Year 10 Hospitality and catering - PowerPoint Presentation

1. Year 10 Hospitality and cateringUnit 2 Research

2. Unit 2 Introduction Aim and purpose: The applied purpose of the unit is for learners to safely plan, prepare, cook and present nutritional dishes.Why should we follow storage recommendations on food products? Why do chefs need to consider the nutritional needs of their clients? Why should vegetarian dishes be prepared away from those containing meat? Why are temperature probes used in the catering industry? Why does appropriate professional attire need to be worn?Food needs to be stored, handled, prepared and cooked correctly to ensure its consumption does not affect people’s health. Everyone who has a role to play within the food industry has a responsibility to minimise the risks of causing food borne illness, regardless of whether they are someone who works in food processing, a food operator in a fast food outlet, an apprentice chef in a small hotel or the head chef in a Michelin star restaurant.Reviewing the food preparation and presentation process and nutritionists would be involved in preparation of menus or reviewing how preparation and presentation methods affect nutritional values. Food on a menu needs to meet the nutritional needs of the customer and be prepared, cooked and served in a certain way to ensure customer appeal and standards are maintained in any establishment; thus food safety and meeting nutritional needs must be the focus of all planning and activities.In this unit you will gain knowledge of the nutritional needs of a range of client groups in order for you to plan nutritional dishes to go on a menu. You will learn and develop safe and hygienic food preparation, cooking and finishing skills required to produce nutritional dishes.Internally assessed 60% GCSE grade

3. ASSESSMENT CRITERIA 1.1- 1.4LO1 understand the importance of nutrition when planning menusAC1.1 describe functions of nutrientsin the human bodyNutrients Protein Fat Carbohydrate Vitamins Minerals Water Dietary fibre (NSP)AC1.2 compare nutritional needs ofspecific groupsSpecific groups Different life stages Childhood Adulthood Later adulthoodSpecial diets Medical conditions Activity levelsAC1.3 explain characteristics ofunsatisfactory nutritional intakeCharacteristics Visible Non-visibleUnsatisfactory Nutritional deficiencies Nutritional excessesAC1.4 explain how cooking methodsimpact on nutritional valueCooking methods Boiling Steaming Baking Grilling Stir-fry Roasting Poaching

4. AC1.1 describe functions of nutrientsin the human bodyThe following nutrients are called MACRONUTRIENTS. This means that they are needed in large amounts in the body. There are 3 macronutrients. Complete the table below NutrientFunctionWhy is it needed in the body? What role does it play in terms of peoples health and wellbeing? Food Sources. Which foods are high in this nutrient? Carbohydrates         Fats       Protein           

5. AC1.1 describe functions of nutrientsin the human bodyThe following nutrients are called MICRONUTRIENTS. This means that they are needed in SMALL amounts in the body.Minerals- Iron  Calcium           VitaminsABCDE         Fibre        

6. AC1.2 compare nutritional needs ofspecific groupsWhy do different people need different amounts of nutrients? What factors will influence this? Who are the different groups to consider? Age Height/ WeightexampleexampleBabiesChildren

7. AC1.3 explain characteristics ofunsatisfactory nutritional intakeResearch the following illnesses/ ailments that could be caused by a person having a poor nutritional intake. Briefly explain its meaning. Obesity Diabetes OsteoporosisScurvy MalnutritionHigh Cholesterol

8. AC1.4 explain how cooking methodsimpact on nutritional valueSort the cooking methods into the scale of more healthy and less healthy More Healthy Less Healthy Boiling, blanching, poaching, simmering, sautéing, shallow frying, deep fat frying, braising, baking, roasting, frying, stir frying, grilling, steaming, microwaving, no- cook (raw food)

9. Explain the following cooking methods and why they impact the nutritional value of the meal Deep Fat Frying Grilling Stir- Frying Blanching Baking AC1.4 explain how cooking methodsimpact on nutritional value

10. Extension Tasks for MA students Describe difference between complex and simple carbohydrates. Give examples of each Describe difference between saturated and unsaturated fats. Give examples of each What is anemia? Which groups is particularly venerable? How can it be avoided?Discuss the advantages of:Buying food locally https://smallbiztrends.com/2017/08/locally-sourced-food.htmlReducing food miles https://www.regenerative.com/magazine/nine-tips-reduce-food-milesReducing use of packaging https://www.nibusinessinfo.co.uk/content/benefits-reducing-packaging-wasteUsing organic ingredients https://www.helpguide.org/articles/healthy-eating/organic-foods.htmIn relation to the advantages found on each bullet point, link to common dishes on menus that address environmental issues

11. ASSESSMENT CRITERIA 2.1- 2.4LO2 understand menu planningAC2.1 Explain factors to considerwhen proposing dishes for menusFactors Time of year e.g. seasonality of commodities, seasonalevents Skills of staff Equipment available Time available Type of provision e.g. service, location, size, standards Finance e.g. costs, customer needs Client baseAC2.2 Explain how dishes on a menuaddress environmental issuesDishes Preparation and cooking methods Ingredients used PackagingEnvironmental issues Conservation of energy and water Reduce, reuse, recycle Sustainability e.g. food miles, provenanceAC2.3 Explain how menu dishes meetcustomer needsNeeds Nutritional Organoleptic- Taste, smell, sight, touch/ feel, sound  Cost e.g. premium priced dishes, value for moneyAC2.4 Plan production of dishes for amenuPlan Sequencing Timing Mise en place Cooking Cooling Hot holding Completion Serving (presented as if to be served)

12. AC 2.1: Explain factors to consider when planning a menuThere are many factors to consider when planning a menu. The main questions you should ask yourself are: Who is the event for? How is it going to be served? What are the special requirements? What foods are appropriate for the event? How much is the price per head? We will look at each of these in detail over the next few slides….

13. AC 2.1: Explain factors to consider when planning a menuTask: Visit JD Wetherspoon’s website. https://www.jdwetherspoon.com/foodFind out the ways that different allergies and dietary requirements are identified. Which symbols are used? A menu needs to offer a range of food to make dishes more appealing to customersEstablishments would need to offer additional dishes for those with special dietary requirements as well as allergiesTheme of Foods- This can help attract customers to the establishment as themed food titles are more interesting. Seasonality- Establishments are likely going to offer seasonal foods e.g. to match the seasons (Spring, Summer, Autumn and Winter) or holidays (Easter, Fathers Day and Christmas) Deals available e.g. 2 for 1, 2 dishes for £12 etc. Task: Could you think of 5 examples of restaurants using a theme ?Task: Find 3 examples of seasonal dishes on a menu

14. TYPES OF MENUThere are many different types of menu’s used in the Hospitality and Catering Industry. The reasons we have different menu types depends on a number of factors which we will learn about later.https://www.slideshare.net/avdimla/types-of-menuTask: Follow the link and make notes about the different types of menus. AC 2.1: Explain factors to consider when planning a menu

15. AC 2.1: Explain factors to consider when planning a menuWe must consider the client base….AgeLikes/dislikesType of customer

16. Type of Service- This depends on how experienced the staff are, as various establishments may differ in the way food is given to the customers e.g. Silver Service, Buffet or Plate Service etc. - Dependent on the type of establishment. AC 2.1: Explain factors to consider when planning a menu

17. Cost- Do not want to make the cost of dishes available for customers too high or too low, because establishments want to retain customers and make a profit If the cost of commodities (ingredients) are high, establishments may need to charge additional prices to customers- cause dissatisfaction and conflict.The availability of commodities is also very important as if the ingredients or food products needed to make the dishes on the menu are very specific, then this is likely going to increase business costs thus reducing profits. Plus, the products may be hard to obtain therefore the establishment would have limited amount of dishes to serve.AC 2.1: Explain factors to consider when planning a menu

18. Staff and Workers Involved- They should be qualified (RSPH Level 2/3 Award in Food Safety and Hygiene certificate)and well experienced in the industry to provide good customer service.Equipment Available- Are specialist piece of equipment required? Presentation of Food- Make the food look more appealing and the customers to be in a nice environment Cooking Time of Food- To prevent waiting time for serving the customers their food, if waiting time is too long this can cause customer dissatisfaction. AC 2.1: Explain factors to consider when planning a menu

19. RESEARCH TASK Research suitable dishes for the task List 5 Main Courses and 5 starters of dessert 2. Choose 2 Dishes to suit the brief3. Design a Mood board around these 2 dishes 4. Write a short description of each dish to JUSTIFY your choicesConsider the skills that you require to show to achieve your target gradeConsider the requirement of the assignment brief

20. Recipes that have one chef hat are low level skills. These recipes when made well will secure a Level 1 passExamplesCrumblesSandwichesPizza with ready made basesSimple saladsAssembling products with ready made saucesRecipes that have two chef hats are low / medium level skills. These recipes when made well will secure a Level 2 passExamplesReady made pastry items assembly e.g. Milles FeuillesFruit and vegetable dishes that require even sizes e.g. julienne, macedoine.Simple cakes, cookies scones, undecorated. Pre cut meat products or simple meat dishes such as curry, bolognaise with home made sauce.Recipes that have three chef hats are medium level skills. These recipes when made well will secure a Level 2 meritExamplesCheesecakes. Home made ice cream.Simple sauces—red wine.Decorated cakes and gateaux, whisked sponge. Home made short crust pastry products,Piped potato dishes, e.g., duchess, croquette, shepherds pie. 123

21. Recipes that have four chef hats are medium to high level skills. These recipes when made well will secure a Level 2 distinction ExamplesCheesecakes—gelatine, baked. Pannacotta. Rich yeast doughs. 1 or 2 complex accompaniments/garnishesChoux buns, home made puff pastry. Tiramisu with home made sponge. Home made pasta dishes. Roux based sauces. Lyonnaise, dauphinoise potatoes. Meat and fish dishes that require changing the shape of the meat e.g. chicken kiev. Recipes that have five chef hats are high level skills. These recipes when made well will secure a Level 2 distinction starExamplesDe-boning/ portioning chicken. Filleting fish3/4 complex accompaniments/garnish2 or more high skills to make one product e.g. Gateau St HonorPresentation of dishes exemplary—clean neat presentationChocolate run outs, spun sugar for decorated cakes. Accurate piping skills.  45

22. AC 2.2: Explain how dishes on a menu address environmental issues Task: Define the following terms in relation to the environment:3 R’S- Biodegradable/ Compostable Packaging- Food waste- Food Miles- Global WarmingOrganic-

23. AC 2.3: Explain how menu dishes meet customer needsThere are many different types of customer with a range of requirements. Therefore menus need to cover variety of factors. Task: Either use this link/next slide or use a family style restaurant of your choicehttps://www.hungryhorse.co.uk/pubs/shropshire/wrekin-giant/menu/ How does the menu meet the customers: Nutritional needs? Sensory needs: taste, smell, sight, feel, sound Price needsLow calorie and/or healthy optionsDifference in dishes between lunch and dinnerAvailability of light bites/sides/starters

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25. AC 2.4: Plan production of dishes for a menuIn this task you will investigate and plan a menu for EACH of the 4 following groups. ChildrenTeenagersAdultsElderlyComplete this on a separate Word DocumentInclude a Starter, Main and Dessert for each menu. Extension: Suggest a range of healthy drinks to support your menu.https://www.nutrition.org.uk/nutritionscience/life.htmlhttps://www.betterhealth.vic.gov.au/health/healthyliving/food-and-your-life-stagesDishes need to:Be interesting Cater for various possible nutritional needs and dietary choicesBe aware of allergiesYou will be cooking two of your chosen dishes!!!

26. AC 2.4: Plan production of dishes for a menu

27. AC 2.4: Plan production of dishes for a menuTips to completing the best time plan! TimeActionHealth & Safety / Special PointsSTART TIME: 9.00amMise-en-place (french for everything in its place)How will you set up your equipment? Will you take everything out at once?What checks will you make to the equipment?How will you check the quality of the commodities (ingredients) - refer to smell/ taste/ appearance/ packaging?Personal hygiene standards. How will you prepare yourself to cook? COOKING START TIME: 9.05am PREPARATIONInsert the dish names in bold. Begin with the dish which will take the longest to prepare and cook. You should complete your preparation FIRST and then cook e.g. weigh out ingredients, chop vegetables, slice meat etc- these steps may not be included in your original recipe- YOU HAVE TO CREATE THEM!!!Which chopping boards will you use? How you avoid food contamination,Special points of how you will do something and why!COOKINGInclude the names of each cooking technique you are using. Give a description of the method, in stages. Break it down into smaller tasks to allow you to follow the plan easily What could go wrong at each stage? How will you avoid this?How could you correct it?CHECK YOUR TIME PLAN!You should be multi-tasking! E.G. while you are simmering a sauce on the stove you could peel the potatoes.Clean down as you go alongWhat cloth/ chemical are you using? Dish cloth/ tea towel/ oven cloth Mention when you will wash up certain equipment!What cloth/ chemical are you using? Dish cloth/ tea towel/ oven cloth Mention when you will wash up certain equipment!

28. TimeActionHealth & Safety / Special PointsSTART TIME:  COOKING START TIME:                  

29. TimeActionHealth & Safety / Special PointsContinued… COOKING START TIME:                  

30. TimeActionHealth & Safety / Special PointsSTART TIME:  COOKING START TIME:                  

31. TimeActionHealth & Safety / Special PointsContinued…  COOKING START TIME:                 

32. ASSESSMENT CRITERIA 2.1- 2.4LO4 understand menu planningAC2.1 Explain factors to considerwhen proposing dishes for menusFactors Time of year e.g. seasonality of commodities, seasonalevents Skills of staff Equipment available Time available Type of provision e.g. service, location, size, standards Finance e.g. costs, customer needs Client baseAC2.2 Explain how dishes on a menuaddress environmental issuesDishes Preparation and cooking methods Ingredients used PackagingEnvironmental issues Conservation of energy and water Reduce, reuse, recycle Sustainability e.g. food miles, provenanceAC2.3 Explain how menu dishes meetcustomer needsNeeds Nutritional Organoleptic- Taste, smell, sight, touch/ feel, sound  Cost e.g. premium priced dishes, value for moneyAC2.4 Plan production of dishes for amenuPlan Sequencing Timing Mise en place Cooking Cooling Hot holding Completion Serving (presented as if to be served)

33. ASSESSMENT CRITERIA 3.1- 3.5LO3 be able to cook dishesAC3.1 Use techniques in preparation of commoditiesTechniques Weighing and measuring Chopping Shaping Peeling Whisking Melting Rub-in Sieving Segmenting Slicing Hydrating BlendingCommodities Poultry Meat Fish Eggs Dairy products Cereals, flour, rice, pasta Vegetables Fruit Soya productsAC3.2 Assure quality of commoditiesto be used in food preparationQuality Smell/Aroma Touch Sight Storage PackagingAC3.3 Use techniques in cooking of commoditiesTechniques Boiling Blanching Poaching Braising Steaming Baking Roasting Grilling (griddling) Frying Chilling Cooling Hot holdingAC3.4 Complete dishes usingpresentation techniques Portion control Position on serving dish Garnish CreativityAC3.5 Use food safety practicesThis should be in relation to preparation and cooking of commodities and in relation to use of equipment

34. For this assessment criteria we would like you to cook 2 dishes of your choice. To review the points you should be covering you should use the previous page as a checklist, ticking off a point when it has been achieved) It may help you to produce a list of ingredients and equipment before you start. You could based dishes around what you already have available at home! Take a photo of your final dish.  ASSESSMENT CRITERIA 3.1- 3.5PRACTICAL COOKING TASK!!!!

35. In this section you will evaluate your practical work.It is important to review the result of your work, to see what has gone well and what you could do to improve next time. This will be based on your opinion, so it could be bias, therefore we ask that you try to encourage others to taste your food and use their opinion to review the dishes. Use the following slides as evaluation sheets for each of the dishes. ASSESSMENT CRITERIA 4.1- 4.5

36. Evaluation 1 Dish Name: Appearance (presentation, colour, garnishes, shape, layout, plate) /5  Flavour (taste, salty, sweet, bitter, spicy, sour, earthy, sharp, balanced, seasoned, rich, bland) /5Texture (crunchy, soft, smooth, creamy, light, dense, heavy) /5  Smell/5  What went well? Reflect on taste, smell, texture and appearance   How could it be improved? Reflect on taste, smell, texture and appearance     Peer Assessment Completed By:

37. Evaluation 2 Dish Name: Appearance (presentation, colour, garnishes, shape, layout, plate) /5  Flavour (taste, salty, sweet, bitter, spicy, sour, earthy, sharp, balanced, seasoned, rich, bland) /5Texture (crunchy, soft, smooth, creamy, light, dense, heavy) /5  Smell/5  What went well? Reflect on taste, smell, texture and appearance   How could it be improved? Reflect on taste, smell, texture and appearance     Peer Assessment Completed By: