Contribute to the development of recipes and menus M/502/9531 Learner name: Learner number:
VTCT is the specialist awarding body for the Hairdressing, Beauty Therapy, Complementary Therapy, Hospitality and Catering and Sport and Active Leisure sectors, with over 50 years of experience. VTCT is an awarding body regulated by national organisations including Ofqual, SQA, DfES and CCEA. VTCT is a registered charity investing in education and skills but also giving to good causes in the area of facial disfigurement. Statement of unit achievement By signing this statement of unit achievement you are confirming that all learning outcomes, assessment criteria and range statements have been achieved under specified conditions and that the evidence gathered is authentic. This statement of unit achievement table must be completed prior to claiming certification. Unit code Date achieved Learner signature Assessor initials IV signature (if sampled) Assessor tracking table All assessors using this Record of Assessment book must complete this table. This is required for verification purposes. Assessor name Assessor signature Assessors initials Assessor number (optional)
Contribute to the development of recipes and menus The aim of this unit is to develop your knowledge, understanding and practical skills when developing or introducing new menu items. It involves research, implementation and review. _v7
NOS HSL9 Level 4 Credit value 4 GLH 22 Observation(s) 2 External paper(s) 0
Contribute to the development of recipes and menus Learning outcomes On completion of this unit you will: 1. Be able to contribute to the development of recipes and menus 2. Understand how to plan the development of recipes and menus 3. Understand how to contribute to the development of recipes and menus Evidence requirements 1. Environment Evidence for this unit should be gathered within the workplace, however, you may be assessed within an approved realistic working environment (RWE) that meets People 1st s criteria. You need to meet the same standard on a regular and consistent basis. Separating the assessments by a period of at least two weeks is recommended as competence must be demonstrated on a consistent and regular basis. 4. Knowledge outcomes There must be evidence that you possess all the knowledge and understanding listed in the Knowledge section of this unit. In most cases this can be done by professional discussion and/or oral questioning. Other methods, such as projects, assignments and/or reflective accounts may also be used. 5. Tutor/Assessor guidance You will be guided by your tutor/assessor on how to achieve learning outcomes in this unit. All outcomes must be achieved. 6. External paper There is no external paper for this unit. 2. Simulation Simulation is not allowed in this unit. 3. Observation outcomes Competent performance of Observation outcomes must be demonstrated on at least two occasions. Assessor observations, witness testimonies and products of work are likely to be the most appropriate sources of performance evidence. Professional discussion may be used as supplementary evidence for those criteria that do not naturally occur. Assessed observations should not be carried out on the same day for the same learning outcome. There should be sufficient time between assessments for reflection and personal development. 3
Achieving observations and range Achieving observation outcomes Your assessor will observe your performance of practical tasks. The minimum number of competent observations required is indicated in the Evidence requirements section of this unit. Criteria may not always naturally occur during a practical observation. In such instances you will be asked questions to demonstrate your competence in this area. Your assessor will document the criteria that have been achieved through professional discussion and/or oral questioning. This evidence will be recorded by your assessor in written form or by other appropriate means. Guidance for tutors and assessors Tutors and assessors must refer to the document(s) listed below, prior to delivering this unit. Document(s) can be downloaded from http://www.people1st.co.uk: Sector Assessment Strategy for competence based units of assessment and qualifications Your assessor will sign off a learning outcome when all criteria have been competently achieved. Achieving range There is no range section that applies to this unit. 4
Observations Learning outcome 1 Be able to contribute to the development of recipes and menus You can: a. Consider food combinations, flavours and dietary requirements when introducing new recipe and menu suggestions* b. Calculate ingredient ratios, cooking times and temperatures to produce a recipe in varying quantities* c. Identify suitable supply sources* i. Ensure staff have the resources needed to carry out responsibilities in relation to new menu items* j. Collect feedback from staff and customers* k. Evaluate feedback from staff and customers* d. Identify methods for presenting, holding and distributing the recipe item* e. Cost recipe suggestions taking into account the resources available* f. Follow organisational procedures for registering and passing on relevant information about the suitability of new menu items* g. Make suggestions on the layout and presentation of the menu* h. Produce recipe suggestions in accordance with: the style and policy of the organisation* available resources* the expectations and standards of customers* *May be assessed by supplementary evidence. Observation 1 2 Optional Optional Criteria questioned orally Date achieved Portfolio reference Learner signature Assessor initials 5
Developing knowledge Achieving knowledge outcomes You will be guided by your tutor and assessor on the evidence that needs to be produced. Your knowledge and understanding will be assessed using the assessment methods listed below*: Projects Observed work Witness statements Audio-visual media Evidence of prior learning or attainment Written questions Oral questions Assignments Case studies Professional discussion Where applicable your assessor will integrate knowledge outcomes into practical observations through professional discussion and/or oral questioning. When a criterion has been orally questioned and achieved, your assessor will record this evidence in written form or by other appropriate means. There is no need for you to produce additional evidence as this criterion has already been achieved. Some knowledge and understanding outcomes may require you to show that you know and understand how to do something. If you have practical evidence from your own work that meets knowledge criteria, then there is no requirement for you to be questioned again on the same topic. *This is not an exhaustive list. 6
Knowledge Learning outcome 2 Understand how to plan the development of recipes and menus You can: Portfolio reference a. Explain the existing style and policy of the organisation in relation to recipes and menus b. Explain how location and styles of operation can affect proposed menu items c. Describe the quality standards required for each recipe item considered d. Explain how to assess the quality of potential ingredients e. Explain how the equipment available can affect the production of food items f. Identify the factors that need to be considered in selecting presentation, holding and distribution methods g. Explain how to calculate gross profit against the cost of proposed recipes h. Explain how the quality of the food can be affected by the choice of the supplier i. Explain how to identify and assess the suitability of suppliers or supply sources j. Identify the appropriate person to consult with on proposed recipes k. Explain why staff skills should be assessed prior to proposing new recipes and menu items l. Explain how to estimate lead times for the preparation of new menu items 7
Learning outcome 3 Understand how to contribute to the development of recipes and menus You can: Portfolio reference a. Explain the concept of a balanced diet b. Explain how a balanced diet is important for good health c. Describe current government guidelines for healthy eating d. Describe the types, combinations and proportions of ingredients that make up a healthy dish e. Explain the nutritional benefits of: minimising the fat, sugar and salt content of dishes starchy foods, fruit, vegetables and pulses f. Identify healthier flavourings that can be used as alternatives to salt and sugar g. Explain how to record information relating to proposed recipes h. Identify the appropriate person to make records of proposed recipes available to i. Explain how to carry out and evaluate test runs of recipes j. Describe what training may be needed to support the implementation of new menu items k. Explain how to brief staff on new menu items and implementation plans l. Describe how to gain feedback from staff on operational problems which may arise m. Explain how to allocate resources to staff to enable them to implement new menu items 8
Learning outcome 3 (continued) Understand how to contribute to the development of recipes and menus You can: Portfolio reference n. Identify lead times required by organisation for the implementation of new menu items o. Explain why measures should be closely monitored when introducing new items p. Explain the importance of gaining feedback from customers on new items and methods for doing this 9
Notes Use this area for notes and diagrams 10