown on the graphic on thefocus page to apply the ABC method as shown.Discuss how to assess it – what to look out forand which of the solutions given on the pageare appropriate.

■ In pairs, ask learners to decide what to do inthe situation, using the questions in the‘Assess’ box to guide them.

■ Learners report back their assessments to thewhole group.

■ In small groups, ask learners to decide which ofthe solutions they would use. Use learners’ ownideas plus the Hazard data sheet for the walk-incold room from the Source material to decideon possible solutions. What is the key phrasefrom the Hazard data sheet? (Do not put inwarm/hot food.)

■ Groups then report back to the whole group.Note down any of the solutions on theflipchart/board. The group can then decidewhich solution should be carried out.

■ Discuss the implications for an employee underthe 1974 Health and Safety at Work Act – doestheir solution to the problem comply withtheir legal responsibilities?

■ In pairs, ask learners to role-play someonereporting the incident to the team leader.Remind learners that they should report whatthey have seen, what their assessment was andwhat they have done about it so far (ifanything).


151

ExtensionAsk learners to discuss areas of the picture whereother hazards might potentially occur.

Task 2

Confirm opinions by reading company policiesRt/L1.1Rt/L1.4Rt/L1.5Wt/L1.2SLd/L1.1

■ This task depends on learners identifying thethree hazards in Task 1.

■ Divide learners into pairs or small groups todiscuss possible solutions to the hazards. Guidethem to the ‘Be aware’ list at the top of thefocus page to give them ideas. Encouragelearners to use the procedures from the Sourcematerial and think of their own solutions.

■ When using the procedures, remind them ofreading techniques practised in other themes: – skimming the document to get the gist and

check that it is the one that contains theinformation required

– using format to locate information –headings, bullet points

– scanning the document for key words– rewording information to check that the

meaning has been understood– finding out the meaning of any words not

understood.

■ Ask learners to write down their ideas forfurther discussion.

■ Bring learners together to discuss theirsolutions. Mention that each place of work willhave its own procedures and they shouldfollow these first. However, procedures cannotcover every situation and sometimes learnersmight have to act on instinct.

■ Agree on the board/flipchart a commonsolution that complies with standards and workprocedures. Make sure learners record this best-practice way forward and understand that itcan be used as a model in case of a similarevent.

If the learner has difficulty■ This might be too much information for some

learners to deal with at once. Try talkingthrough each scenario one by one in amethodical way.


152

2:1–2:2 Safe!

■ Talk about the importance of giving clear,accurate information so that the team leaderknows exactly what the problem is and whathas been done about it so far. The team leadercan then make a more informed decision aboutfurther action, if required.

Task 1

Recognise and discuss dangerous or unacceptablesituations in the workplaceSLd/L1.1Wt/L1.2

■ This aim of this task is to promote a discussionabout how to recognise (assess) potentiallydangerous and unacceptable work situations.Learners need to be aware of the importance ofnoticing problems so that preventative actioncan be taken.

■ Ensure learners have copies of the Hazard datasheet, Fire safety information and Clothinginformation sheet from the Source material.

■ Put learners into pairs and ask them to discussthe potential dangers in the picture.

■ Suggest they can circle the parts of the picturethat show an accident that could or is about tohappen or anything that poses a threat tosafety in the kitchen.

If the learner has difficulty■ Ask the learner to describe what they see in the

picture. This might help you identify whataspect they are finding difficult.

■ Talk through the picture with the learner. Pointthings out and ask direct questions about it.For example Is this safe? Are all of the people inthe drawing wearing the correct clothing? Why doyou think that?

Curric. refs NOS/NVQ Key Skills

Rt/L1.1 1GEN1 C1.1Rt/L1.4 C1.2Rt/L1.5Wt/L1.2SLd/L1.1SLlr/L1.2SLc/L1.1SLc/L1.3

Ca

■ Take learners through the procedures,reminding them of possible reading techniquesto find the information they require.

■ Where possible, remind learners of existingwork procedures.

■ Dyslexic learners often have difficulties havewith skim reading. Ask learners what theythink they might find in the text from itsappearance: what they have been told it isabout, the size of the headings, any word that springs out. Then look for a certain wordto start with – write it out if necessary. Thenask learners to think of the word they shouldlook for.

ExtensionAsk learners to look again at the things in the‘Carry out’ section. Ask them to consider anypoints they have not used in their own solutionsand discuss why they would not use them (thenegative consequences of doing so).

Task 3

Write down solutions to particular problemsWt/L1.2

Following the group discussion, ask learners todecide what they would do in each circumstanceand write down their solutions in note form.

If the learner has difficultyTake each scenario one by one and discuss theoptions.

ExtensionExplain to learners that if they decided to pointout to the people in the picture what they aredoing wrong, they would need to advise them onwhat they should be doing. For this reason, asklearners to: – find out what PPE the person washing up

should be wearing– find out what colour chopping board the

person chopping vegetables should be using– report the information back to the class.

Theme assessmentAsk learners to find out the procedure forassessing and dealing with a particular hazardfrom the workplace (e.g. security issues, faultyequipment).


153

2:1–2:2 Safe!

1974 Health and Safety at Work Act

It is the responsibility of employees to:

● take reasonable care to avoid injury to themselvesor others

● co-operate with employers to comply with the law● not misuse anything provided for health and

safety.

Safe! Focus

What should you do if you spot a hazardous situationin your workplace?

Is it best tokeep quiet?

How can I findout what to do?

A B C might help you makeup your mind what to do.

Who should Ispeak to?

Are you an employee?What are your legal duties?

ASSESS thesituation

● Look carefully.● Ask appropriate

questions.● Consider the

consequences.

ASSESS the situation

● Look carefully. What has happened?● Is there any immediate danger?● Can it be left as it is while you

report it to someone else?

BE AWARE of thepossible solutions

● Find out what thecorrect procedure is.

● Ask a colleague to help.● Always report to a team

leader.● Phone the emergency

services if required.

BE AWARE of the possible solutions

● Find out what should be done fromworkplace procedures.

● Report the incident to your teamleader.

● Record what you saw and did whileit is still fresh in your mind.

● Follow instructions from the teamleader.

CARRY OUT the actions you decide on.

● Use your own knowledge andunderstanding of your job.

● What needs to be done immediately? ● What can wait?● Take immediate action yourself.● Ask for help.● Call the emergency services.● Report the incident. ● Fill in an incident report form.

CARRY OUT the actionsyou decide on

● What needs to be doneimmediately?

● What can wait?

Think about how you speak and howyou listen when you report the problem.● Speak clearly.● Give relevant details.● Listen carefully to instructions.

Module 2 Food preparation and cookingCa 2:1Ca

154

Ca Ca 2:2

155


Safe! Task

Rt/L1.1; Rt/L1.4; Rt/L1.5; Wt/L1.2; SLd/L1.1Use company regulations to decide what to doin difficult situations.

Task 1 Assess the situation

1 Identify three situations in the picture that areeither dangerous or against company policy.

2 Discuss with a partner what they are.

3 Make a note of what the hazards are and what could happen if the situations were left as they are.

Task 2 Be aware of the possible solutions

1 Having assessed the situations, read theappropriate policies from the Source materialand discuss what the company would say if they spotted what was going on.

2 Write down the parts of each policy that refer to each situation.

Task 3 Carry out the actions you decide on

Discuss with a partner and make a note of howyou would deal with these three situations.

Tip

You do not have to read everyword of every procedure.

● Skim read each one to seewhich one has theinformation you need.

● Use the titles, headings andlayout to find the part youneed.

● Scan the one you choose forkey words to do with theinformation you need.

● Find out what unfamiliarwords and phrases mean.

● Put the important parts intoyour own words to checkyou’ve got the meaning.


PAGES 2:3–2:4

Checking deliveries for quality

Ca

Occupational setting Checking the quality of goods before unloadingthem for storage ensures that the items are in anacceptable condition. Quality control is aboutmaking sure products are kept up to standard andmeet requirements.

The focus page concentrates on listening for theinformation necessary to complete the qualitychecks and offers suggestions for ways ofremembering information. The learning in thistheme will support learners working towards Unit2GEN3. It also contributes to the knowledgerequired for many FPC units where quality checksand storage of ingredients are important.

Materials Selection of fruit, vegetables, cans and packagesthat would not be acceptable for use for a varietyof reasons

Audio equipment

Learning outcomes1 Listen for key details about quality checks

(focus page, Task 1)

2 Use methods for noting and rememberinginformation about quality checks (focus page,Tasks 2 and 3)

Introduction

■ Show learners an unacceptable item andexplain why it should be rejected.

■ Ask learners to repeat back the information youhave just given them. Is there anything elsethey need to know? Do they need anythingclarifying? How did they remember what wassaid?

■ Ask learners about their experiences of listeningfor instructions at work. What are theproblems? What are good instructions? Whatcan go wrong if they don’t understand orfollow work instructions?

■ Ask learners in pairs to practise giving andreceiving instructions about what to look for todetermine the quality of products, using theitems provided. Report back success/failure incommunication and reasons for it.

Focus page

■ Talk about what is meant by being an ‘activelistener’ and why this is important, both as anemployee and if communicating with membersof the public. You may need to introduce theterm ‘body language’ and demonstrate whatthis means. This is a useful focus for some role-play on active listening: one person talks orasks questions, the other gives no feedback,either verbally or in body language.

■ Discuss the role of questions in obtainingadded/extra information and for clarification,and the technique of reframing to checkunderstanding.

■ Stress the importance of asking questions thatrelate to an employee’s responsibility to dotheir job correctly.

■ Discuss how to spot instructions amongst otherinformation – looking for imperatives such as‘look’, ‘smell’, ‘taste’. Ask learners to highlightany instruction words they can find on thepage (‘ask’, ‘repeat’, ‘make’, ‘keep’, etc.).

■ With ESOL learners you should consider someof the vocabulary used to describe the positiveand negative states of various food items (e.g.‘over-ripe’, ‘mouldy’, ‘ripe’, ‘fresh’, ‘stale’), asappropriate to the learners’ workplace.

■ Explain that there are ways to help youremember key information, such as making a mental checklist and using a system of ‘self-talk’ – talking aloud through a mentalchecklist; using fingers to keep a tally ifnecessary (e.g. There are three things I’ve got toremember – one, check what the goods look like;two, check what they smell like; three …, etc.).

■ Ask learners to think of any further examplesthey know of or have made up in the past tohelp them remember things. Write these on theboard/flipchart. Learners can copy down anygood strategies that come out of the discussion.

5

156

Ca

■ Listen to the audio clip and ask learners tomake a mental note of all the key points.

■ Point out the final sentence of the audio clipabout asking for help if unsure.

■ Suggest making notes if the information isdifficult to remember (see ‘Taking notes intraining’ on pages 4:1–4:2 techniques). Suggestgrouping information under headings, asdemonstrated on the focus page.

■ Listen to the audio clip again to make notes –whilst listening or from memory.

Task 1

Listen to information and make a mental orwritten checklist SLlr/L1.2Wt/L1.2

■ Remind learners of the focus page activity.

■ Listen to the audio clip. Learners use their owntechnique to remember information.

■ Listen for imperatives: ‘check’, ‘look’, etc.

■ Listen again to make notes.

■ Listen a third time to check notes.

If the learner has difficulty■ Help learners to identify the information on

the focus page by encouraging them to askthemselves questions such as ‘How do I findout what I must do?’ and ‘How do I do it?’

■ Look through the boxes, thought-bubbles, etc.and suggest highlighting the words, phrasesand sentences that are instructions. This willdemonstrate the way in which information canbe hidden.

■ Give the learner opportunities to listen to theaudio clip. Encourage listening and verbalfeedback/discussion without the extra anxietyof also having to write.

6


SLlr/L1.2 2GEN3 C1.1SLlr/L1.3SLc/L1.2Wt/L1.2

■ When the learner is confident that allinformation has been ‘heard’ and remembered,look at the table headings and fill in the detailsthat first come to mind. This will leave thelearner with a clearer mind for thinking aboutany unrecorded details.

■ It might be useful to make cards of some of the‘look’, ‘smell’, ‘feel’ problems likely to beexperienced with products (e.g. package torn,mouldy) for learners to place in a table and forreference for other tasks in this theme. Checkthat learners, in particular ESOL learners,understand the vocabulary used for describingthe state of food items.

ExtensionRepeat the activity with different instructions.Learners could write these themselves.

Task 2

Listen to information and make a mental orwritten checklist SLlr/L1.2Wt/L1.2

■ This time there is some information aboutwhat not to accept. Listen for ‘don’t’, ‘do not’,‘not’, ‘as well as’, ‘check’.

■ Point out that the table now has positive andnegative columns.

■ This time try to make notes from a mentalchecklist and then listen again to see what wasremembered.

If the learner has difficultySee Task 1.

ExtensionAsk learners to suggest some other fresh goodsthat may be delivered. Make a list of these.

Task 3

Listen to information and make a mentalchecklist SLlr/L1.2

Listen to information and make a writtenchecklistWt/L1.2

■ Follow same format as for Task 2.

■ Ensure learners understand what is meant by‘translucent’ – encourage them to look it up inthe glossary.

8

7


157

2:3–2:4 Checking deliveries for quality


If the learner has difficulty■ Encourage a relaxed approach to listening.

■ Explain that there is no need to think aboutthe note making while listening. Learners canmiss out on vital information when they areanxious about impending writing tasks.

ExtensionAsk learners to explain to each other what ismeant by the following descriptions. They canlook words up in the glossary and put thedescriptions in their own words as far as possible. – The whole fish should have bright eyes that are

not sunken.– The skin should have a shiny, moist, firm

appearance. – The fillets should look white and translucent

and be firm to the touch.

Theme assessment■ Ask learners to investigate another food type

relevant to the their situation and note downhow it should look, smell and feel for quality.

■ Make a note of this and report back to the restof the group so that the information is shared.

158

2:3–2:4 Checking deliveries for quality

Checking deliveries for quality Focus

Listen carefully to what you are told – it may notalways be clear or logical.

The instructions you need to do the job may be hidden amongst other information. Look as if you are listening.

Be an active listener.

● Nod.● Look at the speaker.● Look keen!

Ask questions to checkyou have understood.

Repeat and reword any partsthat need special attention.

Make a mental checklist of all thethings you want to remember.

Keep a notepad to jot downwhat you have to remember.

Melon

Any dark patches visible?

Mould?

Unpleasant smell?

Feel ripe?

To check the quality of the food that is deliveredor food that you are going to prepare or serve,you need to look, smell, touch and taste to see

that it is in top condition.

For instance, you might look at a melon to seeif its skin has any dark patches or visible

mould, smell it to see that it doesn’t smellunpleasant and squeeze it to see if it feels

ripe and not too hard.

Listen to the instructions about checkingdeliveries. Make a mental checklist of what youare being asked to look, smell and feel for. Tella friend what you remember. Make a fewwritten notes about the same information.

● What do I do if … ?● Does that mean that … ?● Can you say that again please?

So you mean I have got to say noto anything that smells bad to me?

Which are theimportant bitsto remember?

Right, so if I check adelivery I must think aboutthe look, smell and feel of

the foods I check.

Look for any dark patchesor visible mould. Does it

smell OK? Does it feel ripe?

5

Ca Ca 2:3

159


Checking deliveries for quality Task

SLlr/L1.2; Wt/L1.2

Task 1

1 Listen to the kitchen manager giving some informationabout what to look out for during a delivery.

2 Make a mental checklist about what you are told to look,smell and feel for.

3 Listen again to see if you remembered everything.

4 Make notes about what to do under these three headings.

Task 2

1 Listen again for the instructions about what to look forwhen the fruit delivery arrives.

2 Make a mental checklist of the things you must look,smell and feel for.

3 Make notes about what to do under the six headings inthe table.


Task 3

1 Listen again for the instructions about what to do whenthe fish delivery arrives.

2 Make a mental checklist of what you are told to look,smell and feel for.

3 Make your own notes about what to do.


Tip

Listen for theinstruction words.

Tip

Listen out for thingsyou must not accept.

Item Look Smell ( Feel

Flour

Item Look ✓ Look ✗ Smell ✓ Smell ✗ Feel ✓ Feel ✗

Strawberries

Apples

Grapefruit

Listen for the information needed to complete quality checks.

6

7

8


160

Ca Module 2 Food preparation and cooking

161

PAGES 2:5–2:6

Date coding and stock rotation

Occupational setting Pickers and loaders often have to check date codesand type them into a scanner. In the food sectorthis involves paying particular attention to ‘SellBy’ and ‘Use By’ dates. Stock rotation, particularlyin the fresh-produce section, must adhere tostringent health and safety regulations. Readingand understanding different date formats istherefore important for all concerned in storage.

Materials Cards showing a range of dates in differentformats

Chart showing months in full written, as firstthree letters and as numbers (e.g. January, Jan, 01)

Date coding sheet from the Source material (0:19)

Blank cards/labels

Products showing date codes

Learning outcomes1 To read and understand date codes in a range

of presentations (focus page, Tasks 1–3)

2 To use date codes to identify rejection/removaldates (Task 3)

Introduction

■ This theme looks at the importance of dateorder for stock control. It is essential thatlearners are aware of the significance of datecodes. If possible, look at a range of typicalproducts showing different types of date codes(e.g. Sell By, Use By, Best Before).

■ Prepare cards (or food labels) with differentdates in a variety of formats. Ask learners (inpairs if appropriate) to take one at a time andto lay them out on the table in date order, withthe ‘oldest’ at the top (back). As the taskprogresses, encourage learners to confer. Thiscould provide reinforcing opportunities foranyone who is uncertain about matching datesthat are the same but in different formats.

■ Question learners about the strategy they usedto sort the dates:– Did they find that sorting by the day proved

unhelpful?– Did they find that they had to sort by year if

applicable and then by month and finally byday?

– Did they have any difficulty knowing thenumber of days in each month?

– Did they have any difficulty knowing theorder and number of the months (e.g. 08 isthe eighth month and is August?)

■ Note that this activity may cause difficulty fordyslexic learners with sequencing difficulties.

■ It may be useful to produce a simple chartshowing the months of the year, the number ofdays in each month and the number of themonth (e.g. August, 31 days, 08; November, 30days, 11, etc.).

■ ESOL learners may need additional work on thevocabulary of ordinal numbers (e.g. eighthmonth, second month, etc.)

■ Summarise the activity by asking for volunteersto write a date that you give them on theboard/flipchart in as many formats as possible.

■ Write on the board/flipchart ‘Display until’,‘Sell by’, ‘Use by’, ‘Best before’ and ask learnersto explain the differences between them.

■ This may be a good opportunity to discussworkplace policy on discounting and throwingout stock that is approaching its ‘Sell By’ date.

Focus page

■ The focus page reviews some of the activities inthe introduction. It looks at stock control bydate and day codes. Ask learners to considerwhere date codes might be found in theworkplace and different date formats.

■ The focus page touches on legal aspects (seealso the Date coding sheet from the Sourcematerial). This does not necessarily mean morereading for the learners but encourages moreunderstanding and discussion of explanationsof, for example, decisions about stock rejectionbased on product knowledge and law.


■ Support the activities with a chart showingmonths written in full, as the first three lettersand as numbers.

■ The activities focus on the numerical skills of:– the positioning of zero before numbers 1–9– calculating months and days from given

dates – counting on.

■ Learners also need to understand how day dotsare used to control the storage and use of freshfoods.

Task 1

Match ‘Use By’ dates in different date formatsMSS1/E3.3

Do one example together to establish thatlearners are clear about drawing lines to linkmatching dates.

If the learner has difficulty■ Highlight each date as it is matched so the

learner can see which dates are left to be done.

■ If there is still a difficulty, write the dates oncards or sticky notes so the learner canmanually sort and match them, changing hisor her mind until entirely satisfied.

■ Dyslexic learners may have difficulties withdates: sequencing of numbers (30/10/05 looksvery similar to 10/03/05). Careful attention tochecking will help.

ExtensionAsk learners to go into the workplace and notethe range of ‘Sell By’/‘Use By’ dates on certainproducts (e.g. cheese, bacon, butter, salmon,medicines, products in cans).

Task 2

Put day dots on fresh foodMSS1/E3.3

■ Learners need to understand the day dotprocess and how it is used.

■ The activity involves counting on 3 days.

If the learner has difficulty■ Dyslexic learners may struggle to remember the

sequence of days of the week, particularly if theday to start counting is not Monday. They mayneed a list of days in order to help with this.

■ Write the days on individual pieces ofcard/paper and ask the learner to put them intoorder. Use this list to help with the task. This‘hands-on’ approach is helpful for manylearners who need a more kinaesthetic way tolearn. Dyslexic learners would find this helpful.

ExtensionGive the learners further work on day dots, basedon workplace experience.

Task 3

Work out ‘Use By’ datesMSS1/L1.3

‘Use By’ dates given here are presented in avariety of formats and learners have to decidewhether they fall into the category to bediscarded.

If the learner has difficulty■ Remind the learner to look at the dates in the

order of year, month, day number. It might behelpful to look again at the strategiesmentioned in the introduction.

■ Write each date on a card and ask the learnerto sort them into order. It might also help torelate this to a calendar showing the perioddescribed.

ExtensionProvide further examples of ‘Use By’ dates tomake decisions about discarding stock.

Theme assessmentLearners could conduct a stock check of fresh,refrigerated and frozen foods, recording ‘Use By’dates and indicating whether items should bediscarded.

162

2:5–2:6 Date coding and stock rotation


MSS1/E3.3 1GEN1MSS1/L1.3 2GEN3N1/E2.1 2FC8.2N1/E3.1

Date coding and stock rotation Focus

Food stocks and prepared foods need to becontrolled by date order. Old stock shouldalways be used first. Stock should bediscarded as soon as it becomes out of date.

USE BY dates arefound on highlyperishable foods.

DAY DOTS areplaced on

refrigerated freshor defrosted

products.

● Sometimes the month is written out infull: MARCH

● Sometimes the month is shortened tothe first three letters: MAR

● Sometimes a number represents themonth: 03

Different manufacturers write dates indifferent ways. If a date contains just numbers, the day ofthe month is written first, then the month,then the year.

04/08/05

Day Month Year4th August 2005

The months of the year are numbered in theorder they come in:01 = January 07 = July02 = February 08 = August03 = March 09 = September04 = April 10 = October05 = May 11 = November06 = June 12 = December

Stock rotation procedure

● Store fresher items behind older items.

● Use old stock first.

● Discard stock the moment it falls out ofdate.

● Remember to discard stock that will goout of date during a close-down period.

Day dots show the last day that a productcan be used. The shelf life is normally 3 days.

Example: This casserole was refrigerated onMonday. It must be used by the end ofThursday.

Mon = Monday Fri = FridayTue = Tuesday Sat = SaturdayWed = Wednesday Sun = SundayThu = Thursday

BEST BEFORE datesare found on foods

with a longer shelf life.

Ca Ca 2:5

163


Best before:31-12-06 Tue

WED

Use by:07/01/07

BEST BEFORE5 JAN 07

Best before end:DEC 07

Best before endDecember 07

Best before:1 Jun 07

30 October 10 Mar 05/05/05 04 Mar 03/04/05 03-10-05 03 Apr

30th Apr 04-03-05 5th May 03 Oct 05 30 Apr 05 10/03/05 30/10/05

Date coding and stock rotation Task

MSS1/E3.3; MSS1/L1.3Read and understand date codes.

Task 1

Match the products that have the same USE BY dates.

Task 2

The shelf life of these food items is 3 days. Label theday dots before you place them in the refrigerator.

1 Fruit pie made on Friday

Task 3

The kitchen will be closed from Monday 23rd December 2006 to Monday 6th January 2007.

Tick the items of stock that should be discarded on 22nd December.

Remember!

Day dots show the lastday that a product canbe used.

Example: An itemrefrigerated on Mondaymust be used by theend of Thursday.

1 2 3 4

5 6 7 8

2 Gateau made on Wednesday


164


165

PAGES 2:7–2:8

Knives and cutting machines

Occupational setting Knives and other cutting machinery are essentialtools in catering. They must be handled withrespect, used correctly and taken care of. Thistheme uses this as the basis to demonstrate thelanguage of instruction.

Some aspects of this theme may be used tosupport learning in all food preparation andcooking units where knives and cutting machinesare used.

Materials Learners will benefit from having a colour copy ofthe focus page.

Learning outcomes1 To read and understand the language of

procedures and instructions (focus page, Task 1)

2 To recognise and use the organisationalstructure to aid understanding (focus page, Task 1)

3 To recognise that many procedures containsupporting information as well as instructions(focus page, Task 1)

4 To recognise instructional language (e.g.imperatives) (focus page, Task 1)

5 To know that some instructions are conditional(e.g. ‘if’, ‘in the case of’, etc.) and are onlycarried out if the circumstance or ‘condition’exists (focus page, Task 1)

Introduction

■ Do learners own a set of knives? Are thereprocedures in their workplace to govern howknives should be used? Are there any guidelinesfor their care? If so, what are they and why arethey in place?

■ On the board/flipchart to record what thegroup feels are the advantages of followinginstructions and procedures in their job. Safetyissues, maintaining standards, knowing how todo something, may all emerge as advantages.

■ Ask learners to identify any good or bad pointsthey have found when trying to read and/orfollow procedures. Can they all quote one setof instructions or procedures in particular? Canthey say what it is about the procedures thatthey don’t like or can’t understand? List thebad points as they are identified.

■ Flag up the difference between procedures(usually company-wide official guidelines thatmust be applied to particular circumstancessuch as sick leave, complaints or discipline) andinstructions (directions or orders that theyfollow on a day-to-day basis).

Focus page

■ Positive and negative instructions (always,never). Discuss the importance of this wording.What are the implications if such commandsare not followed?

■ Imperatives (key instruction words). Tryinserting the words ‘you must’ or ‘you mustnot’ before the word to aid understanding andidentification. Ask learners to highlight otherimperatives on the focus page example. (Theyare in bold.) This will be particularly helpful toESOL learners who need to be aware ofimperatives as ‘markers’ to help them inreading and understanding instructions.

■ Conditionals. Discuss the conditionalwords/terms ‘if’, ‘when’, ‘in the event of ...’.Ask learners to think of more examples fromtheir work (e.g. If the eggs are delivered lateagain, phone the supplier. When the pie iscooked, take it out of the oven. In the event ofhearing the evacuation signal, all employeeswill …). Conditional instructions may beparticularly difficult for ESOL learners. Discussthe use of ‘in the event of …’, rephrasing itusing ‘if’ or ‘when’.

■ Conjunctions (and, or) and commas. Discussthe way these may both be used to mark offitems on a list.

■ Order words (after, before, later). Discuss howthese words affect the order in which things aredone. Reword the instruction ‘After washing,


rinse and dry.’ (‘Rinse and dry after washing’ or‘Before rinsing and drying, wash carefully’ or‘Wash carefully before rinsing and drying’.)

■ Brackets and other punctuation that mayindicate that information is availableelsewhere. Discuss use in the extract on thefocus page.

■ Offer strategies for understanding writtenprocedures:– check the meanings of words or phrases– highlight the parts that are information, not

instructions– underline the instructions– count the number of instructions– remember to look for imperatives, commas,

the word ‘and’ or new sentences– rewrite the procedures in your own words,

making sure the instructions are in thecorrect order. Ask your supervisor to checkthem.

Task 1

Read and show understanding of a writtenprocedure by answering questions Rt/L1.1Rt/L1.2Rs/L1.1Rs/L1.2Rw/L1.2

■ Remind learners of the points made on thefocus page.

■ Remind learners that it is a good idea to readthrough the whole set of procedures first, toidentify anything that is difficult to understandor carry out.

■ Suggest that they highlight any words that theyfind difficult to read or understand and toremember that there is more than one strategyto find out what words mean:– Read the sentence aloud and work out the

meaning from the context.– Look words up in a dictionary.– Use a glossary.

– Ask someone else.– Use previous experience about the type of

word or part of the word to predict meaning.

If the learner has difficulty■ Reduce the workload by giving the learner a

more straightforward (in language terms) set ofinstructions and asking them some questions.

■ Go back to the task and talk through eachpoint with the learner. Ask the learner tohighlight the words causing the greatestdifficulty and the phrases in which they occur.

■ Support learners to record a selection of thesewords and phrases with their meanings in theirpersonal glossaries.

■ Learners who have a lot of difficulty with thereading in this task should be offeredadditional support.

ExtensionAsk learners to rewrite the procedure in asstraightforward a way as possible, proofread theirwork then give a copy to any learner finding thetask difficult. Point out that simplifying is notalways about creating shorter text – it could meanmore text as instructions are broken down intosmaller steps.

Theme assessmentAsk learners to choose a written procedure fromtheir own workplace and use the strategiesoutlined to read and understand it. Then theyshould rewrite the procedure in a straightforwardway where possible so that it helps them tounderstand it.

166

2:7–2:8 Knives and cutting machines


Rt/L1.1 1GEN1 C1.1Rt/L1.2 FP, FC and Rs/L1.1 FPC unitsRs/L1.2Rw/L1.2

Knives and cutting machines Focus

Instructions for the use of knives

● Always use the correct knife for the correct purpose.

● Always cut on wooden or polypropylene chopping boards.

● Always tuck your fingers away from the blade.

● Place knives flat on the table and make sure that neitherthe blade nor handle protrudes over the edge of the table.

● When using knives, concentrate on what you are doing.

● When carrying knives, hold the points downwards.

Sharpening

● A sharp knife is safer than a blunt one so always keepknives sharp.

● If you have no skill with the steel, whetstone, ceramic ordiamond tool, use the automatic sharpener (forinstructions on how to use the stone, see next page).

Cleaning

● Never put your good knives in the dishwasher.

● Do not leave to soak or leave in a sink.

● To clean a knife, wipe the blade carefully with the edgeaway from the body.

● After washing, rinse and dry as soon as possible.

● Use washing-up liquid and a sponge.

● Keep handles clean.

When reading instructions, look out forwords that tell you exactly what to do:

use cut tuck concentratehold place keep put leave

soak rinse dry …

Find out the meanings ofany words that puzzle you.

Knives are essential tools in catering and must be handledwith respect, used correctly and taken care of.

Words that tell you whatyou must do

Words that tell you there ismore than one instructionin the sentence

Words that tell you whatto do if or whensomething else happens

Words that tell you whatyou must not do

Words that tell you theorder in which thingsshould be done

Any punctuation thatseparates things in a list(e.g. comma)ortells you to looksomewhere else for moreinformation ( )

Ca Ca 2:7

167


Knives and cutting machines Task

Rt/L1.1; Rt/L1.2; Rs/L1.1; Rs/L1.2; Rw/L1.2

Cutting machines – CLEANING PROCEDURE

Persons under 18 must not use orclean any cutting machinery.

1 Always switch off and unplugthe machine before beginningcleaning.

2 If necessary, remove safetyguards.

3 Take extra care if guards areremoved for cleaning.

4 Remove particles of food with acloth, palette knife, needle orbrush.

5 Clean all removable and fixedparts with hot soapy water.

6 Take extra care with threadsand plates with holes as thesecan harbour food particles.

7 Rinse, dry and re-assemble.

8 Replace guards.

9 Never plug in and switch onafter cleaning until you havechecked that the machine isproperly assembled.

10 Always comply with themanufacturer’s instructions and safety precautions (thesecan be found beside eachmachine).

Look at the procedure for cleaning cuttingmachines.

1 How many instructions are there in point 1?

2 What must you do if the safety guards areremoved for cleaning?

3 List the things that can be used to clean the cutting machine in separate bullet points.

4 Name one thing that you must always do.

5 Name one thing that you must never do.

6 List six words that tell you exactly what to do.

7 Write down the meanings of these words asthey are used in the procedure.

a harbour

b threads

c comply

d particles

Work out what instructions mean.


168


169

PAGES 2:9–2:10

Get ready to cook

Occupational setting Following a recipe involves understandingparticular conventions involving the names ofingredients, utensils, methods and techniques.This theme unpicks such conventions and allowsrecipes to be decoded.

This theme will support underpinning knowledgefor many food preparation and cooking units (FP,FC and FPC).

Materials Selection of recipes

Glossary of culinary terms (in a cookery book or on the Internet e.g.www.recipes4us.co.uk/Glossary.htm)

Vegetarian pizza recipe from the Source material(0:20)

Learning outcomes1 To understand how to use a glossary to find the

meanings of specialist words (focus page, Tasks2 and 3)

2 To understand the use of the imperative (focuspage, Tasks 1–4)

Introduction

Ask learners to share their experiences of using arecipe. What difficulties arose when they first readone? Try to elicit information that methods suchas ‘boil’, ‘cream’, ‘steep’ may be difficult tounderstand, as may unfamiliar ingredients (e.g.‘chard’, ‘pomegranate’, ‘brine’), foreign words (e.g.‘choux’, ‘filo’, ‘latkes’) and utensils (e.g. ‘reamer’,‘spatula’, ‘mortar and pestle’).

Focus page

■ Ask learners to read through the recipe on thepage. Stress the importance of doing this firstto:– make sure all ingredients and utensils are to

hand before starting to cook– check that all cooking methods, ingredients,

etc. are familiar

– know in advance the stages involved, time toallow, etc.

■ When learners have finished reading, do theyhave a mental picture of the finished dish andthe stages to be gone through to achieve it?They will not always be following a recipe. Dothey have any techniques for rememberingwhat to do? Share ideas with the group.

■ To demonstrate that recipes are a shorthandmethod of describing a process, ask the learnerswhat ‘Make the butter hot in a pan that allowsthe cooking of food in a single layer in a smallamount of fat until it browns or softens’means. It translates as ‘Heat the butter in asauté pan’. Similarly, Escalope de veau au Madièretranslates as ‘A thin slice of veal cooked withalcohol from the island of Madeira’. Thealcohol is a white wine that has had spiritsadded to it. Ask learners to make up somelonger sentences of their own that can bereduced to a few words in a recipe or vice versa.

■ Spotting the imperatives can help in decidingwhat and how many things there are to do.Analyse one line from the recipe, e.g. ‘Heat thebutter in a sauté pan’. Which word tells youexactly what to do? Elicit ‘heat’. Some sentenceshave more than one instruction (e.g. ‘Add thedemi-glace and bring to the boil.’). Stress theimportance of following the instructions.‘Fold’, ‘cream’, ‘whisk’, ‘beat’ all mean differentthings and are important to the final result ofthe recipe. They also have different meaningsin culinary and ‘ordinary’ language (e.g. fold,beat). Ask learners to highlight all the otherimperatives (instruction words) in the recipe.

■ Some imperatives are conditional (e.g. Whencooked, remove the meat from the pan). Listother conditionals (e.g. until, before, after).

■ Some imperatives have words with them thatgive more information about how the taskshould be done (e.g. lightly flour the escalopes).List other culinary adverbs (e.g. thoroughly,well, neatly, quickly).


■ Familiarity with culinary terms and names ofingredients comes with experience. However,words can be looked up in a specialist glossary.Check that learners understand alphabeticalorder and the use of the second andsubsequent letters to find words in analphabetical list. Ask learners to find aparticular word (e.g. ‘deglaze’) in the glossary.Having read the explanation, can they relate itto the recipe and put it into their own words?Give learners other words to look up in theglossary (the one provided with these materials,or perhaps an on-line glossary).

■ Discuss the use of foreign words andexpressions, particularly French culinary termsand words associated with food of particularnationalities.

■ Stress that the proper use of the culinary termsis the shorthand method of communicating inthe kitchen, but that there is a need tounderstand the terms. One way of doing this isto reword them in familiar language. Suggestlearners keep a personal glossary in theirnotebooks or recipe books.

Task 1

Add the instruction words to a recipeRw/L1.2

■ Remind learners of instruction words used onthe focus page.

■ Ask learners to try out different words forsense.

If the learner has difficulty■ Take one sentence at a time.

■ Try the possibilities aloud.

■ Cross off the words as they are used.

■ Encourage learners to move on if they areunsure and go back to difficult gaps at the endwhen there are fewer choices.

■ ESOL learners may need support using visualclues or demonstration (e.g. of slicing) to checkthe meanings of these words.

ExtensionAsk the learner to cross out the instruction wordsin another recipe and try the same exercise on afriend.

Task 2

Find out the meaning of some cookery termsRw/L1.1

■ Remind learners of alphabetical order.

■ Learners use the glossary to locate words.

If the learner has difficulty

■ Provide the alphabet written out for reference.

■ Encourage learners to put meanings into theirown words to test for comprehension.

ExtensionLearners can create their own meanings for morewords before checking in a glossary.

Task 3

Find out the meaning of some foreign words usedin cookeryRw/L1.1

■ Remind learners of alphabetical order.

■ Learners locate words in the glossary.

If the learner has difficulty■ Provide the alphabet written out for reference.

■ Encourage learners to put meanings into theirown words to test for comprehension.

Extension

Ask learners to create their own meanings forfurther words before checking in a glossary.

Task 4

Find out about instruction words and unfamiliarwords in a recipeRw/L1.1Rw/L1.2

This task repeats work done in tasks 1–3 forlearners to do at their own pace.

If the learner has difficulty■ Which words actually describe an action or

something that must be done?

■ Provide the alphabet written out for reference.

170

2:9–2:10 Get ready to cook


Rw/L1.1 All FC, FP and Rw/L1.2 FPC unitsRs/L1.1

Ca

ExtensionAsk learners to find another recipe (e.g. from theInternet or a magazine) and repeat questions 1and 2 from the task.

Theme assessment■ Give learners a list of phrases used in their own

work situation to include technical words orjargon.

■ Ask them to find out what the unfamiliarwords mean either by looking them up orasking work colleagues.

■ They should make a personal glossary of thewords for future use. They can add to thiswhenever they come across an unfamiliarword.


171

2:9–2:10 Get ready to cook

The numbers tell youthe order in whichyou should do things

So that you cangather together whatyou need before youstart

Get ready to cook Focus

Escalope de veau au Madière (serves 4)

1 Heat the butter in a sauté pan.

2 Lightly flour the escalopes. Fry to alight brown colour on both sides.

3 When cooked, remove the meatfrom the pan and keep warm.

4 Drain the fat from the pan. Deglazewith Madeira.

5 Add the demi-glace and bring to theboil.

6 Correct the seasoning andconsistency.

7 Pass sauce through a fine straineronto the escalopes and serve.

Note: In place of Madeira, sherry orMarsala may be used.

Recipes tell you what goes into a dish and how to make it.Cooking has aspecialised languageall of its own. It uses:

A list of stages inmaking the dish

Be careful! Read thewhole recipe through.There may beingredients or utensilsmentioned in themethod that youneed to preparebefore you begin.

Look out forinstruction words.

Use a glossary tofind out whatculinary terms mean.

If somethingpuzzles you – ASK!

50 g butter or margarine

25 g seasoned flour

4 veal escalopes (slightly batted)

30 ml Madeira

demi-glace or jus-lié

Use a small amount of oil to frythe escalopes and drain them onkitchen paper.

Serve with plenty of boiledpotatoes and vegetables toproportionally reduce the fat.

Healthy eating tip

A list of ingredients

Every recipe has:

Words adapted fromother languages

Names of ingredients

Names of utensils

Particular cookingtechniques

Ways of describingparticular cookingmethods

Suggestions foraltering the recipe to make it:

● taste different● a healthier option.


172

Get ready to cook Task

Rw/L1.1; Rw/L1.2

Task 1

Fill in the gaps in this recipe for apple crumble using thewords in the box on the right.

1 Peel, and the apples.

2 gently with a little water, the sugar and a clove.

3 in a pie dish. the clove.

4 Lightly the fat into the flour.

5 in the sugar.

6 When the fruit is cool, the topping.

7 in a hot oven (220°C) for about 30 minutes until lightly browned.

8 with custard, cream or vanilla ice cream.

Task 2

Use the glossary to find the meanings of these words.

1 poach 2 refresh 3 whisk 4 broil 5 drizzle

Task 3

1 Find out what these words mean.

a flambé b sushi c confit d tandoori e en papillote

2 Find out the name of a typical dish in which thetechnique is used.

Task 4

You will need the recipe for Vegetarian Pizza from theSource material.

1 Highlight all the instruction words.

2 Underline any words that you are not familiar with andfind out their meanings.

3 How would this be written in a recipe?

Apple crumble

600 g Bramley apples

100 g sugar

1 clove

Topping

150 g plain flour

100 g soft brown sugar

50 g butter or margarine

serve core place slice add remove

cook rub bake stir

Follow a recipe.

Tip Use a glossary or ask acolleague to find out.

Put in the coarsely chopped fresh tomatoes that have had thepeel and seeds removed, and the tomato paste made by cookingtomatoes to a pulp and rubbing them through a sieve.

Ca Ca 2:10

173



PAGES 2:11–2:12

Weighing ingredients

Ca

Occupational setting Accurate measuring of ingredients is one of thekeys to successful cooking. This theme supportsthe understanding of different methods of doingthis, to compare different presentations of thesame weight and to consider how weights relateto each other. Learners who do not understandmetric measure (e.g. that 1.5 kg is the same as1500 g) or who have problems with counting on(e.g. counting in 5s or 25s) will need support withSkills for Life materials.

Learning in this theme will support achievementin many food preparation and cooking units ofthe Occupational Standards.

Materials A range of different weighing scales, includingdigital scales with different displays and analoguescales showing different marked divisions

Measuring spoons

1 kg bag of sugar (or similar)

Learning outcomes1 To understand and use metric measures of

weight, using analogue and digital scales (focuspage, Task 1)

2 To identify, compare and match quantities ofcooking ingredients, using weight (focus page,Task 2)

Introduction

■ Why is it important to measure ingredientsaccurately? What might be the outcome ifmeasurements are slightly inaccurate?Extremely inaccurate?

■ Ask learners to suggest methods of achievingthe correct weight of different recipeingredients – responses should include scales,measuring spoons, labelled/marked measuringcups, guides on packaging. Ensure the methodsshown on the focus page are mentioned. Haveexamples of methods to demonstrate tolearners.

■ Discuss the most appropriate method for: – different types of ingredients (e.g. flour, fats)– large/small amounts (e.g. spices, flour).

■ Ask learners to name units of weight associatedwith/appropriate for measuring non-liquidrecipe ingredients (e.g. pounds, ounces,kilograms, grams). Confirm that imperialmeasures (pounds, ounces) are no longer inuse, though they may come across these unitsin old recipe books.

■ Compile a chart, in order of quantity size, formetric and imperial units – includingabbreviations.

■ Discuss which learners are most likely to comeacross in current recipes, on measuringequipment and on packaging.

Focus page

■ Look at the information at the top of the focuspage. The Introduction discussion should haveelicited the measuring methods on the page.

■ Look at the first section ‘Use weighing scales’.Demonstrate how each type of scales works.Show learners how the digital scale givesweight in a number format. Explain thisformat. The scale on the focus page shows theweight in grams (1500 g). Other digital scalesmight show this as 1.500 kg or 1.5 kg.

■ Refer to the table of equivalent weights.Emphasise that these different ways ofrecording weights mean the same thing (theyare ‘equivalent’; they have the same value).

■ Note particularly the 50 g example and the useof zero as a place holder (0.05 kg). Ask learnershow to write 5 g, 50 g and 500 g (0.005 kg,0.05 kg, 0.5 kg) and ensure they candistinguish these.

■ Now look at the analogue scales on the page.Show learners how to use marked divisions –each mark means a set weight – and labelleddivisions – where a marked division has theweight recorded on the scale. Again, confirmthat these weights may be recorded in differentways (e.g. 1.5, 1.500, 1500).

174

Ca

■ Look at a range of analogue scales to see howdifferent marks and labels are used. Confirmthat they all measure weight in the same way.You may want to look at more specialist scalesfor measuring large and small quantities.

■ Ask learners to think about why it is importantto work out the value of the unmarkeddivisions before starting to weigh (forcalculating weights that fall between labelleddivisions).

■ Discuss what to do when weights fall betweenmarked divisions. Note that this is not likely tobe much of an issue in catering if anappropriate weighing scale is used.

■ Stress the importance of accurate reading of theweight display on the scales.

■ Check that learners are confident with theseunits of measurement and their abbreviationsand are able to read and understand the twotypes of scales. You may need to explore thesepoints in more detail with some learners. Skillsfor Life materials will be useful.

■ Practise weighing various familiar ingredients(e.g. a 1 kg bag of sugar) using the analogueand digital scales. Compare how the weightsare shown on the different types of scales.

■ Look at the second section ‘Use tablespoons’.Discuss when this method might be used.What problems are there with this method?(How much is a spoonful?) Discuss learners’experience of using measuring spoons.

■ Before doing the ‘Try this’ activity, ask learnersto estimate which is heavier, a heapedtablespoonful of flour or the same of sugar.Why might this be?

■ Dyslexic learners may have difficulties withsequencing and multiplication and dyscalculiclearners may be unable to count ‘in batches’. A number line showing 25s may help.

■ Discuss other methods of measuring the weightof ingredients, for example guesswork, orestimating using pack sizes (e.g. half a bag ofsugar). What is the problem with this type ofestimation?

Task 1

Complete a chart showing equivalent weightsMSS1/L1.7

This task practises the skills taught on the focuspage, where weights are shown in differentformats. Learners who have understood thisinformation will be able to complete the chart.

If the learner has difficulty■ Learners who have not understood about the

different ways of recording weights will needfurther support and teaching, perhaps usingSkills for Life materials at Entry 3 and Level 1.

■ The task also requires an understanding ofplace value (the value of zero in the 75 gexample). You may need to remind learnersabout how many grams in 1 kg and about thevalue of zero in numbers. It might help torelate this to how you write money (e.g. 5p iswritten as £0.05; 50p is written as £0.50).

Extension■ Set further examples, based on learners’

experience.

■ Ask learners to develop a chart, for their ownuse, showing how the full range of weightequivalents is written (i.e. from 10 g to 10 kg).

Theme assessmentLearners should be able to demonstratecompetence in weighing using a range ofanalogue and digital scales in practical situations,as well as using measuring spoons as appropriate.They should be able to read and record weightsusing the range of formats described here.


175

2:11–2:12 Weighing ingredients


MSS1/L1.4 FP, FC and N1.1 MSS1/L1.7 FPC units

1 heaped tablespoon of flour is approximately 25 grams.

As you spoon out the flour, count up in 25s.

+ + + + + + +

25… 50… 75… 100… 125…150… 175… 200

8 heaped tablespoons of flour is about 200 grams

Try this:

Use scales to check how many tablespoons of sugarweigh approximately 25 grams.

FocusWeighing ingredientsSome recipes require the ingredients to be weighed outaccurately. For others, weights can be approximatelycorrect. Here are some methods you can use.

2 Use tablespoons

1 Use weighing scales

Tip

Work out the value of theunmarked divisions beforestarting to weigh.

Tip

When you first try thismethod, weigh tocheck your accuracy.Adjust how much youput on the tablespoon if necessary.

These ingredients weigh 1500 gor 1.500 kg

Analogue scalesDigital scales

Remember!

1000 grams = 1.0 kilogram500 grams = 0.5 kilograms100 grams = 0.1 kilograms50 grams = 0.05 kilograms


176

Understand the different methods used to weigh ingredients.

Weighing ingredients Task

Task 2

Match the ingredients that weigh approximately the same.

Task 1

Fill in the blank spaces in this table.

MSS1/L1.4; MSS1/L1.7

+ + + + +

6 heaped tablespoons of flour

1500 g

150 g

400 g

g

kg

1 1.5 2

1000 1250 1500 1750 2000

g

kg

0 0.5 1

0 250 500 750 1000

g

kg

0 0.5 1

0 250 500 750 1000

1–2 of thisbag offlour

1 whole packet of butterplus 6 × 25 g portions

+ 25 g 25 g 25 g

25 g 25 g 25 g250g

1250 g 1.250 kg kg

g 1.750 kg 1.75 kg

tbsps 0.100 kg 0.1kg

75 g kg kg

Ca Ca 2:12

177



PAGES 2:13–2:14

Measuring liquid ingredients

Ca

Occupational setting Accurate measuring of liquid ingredients is one ofthe keys to successful cooking. This themesupports understanding of different methods ofmeasuring liquids, compares differentpresentations of the same quantities andconsiders how quantities relate to each other.Learners who do not understand metric measure(e.g. that 1.5 litre is the same as 1500 ml) or whohave problems with dividing quantities usingsimple division into equal fractions (e.g. half of 1 litre = 500 ml) will need support with Skills forLife materials.

Learning in this theme will support achievementin many food preparation and cooking units ofthe Occupational Standards.

Materials Selection of kitchen equipment for measuringliquids, including measuring spoons and jugswith different scales

A 1 litre bottle of milk (or similar)

A recipe requiring more than one liquidingredient

Learning outcomes1 To understand and use metric measures of

liquid, using a range of scales (focus page, Task 1)

2 To identify, compare and match liquidquantities in a variety of containers (focuspage, Task 1)

3 To divide liquid quantities into simple fractions(focus page, Task 2)

Introduction

■ Ask learners why is it important to measureliquid ingredients accurately. What might bethe outcome if measurements are a littleinaccurate? Extremely inaccurate?

■ Ask learners to suggest any tools/equipmentthat can be used for measuring liquids in

recipes (e.g. measuring jugs, measuring spoons).Discuss the most appropriate for large/smallquantities.

■ What units of measure are used for measuringliquids? (litres, millilitres) If any imperialmeasures are given, confirm that metricmeasures are now used. (Imperial units will befound in old recipe books.) Write litre andmillilitre on the board, with theirabbreviations. Demonstrate the differencebetween them using familiar products (e.g. alitre bottle of milk, a 5 ml teaspoon formeasuring medicine). Confirm that there are1000 ml in one litre.

■ Ask learners to name a range of liquid productsand the size of container they come in (e.g.milk, flavourings, wine).

■ Look at a range of measuring jugs,demonstrating the way scales are showndifferently (e.g. the marked divisions may showquite small quantities (such as 5 ml) or quitelarge (such as 250 ml) depending on the size ofthe measuring equipment).

Focus page

■ Look at the first section ‘Use a measuring jug’.Demonstrate how to read a scale using yourown measuring jugs. Explain the labelleddivisions and the marked divisions that are notlabelled. Ask learners to tell you what thesemarked divisions represent. Discuss why it isimportant to work out the value of the markeddivisions before measuring. Refer to themeasuring jug on the page, which has 25 mlmarked divisions and 100 ml labelled divisions.

■ You may need to look at the issue of readingbetween marked divisions. However, it isprobably better to avoid using measuring jugsthat do not allow a good level of accuracy.

■ Explain how to use measuring jugs correctly –it is best to read the scale when the jug isplaced on a level surface and for your eyes tobe level with the level of liquid. Demonstratewhat can happen to accuracy of reading scalesif you do not do this.

178

Ca

■ Look at the Remember box showing theequivalent measures and the way they arerecorded. Confirm the abbreviations used, thatthere are 1000 ml in one litre and that 0.5 litre(or 0.500) can be written as 500 ml. Asklearners about other fractions (e.g. 0.25, 0.75,0.3). What are the other ways of recordingthese? Learners having significant problemsunderstanding decimal fractions and metricmeasures may need additional support usingSkills for Life materials at Entry 3.

■ Use this opportunity to practise measuringliquids using a range of measuring jugs withdifferent scales.

■ Now look at the second section ‘Use measuringspoons’. Ask learners to identify the liquidingredient in the recipe. When is this methodof measuring liquids most likely to be used?Check that learners know to fill the measuringspoon to the appropriate mark (or to the top).Look at the abbreviations for ‘tablespoon’ and‘teaspoon’. Why are they written as they are?Stress the importance of the tip.

■ Look at section 3 ‘Use the measurement on thepackaging to help you’. When is this methodmost likely to be used? How are liquidquantities stated on packaging? Discuss theproblems involved in this method (e.g. that an‘estimate’ needs to be reasonably accurate andthat you need to know how to divide theoriginal product into quantities).

■ Using at the example on the page (a 1-litrecontainer), discuss how to use this to measurehalf a litre. Demonstrate this using a 1-litrecontainer and mark on it an estimate of the500 ml mark. Test this using a measuring jug.Confirm the different ways of recordingliquids, in particular the use of fractions ( 1–

2 , 1–4).

■ Discuss the word ‘fraction’. What are the mostlikely fractions to appear in recipes? (probably1–2 , 1–

4, 3–4). Show how these fractions are the

equivalents of 0.25, 0.5 (sometimes recorded as0.500), 0.75. Use examples from recipes todemonstrate this (e.g. 1–

4 litre water is the sameas 250 ml, which can be written as 0.25 litre).

■ If appropriate, ask learners how you couldmeasure half a litre using a 2-litre container.Learners who have problems understandingfractions at this level will need support usingSkills for Life materials at Entry 3.

■ Discuss the word ‘estimate’ – what does itmean? Confirm that in order to estimate

accurately, you need to understand the capacityof the container (i.e. how much it holds whenfull) and what proportion of the liquid remainsin it. An estimate is a rough calculation. Canlearners think of a recipe where an estimate ofthe amount of liquid would be acceptable(rather than an accurate measure)?

Task 1

Match and compare liquid quantitiesMSS1/L1.4MSS1/L1.7Add/subtract metric unitsMSS1/L1.6

■ Encourage learners to work out how much eachof these items measures first then make a noteof pairs that are the same.

■ Check that learners understand how to workout the fractional quantities (e.g. half of 3litres).

If the learner has difficulty■ Check the learner has calculated all measures

correctly (see above). If any are incorrect, lookcarefully at the errors made and give support tothe learner to make the calculation correctly.

■ Give some simplified examples of the scalesused on jugs (e.g. fewer markings with simplernumbers).

■ Try cutting out the boxes from Task 1 forlearners to sort into pairs of equivalentmeasures.

■ Learners having significant difficulty withaspects of measure should be referred foradditional support, using Skills for Lifematerials.

■ Ensure that the concepts of fractions (i.e. whathalf actually represents) and decimal points(i.e. what the point means, in separating wholenumbers from fractions of the whole) areunderstood. If not, some learning support willbe required.


179

2:13–2:14 Measuring liquid ingredients

Curric. refs NOS Key Skills

MSS1/L1.4 FC, FP and N1.1MSS1/L1.6 FPC units N1.2MSS1/L1.7N2/L1.2N2/L1.3


■ Lots of practical measuring activities will helpto develop and consolidate these skills.

■ Ask the learner to:– find drawings of liquid containers holding

stated quantities – photocopy these (thereare several in these materials)

– mark specific quantities on the scale– make duplicates to cut into two halves, then

four quarters– place the cut fractions onto the originals so

that the quantity in each portion/fractioncan be calculated and written in.

Extension■ Provide a variety of jugs, spoons and any other

kitchen measures for liquids. Use these topractise measuring water. Present learners witha range of different measurement markings forexperience and reading practice.

■ Give further practice in estimating liquidmeasures.

■ Ask learners to add liquid measures given in arange of formats (e.g. 0.5 litre, 250 ml, 3–

4 litre).

Task 2

Evaluate liquid quantities as fractions N2/L1.2N2/L1.3

■ Ensure that learners understand theinstructions.

■ Encourage learners to look carefully at therelationship between the full quantity of thecontainer in the illustration (e.g. 2 litres) andthe requirements of the problem (e.g. whatfraction is 1 litre?).

If the learner has difficulty■ Do this as a practical activity, using measuring

jugs with litre and millilitre markings.

■ Look at the fraction work done for Task 1 andrelate it to the 250 ml, 500 ml and 750 mlquantities in the jugs.

Extension■ To develop speed, set oral and/or written

activities to calculate 1–2 , 1–

4, 3–4, of each capacity

quantity (e.g. 5 litres).

■ This information could be developed into achart for use in the kitchen.

Theme assessment■ Provide a recipe requiring differing quantities

of more than one liquid ingredient. Learnersselect the most appropriate measuring toolsand measure the quantities accurately.

■ Learners could adjust the recipe for twice asmany people. (This is covered in more detail inthe next theme ‘Adjusting quantities’.)

180

2:13–2:14 Measuring liquid ingredients

FocusMeasuring liquid ingredientsSome recipes require liquids to be measured out accurately.For others, measurements can be approximately correct.

1 Use a measuring jug

2 Use measuring spoons

Instead of litres or millilitres,many recipes use spoons tomeasure small amounts ofliquid.

● tbsp stands for tablespoons● tsp stands for teaspoons

This recipe says use between 5 and 8 tablespoons of water.

Remember!

0.5 litre = 500 ml1 litre = 1000 ml

Tip

Work out the value of the unmarked divisionsbefore you start tomeasure.

Tip

Put in the minimumamount to start with.You can always put in alittle more if you findyou need it.

3 Use the measurement on the packaging to help you

You can estimate how much liquid is in a partially used container or you can pour out a fraction of a known amount.

● 1–2 of 1 litre = 1–

2 litre the same as 500 ml

● 1–4 of 1 litre = 1–

4 litre the same as 250 ml

Try this: You have a 2 litre container of milk that is half full. Approximately how much milk is in it?

Short pastry 10–16 portions

Soft plain flour 500 g

Lard or vegetable fat 125 g

Butter or margarine 125 g

Water 5–8 tbsp

Try this: Show the following measures on the jug:

a 350 ml b 3–4 litre c 75 ml

�� The jug contains 1.5 litres or

1500 millilitres (ml) of water.

On this measuring jug:● each 100 ml is labelled● each 100 ml is divided into 4 smaller

divisions● each of these small divisions is 25 ml

(100 ÷ 4 = 25).

Ca Ca 2:13

181


1–4 of thiscarton

These twocartons ofcream


MSS1/L1.4; MSS1/L1.6; MSS1/L1.7; N2/L1.2; N2/L1.3

Task 1

Match the ingredients that measure approximately the same volume.

Task 2

What fraction of the full container makes each of these measures?

carton = 1 litre carton = 500ml carton = 250 ml

Task

Understand the different methods used to measure liquid ingredients.

1–2 of thiscontainerof milk

This full bottle plus thispart-used bottle

+

1 2 3


182


183

PAGES 2:15–2:16

Adjusting quantities

Occupational setting It is often necessary to adjust recipes for differentnumbers of people. This theme looks at ways toadjust the quantities of ingredients, both up anddown.

Materials Calculator and/or multiplication square

A range of recipe books

Recipes for different numbers of portions

Learning outcomes1 To develop the skills required to adjust

quantities in recipes (focus page, Task 1)

2 To refer to a recipe for essential information(focus page, Task 1)

Introduction

■ Ask the learners why and when quantities ofingredients for recipes may need to be changed(i.e. increased or decreased). Does anyone inthe group have experience of this? Use thesimple example: One ready-made pizza isenough for six people, so how many pizzas willyou need for 18 people? 28 people? Therefore ifyou are cooking the pizzas you will need toknow the number of portions needed and thenumber of portions the recipe will make.

■ Learners will need to understand measures forweight and liquids (see the previous twothemes), in particular how many grams in akilogram, how many millilitres in a litre anddecimal notation of measures.

Focus page

■ The focus page looks at the steps involved inadjusting quantities. Look first at some of thelanguage used here, checking that learnersunderstand it (e.g. ‘portion’, ‘cover’, ‘batch’,‘quiche’). This is a useful opportunity to look atthe glossary.

■ Look at Step 1, which is about finding out howmany portions you need and how manyportions the recipe will make. This needscareful reading of the recipe to locate wherethis information is recorded (often at the top ofthe recipe, but sometimes at the bottom orhighlighted in some way). Look at examples ofthis in your own recipe books.

■ Then look at the instructions for the buffetlunch. Will the recipe on the page makesufficient pastry for this number of portions?(No, it’s not enough.)

■ Demonstrate the way the counting methodworks here (i.e. one batch is enough for sixportions. Count how many batches of therecipe are needed). Repeated addition is onemethod: count in 6s until you get as close aspossible to 28 (i.e. 30).

■ Are learners able to use a different method ofcalculation? What about multiplication: 6 × ? =closest to 28 (6 × 5 = 30) so, five batches of therecipe are needed.

■ Discuss division: 28 ÷ 6 = four batches, whichleaves a shortfall of four portions, so fivebatches of the recipe are needed.

■ Discuss issues around making too much pastry.Is this a problem? Point out that it is better toprepare slightly more food than is needed thantoo little (as any excess can be used inspecials/staff meals, etc.). Refer to theRemember box.

■ Ask learners to work out the number of batchesof pastry needed to make the large vegetarianquiches.

■ The calculations above illustrate that there isoften a need to ‘round up’ the number ofrequired covers/portions/items to a numberthat is wholly divisible by the number ofportions that the recipe makes.

■ Point out that the amount for each ingredientmust be multiplied or divided by the samenumber to keep them in direct proportion. Asklearners why this is. (If this is not done, therecipe will not taste the same as the original orhave the same texture/consistency – see theRemember box.)


■ Look at Step 2 and show the link with thecalculations of Step 1, which provided thenumber of batches (i.e. five).

■ Move on to use this number tomultiply/increase each of the ingredients.

■ Look now at Step 3 and refer back to Step 2 forthe amounts needed.

■ Point out that the amounts for severalingredients will be in large numbers of grams.Weighing will be easier if the grams areconverted to kilograms. Remind learners thatthey can do this by dividing the number ofgrams by 1000 (see the Remember box at thebottom of the page). Any learners havingdifficulty with this will need support with Skillsfor Life materials at Level 1.

Task 1

Change quantities in recipes to create largeramounts N1/L1.7

Remind learners of the three steps on the focuspage and of the possible need to round up.

If the learner has difficulty■ Write each ingredient on a separate card/piece

of paper before working out how much isrequired.

■ To avoid confusion with the multiplication anddivision process, suggest that he/she might liketo take one step at a time.– Look at the recipe and work out how many

batches will be needed. For example forporridge, using repeated addition (6 + 6 = 12servings (two batches) + 6 = 18 rounded upto three batches). Using division: 16 ÷ 6 =two batches, four more servings are neededso round up to 18 servings = three fullbatches. Discuss the learner’s preferred styleof working – which is he or she morecomfortable with?

– Write in the number of batches required forthe recipe against each ingredient (e.g. 150 goats × 3, 1–

2 litre water × 3, etc.). You maywant to use a separate sticky note for eachingredient.

– Calculate the adjusted amounts for eachingredient. Again, discuss the learner’spreferred method of calculation. Provide amultiplication square and/or calculator.

– Support the learner to record the number ofservings and the amount of each ingredientneeded.

■ It is important that learners understand ratio(i.e. the relationship between the quantities inthe recipe), as well as the numeracy skillsinvolved in this task. Give some examples inwhich the ratio of ingredients is important (e.g. in a simple cake recipe) and consider whatwould happen if you increased only oneingredient.

ExtensionAdjust the Vegetarian pizza recipe from the Sourcematerial (for four portions) to make enough doughfor 12 portions and enough topping for just two ofthose portions. Then find other recipes and adjustto make toppings for the other ten portions.Allow learners to decide how many differentflavours and how many of each.

Theme assessmentDevelop an activity for learners to work on inpairs/small groups: Provide several recipesindicating the number of portions and cardsshowing different numbers of people. Learnerstake a recipe and a card and work out the amountof each ingredient for their recipe and card.

184

2:15–2:16 Adjusting quantities


N1/L1.7 FP, FC and N1.2FPC units

FocusAdjusting quantitiesThe quantities described in recipes can be adjusted to provide for different numbers of covers.

Step 1: Work out how many batches of the recipe tomake

● Find out the number of portions that one batch of the recipe will make.

● Find out the number of covers you need to provide.

● Count how many batches of the recipe provideenough portions for all your covers.

Example

You need pastry to make 28 cheese & onion tarts.

Your recipe for pastry makes enough for 6 tarts.

You need 5 batches of pastry to make 28 tarts.

Try this: How many batches of pastry do you need tomake the vegetable quiches for the same buffet?

Step 2: Increase the recipe amounts

Multiply all the ingredients by the number of batchesyou need to make.

Example

You need 5 batches of pastry to make 28 tarts.

Soft white flour 200 g × 5 = 1000 gLard or vegetable fat 50 g × 5 = 250 gButter or margarine 50 g × 5 = 250 gSalt 1 pinch × 5 = 5 pinchesWater 2–3 tbsp × 5 = 10–15 tbsp

Step 3: These are the quantities you will measure

Once all the ingredients have been measured, follow therecipe instructions in the normal way.

Try this: How much of each ingredient is needed to make enough pastry for 4 vegetable quiches?

Remember!

It is better to prepareslightly more food than isneeded than too little.

Remember!

1000 grams = 1 kilogram

Remember!

For the recipe to taste thesame, each ingredientmust be multiplied by thesame amount.

Buffet lunch for 28

28 × Cheese & onion tarts

4 × Vegetable quiche (large)

Short pastry

Recipe makes:

6 portions if used for tarts or pasties

1 portion if used to line a large

flan case

Soft white flour 200 g

Lard or vegetable fat 50 g

Butter or margarine 50 g

Salt 1 pinch

Water 2–3 tbsp

61 batch

61 batch

61 batch

61 batch

61 batch+ + + +

Ca Ca 2:15

185


TaskAdjusting quantities

Task 1

Adjust the recipes to provide breakfast for 16 covers.

1Adjusted recipe

Makes servings

Ingredients

oats

water

milk

PorridgeRecipe makes 6 servings

Ingredients

150 g oats1–2 litre water1–2 litre milk

Adjusted recipe

Makes servings

Ingredients

smoked haddock fillets

long-grain rice

eggs

butter

Adjusted recipe

Makes rolls

Ingredients

strong white flour

lukewarm water

fresh yeast

butter

sugar

salt

Tip

Round up the numberof covers to keep thecalculations simple. Itis better to preparetoo much food thantoo little.

Remember!

1000 grams = 1 kilogram

N1/L1.7

Breakfast for 16 covers

16 × Porridge

16 × Kedgeree

16 × Bread rolls

2KedgereeRecipe makes 4 servings

Ingredients

450 g smoked haddock fillets

175 g long-grain rice

3 eggs

50 g butter

3Bread rollsRecipe makes 12 rolls

Ingredients

400 g strong white flour

225 ml lukewarm water

20 g fresh yeast

25 g butter

30 g sugar

1 tsp salt


186


187

PAGES 2:17–2:18

Temperature

Occupational setting Temperatures, both high and low, are an integralpart of food storage and preparation. This themefocuses on accurate reading and recording oftemperature and includes temperatures above andbelow freezing (+ and –) and the idea oftemperature range (±).

Materials A range of recording/monitoring sheets from theworkplace

Thermometers and other temperature measuringdevices (analogue and digital)

Cold temperatures recording sheet from theSource material (0:21)

Equipment monitoring sheet from the Sourcematerial (0:22)

Learning outcomes1 To read temperature recording and monitoring

sheets and identify the required information(focus page)

2 To read and understand temperatures aboveand below zero (focus page, Tasks 1 and 2)

3 To record the required information/detailsaccurately (focus page, Tasks 1 and 2)

4 To understand and calculate safe temperatureranges (focus page, Task 2)

Introduction

■ Ask learners for situations in food preparationand cooking in which specific temperatures areessential. Ask for examples of cookingtemperatures for a range of typical foods.Confirm that temperatures are usuallymeasured and recorded in Celsius (ºC). IfFahrenheit is given, confirm that this is nolonger used, though old recipes may still quotethis.

■ Ask learners why it is important to store food atthe correct temperatures. Ask for examples oftypical food storage temperatures. How cold isa freezer?

■ It is important that learners are confident withthe range of lower temperatures for foodstorage and higher temperatures for cooking.

■ Ask learners to look at a range of typicaltemperature measuring devices from theworkplace. How do they work? Look at thedifferent scales on analogue measuring devices(e.g. on a cooker, a thermometer in a coldroom). Use temperatures above and belowfreezing. You may need to explain the scale ona thermometer to make sure learnersunderstand the concept of zero and below zeroin this context. Make sure learners understandthat 0ºC is the temperature at which waterfreezes. Any learners having problems with thisshould be supported using Skills for Lifematerials at Level 1.

■ Talk about how a thermometer is constructed,with a fluid that, as it gets colder or warmer,moves up or down a very fine tube of glass.Temperature is then measured against a scalenext to the tube. Try out thermometers at thispoint, measuring the temperature of, forinstance, cold and hot drinks, outside andinside the room, inside a fridge, etc.

■ Look at the way digital thermometers work andhow they record the temperature. Note thatthey may give the temperature as a decimal(e.g. 3.5ºC) – you may need to explain this.

■ Discuss the use temperature ranges (e.g. ± 3ºC,or 3–5ºC) in the context of acceptable storageor cooking temperatures. Ask learners for theirexperience of this. Ensure learners understandthe plus/minus (±) sign and what is meant bythese ranges. For instance if a storagetemperature is given as 0 ± 3ºC, 3ºC isacceptable, but –4ºC is a bit too cold. If acooking temperature is given as 160–165ºC,then 170ºC is too hot.

Focus page

■ The focus page concentrates on:– knowledge and understanding for safe

freezing and refrigeration– reading of temperature recording sheets in a

typical format, with emphasis on some ofthe likely vocabulary and abbreviations

– completing temperature recording sheets.


■ Ask learners for their experience of storagerecording sheets. Use the Cold temperaturesrecording sheet from the Source material as atypical example from the workplace.

■ Refer to the temperature scale at the bottom ofthe page, and the marked and labelleddivisions. Ask learners what the marked (butunlabelled) divisions represent. They should beable to tell you that each mark represents 1ºC.Ask what it means if the liquid in the tubecomes between marked divisions. Does thismatter?

■ Talk about how, as the temperature gets hotter,the number gets bigger. Show also how, as thetemperature gets colder, the minus number getsbigger. This can cause some difficulties.

■ Look at the information at the top of the focuspage about how to read charts – format. Focuson the format of this chart – relate this to thechart(s) that learners use in the workplace.

■ Look at the abbreviations and identify these onthe recording sheet. Emphasise when to readacross the rows and/or down the columns.Demonstrate the use of a ruler, L-shaped cardor finger to aid tracking.

■ Look at the temperature line. This can also bemeaningful if presented vertically with a cleardivision at freezing point – this orientationemphasises above and below freezing point.

■ Stress that these recording sheets give a lot ofimportant information at a glance.

Task 1

Read and record information on a coldtemperature recording sheetMSS1/L1.4HD1/E3.4

Look through the information box beforeattempting Task 1 – to revise the work done onthe focus page and ensure maximum accuracy.

If the learner has difficulty■ The recording sheet requires a lot of reading

and accurate completion. It is essential that thelearner understands the language and numberaspects.

■ Encourage the learner to tell you what isrequired by the form.

■ Look again at the form on the focus page,taking one section at a time. It may help tocover the sections not being looked at to keepdistractions to a minimum.

■ It may help to read across the chart one line ata time.

■ There is some complicated but essentialvocabulary. Encourage the learner to look atand understand/apply one word at a time. Ifthere is difficulty with this, some additionalsupport may be beneficial.

ExtensionCreate some further situations/examples usingrecording sheets.

Task 2

Read and record information on a coldtemperature recording sheetMSS1/L1.4HD1/E3.4

■ Look at the information box before attemptingTask 2. Use the Equipment monitoring sheetfrom the Source material for this task.

■ Remind learners about the previous discussionof temperature ranges, what these mean andhow they are recorded.

■ Point out the three ways that temperatureranges are shown on the recording form:– ± 3°C (3 degrees either side of a target

amount is acceptable) – Max. –18°C (–18°C or lower (cooler) is

acceptable)– 1–4 degrees (1°C to 4°C degrees inclusive is

acceptable).

If the learner has difficulty■ Make sure the learner understands each of the

three ways that the temperatures are presented.

■ Max. –18°C is a particularly difficult conceptand there is a language issue. Max means‘greatest or highest allowable amount’. Learnersneed to equate this with a temperature rangewhere a ‘higher’ temperature is ‘warmer’ and a

188

2:17–2:18 Temperature


MSS1/L1.4 2GEN3 N1.1HD1/E3.4 2GEN4 N1.3

FP, FC and FPC units

Ca

‘lower’ temperature is colder. In this context–18°C is the warmest acceptable temperature.Cooler temperatures are also acceptable. Youmay have to work through this task withlearners.

■ To demonstrate/reinforce the information inthe box, support the learner to draw atemperature/thermometer line with 177°C asthe centre marking then work out and mark in3°C above and below.

■ Ensure the learner recognises all essentialvocabulary and abbreviations – see Task 1.Encourage learners to include theseabbreviations and language in their personalglossaries.

ExtensionCreate some further situations/examples usingequipment monitoring sheets.

Theme assessment■ Create two temperature/thermometer lines:

– positive temperatures up to the highest likelytemperature

– minus or negative temperatures down to thelowest likely temperature.

■ Ask learners to write each piece of cooking andstorage equipment against the relevanttemperature – bracketing/marking the ±acceptable ranges.


189

2:17–2:18 Temperature

–20°C

Colder Warmer

–15°C –10°C –5°C 0°C 5°C 10°C 15°C 20°C

Highest acceptable airtemperature for fridges

Cold Temperatures Recording Sheet

W/C: Monday Signed as correct (by a manager)

Max (air) operating temperature: Fridges +5OC, Ice cream conservators –12OC, Freezers –18OC

/ /

Day

am/p

m

Initi

als

FridgesIce-cream conserv.

Freezers Comment must be made wherethe recorded air temperatureexceeds the guidelines stated1 2 3 4 5 6 7

Monam

am

pm

FocusTemperatureTemperature recording sheets provide evidence that temperature checkshave been carried out. They must be filled in correctly.

Use format to find out what information needs to be collected and recorded

● The title tells you briefly about the type of information that needs to be collected.

● Row and column headings give you more detail. For example:– when the information needs to be collected– where the information needs to be collected from.

● The amount of space available indicates whether you need to write a lot or a just a little.

● Bold, italics or underlined text draw attention to important details.

JB +4ºC +4ºC +5ºC -12ºC -11ºC -18ºC -20ºC

+4ºC +3ºC +5ºC -12ºC -10ºC -19ºC -20ºC

+5ºC +3ºC +5ºC -13ºC -13ºC -19ºC -20ºC

JB

JB

Unit 5 – put temp dial to cooler setting

Unit 5 – emptied and put dial to cooler setting

OK

05 09 06

Highest acceptable airtemperature for ice-cream conservators

Highest acceptableair temperature for

freezers

● Make sure you understand any abbreviations.

Here are some abbreviations frequently used on recording sheets:

• w/c – week commencing w/e – week ending

• Mon – Monday Tue – Tuesday Wed – Wednesday …

• am – ante meridian (means ‘before midday’)pm – post meridian (‘after midday’)

• max – maximum min – minimum

● Make sure you understand technical words and terms.

● Make sure you understand any guidelines.

Example: Max (air) operating temperatures: fridges +5°C …

Use the glossary tofind the meaning of‘Max (air) operatingtemperature’.


190

Task

Understand and use temperature recording sheets.

Temperature

Temperature recording sheets are designed to hold a lot of information. Knowing where to write on them can be tricky.

● Read the column headings and the row headings.● Track down the column you need. ● Track across the row you need. ● Write the information in the box where the column

and row meet.

Example: The air temperature of fridge 3 on Tuesday morning was +4°C

Task 1

Fill in the Cold temperatures recording sheet from theSource material to show the following.

Task 2

Fill in the Equipment monitoring sheet from theSource material to show the following.

Monday 12th September 2006 7 am

Freezer (Unit 6) −17°CFreezer (Unit 7) −19°C

Fridge (Unit 3) +5°CFridge (Unit 2) +3°CFridge (Unit 1) +4°C

Ice-cream conservator (Unit 4) −12°CIce-cream conservator (Unit 5) −13°C

Sunday 15th November 2006 9 am

Heat chute 83°CHolding unit (Bottom) 88°CHolding unit (Top) 106°C

Multi-fat fryer 188°CFryer 175°C

Chiller 4°CFreezer −22°C

Monday 12th September 2006 6 pm

Freezer (Unit 6) −18°CFreezer (Unit 7) −20°C

Fridge (Unit 3) +4°CFridge (Unit 2) +2°CFridge (Unit 1) +5°C

Ice-cream conservator (Unit 4) −11°CIce-cream conservator (Unit 5) −12°C

.Cooking and storage equipment must be within arange of acceptable temperatures, shown by thesymbol ± (which you say as ‘plus or minus’).

Example: Fryer: 177°C ± 3°C

All of these temperatures are acceptable for this fryer:✓ ✓ ✓ ✓ ✓ ✓ ✓

174°C 175°C 176°C 177°C 178°C 179°C 180°C

These temperatures are not acceptable: ✗ ✗

173°C 181°C

HD1/E3.4; MSS1/L1.4

Day

am/p

m

Initi

als

Fridges

1 2 3

Mon

Tue

am

pm

am

pm+4ºC

Ca Ca 2:18

191



PAGES 2:19–2:20

Cooking times and timers

Ca

Occupational setting Cooking meat is an important part of foodpreparation. This theme introduces the use of areference chart for the cooking times of a range ofmeats. You will need to add to the range shownhere.

Learning in this theme will contribute to learningin many of the cooking units required to achievea Level 2 NVQ.

Materials Information on weight and cooking times forother meats not included on the focus page, fromworkplace recipe books

Digital scales

Items to weigh, including joints of meat if possible,or cards showing cuts of meats and weights

Learning outcomes1 To understand and use steps for calculating

cooking times for meat (focus page, Task 1)

2 To convert these minutes into hours for settingoven timers (focus page, Task 1)

Introduction

■ Accurate cooking of meat is an importantaspect of food preparation. Ask learners to statereasons for the differing cooking times forvarious meats – elicit such information asweight, the cut/quality of the meat, amount ofbone, preferred taste, the need to cook certainmeats thoroughly (e.g. pork and chicken)whereas beef may be eaten rare. This may be agood opportunity to talk about the hygieneaspects of cooking meat and poultry.

■ Ask learners about their experiences ofweighing scales/different types of scales. Thistheme uses digital scales that weigh to threedecimal places (e.g. 3.241 kg). Ensure thatlearners understand these scales and that the 3 (in the example above) represents 3 wholekilograms and that 241 represents 241 grams.Ensure learners know that there are 1000 g in 1 kg.

■ If possible, have some joints of meat to weighon digital scales. Include several different typesof meat, with different cooking times.Alternatively, provide some cards showing meatof different weights.

Focus page

■ Talk through the cooking times chart and theassociated information box. You can confirmthese recommendations by looking at similarcharts in recipe books.

■ Look at Step 1. Check learners understand theequivalent values given for 1–

2 kg. Ensure theyunderstand that there are 1000 g in 1 kg.Learners experiencing difficulties with this willneed support with Level 1 Skills for Lifematerials.

■ Discuss how to round to the nearest 1–2 kg (i.e.

the halfway mark between each 1–2 kg is 250 g,

so for any weight above this number you go tothe next 1–

2 kg up the scale and for any weightbelow this number you go to the next 1–

2 kgdown the scale. 1.850 kg rounds up to 2 kg,2.190 kg rounds down to 2 kg).

■ Look at Step 2, reminding learners of theweighing tasks worked on previously and theconversion of grams to kilograms.

■ Repeat for Step 3, linking it to the cookingtimes chart and reminding learners how tolocate the information you need using rowsand columns.

■ Look at Step 4, emphasising the logicalprogression of the previous steps in calculatingcooking times and summarising that, tocalculate the correct cooking time, you need toknow:– weight to the nearest 1–

2 kg– the number of 1–

2 kg in the weight– the number of minutes per 1–

2 kg for that typeof meat.

The cooking time is found by multiplyingtogether the number of 1–

2 kg by the cookingtime for each 1–

2 kg.

192

Ca

■ Finally look through the box on ‘Setting oventimers’ and discuss conversion of the calculatednumber of minutes into hours and minutes.Any learner who has problems with this willneed support using Skills for Life materials atLevel 1.

Task 1

Calculate required cooking time N1/L1.3N2/L1.7MSS1/L1.3MSS1/L1.4

■ Remind learners of the steps for calculatingcooking times.

■ Check learners are confident at:– counting in units of 1–

2 kg or 500 g– rounding to the nearest 1–

2 kg– identifying the cooking time per 1–

2 kg for aspecific meat

– multiplying the number of minutes by thenumber of 1–

2 kg (using preferred method or acalculator).

If the learner has difficulty■ Encourage the learner to take each step as a

separate task. A photocopy of the focus pagemay help as a memory aid. Note that this is acomplex task and learners will need a lot ofpractice to be certain of accuracy.

■ Practice may be needed for rounding to nearest1–2 kg. It may help to draw a 1 kg line (i.e. 0–1 kgwith 100 g divisions and 250 g, 500 g, 750 gmarked) for clear identification of whether theweight is closer to the 1–

2 kg or the whole kg.

■ When looking at the cooking times chart, helpthe learner to focus by covering all chart linesexcept the one being referred to. This mightalso help with the steps set out on the focuspage.

■ Does the learner understand that you need tofind out how many lots of 60 minutes there arein the total cooking time? Does he or she havea preferred method for working this out? (e.g.repeated subtraction: the total of 225 min – 60 min is 1 hour + 165 min, – 60 min gives 2 hours + 105 min, – 60 min gives 3 hrs + 45 min, so the cooking time is 3 hrs 45 min).

■ Is the learner able to transfer Step 1 and Step 2onto a calculator and read the resultsaccurately?

ExtensionAdd details for other meats (e.g. turkey, gammon)to the cooking chart.

Theme assessmentTry a similar exercise using a range of differentmeats of different weights, large and small.


193

2:19–2:20 Cooking times and timers

Curric. refs NOS Key Skills

N1/L1.3 FC, FPC units N1.1N2/L1.7 N1.2MSS1/L1.3MSS1/L1.4


194

Cooking times and timers Focus

Charts like the one below give approximate cooking times.The actual time it takes to cook depends on the quality, sizeand shape of the piece of meat, and the amount of bone.

● ‘per 1–2 kg’

means ‘for every 1–2 kg’

● ‘and 15 minsover’ means‘plus 15 minutesextra’

Meat Degree of cooking Approximate cooking times (roasting)

Beef Underdone 15 mins per 1–2 kg and 15 mins over

Lamb Cooked through 20 mins per 1–2 kg and 20 mins over

Chicken Cooked thoroughly 20 mins per 1–2 kg and 20 mins over

Pork Thoroughly cooked 25 mins per 1–2 kg and 25 mins over

Step 1: Weigh thejoint.

Step 2: Calculate howmany 1–

2 kg make up theweight of the joint.

Step 3: Use the chartto find theapproximate cookingtime per 1–

2 kg.

Step 4: Use youranswers from steps 2and 3 to work out thecooking time.

Tip

Cooking time isgiven per 1–

2 kg, soround the weight tothe nearest 1–

2 kg.

Remember!1–2 kg = 500 g or 0.5 kg

Tip

Count in 1–2 kg like

this: 1–2 ...1 ...11–

2 ... 2 ...21–2 …3

or count in 500 g like this: 500...1000…1500…2000…2500…3000

Tip

● Find the columnand row you needthen track downand across.

● Read theinformation wherethe column androw meet.

Tip

● First multiply thenumber of 1–

2 kgby the number ofminutes per 1–

2 kg. ● Then add on the

number ofminutes over.

Example

3.241 kg to thenearest 1–

2 kg = 3 kg

Example

3 kg = 6 × 1–2 kg

Example

The cooking time forpork is 25 minutes per 1–

2 kg and 25minutes over.

Example

6 × 25 mins + 25 mins= 175 mins

3 kg pork takes 175minutes

Setting oven timers

For most oven timers, you need to convert your cooking time into hours and minutes.

Here is one method.

● Count up in 60s to find the number of whole hours.● The number left over is the minutes.

Example 175 minutes = 60 minutes + 60 minute + 55 minutes

2 hours and 55 minutes

Remember!

60 minutes = 1 hour

Cooking times and timers Task

Calculate cooking times.

Task 1

1 First calculate the cooking time for each joint of meat using theapproximate cooking time per 1–

2 kg shown on the focus page.

2 Then set the oven timer in hours and minutes.

a

Step 1: Weight to nearest 1–2 kg = kg

Step 2: Number of 1–2 kg =

Step 3: Cooking time for lamb per 1–2 kg =

minutes and minutes over

Step 4: Cooking time for this joint

minutes

Leg of lamb

2.805 kg

:Oventimer

b

Step 1: Weight to nearest 1–2 kg = kg

Step 2: Number of 1–2 kg =

Step 3: Cooking time for beef per 1–2 kg =

minutes and

minutes over

Step 4: Cooking time for this joint

Rib of beef

4.502 kg

:Oventimer

N1/L1.3; N2/L1.7; MSS1/L1.3; MSS1/L1.4

Ca Ca 2:20

195


Check it

11 What does the word ‘ensure’ mean?

AA assume

BB make sure

CC promise

DD protect Rw/L1.2

22 When should you replace the soap in the wash basin?

AA at the beginning of every shift

BB regularly

CC always

DD if necessary Rs/L1.1

33 How many things do the instructions indicate that you mmuusstt do?

AA 5

BB 6

CC 7

DD 8 Rt/L1.2

Control (4)Preparation of food

● Defrost under controlled conditions.

● Keep raw/cooked food separate.

● Always ensure there is soap at the wash hand basin in the kitchen and water closet.Check at the beginning of shift and replace if necessary.

● Always ensure you WASH YOUR HANDS REGULARLY using anti-bacterial soap.

● Ensure correct colour-coded knives and chopping boards are used when preparing food to avoid cross contamination:

1. YELLOW COOKED FOOD2. BLUE RAW FISH3. RED RAW MEAT4. WHITE BREAD AND DAIRY PRODUCTS5. GREEN SALADS AND VEGETABLES

● The chopping board colour coded with RED is used to prepare raw meat only.

Please note that a copyof page 0:22 is neededfor question 9.

196

197

44 What is the missing word?

AA creaming

BB making

CC putting

DD getting Rw/L1.2

55 Which of these words means ‘cut into fine strips’?

AA macédoine

BB diced

CC cordon

DD julienne Rw/L1.2

66 You have some produce that has a Use By date of the 12th of October 2005. How is this written on the label?

AA Use by: 12/10/05

BB Use by: 10 OCT 05

CC Use by: 05/12/10

DD Use by: 05 OCT 12 MSS1/E3.3

Melt the butter in a suitable pan. Add the leeks that have beencut into fine strips. Cook them in the fat under a lid until theyare tender.

Prepare the frangipane by __________the butter and sugar ina bowl until smooth, then gradually adding the beaten eggs andfolding in the flour and almonds.

g

kg

0 0.5 1

0 250 500 750 1000

77 How much does this scale show?

AA 780 kg

BB 780 g

CC 780

DD 78 g MSS1/L1.4

198

88 How many grams of French beans will be needed to make enough French bean salad for 12 covers?

AA 600 g

BB 1000 g

CC 400 g

DD 800 g N1/L1.7

99 Look at the Equipment monitoring sheet in the Source material (page 0:22). Which of these temperatures would nnoott be acceptable for the heat chute?

AA 78 C̊

BB 73 C̊

CC 83 C̊

DD 71 C̊ MSS1/L1.4

1100 How long will it take to roast a fore rib of beef that weighs 8 kg?

AA 3 hours 30 minutes

BB 3 hours 45 minutes

CC 4 hours

DD 4 hours 15 minutes MSS1/L1.3

Roasting times

Beef – 15 minutes per 500 g and 15 minutes over

French bean salad (for 4)

200g French beans

1 tbsp vinaigrette

salt, pepper

Ca

199


AudioPAGE 2:3


Focus pageSo, be aware of all your senses when you are dealingwith food. For instance, keep your eyes open forcans that are bulging or dented. Smell for anythingunusual, such as cream or milk that may be off. Ifsomething smells unpleasant, don’t accept it. Also,do not accept anything that feels wrong such as thisflabby cucumber or limp lettuce. If you are in anydoubt about the quality of the produce that is beingdelivered, ask chef or me to make a decision.

PAGE 2:4


Task 1You’d better check the ‘best before’ dates on theflour. Last time they tried to send us stuff that wasalmost out of date. At the same time, check thepackaging for damage – we don’t want it if micehave been anywhere near it. Look to see if it is dirty,torn or wet.

Task 2When the fruit is delivered, check the strawberriesparticularly. We need them for tonight so we wantthem to be ripe. Check that they’re glossy and redand that they smell sweet – it lets the customersknow they’re fresh. Don’t accept them if they arehard or green – they’re no good to anybody in thatstate. All the same, they should feel firm – not toosoft. We don’t want any mould – especially the onesat the bottom of the punnets.

The apples are going in a bowl on reception wherethey have to make an impression so I’ve ordered thebig, red, shiny ones. Check to see that is what isdelivered and do not accept them if the skin iswrinkled.

There should be ten grapefruit. They should feelheavy and be yellow all over with no soft patches.The citrus smell is quite distinctive. No oranges havebeen ordered today.

7

6

5

Task 3The whole fish should have bright eyes that are notsunken. The skin should have a shiny, moist, firmappearance and you should notice a fresh sea-saltysmell, not one like old seaweed.

The fillets should be in boxes of 24 packed with ice.They should look white and translucent and firm tothe touch. Of course they are not supposed to haveany bones!

Mussels. Well, only accept them if their shells aretightly closed with no gaps or cracks. Again theyshould smell salty fresh.

I’ve ordered five crabs and three lobsters. Theyshould feel heavy for their size.

Let me know if there’s a problem. OK?

8


200

AnswersPAGES 2:1–2:2

Safe!

Task 1 1 a A pile of empty cardboard boxes is stacked

against the fire door.

b The person preparing vegetables is using a redchopping board, which should only be used forraw meat.

c The person washing up is wearing outdoorclothes and no personal protective equipment.

3 a Boxes could ignite; access to the fire door isinhibited

b There is a risk of cross contamination.

c There is a risk of contamination.

Task 2 2 a Poor housekeeping (e.g. allowing waste to

accumulate) can increase the risk of fire.

Employees must appreciate the importance offire doors.

b Ensure correct colour-coded knives andchopping boards are used when preparingfood to avoid cross contamination: the redchopping board is used to prepare raw meatonly.

c All personnel entering food production, storageand associated areas must wear the specificprotective clothing, as issued by the Company.

Task 3 You may have written something like this:

a Report potential fire hazards to the manager.

b Report all breaches of the controls to yourmanager. (You may decide to speak to theindividual concerned first if she or he is new orthis is the first time you have spotted it.)

c Report all breaches of the personal protectiveequipment rules to your manager. (You maydecide to speak to the individual concerned first ifshe or he is new or this is the first time you havespotted it.)

PAGES 2:3–2:4


Focus pageReject: • cans that are dented or bulging• cream or milk that smells bad• cucumber or lettuce that feel flabby or limp.

If in doubt about quality, ask advice.

Task 1

Item Look Smell Feel

Flour Best Before date Dirty torn or wet packaging

Task 2

Item Look ✓ Look ✗ Smell ✓ Smell ✗ Feel ✓ Feel ✗

Strawberries Ripe, Green, Sweet Firm Too glossy, mouldy hardred Too soft

Apples Big, red, Wrinkled shiny skin

Grapefruit 10 Yellow Citrus Heavy, all over smell no soft

patches

Task 3 Whole fishEyes – bright, not sunkenSkin – shiny, moist, firmFresh sea-salty smell (not like seaweed)

fillets24 per box with icewhite & translucentfirm to touchno bones

musselsshells tight closed, no gaps, cracksfresh sea-salty smell

crabs and lobsters5 crabs3 lobstersheavy for size

Ca

201


PAGES 2:5–2:6

Date coding and stock rotation

Task 1 The following items have the same ‘use by’ dates.

Soup – Semi-skimmed milk

Tinned peas – Full cream milk

Baked beans – Salmon

Sweet corn – Kidney beans

Butter – Frozen peas

Crisps – Margarine

Tuna – Spaghetti

Task 2 1 Mon

2 Sat

Task 3 Items 2, 3, 6 and 8 should be discarded.

PAGES 2:7–2:8

Knives and cutting machines

Task 1 1 2

2 Take extra care

3 ■ cloth ■ needle■ palette knife ■ brush

4 Always switch off the machine and remove theplug before beginning cleaning.

5 Never plug in and switch on after cleaning untilyou have tested that it is properly assembled.

6 Choose from: use dryclean reassembleswitch replaceremove plugtake complyrinse

7 You may have something like:a harbour – hide, conceal

b threads – the ridges on a screw and thegrooves on the nut or plate into which thescrew fits

c comply – obey, follow

d particle – bit, piece

PAGES 2:9–2:10

Get ready to cook

Task 1 1 Peel, core and slice the apples.

2 Cook gently with a little water, the sugar and aclove.

3 Place in a pie dish. Remove the clove.

4 Lightly rub the fat into the flour.

5 Stir in the sugar.

6 When the fruit is cool, add the topping.

7 Bake in a hot oven (220°C) for about 30 minutesuntil lightly browned.

8 Serve with custard, cream or vanilla ice cream.

Task 2 1 poach – to cook in hot liquid over a gentle heat

so that the liquid is barely bubbling2 refresh – to plunge food into cold water to

prevent further cooking3 whisk – to beat air into a mixture until it is soft

and fluffy4 broil – American term for browning under a grill5 drizzle – to drip a liquid such as a sauce or

dressing over food

Task 3 You may have written something like this. (You mayhave found different dishes that use the techniques.)a flambé – add alcohol to a dish and then set fire to

it to burn off the alcohol and produce an intenseflavour. Typical example: crèpes Suzette

b sushi – dishes that use vinegared rice. They mayalso include cooked or raw ingredients such asfish or vegetables. Typical example: sushi rice

c confit – a preserving technique where meat iscooked and preserved in its own fat. Typicalexample: confit of duck

d tandoori – cooking by dry heat in a clay ovencalled a tandoor. Typical example: tandoorichicken, naan bread

e en papillote – a method of cooking in which foodis wrapped, sealed and cooked in a parcel ofgreaseproof paper or foil. Typical example: truite(trout) en papillote

1–4 of thiscarton

These twocartons ofcream

1–2 of thiscontainerof milk

This full bottle plus thispart-used bottle

+

1250 g 1.250 kg 1.25 kg

1750 g 1.750 kg 1.75 kg

4 tbsps 0.100 kg 0.1kg

75 g 0.075 kg 0.075 kg


202

Task 4 1

3 Add the tomato concassé and purée.

PAGES 2:11–2:12

Weighing ingredients

Focus pageUse tablespoons, Try this: 1 rounded tablespoon of sugar weighsapproximately 25 grams

100200300400500600700800900100011001200130014001500

PAGES 2:13–2:14


Focus page1

3 A 2-litre carton that is half-full contains about 1 litre.

Task 1

Task 21 1–

2 2 1–2 3 1–

4

b 3–4 litre

a 350 mlc 75 ml

1 Sieve the flour, soya flour and pinch of salt into

a basin.

2 Warm the water. Place in a separate basin with the

yeast. Disperse the yeast in the warm water. Allow

sufficient flour to make a light batter. Sprinkle a

little flour over the ferment. Cover with a damp

cloth and allow the ferment to break through

the flour.

3 When the ferment is ready, pour into the rest of

the flour.

4 Add the ascorbic acid. Incorporate the flour until a

smooth elastic dough is obtained.

5 Turn out onto a floured surface and continue to

knead the dough until smooth.

6 Return to the basin, cover with a damp cloth and

allow to prove in a warm place until double in size.

7 Knock back the dough to bring the yeast back into

contact with the dough and to equalise the dough.

8 Roll out the dough into 15 cm rounds, or in a

rectangle and cover a lightly greased swiss

roll tin.

9 Allow to prove for 10 minutes in a warm

atmosphere.

10 Bake for 4–5 minutes in a preheated oven

at 200°C.

11 Sweat the onions and garlic in oil.

12 Add the tomato concassé and purée. Stir well.

13 Add the chopped parsley and basil. Cook out the

tomatoes for about 15 minutes. Season.

14 Spread this tomato mixture on the pizza base.

15 Arrange the artichoke hearts neatly on top.

Sprinkle on the pine kernels, sesame seeds,

capers, olives and sultanas.

16 Finally, sprinkle with grated Mozzarella cheese.

17 Bake in oven for about 15 minutes at 200°C.

Serve very hot.

1 1.5 2

1000 1250 1500 1750 2000

0 0.5 1

0 250 500 750 1000

0 0.5 1

0 250 500 750 1000

Task 1

Task 2

1–2 bag flour = 1500 g =

6 tablespoons flour = 150 g =

butter = 400 g =

Equipment monitoring sheet W/C: Sunday ____/____/____

Day Fryer Multi-fat Heat Holding Holding Freezer Chillerfryer chute unit (top) unit

(bottom)

177°C 182°C 79°C 107°C 91°C Max 1–4°C± 3°C ± 3°C ± 6°C ± 3°C ± 3°C −18°C

Sun am

pm

Comment must be madewhere the recorded

temperature is outsidethe guidelines stated

175°C 188°C 83°C 106°C 88°C −22°C 4°CMulti-fat fryer switchedoff. Problem reported tomanager.

Cold Temperatures Recording Sheet

W/C: Monday Signed as correct (by a manager)

Max (air) operating temperature: Fridges +5°C, Ice cream conservators –12°C, Freezers –18°C

/ /

Day

am

/pm

Initi

als

FridgesIce cream conserv.

Freezers Comment must be madewhere the recorded air

temperature exceeds theguidelines stated1 2 3 4 5 6 7

Monam

pm

12

JBJB

+4°C+5°C

+3°C+2°C

+5°C+4°C

−12°C−11°C

−13°C−12°C

−17°C−18°C

−19°C Unit 6 – put temp dial tocooler settingUnit 4 – put temp dial tocooler setting−20°C

09 06

Ca

203


PAGES 2:15–2:16

Adjusting quantities

Focus pageStep 1 Try this: Four vegetable quiches are required for the buffetlunch, so you will need four batches of pastry (eachbatch makes one large flan case)

Step 3 Try this: For four pastry cases you will need:

Ingredient one flan four flansSoft white flour 200 g × 4 = 800 gLard or vegetable fat 50 g × 4 = 200 gButter or margarine 50 g × 4 = 200 gSalt 1 pinch × 4 = 4 pinchesWater 2 or 3 tbsp × 4 = 8–12 tbsp

Task 1 1 Porridge

Three batches of the recipe are needed.Adjusted recipe Makes 18 servings

Ingredients 450 g oats11–

2 litre water11–

2 litre milk

2 KedgereeFour batches of the recipe are needed.Adjusted recipe Makes 16 servings

Ingredients 1.8 kg (1800 g) smoked haddock fillets 700 g long-grain rice12 eggs200 g butter

3 Bread rollsTwo batches of the recipe are needed.Adjusted recipe Makes 24 rolls

Ingredients800 g strong white flour 450 ml lukewarm water40 g fresh yeast50 g butter 60 g sugar2 tsp salt

PAGES 2:17–2:18

Temperature

Focus pageMax (air) operating temperature is the highest airtemperature that is allowed within the food storageunit

Task 1

Task 2

PAGES 2:19–2:20

Cooking times and timers

Task 1 1 Leg of lamb

Weight to nearest 1–2 kg = 3 kg

Number of 1–2 kg = 6 (6 × 1–

2 = 3)

Cooking time for lamb per 1–2 kg = 20 minutes and

20 minutes over

Cooking time for this joint = 140 minutes

Oven timer =

(60 mins + 60 mins + 20 min = 140 min)

2 Rib of beefWeight to nearest 1–

2 kg = 4.5 kg

Number of 1–2 kg = 9 (9 × 1–

2 = 41–2 )

Cooking time for beef per 1–2 kg = 15 minutes and

15 minutes over

Cooking time for this joint = 150 minutes

Timer =

(60 mins + 60 mins + 30 min = 150 min)2:30

2:20


204

Check it1 B

2 D

3 C

4 A

5 D

6 A

7 B

8 A

9 D

10 D

food preparation and cooking introduction to module...

Documents