Prepare Starch Dishes

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COMPETENCY BASED LEARNING

MATERIALS

Sector : Tourism

Qualification Title: COOKERY NC II Unit of Competency: Prepare Starch Dishes

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AMERICAN HOSPITALITY ACADEMY PHILIPPINES

3/F 131 FINMAN BUILDING, TORDESILLAS STREET, SALCEDO VILLAGE MAKATI CITY

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Plan

Training

Session

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Sample Data Gathering Instrument for Trainee’s

Characteristics

Please answer the following instrument according to the characteristics described below. Underline the answer of your choice that best describes you as a learner. Blank spaces are provided for some data that need your response.

Characteristics of learners Language, literacy

and numeracy (LL&N)

Average grade in: English a. 95 and above b. 90 to 94 c. 85 to 89 d. 80 to 84 a. 75 to 79

Average grade in: Math a. 95 and above b. 90 to 94 c. 85 to 89 d. 80 to 84 e. 75 to 79 Cultural and language background Ethnicity/culture: a. Ifugao b. Igorot c. Ibanag d. Gaddang e. Muslim f. Ibaloy

g. Others( please specify Tag-alog Education &

general knowledge

Highest Educational Attainment: a. High School Level

b. High School Graduate c. College Level

d. College Graduate

e. with units in Master’s degree f. Masteral Graduate

g. With units in Doctoral Level h. Doctoral Graduate

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Characteristics of learners b. Female

Age Your age: 18

Physical ability 1. Disabilities(if any)_____________________

2. Existing Health Conditions (Existing illness if any) a. None b. Asthma c. Heart disease d. Anemia e. Hypertension f. Diabetes

g. Others(please specify) NONE Previous experience with the topic Cookery Certificates a. Fish Mongery b. Bread Baking c. Kitchen Assistant d. Butchery

Number of years as a competency trainer ______ Previous

learning experience

List down trainings related to Cookery NONE

Training Level completed

National Certificates acquired and NC level NONE

Special courses Other courses related to Cookery a. Units in education

b. Master’s degree units in education c. Others(please specify) NONE

Learning styles a. Visual - The visual learner takes mental pictures of information given, so in order for this kind of learner to retain information, oral or written, presentations of new information must contain diagrams and drawings, preferably in color. The visual learner can't concentrate with a lot of activity around him and will focus better and learn faster in a quiet study environment.

b. Kinesthetic - described as the students in the classroom, who have problems sitting still and who often bounce their legs while

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Characteristics of learners

tapping their fingers on the desks. They are often referred to as hyperactive students with concentration issues.

c. Auditory- a learner who has the ability to remember speeches and lectures in detail but has a hard time with written text. Having to read long texts is pointless and will not be retained by the auditory learner unless it is read aloud.

d. Activist - Learns by having a go

e. Reflector - Learns most from activities where they can watch, listen and then review what has happened.

f. Theorist - Learns most when ideas are linked to existing theories and concepts.

g. Pragmatist - Learns most from learning activities that are directly relevant to their situation.

Other needs a. Financially challenged b. Working student

c. Solo parent

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FORM 1.1 SELF-ASSESSMENT CHECK (ALL UNITS)

INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary data or information which is essential in planning training sessions. Please check the appropriate box of your answer to the questions below.

CORE COMPETENCIES

CAN I…? YES NO

CLEAN AND MAINTAIN KITCHEN PREMISES 1.

1.1 Clean, sanitize and store equipment √

1.2 Clean and sanitize premises √

1.3 Dispose of waste √

PREPARE STOCKS, SAUCES AND SOUPS 2.

2.1 Prepare stocks, glazes and essences required for menu items

√ 2.2 Prepare soups required for

menu items

√ 2.3 Prepare sauces required for

menu items

√ 2.4 Store and reconstitute stocks, sauces and soups √ 3. PREPARE APPETIZERS

3.1 Perform Mise’ en place √

3.2 Prepare a range of appetizers √

3.3 Present a range of appetizers √

3.4 Store appetizers √

4. PREPARE SALADS AND DRESSINGS

4.1 Perform Mise’ en place √

4.2 Prepare a variety salads and dressings √ 4.3 Present a variety of salads and dressings √

4.4 Store salads and dressings √

5. PREPARE SANDWICHES

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5.2 Prepare a variety of sandwiches √

5.3 Present a variety of sandwiches √

5.4 Store sandwiches √

6. PREPARE MEAT

6.1 Perform Mise en place √

6.2 Cook meat cuts for service √

6.3 Present meat cuts for service √

6.4 Store meat √

7. PREPARE VEGETABLES DISHES

7.2 Prepare vegetable dishes √

7.3 Present vegetable dishes √

7.4 Store vegetables dishes √

8. PREPARE EGG DISHES

8.2 Prepare and cook egg dishes √

8.3 Present egg dishes √

8.4 Store egg dishes √

9. PREPARE STARCH DISHES

9.2 Prepare starch dishes √

9.3 Present Starch dishes √

9.4 Store Starch dishes

10. PREPARE POULTRY AND GAME DISHES

10.2 Cook poultry and game dishes √

10.3 Plate/present poultry and game dishes √

10.4 Store poultry and game √

11. PREPARE SEAFOOD DISHES

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11.3 Cook fish and shellfish √

11.4 Plate/Present fish and seafood √

11.5 Store fish and seafood √

12. PREPARE DESSERTS

12.1 Perform mise en place √

12.2 Prepare desserts and sweet sauces √

12.3 Plate/Present desserts √

12.4 Store desserts √

13. PACKAGE PREPARED FOOD

13.1 Select packaging materials √

13.2 Package food √

Note: In making the Self-Check for your Qualification, all required competencies should be specified. It is therefore required of a Trainer to be well- versed of the CBC or TR of the program qualification he is teaching.

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Evidences/Proof of Current Competencies

Form 1.2: Evidence of Current Competencies acquired related to Job/Occupation

Current

competencies Proof/Evidence Means of validating 4.1 Perform Mise’

en place

Video Tapes

Diagnostic assessment

Watched and analyze the video performing Mis en place

Oral Questioning about the demonstration

Demonstrated how to perform mise’en place in preparing a salads & dressing

5.1 Perform Mise’

en place Video Tapes Watched and analyze the _{video performing Mis en} place in preparing

sandwiches Oral Questioning 7.1 Perform Mise en

place Certificate in training Third Party Report from _{the previous employer} Demonstrated the

performance of task Oral Questioning about the demonstration

7.2 Prepare vegetable dishes

Video Tapes Watched and analyze the

video Preparing Vegetable dishes

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Identifying Training Gaps

From the accomplished Self-Assessment Check (Form 1.1) and the evidences of current competencies (Form 1.2), the Trainer will be able to identify what the training needs of the prospective trainee are.

Form 1.3 Summary of Current Competencies Versus Required Competencies (Sample) Required Units of Competency/Learning Outcomes based on CBC Current Competencies Training Gaps/Requirements

1. CLEAN AND MAINTAIN KITCHEN PREMISES Clean, sanitize and

store equipment

Clean, sanitize and store equipment Clean and sanitize

premises

Clean and sanitize premises

Dispose of waste Dispose of waste

2. PREPARE STOCKS, SAUCES AND SOUPS Prepare stocks, glazes and

essences required for menu items

Prepare stocks, glazes and essences required for menu items

Prepare soups required for

menu items Prepare soups required for menu

items Prepare sauces required for

menu items

Prepare sauces

required for menu items

Store and reconstitute stocks, sauces and soups

3. PREPARE APPETIZERS

Perform Mise’ en place Perform Mise’ en place

Prepare a range of

appetizers Prepare a range of appetizers

Present a range of appetizers

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Store appetizers Store appetizers 4. PREPARE SALADS AND DRESSINGS

Perform Mise en place Perform Mise en place Prepare a variety

salads and dressings

Prepare a variety salads and dressings

Present a variety of salads and dressings

Store salads and

dressings Store salads and dressings

5. PREPARE SANDWICHES

Perform Mise en place Perform Mise en place Prepare a variety of sandwiches Prepare a variety of sandwiches Present a variety of sandwiches Present a variety of sandwiches

Store sandwiches Store sandwiches

6. PREPARE MEAT DISHES

Perform Mise en place Perform Mise en place

Cook meat cuts for

service Cook meat cuts for service

Present meat cuts for service

Store meat Store meat

7. PREPARE VEGETABLES DISHES

Perform Mise en place Perform Mise en place Prepare vegetable dishes Prepare vegetable dishes Present vegetable dishes Present vegetable dishes Store vegetables dishes Store vegetables dishes

8. PREPARE EGG DISHES

Prepare and cook egg dishes

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Store egg dishes Store egg dishes 9. PREPARE STARCH DISHES

Prepare starch dishes Prepare starch dishes

Present Starch dishes Present Starch dishes

Store Starch dishes Store Starch dishes

10. PREPARE POULTRY AND GAME DISHES

Cook poultry and game dishes

Cook poultry and game dishes Plate/present poultry

and game dishes

Plate/present poultry and game dishes

Store poultry and game Store poultry and game

11. PREPARE SEAFOOD DISHES

Handle fish and seafood

Cook fish and shellfish Cook fish and shellfish

Plate/Present fish and seafood

Store fish and seafood Store fish and seafood

12.PREPARE DESSERTS

Prepare desserts and sweet sauces

Plate/Present desserts Plate/Present desserts

Store desserts Store desserts

13.PACKAGE PREPARED FOOD Select packaging

materials Select packaging materials

Package food

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Using Form No.1.4, convert the Training Gaps into a Training Needs/ Requirements. Refer to the CBC in identifying the Module Title or Unit of Competency of the training needs identified

Form No. 1.4: Training Needs

Training Needs (Learning Outcomes)

Module Title/Module of Instruction

Clean, sanitize and store equipment 1. CLEAN AND MAINTAIN KITCHEN PREMISES Clean and sanitize premises

Dispose of waste

Prepare stocks, glazes and essences required for menu items

2. PREPARE STOCKS, SAUCES AND SOUPS Prepare soups required for menu items

Prepare sauces required for menu items Store and reconstitute stocks, sauces and

soups

Perform Mise’ en place 3. PREPARE APPETIZERS

Prepare a range of appetizers Present a range of appetizers Store appetizers

Prepare a variety salads and dressings 7. PREPARE SALADS AND DRESSINGS

Present a variety of salads and dressings Store salads and dressings

Prepare a variety of sandwiches 10. PREPARE SANDWICHES Present a variety of sandwiches

Store sandwiches

Perform Mise en place 13. PREPARE MEAT DISHES

Cook meat cuts for service Present meat cuts for service Store meat

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Present vegetables dishes 17. PREPARE VEGETABLES DISHES

Store vegetables dishes

Perform Mise en place 19. PREPARE EGG DISHES

Prepare and cook egg dishes Present egg dishes

Store egg dishes

Perform Mise en place 23. PREPARE STARCH

DISHES Prepare Starch Dishes

Present Starch dishes Store Starch dishes

Perform Mise en place 27. PREPARE POULTRY

AND GAME DISHES Cook poultry and game dishes

Plate/present poultry and game dishes Store poultry and game

Perform Mise en place 31. PREPARE SEAFOOD

DISHES Handle fish and seafood

Cook fish and shellfish

Plate/Present fish and seafood Store fish and seafood

Perform Mise en place 36. PREPARE DESSERTS

Prepare desserts and sweet sauces Plate/Present desserts

Store desserts

Select packaging materials 40. PACKAGE PREPARED

FOOD Package food

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SESSION PLAN Sector : TOURISM (HOTEL AND RESTAURANT)

Qualification Title : Cookery NC II

Unit of Competency : Prepare Starch dishes Module Title : Preparing Starch dishes Learning Outcomes:

LO1. Perform Mise en place

LO2. Prepare starch dishes

LO3. Present Starch dishes

LO4. Store Starch dishes

A. INTRODUCTION This Module deals with the skills, knowledge and attitude required to cook, present and store starch dishes such as pasta and noodles

B. LEARNING ACTIVITIES LO 1: Perform Mise en place

Learning Content Methods Presentation Practice Feedback Resources Time

Tools, equipments and utensils needed in cooking starch

Self-paced/Modular Read Information Sheet 9.1-1 Tools, equipments and utensils needed in cooking starch Answer

Self-Check 9.1-1 Compare toanswer Key 9.1-1 CBLM Tools, equipme nts and utensils needed in cooking starch 1/2hr

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Lecture

Viewing of video on Tools, equipments and utensils needed in cooking starch Listen to the lecture on additional information about the content Watch video on Tools, equipments and utensils needed in cooking starch Video Tapes Variety /type of

starch dishes Self-paced/Modular

Lecture

Viewing of video on Variety /type of starch dishes  Read Informatio n Sheet 9.1-2 Variety /type of starch dishes Listen to the lecture on additional information about the content Watch video on Variety /type of starch dishes Answer

Self-Check 9.1-2 Compare tpanswer Key 9.1-2 CBLM Variety /type of starch dishes Video Tapes 1/2 hr

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Methods of

cooking starch Self-paced/Modular

Demonstration  Read Informatio n Sheet 9.1-3 Methods of cooking starch

Watch the video on How to cook starch

Answer Self-Check 9.1-3 Perform Task Sheet 9.1-3 Compare tp answer Key 9.1-3 Evaluate the performance using performance Criteria checklist 9.1-3 CBLM Methods of cooking starch Video tapes Tools, equipments and utensils, supplies and materials 2hrs Nutritional value/component s of starch Self-paced/Modular Lecture Read Information Sheet 9.1-4 Nutritional value/compon ents of starch Listen to the lecture on additional information about the content Answer

Self-Check 9.1-4 Compare tpanswer Key 9.1-4 CBLM Nutritiona l value/co mponent s of starch 1/2 hr

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Viewing of video on Nutritional value/components of starch Watch video on Nutritional value/compon ents of starch Video Tapes Safe work practices Self-paced/Modular Lecture

Viewing of video on Safe work practices Read Information Sheet 9.1-5 Safe work practices Listen to the lecture on additional information about the content Watch video on Safe work practices

Answer

Self-Check 9.1-5 Compare tpanswer Key 9.1-5 CBLM 1/2 hr Principles and practices of hygiene related to use of raw ingredients Self-paced/Modular Read Information Sheet 9.1-6 Principles and practices of hygiene related to use of raw ingredients Answer

Self-Check 9.1-6 Compare tpanswer Key 9.1-6

CBLM 1/2

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Lecture

Viewing of video on principles and practices of hygiene related to use of raw ingredients Listen to the lecture on additional information about the content Watch video on principles and practices of hygiene related to use of raw ingredients Video Tapes

Logical and time

efficient work flow Self-paced/Modular

Lecture/Discussion Read Information Sheet 9.1-7 Logical and time efficient work flow Participate actively in discussions on Logical and time efficient work flow

Answer

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Cutting and presentation techniques of vegetables and fruits Self-paced/Modular Demonstration Read Information Sheet 9.1-8 Cutting and presentation techniques of vegetables and fruits Watch the video how to Perform Cutting and presentation techniques of vegetables and fruits techniques of vegetable and fruits Answer Self-Check 9.1-8 Perform Task Sheet 9.1-8 Compare tp answer Key 9.1-8 Evaluate the performance using performance Criteria checklist 9.1-8 CBLM Video tapes, Tools, equipments and utensils, supplies and materials 2hrs

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Organizational skills and teamwork Self-paced/Modular Viewing of video Read Information Sheet 9.1-9 Organizational skills and teamwork Watch video on Organizational skills and teamwork Answer

Self-Check 9.1-9 Compare tpanswer Key 9.1-9 CBLM Video Tapes 1/2h r Waste minimization techniques and environmental considerations in specific relation to vegetables, eggs and starch dishes

Self-paced/Modular Lecture/Discussions Read Information Sheet 9.1-10 Waste minimization techniques and environmental considerations in specific relation to vegetables, eggs and starch dishes Participate actively in discussions on lecture on Waste minimization techniques Answer

CBLM 1/2

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and environmental considerations in specific relation to vegetables, eggs and starch dishes

LO 2: PREPARE STARCH DISHES Cooking methods of pasta Self-paced/Modular Demonstration Read Information Sheet 9.2-1 Cooking methods of pasta

Watch the video

about cooking methods of pasta Answer Self-Check 9.2-1 Perform Task Sheet 9.2-1 Compare tp answer Key 9.2-1 Evaluate the performance using performance Criteria checklist 9.2-1 CBLM Video Tapes Tongs, Pots, Pans ,Strainer, Wooden Spoon, 2hrs Matching sauces to

pasta Self-paced/Modular Read Information _{Sheet 9.2-2} Matching sauces to pasta

Answer

CBLM Video tapes

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Lecture Listen to the lecture on additional information about the content

Food safety practices in

cooking pasta Self-paced/Modular

Lecture Read Information Sheet 9.2-3 Food safety practices in cooking pasta Listen to the lecture on additional information about the content Answer

CBLM 1/2

hr

Logical and

time-efficient work flow Self-paced/Modular

Lecture/Discussion Read Information Sheet 9.2-3 Logical and time efficient work flow Participate actively in discussions on Logical and time

Answer

CBLM 1/2

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efficient work flow

LO3. PRESENT STARCH DISHES Present starch

dishes attractively Self-paced/Modular

Lecture/Discussions Demonstration Read Information Sheet 9.3-1 Present starch dishes attractively Participate actively in discussions on lecture on how to Present starch dishes attractively Watch the video on how to Present starch dishes attractively Answer Self-Check 9.3-1 Perform Task Sheet 9.3-1 Compare tp answer Key 9.3-1 Evaluate the performance using performance Criteria checklist 9.3-1 CBLM Video tapes Plate, Fork, Tongs , Pasta ,Sauce ,Garnish 1hr

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Creative presentation techniques Self-paced/Modular Lecture Demonstration Read Information Sheet 9.3-2 Creative presentation techniques Listen to lecture on Creative presentation techniques Watch the video on Creative presentation techniques Answer Self-Check 9.3-2 Perform Task Sheet 9.3-2 Compare to answer Key 9.3-2 Evaluate the performance using performance Criteria checklist 9.3-2 CBLM Video Tapes Plate , Tongs ,Fork ,Pasta ,sauce ,garnishes 1/2 hr Factors to consider in plating starch dishes Self-paced/Modular Read Information Sheet 9.3-3 Factors to consider in plating starch dishes Answer

CBLM 1/2

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Lecture Listen to lecture on Factors to consider in plating starch dishes Hygienic food

handling practices Self-paced/Modular

Lecture/Group discussion Read Information Sheet 9.3-4 Hygienic food handling practices Participate in group and discussions on Hygienic food handling practices Answer Self-Check 9.3-4 Compare to answer Key 9.3-4 CBLM Video tapes 1/2 hr Safe work practices on presenting and plating vegetable Self-paced/Modular Read Information Sheet 9.3-5 Safe work practices on presenting Answer

Self-Check 9.3-5 Compare toanswer Key 9.3-5 CBLM Video tapes 1/2 hr

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Lecture/Group discussion Demonstration and plating vegetable Participate in group and discussions on Safe work practices on presenting Vegetables Watch the video on Safe work practices on presenting vegetable Perform Task

Sheet 9.3-5 Evaluate theperformance using performance Criteria checklist 9.3-5 Plate ,Gloves ,knife ,Vegetable s Organizational skills and teamwork Self-paced/Modular Viewing of video Read Information Sheet 9.3-6 Organizational skills and teamwork Watch video on Organizational skills and teamwork Answer

CBLM Video Tapes

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Waste minimization techniques Self-paced/Modular Lecture/Discussions Read Information Sheet 9.3-7 Waste minimization techniques and environmental considerations in specific relation to vegetables, eggs and starch dishes Participate actively in discussions on lecture on Waste minimization techniques and environmental considerations in specific relation to vegetables, eggs and starch dishes Answer

CBLM 1/2 hr

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Observed hygienic handling and storing starchy products Self-paced/Modular Lecture/Group discussion Read Information Sheet 9.4-1 Observed hygienic handling and storing starchy products

View Film About Mise en place Participate in group and discussions on Observed hygienic handling and storing starchy products Answer

Self-Check 9.4-1 Compare tpanswer Key 9.4-1 CBLM 1/2hr Principles and practices of storing, starchy products Self-paced/Modular Read Information Sheet 9.4-2 Principles and practices of storing, starchy products

View Film About Mise en place Participate in

Answer

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Lecture/Group discussion group and discussions on Principles and practices of storing, starchy products Culinary terms related to handling and storage of starchy products Self-paced/Modular Lecture/Group discussion Read Information Sheet 9.4-3 Culinary terms related to handling and storage of starchy products Participate in group and discussions on Culinary terms related to handling and storage of starchy products Answer

1/2hr

Safe work

practices Self-paced/Modular Read _Information Sheet 9.4-4 Safe work

Answer

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Lecture

Viewing of video on Safe work practices practices Listen to the lecture on additional information about the content Watch video on Safe work practices Logical and time

efficient work flow Self-paced/Modular

Lecture/Discussion Read Information Sheet 9.4-5 Logical and time efficient work flow Participate actively in discussions on Logical and time efficient work flow

Answer

Self-Check 9.4-5 Compare tpanswer Key 9.4-5 CBLM 1/2hr Organizational skills and teamwork Self-paced/Modular Read Information Sheet 9.4-6 Organizational skills and teamwork Answer

CBLM Video Tapes

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Viewing of video Watch video on Organizational skills and teamwork Principles and practices of hygienic handling and storage of meat Self-paced/Modular Lecture/Group discussion Read Information Sheet 9.4-7 Principles and practices of hygienic handling and storage of meat Participate in group and discussions on Principles and practices of hygienic handling and storage of meat Answer

Self-Check 9.4-7 Compare tpanswer Key 9.4-7 CBLM 1/2hr Costing, yield testing, portion control of meat Self-paced/Modular Read Information Sheet 9.4-8 Costing, yield testing, portion control of meat Answer Self-Check 9.4-8 Compare tp answer Key 9.4-8 CBLM 1hr

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Lecture/Group discussion Participate in group and discussions on Costing, yield testing, portion control of meat Waste minimization techniques and environment-friendly disposal Self-paced/Modular Lecture/Discussions Read Information Sheet 9.4-9 Waste minimization techniques and environmental considerations in specific relation to vegetables, eggs and starch dishes Participate actively in discussions on lecture on Waste minimization techniques and environmental considerations Answer Self-Check 9.4-9 Compare tp answer Key 9.4-9 CBLM 1/2hr

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in specific relation to vegetables, eggs and starch dishes

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C. ASSESSMENT PLAN 1. Testing condition:

Equipment: PPE:

 Slicers Chef’s jacket, apron, skull cap, clogs  Pans

 Utensils

 Tilting fry pan  Steamers  Baine marie  Mandoline Tools

- pots and pans - bowls and - Plastic wrap - Aluminum foil - measuring cups - weighing scales

- cleaning materials and - linen

- tea towels - serviettes - table cloth

2. Venue of the assessment: Institutional/Assessment area/ Practical work area

3. Type of assessment: Written test, demonstration, oral questioning

4. Type of evidence:

 Direct observation: result of performance of task, sample of finished product  Written : answer sheet

 Oral questioning: rating sheet

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 Creative presentation techniques

 Safe work practices on presenting and plating vegetable 6.Written Test:

 Tools, equipments and utensils needed in cooking starch  Variety /type of starch dishes

 Nutritional value/components of starch  Safe work practices

 Principles and practices of hygiene related to use of raw ingredients  Logical and time efficient work flow

 Organizational skills and teamwork

 Waste minimization techniques and environmental considerations in specific relation to vegetables, eggs and starch dishes  Matching sauces to pasta

 Food safety practices in cooking pasta  Logical and time-efficient work flow

 Factors to consider in plating starch dishes  Hygienic food handling practices

 Organizational skills and teamwork  Waste minimization techniques

 Observed hygienic handling and storing starchy products  Principles and practices of storing, starchy products

 Culinary terms related to handling and storage of starchy products  Safe work practices

 Logical and time efficient work flow  Organizational skills and teamwork

 Principles and practices of hygienic handling and storage of meat  Costing, yield testing, portion control of meat

 Waste minimization techniques and environment-friendly disposal

D. TEACHER’S SELF-REFLECTION OF THE SESSION

The CBLM is very effective according to the feedback of majority of the students.

Some students are relatively slower than the others. The teacher is needs to provide more guidance. Giving of extra assignment for slower students can be done.

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Module Content Module Content

Module Content Module Content Module Content

Learning Outcome Summary

Learning Experiences Information Sheet

Self Check

Self Check Answer Key

Operation/Task/Job Sheet Performance Criteria Checklist

References/Further Reading PARTS OF A COMPETENCY-BASED LEARNING MATERIAL

In our efforts to standardize CBLM, the above parts are recommended for use in Competency Based Training (CBT) in Technical Education and Skills Development Authority (TESDA) Technology Institutions. The next sections will show you the components and features of each part.

List of Competencies

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COMPETENCY BASED LEARNING

MATERIALS

Sector : Tourism

Qualification Title: COOKERY NC II Unit of Competency: Prepare Starch Dishes

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AMERICAN HOSPITALITY ACADEMY PHILIPPINES

3/F 131 FINMAN BUILDING, TORDESILLAS STREET, SALCEDO VILLAGE MAKATI CITY

HOW TO USE THIS COMPETENCY- BASED LEARNING

MATERIAL

Welcome!

The unit of competency, “Prepare Starch Dishes” is one of the competencies of

COOKING NC II , a course which comprises the knowledge, skills and attitudes

required for a TVET trainer to possess.

The module, “Prepare Starch Dishes”, contains training materials and activities related to Perform Mise en place (1G), Prepare starch dishes (2G), Present starch dishes (3G), Store starch dishes (4G)

for you to complete.

In this module, you are required to go through a series of learning activities in order to complete each learning outcome. In each learning outcome are

Information Sheets, Self-Checks, Operation Sheets and Task/Job Sheets.

Follow and perform the activities on your own. If you have questions, do not hesitate to ask for assistance from your facilitator.

Remember to:

• Work through all the information and complete the activities in each section. • Read information sheets and complete the self-check. Suggested references are included to supplement the materials provided in this module.

• Most probably, your trainer will also be your supervisor or manager. He is there to support you and show you the correct way to do things.

• You will be given plenty of opportunities to ask questions and practice on the job. Make sure you practice your new skills during regular work shifts. This way, you will improve your speed, memory and your confidence.

• Use the Self-Checks, Operation Sheets or Task or Job Sheets at the end of each section to test your own progress. Use the Performance Criteria Checklist or Procedural Checklist located after the sheet to check your own performance.

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• When you feel confident that you have had sufficient practice, ask your Trainer to evaluate you. The results of your assessment will be recorded in your Progress

Chart and Accomplishment Chart.

You need to complete this module before you can perform the next module.

Prepare poultry and game dishes

COOKERY NC II

COMPETENCY-BASED LEARNING MATERIALS

List of Competencies

No. Unit of Competency Module Title Code

1. Clean and maintain _{kitchen premises} Cleaning and maintaining kitchen premises

TRS512328

2. Prepare stocks, sauces _{and soups} Preparing stocks, sauces _{and soups}

TRS512331

3. Prepare appetizers Preparing appetizers TRS512381

4. Prepare salads and _dressing Preparing salads and _dressing

TRS512382

5. Prepare sandwiches Preparing sandwiches TRS512330

6. Prepare meat dishes Preparing meat dishes TRS512383

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dishes dishes

8. Prepare egg dishes Preparing egg dishes TRS512385

9. Prepare starch dishes Preparing starch _dishes

TRS512386

10. Prepare poultry and _{game dishes} Preparing poultry and _{game dishes}

TRS512333

11. Prepare seafood dishes Preparing seafood dishes TRS512334

12. Prepare desserts Preparing desserts TRS512335

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MODULE CONTENT

UNIT OF COMPETENCY Prepare Starch Dishes MODULE TITLE Preparing Starch Dishes

MODULE DESCRIPTOR: This module deals with the skills, knowledge and attitude required to cook, present and store starch dishes such as pasta and noodles.

NOMINAL DURATION: 24 Hours

LEARNING OUTCOMES:

At the end of this module you MUST be able to: 1. Perform Mise en place

2. Prepare starch dishes 3. Present starch dishes 4. Store starch dishes

ASSESSMENT CRITERIA:

1. Tools, utensils and equipment are cleaned, sanitized and prepared based on the required tasks

2. Ingredients are identified correctly, according to standard recipes, recipe cards or enterprise requirements

3. Ingredients are assembled according to correct quantity, type and quality required

4. Ingredients are prepared based on the required form and time frame 5. Frozen ingredients are thawed following enterprise procedures.

6. Where necessary, raw ingredients are washed with clean potable water. 7. Variety of starch products are selected and prepared according to

enterprise recipes

8. Optimum quality is ensured using appropriate cooking methods

9. Sauces and accompaniments appropriate to starch products are selected 10.Cooked dishes are tasted and seasoned in accordance with the required

taste of the dishes

11. Workplace safety and hygienic procedures are followed according to enterprise and legislated requirements

12.Suitable plate are selected according to enterprise standards

13.Starch dishes are presented hygienically and attractively using suitable garnishes and

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14.side dishes

15.Factors in plating dishes are observed in presenting poultry and game dishes

16.Starch are stored at the correct temperature

17.Optimum freshness and quality is maintained in accordance with enterprise storing techniques and procedures

18.Quality trimmings and other leftovers are utilized where and when appropriate

19.Starch is stored in accordance with FIFO operating procedures and storage of starch requirements

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LEARNING OUTCOME NO. 2

(PREPARE STARCH DISHES)

Contents:

1. Cooking methods of pasta 2. Matching sauces to pasta

3. Food safety practices in cooking pasta

4. Logical and time-efficient work flow (Refer to session 9.1-7(LO1)

Assessment Criteria

1. Variety of starch products are selected and prepared according to enterprise recipes

2. Optimum quality is ensured using appropriate cooking methods

3. Sauces and accompaniments appropriate to starch products are selected 4. Cooked dishes are tasted and seasoned in accordance with the required taste

of the dishes

5. Workplace safety and hygienic procedures are followed according to enterprise and legislated requirements

Conditions

The students/trainees must be provided with the following:

EQUIPMENT _{SUPPLIES & MATERIALS} LEARNING MATERIALS

 LCD Projector (optional for lecture)

 Overhead Projector (Optional for lecture)  Television and

multimedia player

 Whiteboard with marker and eraser

 Applicable equipment as prescribed by Training regulations

 Electric, gas or induction ranges

 Ovens, including combi ovens

 Microwaves  Grills and griddles

Forms of pasta  Long  Short  Designer  Dried  Flat  Manuals  Books  Video (CD)

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EQUIPMENT _{SUPPLIES & MATERIALS} LEARNING MATERIALS  Deep fryers  Salamanders  Food processors  Blenders  Mixers  Slicers  Pans  Utensils  Tilting fry pan  Steamers  Baine marie  Mandoline

TOOLS

- pots and pans

- bowls and - Plastic wrap - Aluminum foil - measuring cups - weighing scales - cleaning materials and - linen - tea towels - serviettes - table cloth - aprons - uniforms - hair restraints toque, caps, hairnets  Long  Noodles -wheat noodles -egg noodles -rice noodles -cellophane Methodologies  Lecture  Group discussion  simulation  demonstration  Film viewing Assessment Method: 1. Direct observation 2. Written test 3. Return demonstration

4. Review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate

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Learning Experiences

Learning Outcome 2

Prepare Starch Dishes

Learning Activities Special Instructions Read Information Sheet 9.2-1

on Cooking methods of pasta

In this Learning Outcome you shall learn how to present starch dishes by knowing the Cooking methods of pasta.

Answer Self-Check 9.2-1 Compare answers with the answer key. You are required to get all answers correct. If not, read the information sheets again to answer all questions correctly.

Listen to the discussion on other matters regarding Preparing Starch Dishes

Watch the video about cooking methods of pasta

Perform Task Sheet 9.2-1 Evaluate your own work using the Performance Criteria Checklist

You may ask your trainer to observe and evaluate your performance using the Performance criteria Checklist 9.2-1

Read Information Sheet 9.2-2 on Matching sauces to pasta

Answer Self-Check 9.2-2 Compare answers with the answer key. You are required to get all answers correct. If not, read the

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information sheets again to answer all questions correctly.

Watch the video on Matching sauces to pasta

Perform Task Sheet 9.2-2 Evaluate your own work using the Performance Criteria Checklist

You may ask your trainer to observe and evaluate your performance using the Performance criteria Checklist 9.2-2

Read Information Sheet 9.2-3

on Food safety practices in cooking pasta

Answer Self-Check 9.2-3 Compare answers with the answer key. You are required to get all answers correct. If not, read the information sheets again to answer all questions correctly.

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Information Sheet 9.2-1

Cooking Method of Pasta

Learning Objectives:

After reading this information sheet, you should be able to 1. Identify the Cooking Method of Pasta

2. Ensure optimum quality using appropriate cooking methods. 3. Cooked Pasta using Boiling Method.

I. Cooking Methods of Pasta

A. To boil means to cook in a liquid that is bubbling rapidly and greatly agitated. Water boils at 212°F (100°C) at sea level. No matter how high the burner is turned, the temperature of the liquid will go no higher.

Boiling is generally reserved for vegetables and starches. (Gislen, p. 70). B. To blanch means to cook an item partially and briefly, usually in water but sometimes by other.

There are two ways of blanching in water:

• Place the item in cold water, bring to a boil, and simmer briefly. Cool the item by plunging it into cold water.

• Place the item in rapidly boiling water and return the water to the boil. Remove the item and cool in cold water. (Gislen, p. 71).

C. To sauté means to cook quickly in a small amount of fat. (Gislen, p. 71).

Pasta Method can be used. It is so called because, like

pasta, the item is cooked in a large quantity of water and drained. This method is good for producing separate, unsticky grains. However, some nutrients are lost in the cooking water, so chefs disagree about the value of the method.

1. Drop the washed, drained grain into a large pot of boiling salted water. 2. When just tender, pour into a strainer and drain well.

3. Place in a hotel pan. Cover and steam dry in oven 5 to 10 minutes, or leave uncovered and place in a steamer to steam dry. (Gislen, p. 643).

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Pasta gradually becomes soft and mushy when kept hot for service, but it will hold reasonably well for 30 minutes. It will not be as good as if

freshly cooked, however. This method should not be used unless cooking pasta to order is not possible in a particular food-service operation.

1. Follow steps 1 to 3 above.

2. Drain the pasta while still slightly undercooked. Rinse briefly in cool water, enough to stop the cooking and rinse off starch but not enough

to cool the pasta. Pasta should still be quite warm.

3. Transfer the pasta to a steam table pan and toss with oil to prevent sticking.

4. Hold for up to 30 minutes. (Gislen, p. 661).

Cooking Pasta

DONENESS

Pasta should be cooked al dente, or “to the tooth.” This means cooking should be stopped when the pasta still feels firm to the bite, not soft and mushy. Much of the pleasure of eating pasta is its texture (that’s why there are so many shapes), and this is lost if it is overcooked.

Many suggestions have been made for testing doneness, but none is more reliable than breaking off a very small piece and tasting it. As soon as the pasta is al dente, the cooking must be stopped at once. Half a minute extra is enough to overcook it.

Cooking times differ for every shape and size of pasta. Timing also depends on the kind of flour used and the moisture content. Times indicated on packages are often too long. Fresh egg pasta, if it has not been allowed to dry, takes only 1 to 11⁄2 minutes to cook after the water returns to a boil. The following procedures can be used for quantity cookery. (Gislen, p. 661).

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Self- Check 9.2-1

Fill in the blanks: Complete the statement by writing the correct answer in the space provided.

_________1. To cook in a liquid that is bubbling rapidly and greatly agitated. _________2. Firm, not soft or mushy, to the bite. Said of vegetables and pasta.

_________3. Water Boils temperature in cooking Pasta.

_________4. To cook an item partially and briefly, usually in water but sometimes by other method.

_________5. . It is so called because, like pasta, the item is cooked in a large quantity of water and drained.

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ANSWER KEY 9.2-1

1.

Boil

2.

Al dente 3. 212°F (100°C) 4. Blanch 5. Pasta method

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TASK SHEET 9.2-1

Title

: Cooking Method of Pasta

Performance Objective: Given Cooking Method of Pasta, you should be able to Cook Pasta and ensure optimum quality using

appropriate cooking methods.

Supplies/Materials : Spaghetti Pasta, Oil, Water,Salt Equipment : Stove, Pot, Strainer

Steps/Procedure for Safety Precautions:

1. Wear proper PPE such as chef’s jacket, skull cap, hairnet and clogs.

2. Observe proper safety instructions in the kitchen. 3. Prepare all necessary tools and materials.

Steps/Procedure for Cooking Pasta

1. Use at least 4 quarts boiling salted water per pound of pasta (4 L per 500 g). Use about 11⁄2 tablespoons (25 g) salt per 4 quarts (4 L) water.

2. Boil Water and drop the pasta.

3. Continue to boil, stirring a few times.

4. As soon as the pasta is al dente, drain it immediately in a colander and rinse with cold running water until completely cooled.

5. Toss the pasta with a small amount of oil to keep it from sticking.

6. Serve Pasta, place the desired number of portions in a china cap and immerse in simmering water to reheat. Drain, plate, and add sauce.

7. Clean As you go. Assessment Method:

1. Observation 2. Demonstration 3. Oral questioning

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Performance Criteria Checklist 9.2-1

CRITERIA

Did you…. YES NO

1. Wear proper PPE such as chef’s jacket, skull cap, hairnet and clogs?

2. Observe proper safety instructions in the kitchen? 3. Prepare all necessary tools and materials?

4. Use at least 4 quarts boiling salted water per pound of pasta (4 L per 500 g). Use about 11⁄2 tablespoons (25 g) salt per 4 quarts (4 L) water? 5. Boil Water and drop the pasta?

6. Continue to boil, stirring a few times? 7. As soon as the pasta is al dente, drain it

immediately in a colander and rinse with cold running water until completely cooled?

8. Toss the pasta with a small amount of oil to keep it from sticking?

9. Serve Pasta, place the desired number of portions in a china cap and immerse in simmering water to reheat. Drain, plate, and add sauce?

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Information Sheet 9.2-2

Matching sauces to pasta

Learning Objectives:

After reading this INFORMATION SHEET, YOU MUST be able to select sauces and accompaniments appropriate to starch products.

Matching sauces to pasta

Pasta is made in hundreds of shapes and sizes. Each shape is appropriate for different preparations because of the way different kinds of sauce cling to them or the way their textures complement the texture of the topping. The illustration shows some of the most popular kinds. Table 19.2 describes the most common shapes and gives suggestions for what sauces is best for different kinds of pasta.

Remember that fresh egg pasta and factory-made spaghetti and macaroni are different products. It makes no sense to say that one type is better than the other. Italian cooks use fresh and dried pasta in different ways, with different recipes for each type. Factory pasta has a chewy, robust texture, good with robust sauces, while fresh egg pasta is tender and more delicate. Fresh egg pasta absorbs sauces more deeply than factory macaroni products. In general, factory-made pasta is ideal for olive oil–based sauces, and fresh homemade pasta is better with butter or cream-based sauces. Consider the texture of the sauce and the shape of the pasta for a match made in heaven. (Gislen, p. 658).

Long or short, smooth or ridged, thick or thin, with or without curves and crevices, different shapes of pasta capture and absorb sauce differently (see Which pasta, which sauce?). Matched correctly—rigatoni with a hearty sausage sauce—and you have a hit, a pleasing interplay between the texture of the pasta and the components of the sauce. In this case, the pieces of sausage are captured in the hollow of the pasta. Matched less well—the same meat sauce paired with capellini (angel hair pasta)—and you get the vague sense that something is wrong. I say vague, because this kind of mistake is not always apparent; the food may look good and smell good, but it just doesn't come together well. In the case of the capellini, the delicate noodles can't support the meat sauce, which gets left behind in the bowl as the pasta gets eaten.

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Perfect pasta pairings—linguine and clam sauce, cavatelli and broccoli, ziti and meat sauce—have been a part of the Italian culinary repertoire for centuries. The possible combinations of pasta and sauce—there are hundreds of shapes of dried pasta alone—are limitless and may even be a little intimidating when you start to think about it. But by following the suggestions listed alongside the pasta shapes above, your dish will be off to a sound start.

You can be less particular when matching fresh pasta with sauces. The nuances of shapes and texture are less pronounced in fresh pasta than in dried, and fresh pasta carries and absorbs any sauce more readily than does dried. Fresh pasta generally follows the same rules as dried: the flatter and longer shapes combine well with olive oil and cream sauces, while sturdier shapes, such as orecchiette, work well with chunkier and more assertively flavored sauces. Tomato and simple cream and butter sauces are universal and will go well with basically all pasta

Table 19.2

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Shaped pastas pair well with all kinds of sauces, but especially those with texture. Pieces of meat, vegetable, or bean are captured in the crevices of the pasta and nestle in the twists. The shapes also add some whimsy to the plat

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Short, tubular pastas go well with sauces that are thick or chunky. Keep the size of the ingredients in mind: tiny macaroni won't hold a chickpea, while rigatoni may feel too large for a simple tomato sauce, where penne would work better. Ridged pastas provide even more texture for sauces to cling to

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Long, thin dried pasta, such as capellini, spaghetti, or linguine, marry best with olive-oil-based sauces. These long expanses of pasta need lots of lubrication. Oil coats the pasta completely without drowning it. Thicker strands, like fettuccine and tagliatelle, can stand up to cream sauces and ragùs. When cutting vegetables or herbs for long pasta, cut them string-like rather than in cubes to help them blend better

Self- Check 9.2-2

Matching type: Match the corresponding answer by writing the letter on the space provided.

_________1. What should we consider when choosing a sauce for pasta? _________2. What pasta absorbs sauces more deeply?

_________3. What types of pasta go well with sauces that are thick or chunky?

_________4. What type of pasta pair well with all kinds of sauces, but especially those with texture?

_________5. What type of pasta is best with olive-oil-based sauces? a) Short, tubular pastas

b) Shaped pastas

c) Long, thin dried pasta d) Texture

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ANSWER KEY 9.2-2

1.d 2.e 3.a 4.b 5.c

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Information Sheet 9.2-3

Food safety practices in cooking pasta

Learning Objective:

After reading this INFORMATION SHEET, YOU MUST be able to follow workplace safety and hygienic procedures according to enterprise and legal requirements.

Food safety practices in cooking pasta

Most people are surprised that cooked pasta and rice is a food poisoning risk. In fact if you are entertaining and your fridge is full it is often the cooked rice or pasta that is left out.

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Dried rice and pasta will last a considerable time so follow the best before date on the packaging.

Once it is cooked and begins to cool then toxins formed by Bacillus cereus can form heat resistant spores and a heat resistant toxin. If cooked food is allowed to cool slowly the spores can germinate and reheating or lightly cooking the food will not destroy this toxin. The bacteria can grow and produce toxin at refrigeration temperatures, it does so much more slowly than at room temperature.

Precooked food should not be stored in the refrigerator for more than two to three days.

Contamination Prevention

Cleanliness: A clean working environment is essential in the prevention of contamination in working with pasta and other foods. Be sure to wash hands thoroughly before handling the pasta dough. The work area, cutting boards, and utensils must be clean. Do not use the same cutting board for cutting pasta as was used for raw meat or poultry unless it has been

properly washed and dried before using. When you are finished making the pasta, be sure to clean the work area and all utensils thoroughly. The eggs in the dough are a potential risk factor for salmonella. Cleaning the area with hot soapy water will help eliminate traces of the bacteria.

If you have used any type of pasta machine, be sure that you clean it

thoroughly when you are done. Remove all traces of dough. So not use water to clean a hand-cranked machine because the water will cause the machine to rust and become unusable. See the manufacturer's user manual for the best way to clean whatever type of machine you use.

Handling: As with any dough that contains raw eggs, fresh egg pasta dough should never be tasted when it is raw. It is also important that the eggs used in the dough have been handled and stored properly. Use the freshest eggs possible. Eggs should be stored in the refrigerator in the carton they were packed in. Eggs should be stored in the coldest part of the refrigerator where the temperature remains constant. Eggs keep best when they are stored at temperatures of no higher than 40°F. The ideal temperature range is 33°F to 38°F. Although salmonella bacteria is not destroyed in temperatures below 40°F, any of the bacteria that may be present will not grow.

Cooking Safety

Handle all equipment and utensils with care to prevent injuries from

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dies on the pasta machines. When you are cutting homemade pasta by hand, be cautious when using sharp knives. If holding the pasta in place with one hand while cutting with the other, be sure that the fingers on the hand holding the pasta are turned in towards the palm of the hand rather than pointing towards the blade of the knife.

When boiling the pasta, use standard safety precautions. Keep pot handles out of the way so that they don't accidentally get bumped, causing boiling water to be spilled. Use potholders to protect your hands when handling pots that do not have heatproof handles. When checking pasta for doneness, be sure to cool the pasta before tasting. Be extremely careful when pouring boiling water and pasta into the colander for draining. It is best to cook no more than one and a half pounds of pasta at one time because that much pasta and the boiling water it takes to cook it makes it too difficult and unsafe to handle.

Proper Storage

Uncooked dried pasta is stored differently than uncooked fresh or

homemade pasta. Cooked pasta, whether it is dried or fresh, is stored in the same manner. Uncooked and cooked pasta have several options for storing. The storage options for each are shown below.

Uncooked Pasta

Dried Pasta: Dried pasta does not need to be refrigerated. It can be stored on the shelf in an airtight container in a dry area that is not exposed to extreme temperatures. Dried pasta can be stored indefinitely and still be safe to eat but the USDA recommends storing dried pasta for no more than two years to obtain the best quality. Some manufacturers will stamp their packages with a "best if used by" date, which indicates that the flavor, color and nutritional value may be affected if used beyond that date.

Fresh and Homemade Pasta: Fresh pasta can be stored in the refrigerator for 2 or 3 days. If the pasta will not be used within that time, it can be frozen and stored in the freezer for 2 to 3 months. Homemade pasta can be store in the refrigerator for 1 or 2 days or frozen for 2 to 3 months.

Homemade pasta can also be allowed to dry thoroughly and then placed in a plastic bag or airtight container. The length of time it will take to dry will vary depending on the type of pasta and its size, shape and thickness. If dried completely, the pasta can then be stored in a cool dry place for a

couple of months. If you are going to be using the pasta the same day as it is made, you can allow the pasta to dry on a clean towel for a couple of hours before you cook it unless it is stuffed pasta. Stuffed pasta, such as ravioli,

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should be cooked within half an hour, otherwise the pasta will begin to discolor and become damp.

If it is not going to be cooked immediately it should be place on a lightly floured towel that is placed on a baking sheet,

sprinkled lightly with flour, and then placed in the freezer. Once they are frozen they can be stored in a freezer proof bag or wrap and then stored in the freezer for 8 or 9 months.

Frozen pasta does not have to be thawed before it is cooked. Just throw the frozen pasta into boiling water and let it cook. It will need to cook a little long than unfrozen pasta.

Cooked Pasta

Cooked pasta can be stored unsauced in an airtight container and

refrigerated for 4 or 5 days. The sauce should be refrigerated separate from the pasta and can be stored for 6 or 7 days. This prevents the pasta from soaking up too much flavor and oil from the sauce, which causes the taste of the pasta to be drowned out. If the pasta is stored together with the sauce, it should be eaten within 1 or 2 days to limit the amount of sauce that is absorbed. If cooked pasta is not going to be used within the suggested time period, it should be frozen and then it can be stored for approximately 3 months. Frozen cooked pasta should be thawed in the refrigerator and not on the kitchen counter.

To store, cook the pasta as you normally would and then rinse with cold water and allow it to drain well.

 Add a small amount of olive oil or butter to help prevent the pasta from clumping together while it is stored. Use only enough oil or butter to lightly coat the pasta.

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 To refrigerate, place the pasta in an airtight plastic bag or an airtight container and place in the

refrigerator. To freeze, place in an airtight plastic freezer bag and press out as much excess air as possible and place in the freezer.

 If storing sauced pasta, eat within 1 to 2 days to

prevent the pasta from absorbing to much sauce.

When refrigerating or freezing cooked pasta, be sure it is stored in a well sealed container so that it does not absorb any odors.

Cooked lasagne and baked pasta dishes can be refrigerated or frozen in the same manner as plain cooked pasta. The lasagne and casseroles should be first cut into individual servings before placing them in a sealed bag or container. This will make it easier when reheating.

If you have an entire lasagna or pasta dish to refrigerate or freeze, it can be left in the baking dish and tightly covered before storing.

The lasagna and baked pasta dishes can be refrigerated for 3 or 4 days or they can be placed in a freezer and kept for approximately 3 months. If frozen, the pasta dish should be thawed in the refrigerator and not on the kitchen counter.

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Self- Check 9.2-3

Identification: Write the correct answer before the number.

_________1. Once it is cooked and begins to cool then toxins formed__________.

_________2. How many days the sauce should be refrigerated separate from the pasta and can be stored?

_________3. The bacteria can grow and produce toxin during____________. _________4. A clean working environment is essential in the prevention of contamination in working with pasta and other foods.

_________5. How many days cooked pasta can be stored unsauced in an airtight container and refrigerated?

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ANSWER KEY 9.2-3

1.Bacillus cereus 2.6 or 7 days 3.Refrigeration 4.Cleanliness 5.4 or 5 days

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Evidence Plan

Qualification COOKERY NC II

Unit of competency:

Prepare Starch Dishes Ways in which evidence will be collected:

[tick the column]

D em on st ra tio n & Q ue st io ni ng O ra l q ue st io ni ng W ri tt en

The evidence must show that the trainee…

 cleans, sanitizes and prepares tools, utensils and equipment based on the required tasks*

  

 Identifies ingredients correctly, according to standard recipes, recipe cards or

enterprise requirements*

 

 Assembles ingredients according to

correct quantity, type and quality required    Prepares ingredients based on the

required form and time frame  

 Thaws frozen ingredients following

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 Washes raw ingredient with clean potable

water.  

 Selects and prepares variety of Starch

Products according to enterprise recipes.*    Ensures optimum quality using

appropriate cooking methods.  

 Selects sauces and accompaniments that

appropriate to starch products.*  

 Tastes and seasons cooked dishes in accordance with the required taste of the

dishes  

 Follows workplace safety and hygienic procedures according to enterprise and legal requirements*

 

 Selects suitable plate according to

enterprise standards.* 

 Presents starch dishes hygienically and attractively using suitable garnishes and side dishes.*

  Presents starch dishes are observe in

factors in plating.* 

 Stores Starch at the correct temperature.*   Maintains optimum freshness and quality

in accordance with enterprise storing techniques and procedures.*

  Utilizes quality trimmings and other

leftovers where and when appropriate.   Stores starch in accordance with FIFO

operating procedures and storage of starch requirements.*

 NOTE: *Critical aspects of competency

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No account will be paid unless your invoice I is accompanied by the original of this Purchase Order. Goods are subject to our inspection on arrival, notwithstanding prior payment to obtain cash discount. If prices are not shown on the original Purchase Order, the same must be inserted by you on the attached duplicate and returned to us immediately.

Goods rejected on account of inferior quality, workmanship, or hidden defect will be returned to you and are not to be replaced unless instructed to do so. If defective goods have been paid for in cash, purchase price shall be refunded to us immediately upon their return.

HOUSEKEEPING MAINTENANCE SCHEDULE

Qualification Cookery NC II Station/Bldg

Area/Section Practical Work Area

In-Charge Maintenance head

ACTIVITIES Responsible

Person

Schedule for the 2nd_{Semester, 2013}

Daily Every other Day Weekly Every 15th Day Month ly Remarks

1. Clean and check stovetop/oven from dirt and oil; dry and properly laid-out/

secured/stable

Utility trainee



2. Clean and check work station from dirt and oil; dry and properly laid-out/

secured/stable

Utility trainee



6. Clean and check inside and outside of cooler/refrigerator from dirt. Utility trainee 

4. Clean and pantry shelf containing ingredients and plates Utility trainee  11.Clean and check floor, walls, windows, ceilings • graffiti/dust/rus t • cobwebs and outdated/unnece ssary objects/items • obstructions • any used materials/wastes (spilled liquid • open cracks (floor) Utility trainee 

5. Clean and check kitchen ventilation and illumination by dusting lamps/bulbs, replacing non-functional lamps Utility trainee 