City & Guilds sample training manual - Commis Chef Level 2 Apprenticeship

Apprenticeship Training Manual Level 2

Commis Chef

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Contents

Welcome to this City & Guilds apprenticeship training manual How the Commis Chef programme works Commis Chef standards Preparation and cooking range Task progress checklist

4 12 18 20 24

Food safety Task 1: Knowing the food safety practices and hygiene standards Task 2: Knowing how to prepare, cook and store ingredients

25 39

Culinary Task 3: Understanding diet, nutrition, allergens and menu planning Task 4: Knowing the principles of basic food preparation and cooking Task 5: Fish Task 6: Shellfish Task 7: Meat Task 8: Poultry Task 9: Game Task 10: Offal Task 11: Vegetables Task 12: Sauces Task 13: Stocks Task 14: Soups Task 15: Rice Task 16: Pasta and noodles Task 17: Eggs Task 18: Vegetable protein Task 19: Bread and dough Task 20: Pastry Task 21: Cakes, sponges, biscuits and scones Task 22: Cold and hot desserts

51 61 75 91 107 123 139 149 165 205 239 255 277 293 309 319 329 345 361 377

People Task 23: Understanding professional behaviours and performance levels Task 24: Knowing teamworking skills and communication methods

405 417

Business Task 25: Understanding basic costing, yield, supply chain and waste management Task 26: Recognising potential risks in the working environment

429 437

Glossary of key terms

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Welcome to this City & Guilds apprenticeship training manual

Using this manual This training manual is designed to help ensure that you gain experience in each of the standards required of a commis chef apprentice, and it should be seen as a supporting resource. Use of the manual will aid your employer and/ or training provider to deliver the 20% off-the-job training requirement that is part of every apprenticeship programme, as the Food safety, People and Business tasks can be completed away from the workplace. The Culinary tasks are instead designed to support you, within the workplace, to research and plan your dishes. Completion of all tasks within this manual will help you to consider the various food safety, culinary, business and people elements that every commis chef should be aware of, whilst you are at work.

The manual is not designed to be used for assessment, although completing the tasks correctly should, in many cases, produce evidence that might be used for independent end-point assessment (for example, the recipe log and professional discussion).

By design, the knowledge, behaviours and skills required of a commis chef apprentice should be demonstrated on the job, as you progress through the programme. Simply completing the tasks in this manual without appropriate context will not be sufficient to prepare you for end-point assessment.

Know it, Show it, Live it Each task in this manual has three main sections, which are explained as follows.

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There is no requirement to perform the tasks in the order given in this manual, and employers and training providers should feel free to assign each task in any order. It is advisable, however, that you complete the Food safety section first to ensure that you follow correct hygiene standards on the job.

‘Know it’ – this section features preparatory activities that focus on the knowledge and theory aspects of the standards. These will often require you to complete personal research and answer questions with well-thought-out explanations.

‘Show it’ – this section features more active ‘task’-based activities, which show application of the knowledge that you have acquired in the ‘Know it’ section, within the workplace. You will often be required to describe your own experiences, using examples from your place of work, and detail where you have used certain skills and knowledge.

‘Live it’ – this section is the ‘reflective’ section, where you can detail what you have learnt by carrying out the designated task. You should make sure you reflect here on what behaviours you have demonstrated within the task. You will naturally demonstrate the behaviours from the standards in every task you complete, but try and provide specific examples as supporting evidence of your development. Employers/tutors can also give constructive feedback in this section, which you can use for your own future development.

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Task 5: Fish Show it

Recipe template 1 (example) Use this template to plan your first dish.

The dish I will be making is: Remember to tick off each type of fish you use from the preparation and cooking range on page 20.

Sole Véronique The recipe I will use is:

1. Begin by skinning, filleting and cutting the fish ready for cooking.

2. Peel and boil the Muscat-type grapes for 45 seconds then chill in the refrigerator until needed.

3. Warm the serving dish. Continue by cutting the fish so that there are 8 fillets. Season with salt and pepper then roll each fillet as tightly as possible.

4. Add butter to a frying pan and place the fillets in it. Sprinkle with tarragon and add the white wine. Continue on a medium heat until simmering point. Then cover the frying pan with a lid and poach the fillets for 3–4 minutes. Preheat the grill to its highest setting.

5. Meanwhile, melt butter in a small saucepan, adding the flour to make a smooth paste. Cook gently and continue to stir until it has become a pale straw colour.

6. Move the fillets into the serving dish and cover with foil. Keep the poaching liquid in the pan and reduce until a third of its original volume remains. Stir in the cream and gently simmer, then gradually add this to the butter/flour mixture in the small saucepan. Whisk until it becomes a thin, creamy sauce. Season with salt and pepper.

7. Pour the sauce over the fish and place under the preheated grill for 3 minutes, until it is glazed golden brown on top. Serve on warmed plates and garnish with grapes.

To prepare this dish I will need: Equipment:

Filleting knife Chopping board Small saucepan Whisk

Serving dish Frying pan Wooden spoon Grill

Ingredients: Remember to think about suitable alternatives if certain ingredients are not available or if you are considering healthier options.

2 lemon soles 75g Muscat-type grapes 10g butter 1 heaped teaspoon of chopped fresh tarragon

10g plain flour 150ml whipping cream 175ml white wine

Remember to think about the accompaniments you will serve. Consider linking this dish with a rice or pasta dish (on pages 277–292 or 293–308).

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Task 5: Fish Show it (continued)

I will manage my waste by:

Ordering an appropriate amount of ingredients so that all stock is served fresh. Skin the fish as closely as possible. Consider other dishes which could make use of any leftover ingredients. I will dispose of all waste immediately.

The overall costing of the recipe is: You can include your selling price and gross profit margin here.

Two medium lemon soles: £7 Muscat-type grapes: £0.56 White wine: £1.05 Whipping cream: £0.65

Butter: £0.04 Tarragon: £0.45 Flour: £0.92 Total: £10.67 (£2.66 per serving)

I propose selling this dish for £7.60 per serving, which will yield a gross profi t of £4.94, meeting the target of gross profit at 65%.

Calculations: 266/35 (food cost as a % of sale) * 100 = £7.60 To check: 760/100*35 = £2.66 – Food cost (per serving) 760/100*65 = £4.94 – Gross profi t (per serving) £4.94 + £2.66 = £7.60 – Selling price (per serving)

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Employer information The period of learning, development and continuous assessment is managed by the employer, in most cases with the support of an education or training provider. If there is a training provider, employers should work closely with them to plan and deliver support and training appropriately. This working closely will add value to the employer, as it centres on real-work competencies demonstrated in a real-work environment.

Although learning, development and on-programme assessment is flexible and the process is not prescribed, the following is the recommended baseline expectation for an apprentice to achieve full competence in line with the standard.

1.

Throughout the period of learning and development, and at least every two months, the apprentice should meet with the on-programme assessor to review and record their progress.

2.

At these reviews, evidence should be discussed and recorded by the apprentice.

3.

Once the apprentice is deemed competent, the relevant section(s) of the standard should be signed off by the employer with the support of those involved in the learning and development. (This should be done separately to this training manual, which is not designed to be used for assessment and focuses only on learner development.)

A lot of the knowledge, skills and behaviours required by the standards can only be demonstrated through practical application so, where possible, employers should be looking for the chance to provide learners with opportunities to cook certain dishes, use technology and collect evidence for their end-point assessment, such as recipe log, dish photos, etc.

Employers should also ensure that learners cover the minimum requirements listed in the preparation and cooking range on pages 20–23. Apprentices should have knowledge around each of the food groups and range, and in practical terms employers must establish the right level of inclusion to demonstrate competence across the standard. For example, it is not necessary to prepare every food range in every food group, as groups such as offal might naturally have less coverage than vegetables. It is, however, necessary to ensure that every food group is addressed, whether they are part of an employer’s usual menu or not. This may involve masterclasses, visits to other employers or suppliers, or classroom skills development to ensure adequate coverage. Employers should also provide helpful feedback which learners can use to improve their skills and learning.

Welcome

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Professional discussion ■

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A 40-minute discussion between you, your employer and the independent end assessor (includes 10 minutes for review of recipe log).

Covers period of learning, development and continuous assessment, as well as standards, personal development and reflection.

Log of dishes prepared in the workplace with accurate recipes and time plans, providing evidence of culinary range and dish evaluation.

The log must cover the following minimum range from the list on pages 20–23.

Food group Fish

Group range 2

Shellfish Meat

2 2

Poultry

2

Game Offal Vegetables Sauces

1 2 6 5

Stocks Soups Rice Pasta and noodles Egg dishes Vegetable protein Bread and dough Pastry Cakes, sponges, biscuits, scones Cold and hot desserts

2 3 2 2 1 1 2 2 2 4

Preparation methods 5 including filleting 3 6 including boning 6 including cutting down a whole bird to portions 2 3 6 5 including ‘make roux’ 4 5 1

Cooking methods 4 3 7 6

2 4 6 2

1 2 3 4 14

2 3 3 2 2 2 3

7

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How the Commis Chef programme works

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Task 4: Knowing the principles of basic food preparation and cooking Know it (continued)

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3. Name the following herbs and suggest a dish where they would be used to enhance the flavours.

Herb Name Dish

Task 4: Knowing the principles of basic food preparation and cooking

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Task 5: Fish Know it

Consider the following questions to assist you in creating a suitable dish that will help you to meet the standards for this apprenticeship. You can go to page 18 to have another look at the standards.

1. What recipes could you use?

Think about the type of dish you want to create – will it be a starter or main course? Some examples of the types of recipes you could make include: baked herb crusted cod, plaice Véronique, salmon en paupiette, pan-fried sole or grilled mackerel with a tomato sauce. Alternatively, you may choose to do something completely different.

2. What factors will influence the type of fish dish that you are going to create?

What type of fish will you use? Remember to consider the seasonality of fish when deciding your recipe, as well as the impact that this will have on the availability, quality, flavour and price of your ingredients and dish. You may also need to consider your customer profile and their needs – how you can help them to eat a balanced diet, or if they have any particular allergies or dietary concerns, for example.

3. Can any technologies help you to produce your fish dish?

For example, you could use a sous vide or a SMART oven in your recipes. A sous vide will help to achieve consistent results and will reduce the amount of waste compared to traditional cooking methods. On the other hand, a SMART oven will direct heat, by adjusting the power in the oven, to where the heat is needed most, thus reducing the cooking time. Think about the benefits and time/cost savings of any technology you use.

4. What cuts of fish will you use?

When deciding what type of cut of fish to use, you should consider how the size and shape of the fish will affect the cut, portion size and preparation method.

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Marinating – tenderises and flavours meat before cooking takes place by soaking in a marinade.

MSC – Marine Stewardship Council: certifies sustainable fish sources.

Meringue – a high-volume aerated mix made from egg whites and sugar.

Open question – this cannot be answered with ‘Yes’ or ‘No’ and ‘True’ or ‘False’, but requires a fuller answer. For example, ‘How did that make you feel?’.

Pasta – Italian for ‘dough’.

Pasta flour – durum wheat graded ’00’.

Minerals – substances found in food that the body needs for growth and health.

Pasteurised eggs – heat-treated to reduce the risk of food-borne diseases such as salmonella.

Mirepoix – a mixture of carrots, onions and celery, which is sautéed and used to flavour various soups, sauces and stocks.

Pâté – made using meat and offal, such as liver, often minced before cooking.

‘Mix to a clean dough’ – a phrase which describes dough that has no flour specks, is not sticky and cuts cleanly.

Molluscs – for example, mussels, scallops and clams.

Nominated supplier – a company that supplies goods or specialist services and is selected by an organisation for all outlets to use.

Non-verbal communication – behaviours and elements of speech, apart from the words themselves, which transmit meaning, eg body language and facial expressions.

Noodles – can be made from a wheat base or from rice. Eggs are sometimes added, as in the production of pasta and egg noodles.

Nutrients – substances that provide nourishment essential for the maintenance of life and for growth.

Oeufs – French for ‘eggs’.

Off-the-job training – training completed away from the normal place of work.

Offal – the internal edible organs of animals.

Oily fish – for example, salmon, mackerel and sardines.

On-the-job training – training that takes place while working or in the work environment.

One-way communication – information that is transferred in one direction only, from the sender to the receiver, with no opportunity for the latter to give feedback to the sender.

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Pathogen – an organism that causes disease and illness, such as food poisoning.

Paupiette – fillets with a stuffing spread on them and rolled.

Paysanne – meaning ‘country’ or ‘peasant’. This cut is decided by the shape of the vegetable; potatoes are usually cut into 1cm cubed, whereas carrots are thinly cut 1cm rounds, etc.

Pelagic fish – for example, salmon and mackerel.

Personal conduct – the way a person behaves, ie standing up straight, facial expressions, personal appearance.

Personal development plan – an action plan based on awareness, values, reflection, goal-setting and skills within the context of a career.

Piping – decoration using different piping nozzles and ingredients, such as royal icing or chocolate.

Pizza dough – classed as a speciality dough, sometimes enriched with olive oil.

Pods and seeds – such as mangetout, okra, etc.

Pork joints – loin, leg, belly, shoulder, trotters, spare rib.

Positive language – language that is helpful and encouraging and focuses on actions which can be carried out to help various situations. Positive language may include suggestions of possible solutions and how they can be achieved in a timely manner.

Potage – a French term that refers to a thick soup such as a broth.

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125006158 TL688111

ISBN 978-0-85193-392-4

9 780851 933924

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