Commis chef standard: Assessment plan

Commis chef standard:

Assessment plan

July 2016

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Index

2. Readiness for Independent End Assessment (IEA) 3

3. Summary of assessment process 5

4. Reliability, validity and consistency 6

5. Roles and responsibilities 7

7. Grading 13

Annex A – Assessment method by element of the commis chef 15

standard

Annex B – Preparation and cooking range 18

Annex C – On demand test speciﬁcation 23

1. Introduction 2

Annex D – Practical observation speciﬁcation 24

Annex E – Culinary challenge observation speciﬁcation 26

Annex F – Recipe log and professional discussion speciﬁcation 27

Annex G – Grading criteria 29

6. External quality assurance of end point assessment for the 10

commis chef apprenticeship standard

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1. Introduction

This document sets out the requirements and process for independent end assessment of the

commis chef apprenticeship standard approved by the Government (Department of Business,

Innovation & Skills (BIS)). All apprenticeship standards must include independent end assessment

to check the apprentice’s overall performance against the standard. It is designed for employers,

apprentices, education and training providers and assessment organisations.

Independent end assessment occurs when the employer is satisﬁed that the apprentice is working

consistently at or above the level set out in the commis chef apprenticeship standard. The

assessment period for the commis chef standard can commence at any point once the apprentice is

competent after the twelve-month minimum period of learning and development.

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2. Apprentice’s readiness for independent end assessment

i. Achieving full competence

The period of learning, development and continuous assessment is managed by the employer, in

most cases with the service of an education or training provider. 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:

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 against the

standard using the on-programme progression template (freely available at People1st.co.uk). At

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

The on-programme reviews and record is important to support the apprentice, on-programme

assessor and employer in monitoring the progress of learning and development and to determine

when the apprentice has achieved full competence in their job role and is ready for independent end

assessment. The on-programme progression template is NOT a portfolio of evidence, but a record of

what the apprentice can do following periods of training, development and assessment. A minimum

of six meetings and completed records are recommended, to show ongoing competence across

the entire standard, over a minimum of a twelve month period prior to starting the independent end

assessment.

Further guidance and support on planning and managing a commis chef apprentice’s training and

development journey is available at People1st.co.uk.

ii. Readiness for end assessment

The independent end assessment is synoptic, which means it takes an overview of the apprentices’

competence. The end assessment should only commence once the employer is conﬁdent that the

apprentice has developed all the knowledge, skills and behaviours deﬁned in the apprenticeship

standard which, as a best practice recommendation, could be clearly evidenced by the on-

programme progression review meetings and records. The independent end assessment ensures

that all apprentices consistently achieve the industry set professional standard for a commis chef.

Prior to independent end assessment the English and maths components of the apprenticeship must

be successfully completed.

A structured meeting will be held and must include the relevant people that have responsibility and

accountability for the completion of the apprenticeship, such as: the line manager, on-programme

assessor and /or a senior manager as appropriate to the business. It is recommended that the on-

programme records, if utilised, are brought to this meeting. The outcomes of the meeting must be

recorded on the readiness for independent end assessment record (freely available from People1st.

co.uk) to ensure judgements are appropriate, consistent and fair.

Once the employer (supported by the on-programme assessor) is satisﬁed that the apprentice has

achieved full competence a further meeting must take place that includes an independent end

assessor, who must be provided with the completed readiness for independent end assessment

record at least one week in advance. This meeting may be conducted remotely – e.g. a virtual

meeting using technology such as Skype, as its aim is to secure the plan for the assessment

activities, but does not contribute to any assessment decisions. The independent end assessor

will agree a plan and schedule for each assessment activity with the apprentice and employer

representative to ensure all components can be completed within a two-month end assessment

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window. Assessment organisations must inform People 1st of the independent end assessments

prior to commencement to ensure external quality assurance activity can be planned and

implemented. At this meeting the apprentice must present their log of dishes (Annex F) which will

be assessed prior to and discussed during the professional discussion. It should be noted that the

on programme assessor is not involved in this planning activity as this forms the next step of the

apprenticeship journey, moving from the on-programme phase to the end point assessment.

iii. Order and timings of the end assessment

There are four assessment activities for the commis chef independent end assessment. The on-

demand test, practical observation and culinary challenge may be undertaken in any order and

the professional discussion must be the last activity completed. All assessment activities must be

completed within two months.

It is a requirement that apprentices have adequate time to prepare for, and recuperate after each

assessment activity, prior to commencing the next. Assessments may occur over a minimum of two

days and a maximum of two months within the assessment window, with no one day containing both

observations, or more than two assessment activities.

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3. Summary of assessment process

The apprentice will be assessed to the apprenticeship standard using four complementary

assessment methods. The assessment is synoptic, i.e. takes a view of the overall performance of the

apprentice in their job. The assessment activities will be completed by the independent end assessor

as follows:

Completion

Independent end assessor conﬁrms that each assessment element has been completed. The overall

grade is determined by the independent end assessor based on the combination of performance in

all assessment activities and must include distinction in the two observations, plus a distinction in at

least one of the other assessment activities and a pass in the other to achieve distinction overall.

Professional discussion

• 40 minute structured meeting

• Led by the independent end assessor, involving the apprentice and employer (e.g. line manager)

• Focusing on the log of recipes produced to demonstrate competence across the culinary range

• Full details located in Annex F

Complete ﬁrst 3 activities in ANY order

On demand test

• 90 minute on demand

multiple choice test

• Scenario based questions

• Externally set and marked

automatically by the

assessment organisation

• Undertaken either on the

employer’s premises or off site

• Full details located in

Annex C

Practical observation

• 3 hour observation of the

apprentice in the working

environment

• Time may be split to cover

preparation and service

• Shows apprentice working

in an operational kitchen

environment to produce food

to standard

• Full details located in

Annex D

Culinary challenge

observation

• 2 hour observation in a

controlled environment

• Main course – from the

organisation’s menu

• Dessert - base dessert

category issued by assessor,

must be adapted to reﬂect

customer demand /

seasonality

• Full details located in

Annex E

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4. Reliability, validity and consistency

Independent end assessment is a culmination of a learning and development journey resulting in

external conﬁrmation of an apprentice meeting the industry deﬁned standard. The assessments

are conducted by an independent end assessor approved and appointed by an assessment

organisation, which is quality assured to ensure consistent, reliable and valid judgements.

In summary, the following controls must be adhered to:

✓ A formal structure to plan the end point assessment, allowing planning of internal and external

quality assurance, including the use of the readiness for independent end assessment

record (freely available from People1st.co.uk).

✓ A common approach to assessment tools and procedures for independent end assessment,

which will be freely available. The common approach will help ensure that end assessment

tools and procedures are consistent in meeting the requirements for fair, accurate and reliable

assessment decisions, against the commis chef apprenticeship standard.

✓ The mandating of both technical and assessment competence and continuing professional

development (CPD) for independent end assessors to ensure that they have the right tools,

qualifications, training and experience to make reliable judgements.

✓ An end point assessor from an independent assessment organisation, who has had no prior

involvement with the apprentice, providing an objective independent view.

✓ The internal quality assurance of individuals conducting independent end assessments and

of independent end assessment outcomes and results, by an SFA registered assessment

organisation.

✓ Requirements for standardisation of independent end assessments across assessment

organisations.

✓ The use of externally set and marked on demand tests ensuring a consistent approach

regardless of the apprentice’s workplace.

✓ Four complementary assessment methods provide a clear structure for synoptic assessment

across the standard.

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5. Roles and responsibilities

Independent end assessor

An independent end assessor must be someone who has nothing to gain from the outcome of the

assessment and must not have been involved in training or line management of the apprentice. They

must be approved and appointed by the assessment organisation to undertake the independent end

assessment of the apprentice.

The employer led approach to end assessment allows assessors to originate from the employer’s

workforce to assess apprentices in their own organisation as long as independence from the

apprentice can be demonstrated (i.e. they must not have been involved in either the learning and

development or line management of the apprentice). During independent end assessment they are

acting on behalf of, and responsible to, the assessment organisation.

To ensure consistent and reliable judgements are made, independent end assessors will be subject

to rigorous quality assurance and must take part in regular standardisation activities. The mandatory

criteria for independent end assessors is set out below:

a) Occupational expertise of commis chef independent end assessors

The requirements set out below relate to all commis chef independent end assessors. Independent

end assessors must:

✓ Have excellent knowledge and understanding of the apprenticeship standard as set out in the

industry set Grading Criteria (Annex G)

✓ Hold a recognised current workplace assessment qualiﬁcation. The list of approved

qualiﬁcations will be published at www.people1st.co.uk and updated as new, appropriate

qualiﬁcations are released.

✓ Have current, relevant occupational expertise and knowledge, at the relevant level of the

occupational area(s) they are assessing, which has been gained through ‘hands on’

experience in the industry

✓ Practice standardised assessment principles set out by the assessment organisation.

✓ Have sufﬁcient resources to carry out the role of independent end assessor i.e. time and

budget

b) Continuous professional development for commis chef independent end assessors

It is necessary for independent end assessors to maintain a record of evidence of their continuous

professional development (CPD). This is necessary to ensure currency of skills and understanding

of the occupational area(s) being assessed, and can be achieved in a variety of ways. It should be

a planned process, reviewed on an annual basis, for example as part of an individual’s performance

review.

Independent assessors should select CPD methods that are appropriate to meeting their

development needs. Within a twelve month period an Independent End Assessor will be required

to demonstrate they have gained practical experience in the hospitality (culinary) industry which

develops/up-dates their knowledge/skills. The following provides an example of a variety of methods

that can be utilised for CPD purposes, a multiple of which need to be experienced/adopted on an

annual basis.

Updating occupational expertise

✓ Internal and external work placements to gain ‘hands on’ experience

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✓ Work experience and shadowing

✓ External visits to other organisations

✓ Updated and new training and qualiﬁcations

✓ Training sessions to update skills, techniques and methods

✓ Visits to educational establishments

✓ Trade fairs/ shows

Keeping up to date with sector developments and new legislation

✓ Relevant sector websites and Twitter feeds / social media platforms

✓ Membership of professional bodies and trade associations

✓ Papers and documents on legislative change

✓ Seminars, conferences, workshops, membership of committees/working parties

✓ Development days

Standardising and best practice in assessment

✓ Regular standardisation meetings with colleagues

✓ Sharing best practice through internal meetings, news-letters, email circulars, social media

✓ Comparison of assessment and veriﬁcation in other sectors

Assessment organisations

Assessment organisations are registered on the SFA Register of apprenticeship assessment

organisations. Assessment organisations are responsible for ensuring assessments are conducted

fairly and that assessments are valid, reliable and consistent. It is essential that assessment

organisations:

✓ Ensure independent end assessors are competent in meeting both occupational and

assessment criteria requirements

✓ Approve and appoint independent end assessors*

✓ Assessments are planned and executed fairly

✓ Quality assure independent end assessments

o With planned internal quality assurance activity

o Including both desk based and ‘live’ quality assurance activity

o This must be performed on a risk basis, i.e. new or poorly performing assessors must

have every element of every assessment quality assured, but established, high

performing assessors can be quality assured on a sampling basis, with at least one

assessment activity being subject to either desk based or live internal quality assurance

activity

✓ Ensures on-demand tests are correctly invigilated (Annex C)

✓ Ensure standardisation of all assessors occurs on a regular basis, including but not limited to:

o Review of annual adherence to CPD requirements

o Regular standardisation meetings – usually quarterly but required frequency to depend

on internal and external quality assurance outcomes of each assessment organisation

o Assessment and veriﬁcation training sessions

o Shadowing and cross checking of other assessors

✓ Address poor performance from assessors to ensure high standards of end assessment

✓ Obtain and review feedback / satisfaction results from apprentices and employers, taking

appropriate actions for improvement

✓ Address and administer any appeals and grievances fairly and in line with the consistent

approach

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Employers wishing to conduct end point assessment, either in their own organisation or for

other organisations, must register as an assessment organisation on the Register of Apprentice

Assessment Organisations in the same way any assessment organisation is required to do. All

assessment organisations are required to check the independence of the end point assessor from the

apprentice, ensuring that the end point assessor has not been involved in the learning, development

or line management of the apprentice. All assessment organisations are subject to external quality

assurance. This exception to the standard constraints for end point assessment was granted by the

Skills Minister for the hospitality standards in September 2015

* Where independent end assessors are sourced from the employer’s workforce they must be able to

demonstrate independence from the apprentice (i.e. they must not have been involved in either the

learning and development or line management of the apprentice) and will act under the remit of the

assessment organisation during the period of the assessment.

Assessment organisations will be subject to external quality assurance in order to deliver national

consistency across the hospitality sector which is overseen by the Hospitality Apprenticeship Board

and managed by People 1st.

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6. External quality assurance (EQA) of the end point

assessment for the commis chef apprenticeship standard

All assessment organisations listed on the Register of Apprentice Assessment Organisations (RoAAO)

must follow the external quality assurance process in this plan. The external quality assurance will be

overseen by a Hospitality Apprenticeship Board and conducted and managed by People 1st on a

non-proﬁt making basis. Supporting information on the external quality assurance can be found at

www.people1st.co.uk.

Hospitality Apprenticeship Board

Membership to the Board is via a fair and open public nomination and selection process, with input

from key industry, education and training organisations. Membership is open to all types and sizes of

businesses, including representation from SMEs and organisations that are new to the apprenticeship

process. When a vacancy arises, hospitality employers are invited to apply for a seat on the board,

demonstrating support from at least two industry and/or education and training organisations, which

may include charitable organisations. Nominees will be judged on their experience, knowledge,

qualiﬁcations and commitment to ensuring that apprentices consistently achieve the apprenticeship

standard. Where a nominee does not immediately secure a place on the board, they will be retained

on a list of prospective members for future vacancies.

A Board of 15 members:

• Represent the views of their business and industry networks

• Are subject to re-election after a period of 2 years (requiring the support of two organisations).

Re-election is not automatic in order to give opportunities for other employers to be part of the

board

• Work openly, challenge, innovate and drive the industry’s apprenticeship commitment to quality

• Contribute their speciﬁc experience and expertise

• Actively communicate and engage other employers and partners to achieve high quality

apprenticeships

The Board also includes a nominated representative from a private training provider, a college and an

assessment organisation, whose membership runs for a period of one year before re-election.

In relation to quality the responsibilities of the Board include:

• A full knowledge and understanding of the:

o content of the commis chef assessment plan

o external quality assurance arrangements and methodology

o infrastructure and processes used to manage and operate the external quality assurance

• Agreeing measures to benchmark external quality assurance results set by People 1st

• Overseeing external quality assurance results based on the provision of quarterly reports provided

by People 1st and agreeing corrective action as necessary

• Working collaboratively with training providers and assessment organisations, to identify and

address matters relating to the external quality assurance process and results

• Reviewing evaluation results to ensure that the commis chef apprenticeship remains ﬁt for

purpose and advising on matters of performance which may impact on external quality assurance

• Reviewing and addressing complaints against commis chef apprenticeship and external quality

assurance results

Process for initiating external quality assurance

Once an employer is conﬁdent that an apprentice has consistently reached full competence against

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the knowledge, skills and behaviours in the apprenticeship standard they will contact an assessment

organisation to engage with an independent end assessor. In order to start the external quality

assurance process, the assessment organisation will notify People 1st online at www.people1st.

co.uk.

External quality assurance visits will be completed regularly on each assessment organisation, and

may include more than one visit/activity where an assessment organisation operates in more than

one region, or uses multiple assessment centres. External quality assurance will comprise a range

of activities, examples of which are detailed below and will include onsite visits to assessment

organisations.

External quality assurance activities

External quality assurance will focus on four deﬁned areas to ensure compliance, including:

consistency of assessment materials, competence and performance of staff, the internal quality

assurance checks and the overall planning and reporting of the apprenticeship end point assessment

process.

• Ensuring consistency of assessment tools

o Design of the assessment materials

o Consistent application and internal quality assurance of assessment materials during end

point assessments

• Competence of staff – EQA activity will check

o Occupational competence of assessment and internal veriﬁcation staff

o That assessment and internal quality assurance staff have been trained on end point

assessment for the commis chef standard

o That continuous professional development of both occupational and assessment

competence is occurring to the prescribed standard

• Internal quality assurance – EQA activity will check

o Independent assessment organisations have implemented internal quality assurance

procedures as set out in the assessment plan

• Reporting and management of information – EQA activity will check

o Timely and accurate registration of the apprentice and notiﬁcation of results

o Accuracy of internal data against registrations in the People 1st system

o Full, accurate and legible records

Sampling size and frequency

An assessment organisation’s sample size will vary due to a number of considerations. Each

assessment ‘centre’ (i.e. if an assessment organisation provides remote centres or operates multiple

teams of assessors) will be sampled regularly. The baseline sample for the ﬁrst external quality

assurance visit will be 10%. At the end of each EQA visit the assessment organisation’s performance

will be graded (e.g. excellent, adequate, poor) and future EQA activity levels will be planned

accordingly. Assessment organisations receiving excellent EQA results can expect future samples

to be less than 10% and assessment organisations receiving poor EQA results can expect increased

frequency of activity and size of EQA sample. At each EQA visit the sample required will include:

• Apprentices who are currently in the assessment window and those who have completed their

end point assessment since the previous full external quality assurance visit

• Assessment centres conducting end point assessments on multiple linked standards (i.e. commis

chef, chef de partie and senior chef (culinary and production) may have external quality assurance

activity combined for efﬁciency.

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It is expected that EQA activity will typically occur every six months, but this frequency may be

adjusted in accordance with the volume of apprentices completing end point assessment and the

past performance of the assessment organisation.

Prior to an external quality assurance visit, assessment organisations will be contacted to provide and

conﬁrm relevant information regarding apprentices. From this information a sample will be selected

and names of apprentices for whom evidence and activity are to be quality assured will be notiﬁed to

the assessment organisation prior to the visit.

Typically, an external quality assurance visit will involve:

• Meetings between the external quality assurance representatives and apprentices, assessors and

internal quality assurance staff.

• A desk review of assessment documentation, covering each assessment activity and usually

covering the range of results from distinction, pass and fail, validating the internal quality

assurance activity.

• Review of records relating to the planning of internal quality assurance and feedback from end

point assessments.

• Review of records relating to the multiple choice test administration.

• Review of records relating to appeals and grievances.

• Review of competence and CPD for assessment and internal quality assurance staff.

• Review evidence of satisfaction measures for apprentices and employers.

• External quality assurance activity will normally include an opportunity to observe part of a

practical assessment, professional discussion or conduct of an examination. All four forms of

assessment will be observed over time during the course of external quality assurance visits.

Reporting and recommendations

Within 15 working days after the visit a draft report will be supplied to the independent assessment

organisation, including recommendations, actions and a provisional risk grading. The assessment

organisation will be given a further 15 working days to provide any feedback, as necessary, after

which the ﬁnal edition of the report, including ﬁnal grade, will be sent to them.

Subsequent external quality assurance activity will be appropriate to the ﬁndings, recommendations

and actions and may include interim EQA activity prior to the next full visit.

The EQA reports will not be made publically available, but may be shared, in whole or in part, with

the employers on the Hospitality Apprenticeship Board to inform evaluations and improvements.

Identifying information will be removed so that board members cannot identify the assessment

organisation or individual apprentice.

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7. Grading

The apprenticeship includes Pass and Distinction grades with the ﬁnal grade based on the

apprentice’s combined performance in each assessment activity. In order to pass the apprentice is

required to pass each of the four assessments. In order to achieve a distinction the apprentice needs

to gain the required number of points as set out in the table below – gaining a distinction in both

activities in section A and at least one activity in section B, with a pass in the other.

In order to pass:

In the on demand test the apprentice must achieve the correct percentage (e.g. 70%) of correct

answers to pass the assessment activity. The on demand test will feature a sample of questions,

based on a representative sample of the assessment criteria in Annex G(i).

In the observations the apprentice must demonstrate competence against all of the assessment

criteria in Annex G (ii and iii) respectively. Any assessment criteria in Annex G (iii) not covered in the

observation need to be covered in the professional discussion. The apprentice will perform each

task required to the correct standard in a logical order adhering to food safety and organisational

requirements.

In the professional discussion the apprentice must demonstrate competence against all of the

assessment criteria in Annex G(iv), unless they have previously been covered in the observations.

The apprentice will explain, and provide requested evidence to prove, how they have met the relevant

assessment criteria.

In order to achieve a distinction:

In the on demand test the apprentice must achieve a higher (e.g. 85%) percentage of correct

answers to gain a distinction in the assessment activity. The on demand test will feature a sample of

questions, based on a representative sample of the assessment criteria in Annex G(i).

In the observations the apprentice must demonstrate excellence in their approach, working

efﬁciently and effectively, prioritising tasks and using appropriate communication. Food preparation,

cooking and ﬁnishing tasks will be executed to an excellent standard, dishes will be accurately

presented and ﬂavour / taste proﬁle fully to the required standard. In the culinary challenge effective

planning will demonstrate detailed research into the adapted dish and the apprentice will work within

planned timescales to maximise productivity and produce a high quality end result. The apprentice

must adhere to food safety and organisational requirements throughout.

In the professional discussion the apprentice must demonstrate competence against all of the

assessment criteria in Annex G(v) and will explain, and provide requested evidence to prove, how

they have met the relevant assessment criteria, including effective communication, team work, self-

evaluation and the detailed behavioural elements of the standard.

The independent end assessor will use the assessment tools and processes of their assessment

organisation to determine whether the pass and distinction grades have been achieved. Tools will

dictate, in detail, how each grade is achieved and their use will be internally and externally quality

assured to further ensure assessment of apprentices across the sector is consistent, fair and

reliable. The assessment activities are not ‘weighted’ in percentage terms as they are all important

to demonstrating the apprentice’s synoptic performance; however employers have been clear that in

order to achieve a distinction overall the apprentice must perform to distinction level in the practical

observations, covering a minimum proportion of the range detailed in Annex B, with a range of

performance in the other assessment methods contributing to the overall grade. To reﬂect this, the

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scores available for the observations are higher at distinction level. In order to achieve this, a simple

‘Section A / Section B’ approach should be taken, set out for each standard as follows:

Section A Grade Score (Pass=1, Distinction=3)

Pratical observation:

Culinary challenge observation:

Total section A:

Section B: Grade Score (Pass=1, Distinction=2)

On demand test:

Professional discussion:

Total section B:

If any assessment activity is failed it must be retaken.

Apprentices cannot achieve the apprenticeship without gaining at least a pass in every assessment

method.

Once the apprentice has achieved at least a pass in each assessment activity the ﬁnal grade will be

calculated as follows:

Total score Overall grade

4-8 Pass

9+ Distinction

The independent end assessor will be notiﬁed of successful completion of the on demand test (results

of which will usually be computer generated and validated by the assessment organisation, or if not

computer generated but paper based, must use automated marking by the assessment organisation

and results notiﬁed), and then aggregate performance to determine the overall assessment outcome

of refer, pass or distinction using a clearly deﬁned, evidence-based process as prescribed by the

assessment organisation.

Should an apprentice fail one assessment activity this should be retaken as soon as the apprentice is

ready and when practicable for the business. Should they fail two or more activities a period of further

training and development lasting between one and three months must take place before a resit.

When retaking an assessment activity the maximum grade that can be achieved for that activity is a

pass.

Affordability

It is anticipated that the end point assessment will cost approximately 13-18% of the total available

funding for the commis chef standard, based on a 2015/16 cap 3 allocation.

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Annex A – Assessment method by element of the commis chef standard

A commis chef is the most common starting position in many kitchens and in principal the most junior culinary role. A commis chef prepares food

and carries out basic cooking tasks under the supervision of a more senior chef. The primary objective of the commis chef is to learn and understand

how to carry out the basic functions in every section of the kitchen. Therefore having the opportunity to experience, consider and value each section

with a view to choosing an area where they feel most inspired. The learning journey of any chef will vary considerably from one individual to the next;

however it is necessary to understand and have experience in the basics that this role provides in order to progress to any future senior chef role.

Key to assessment method identiﬁcation

IEA This chart provides an overview of what an apprentice can expect to be covered in each assessment method and the detailed

assessment criteria that must be met can be found in Annex G Independent End Assessment activity – identiﬁes which assessment

method will be used for that section of the standard.

T Assessment will be through the on-demand test

O Assessment will be through the practical observation

CC Assessment will be through the culinary challenge

PD Assessment will be through the professional discussion

2 methods Some sections of the standard are assessed by more than one method. Speciﬁc assessment criteria are set against assessment

activities in Annex G

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Knowledge and Understanding (Know it) EA Skills (Show it) IEA Behaviours (Live it) IEA

Culinary Identify the factors which inﬂuence the types of dishes

and menus offered by the business

PD/

Contribute to reviewing and refreshing

menus in line with business and customer

requirements

O /

Show enthusiasm for keeping up to

date with business and industry trends

CC/

Recognise how technology supports the development

and production of dishes and menu items in own

kitchen

T Use available technology in line with

business procedures and guidelines to

achieve the best result

O /

Use technology and equipment in line

with training

O /

Recognise the importance of checking food stocks

and keeping the storage areas in good order, know the

procedures to carry out and how to deal with identiﬁed

shortages and food close to expiry date

T Check food stocks, report on shortages,

prioritise food that is close to expiry and

keep the storage areas in good order

PD Has the conﬁdence to promptly deal

with sub-standard ingredients, or those

nearing their sell by date

Know how to undertake set up, preparation and

cleaning tasks to standard whilst working in a

challenging, time-bound environment

Work methodically to prioritise tasks,

ensuring they are completed at the right

moment and to the required standard

O /

Demonstrate the ability to identify when

tasks are not going to plan and has the

conﬁdence to request support when

needed

O /

Identify correct ingredients and portion sizes for each

dish in line with recipe speciﬁcations

PD/

Measure dish ingredients and portion

sizes accurately

O /

Pay attention to detail and work

consistently to achieve standards

O /

Identify the principles of basic food preparation and

cooking; taste; allergens; diet and nutrition

T Demonstrate a range of craft preparation

and basic cooking skills and techniques

to prepare, produce and present dishes

and menu items in line with business

requirements

O /

Show commitment to developing

skills and knowledge; trying out new

ingredients and dishes; practicing and

reﬂecting on different preparation and

cooking techniques

Identify commonly used knives and kitchen equipment

and their speciﬁc function

T Use correct knives and knife skills when

preparing food and use the correct

equipment when preparing, cooking and

presenting food

O /

Demonstrate care and attention when

using knives and equipment

O /

Recognise and understand sources and quality points

of common food groups and commodities

T Correctly store and use food commodities

when preparing dishes

O Consistently use the correct volume

and quality of commodities in each

dish, maintaining attention to detail

O /

Identify traditional cuts of; and basic preparation

methods for, meat, poultry, ﬁsh and vegetables

T Apply correct preparation and selection

methods when using meat, poultry, ﬁsh

and vegetables in dishes

Utilise the correct cuts and preparation

methods to produce high quality,

technically sound dishes

CC/

Recognise the impact of seasonality on the availability,

quality and price of ingredients

Complete preparation and cooking tasks

to a high standard, delivered on time and

presented as described within the recipe

speciﬁcation

Has an appreciation of ingredients PD

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Knowledge and Understanding (Know it) EA Skills (Show it) IEA Behaviours (Live it) IEA

Food

safety

Identify the personal hygiene standards, food safety

practices and procedures required, understand the

importance of following them and consequences of

failing to meet them

T Maintain a clean and hygienic kitchen

environment at all times, complete kitchen

documentation as required

O /

Demonstrate high personal hygiene

standards

O /

Know how to store, prepare and cook ingredients to

maintain quality, in line with food safety legislation

T Store, prepare and cook ingredients

correctly to deliver a quality product that

is safe for the consumer

O /

Follow safe working practices when

storing, preparing and cooking ingredi-

ents to maintain their quality and safety

O /

People Understand how personal and team performance

impact on the successful production of dishes and

menu items

T /

Work effectively with others to ensure

dishes produced are of high quality,

delivered on time and to the standard

required

O Take pride in own role through an

enthusiastic and professional approach to

tasks

O /

Know how to communicate with colleagues and team

members from a diverse range of backgrounds and

cultures

PD Use suitable methods of communication

and operate in a fair and equal manner

that demonstrates effective team working

O /

Listen to and respect other peoples’ point

of view and respond politely

O /

Understand the importance of training and development

to maximise own performance

PD Develop own skills and knowledge

through training and experiences

PD Welcome and act on feedback to improve

personal methods of working, recognising

the impact that personal performance has

on the team. Recognise own personal

growth and achievement

Know how to support team members when the need

arises

T Support team members to produce

dishes and menu items on time to quality

standards

PD Respond positively to instruction and be

aware of team members who may need

support to get menu items out on time

without compromising quality

Have an understanding of professional behaviours and

organisational culture

T Perform role to the best of own ability in

line with the business values and culture

O Behave in a manner in line with the values

and culture of the business

Recognise how all teams are dependent on each other

and understand the importance of teamwork both back

and front of house

PD Develop good working relationships

across the team and with colleagues

in other parts of the organisation, and

deal with challenges and problems

constructively to drive a positive outcome

PD Communicate and behave effectively to

help team members achieve the best

result for the customers and the business

Business Understand the basic costing and yield of dishes and

the meaning of gross proﬁt

T /

Follow instruction to meet targets and

effectively control resources

O Be ﬁnancially aware in approach to all

aspects of work

CC/

Understand the principles of supply chain and waste

management

T Follow procedures regarding usage and

waste of resources

O Set an example to others by working in

ways which minimise waste

Recognise potential risks in the working environment,

how to address them and the potential consequences

of those risks

T Undertake all tasks with due care

and attention, reporting risks in the

appropriate manner

O /

Is vigilant and aware of potential risks

within the kitchen environment and takes

action to prevent them

O /

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Annex B: Preparation and cooking range

Food group Group range Preparation methods Cooking methods

Fish • white ﬁsh – round (for example,

cod, whiting or hake)

• white ﬁsh – ﬂat (for example, plaice,

sole or turbot)

• oily (for example, salmon or

mackerel

• ﬁlleting (removing pin bones, rib bones

and spine)

• cutting (darne, goujon, suprême, tronçon,

délice, paupiette)

• skinning

• trimming

• coating (for example, with ﬂour,

breadcrumbs or batter)

• marinating/adding dry rubs

• descaling

• frying (deep and shallow)

• grilling

• poaching

• baking

• steaming

• stewing

Shellﬁsh • prawns

• shrimp

• mussels

• clams

• cleaning

• shelling

• washing

• coating

• cutting

• boiling

• frying (deep and shallow)

• grilling

• steaming

• poaching

Meat • Beef

• Lamb

• Pork

• cutting (slicing and dicing)

• seasoning/marinating

• trimming

• boning

• tying

• tenderising

• portioning

• marinading/adding dry rubs

• stufﬁng/ﬁlling

• sealing

• grilling (over ﬁre/under ﬁre)

• griddling

• frying (shallow and stir)

• braising

• stewing

• roasting

• steaming

• boiling

• resting

Poultry • Chicken

• Duck

• Turkey

• checking and preparing the cavity

• seasoning/marinating

• trimming

• cutting (portion, dice and cut)

• stufﬁng/ﬁlling

• coating

• grilling (over ﬁre and under heat)

• griddling

• roasting

• poaching

• frying (deep, shallow, sauté and stir)

• steaming

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• tying and trussing

• batting out

• brining

• braising

• conﬁt

• combining cooking methods

Game • furred – e.g. venison, rabbit

• feathered – e.g. pheasant, pigeon

• checking and preparing the cavity

• seasoning

• cutting (portion and dice)

• stufﬁng/ﬁlling

• trussing

• sealing

• grilling

• griddling

• sautéing

• roasting

• frying (shallow and deep)

• braising

• stewing

• combining cooking methods

Offal • liver

• kidney

• sweetbread

• cheek

• cutting and slicing

• marinating/seasoning

• coating with ﬂour

• skinning

• trimming

• blending and mincing

• grilling

• griddling

• shallow frying

• boiling

• braising

• poaching

• combined cooking methods

• baking

• steaming

• ‘bain marie’

• sautéing

Vegetables • roots

• bulbs

• ﬂower heads

• fungi

• seeds and pods

• tubers

• leaves

• stems

• vegetable fruits

• washing

• peeling

• re-washing

• chopping

• traditional French cuts including -

Julienne, Brunoise, Macédoine, Jardinière

and Paysanne

• slicing

• trimming

• grating

• turning

• blanching

• boiling

• roasting

• baking

• grilling

• braising

• frying (deep, shallow and stir)

• steaming

• stewing

• combining cooking methods

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Sauces • thickened gravy (jus lié)

• roast gravy (jus rôti)

• curry gravy

• white sauce (béchamel)

• brown sauce (demi glace)

• velouté

• purée

• butter sauce (beurre blanc,

beurre noisette)

• emulsiﬁed sauce

• weighing/measuring

• chopping

• simmering

• boiling

• ‘make roux’

• passing/straining/blending

• skimming

• whisking

• adding cream

• reducing

• adding thickening agents

• adding other ingredients (e.g.

alcohol)

Stock • vegetable

• brown

• white

• ﬁsh

• weighing/measuring

• chopping

• simmering

• boiling

• ‘make roux’

• passing/straining/blending

• skimming

• whisking

• N/A

Soup • puree

• broth/potage

• ﬁnished with cream

• velouté

• weighing/measuring

• chopping

• simmering

• boiling

• ‘make roux’

• passing/straining

• blending/liquidising

• sweating vegetable ingredients

• skimming

• adding cream

• garnishing

Rice • long

• short

• round

• brown

• washing/soaking • boiling

• frying

• braising

• steaming

• stewing

• baking

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Pasta / noodles • shaped pasta

• ﬂat pasta

• dried pasta

• fresh pasta

• stuffed pasta

• N/A • Blanching

• Straining

• Mixing

• Boiling

• Baking

• combining cooking methods

Egg dishes • Chicken eggs

• Duck eggs

• Quail eggs

• beating • blanching

• straining

• mixing

• boiling

Vegetable

protein

• soya

• Quorn

• seitan

• tofu - both ﬁrm and soft

• soaking

• washing

• stewing

• straining

• boiling

• braising

• steaming

• deep frying

• roasting

• baking

• frying

• sautéing

Bread and

dough

• enriched dough

• soda bread dough

• bread dough

• naan dough/pitta dough

• pizza dough

• weighing/measuring

• sieving

• mixing/kneading

• proving

• knocking back

• shaping

• baking

• frying

• glazing

• icing

• ﬁlling

• decorating

Pastry • short

• sweet

• suet

• choux

• convenience

• weighing/measuring

• sifting

• rubbing in

• creaming

• resting

• piping

• rolling

• cutting/shaping/trimming

• lining

• baking

• steaming

• deep frying

• combining cooking methods

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Cakes,

Sponges,

Biscuits, Scones

• Cakes

• Sponges

• Biscuits

• Scones

• Weighing/measuring

• Creaming/beating

• Whisking

• Folding

• Rubbing in

• Greasing

• Glazing

• Portioning

• Piping

• Shaping

• Filling

• Rolling

• Lining

• Kneading

• Baking

• Trimming/Icing

• Spreading/Smoothing

• Dusting/Dredging/Sprinkling

• Mixing

Cold and hot

desserts

• ice cream

• mousse

• egg based

• batter based

• sponge based

• fruit based

• pastry based

• slicing

• creaming

• folding

• moulding

• mixing

• aeration

• addition of ﬂavours/colours

• puréeing

• combining

• portioning

• chilling

• boiling/poaching

• stewing

• baking

• combination cooking

• steaming

• frying

• ﬁlling

• glazing

• piping

• garnishing

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Annex C: On demand test speciﬁcation

Key facts:

✓ 90 minute on demand multiple choice test

✓ Scenario based questions

✓ Externally set and marked by an assessment organisation

✓ Undertaken either on the employer’s premises or off site

The assessment will be an objective on demand test and will be in multiple-choice format ensuring

validity and reliability and which allows for consistent, efﬁcient and timely allocation of marks / grades.

It is expected that the on demand tests will be on-screen and computer marked, with validated

results notiﬁed to the independent end assessor. If on demand tests are paper based, they must be

sent back to the assessment organisation for automated marking and the independent end assessor

will be notiﬁed of the results. The question banks will cover the knowledge and skills identiﬁed on

the standard (Annex A). Some questions will require the apprentice to consider a course of action

or solution to a situation / problem based on a ‘real-life’ workplace activity in line with the identiﬁed

requirements of the standard. The questions will be scenario based requiring the apprentice to

demonstrate reasoning and joined up thinking, demonstrating synoptic performance against the key

elements of the standard. The 90 minute test will include questions covering a representative sample

of the grading criteria identiﬁed in Annex G.

Apprentices will complete their tests on-screen unless individual assessment needs dictate a suitable

alternative method, such as paper based, away from the day to day pressures of work and in a

‘controlled’ environment, which may be on or off the employers’ premises.

Assessment organisations

The assessment organisation will identify a suitable person to invigilate the on demand test. As this

test is externally set and marked it may be invigilated by the on-programme assessor, alternatively it

may, but does not have to be, the assessor conducting the observation and professional discussion.

Tests will be invigilated in line with the requirements set out by the assessment organisation.

Test speciﬁcations will be available from People1st.co.uk and all assessment organisation must

comply with the common approach contained therein.

Questions will be written using the language, tone and style expected for the level of standard.

Apprentices taking the tests will be given a proportional sample of these questions which reﬂect

general coverage of the standards to demonstrate competence within the given time constraints.

Test speciﬁcations will include a clear rationale for pass and distinction levels.

The deﬁnition of a ‘controlled environment’ will be clearly deﬁned and explained by the assessment

organisations prior to scheduling the test and will include environmental requirements such as

lighting, space, privacy and the requirements for an invigilator to follow a best practice process.

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Annex D: Practical observation speciﬁcation

Key facts:

✓ 3 hour observation of the apprentice in the workplace

✓ Must include observation of preparation and service in a working kitchen

✓ Provides excellent opportunity to assess the apprentice synoptically working in line with

requirements for health, safety and hygiene whilst also demonstrating culinary skills

✓ Must maximise the apprentice’s opportunity to demonstrate competence across the required

range of food groups, preparation and cooking methods

This assessment brings together all aspects of the standard, as identiﬁed in Annex A. The practical

assessment is an observation of the apprentice in the kitchen environment and must include

customer interaction. During the three hour observation, the apprentice should have the opportunity

to demonstrate competence in preparation, cooking service of dishes in order to best demonstrate

how they have applied their knowledge, skills and behaviours in a real-work environment to achieve

genuine and demanding work objectives.

It is mandatory that across the practical observation and culinary challenge observation the

apprentice covers, as a minimum, the following range from the list in Annex B:

Food groups may be assessed in either the practical observation or the

culinary challenge, but the total number detailed below must be achieved:

Food groups Mandatory: All apprentices MUST cover one of the group range from each

of:

Fish

Meat

Poultry

Of which at least one must be prepared from ‘whole’ – e.g. whole chicken,

whole trout, whole leg of lamb in the culinary challenge.

Apprentices must also cover at least four of the following food groups:

Shellﬁsh

Game

Offal

Vegetables

Sauces

Stock

Soup

Rice

Pasta

Vegetable protein

And at least two of the following food groups:

Egg dishes

Bread and dough

Pastry

Cakes, sponges, biscuits, scones

Cold and hot desserts

Preparation methods At least six preparation methods selected as appropriate to the groups

(for example one method might be demonstrated on ﬁsh, another on stock

etc.)

Cooking methods At least six cooking methods selected as appropriate to the groups (for

example one method might be demonstrated on ﬁsh, another on stock etc.)

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The practical observation provides the opportunity for substantial synoptic assessment against the

relevant elements of the standard. The observation must be scheduled when the apprentice will be

working in their normal place of work and will also:

✓ Be conducted at a time which reﬂects typical working conditions and avoids seasonal periods

of low levels of trading

✓ Allow the apprentice to demonstrate all aspects of the standard being observed

(e.g. the apprentice must be able to prepare and cook sufﬁcient food groups, preparation and

cooking methods)

✓ Take a synoptic approach to observing the overall competence

The apprentice and employer are required to provide a two week working schedule, including

business levels, for the independent end assessor to determine when to carry out observations. The

independent end assessor will plan the observation in conjunction with the apprentice and employer

and use the assessment tools and procedures that are set by the assessment organisation, which will

be subject to internal and external quality assurance. It is permissible to split the observation into two

sections to allow best observation of preparation and cooking, although this will normally be carried

out on the same day. Observations must be planned in advance to allow for quality assurance

activity.

The grading criteria for all assessment activities are contained in Annex G.

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Annex E: Culinary challenge observation speciﬁcation

Key facts:

✓ 2 hour observation of the apprentice in a controlled environment

✓ May be off site in an appropriate facility, or on site if the kitchen (or suitable section) is closed

off for the duration of the assessment

✓ The apprentice cannot have support from other team members during the observation

✓ Will cover observation of the apprentice across all four sections of the standard focussing on

skills and creativity whilst demonstrating working to the organisation’s standards

The apprentice will use the culinary challenge to display both precision and creativity. The challenge

requires the apprentice to produce a two course meal for two people in two hours. The apprentice

will discuss and agree the dishes with the independent end assessor at the ﬁrst meeting with the

independent end assessor and will prepare a full recipe with time plan prior to the assessment. The

plan does not need to be supplied to the independent end assessor in advance of the assessment

but will contribute towards the assessment. Apprentices must prepare the food order in sufﬁcient

time for the employer or assessment centre to supply the ingredients for the assessment. The

requirements for the dishes are as follows:

Main course:

• Must be prepared from meat, ﬁsh or poultry and must be prepared from ‘whole’ – e.g.

whole chicken, whole trout or whole leg of lamb

• Must have at least one vegetable accompaniment appropriate to the dish

• Must have at least one starch appropriate to the dish

• Must have a sauce appropriate to the dish

• Must be based on a dish from the apprentice’s organisation

• All elements of the dish must be prepared, cooked and served by the apprentice

Dessert:

• Apprentice will be given a base ‘category’ of cold and hot dessert range by the independent

end assessor at the initial meeting with the independent end, such as egg based dessert

• The apprentice must research options to customise the dessert to make it suitable for the

organisation and its clients. They should also seek to incorporate seasonality and latest food

trends.

• The dessert must have an appropriate garnish from one of the following food groups:

o Cakes, sponges, biscuits and scones

o Pastry

o Secondary cold or hot dessert range

• All elements of the dish must be prepared, cooked and served by the apprentice

The independent end assessor will plan the observation in conjunction with the apprentice and

employer and use the assessment tools and procedures that are set by the assessment organisation,

which will be subject to internal and external quality assurance. The observation must be carried out

in one session, except in exceptional circumstances (such as a business operating different functions

across two sites), requirements for which will form part of the assessment tools and procedures

prescribed by the assessment organisation. Observations must be planned in advance to allow for

quality assurance activity. The grading criteria for all assessment activities are contained in Annex G.

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Annex F: Recipe log and professional discussion speciﬁcation

Key facts:

✓ 40 minute discussion between the apprentice and the independent end assessor

(includes 10 minutes for review of recipe log)

✓ Log of dishes prepared in the workplace with accurate recipes and time plans to be

referenced throughout the discussion providing evidence of range of competence and

application of other areas of the standard, such as dish evaluation

✓ Employer present to support (but not lead) the apprentice and conﬁrm information

✓ Will include areas of the standard not seen in the observation or culinary challenge plus key

additional areas identiﬁed in Annex A

✓ Planned in advance to allow the apprentice to prepare fully for the discussion

The professional discussion is a structured discussion between the apprentice and their independent

end assessor. The employer will be present at this discussion to provide further examples and

support (but not lead) the apprentice. The employer does not score the discussion. The independent

end assessor conducting the professional discussion should normally be the same person who

conducted the practical observation and culinary challenge. It allows the independent end assessor

to ask the apprentice questions in relation to:

✓ The period of learning, development and continuous assessment

✓ Coverage of the standard

✓ Personal development and reﬂection

The apprentice will be informed of the requirements prior to the discussion at least ﬁve days in

advance and may bring additional materials to assist them to demonstrate their competence.

The discussion must be appropriately structured to draw out the best of the apprentice’s energy,

enthusiasm, competence and excellence.

The professional discussion will be conducted in a ‘controlled environment’ i.e. a quiet room, away

from the normal place of work. If for any reason it is not possible for all involved to meet in the

same place end assessors must ensure adequate controls are in place to maintain fair and accurate

assessment. The professional discussion may be conducted using technology, as long as fair

assessment conditions can be maintained. Acceptable means of remote assessment include video

conferencing / video calling and must include a two way visual and audio link. A standard template,

provided by the assessment organisation, which can be contextualised will be used, to ensure that

standards are secure but interviewers are able to focus on key areas for conﬁrmation of performance

and effective appraisal of the evidence base. This will ensure that consistent approaches are taken

and that all key areas are appropriately explored. The professional discussion will be planned in

advance to allow for quality assurance activity in line with sampling requirements and will cover the

key elements of the standard identiﬁed in Annex A.

The professional discussion will recognise areas which have already been covered in the observation

and culinary challenge so as not to re-assess an area in which the apprentice has already

demonstrated competence. The professional discussion will typically last 30 minutes and will be

scored by the independent assessor using the standard template. The template will record full details

of all marks applied (and evidence referenced) by the assessor.

Commonly at a job interview chef applicants will present a log of their previous achievements, often

including the range of dishes they have previously prepared. This assessment aims to replicate this

industry practice and develop it so that the independent end assessor can assess the apprentice’s

performance over a range of food groups, preparation and cooking methods to build on what is seen

in the observations.

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The log of dishes is the apprentice’s opportunity to present the variety of dishes they have prepared,

with full recipes, time plans, food safety controls and photos. Employer endorsement of the quality

of the ﬁnished dish on each recipe should be sought. The log is to reﬂect dishes produced, not

to record individual stages of preparation and cooking, for example a steak pie would be a valid

inclusion, diced beef would not.

This log may only contain dishes prepared independently by the apprentice during their programme.

It is anticipated that for new entrants to the kitchen environment this will usually be after the ﬁrst

six months on programme, but ﬂexibility is given to employers to authorise the inclusion of dishes

prepared before this time as long as they are prepared entirely independently by the apprentice, for

example where an employee has experience as a kitchen assistant prior to undertaking the commis

chef apprenticeship. Dishes in the log will be endorsed and validated by the employer but must only

be assessed by the independent end assessor.

The log must cover the following minimum range from the list in Annex B:

Food group Group range Preparation methods Cooking

methods

Fish 2 5

including ﬁlleting

Shellﬁsh 2 3 3

Meat 2 6

including boning

Poultry 2 6

including cutting down a whole bird to

portions

Game 1 2 2

Offal 2 3 4

Vegetables 6 6 6

Sauces 5 5

including ‘make roux’

Stock 2 4

Soup 3 5

Rice 2 1 2

Pasta 2 3

Egg dishes 1 1 3

Vegetable protein 1 2 2

Bread and dough 2 3 2

Pastry 2 4 2

Cakes, sponges, biscuits,

scones

2 14 3

Cold and hot desserts 4 7 6

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Annex G: Grading criteria

N.B. Assessment organisations will clearly identify performance requirements above a pass for apprentices to achieve the distinction grade in each

assessment activity. These criteria will be appropriate to the assessment method. For example:

• On-demand test will have grade boundaries (e.g. 0-59 fail, 60-79 pass, 80-100 distinction)

• Observation will recognise competence in achieving tasks on time and to standard (pass) but will recognise efﬁcient, coordinated working to

exceed timescales, standards or ways or working (distinction)

• Professional discussion will have descriptors for performance, such as describe, explain (pass) and evaluate, review, recommend (distinction)

Annex G(i) In order to pass all apprentices will demonstrate knowledge and understanding of a representative proportion of the following in

the on demand test

Culinary • The seasonal calendar of food (ﬁsh, meat, game and vegetables) and its impact on cost, quality and ﬂavour

• Technology and its application within food preparation area

• The beneﬁts in terms of cost savings, efﬁcient working practices and end results of technological application in the area

of food preparation/production in terms of producing food; food procurement and monitoring of food storage - within the

context the wider sector. Technology to include: Equipment; social media and apps and software in terms of SOPs and

training; stock control and ordering

• Food safety and knowledge/ temperature and storage conditions ambient chilled and frozen

• The consequences of not checking in terms of self, others and the business

• Principles of safe food handling/COSHH and the need to clean as you go

• The importance of undertaking mise-en place

• Taste – basic ﬂavour proﬁle, seasoning, herbs and spices

• Common food groups and basic requirements for a balanced diet.

• Basic dietary variations such as vegetarian, vegan, religious diets

• The key allergens, how to ﬁnd information about dish content, and the reasons they must be identiﬁed

• Common knives and their correct uses with each food group – cooks knives, boning, ﬁlleting, paring, pallete, peeler

• Commonly used kitchen equipment for cooking, processing and ﬁnishing dishes

• The correct use of techniques, tools, knives, and equipment when preparing, cooking and presenting food and why using

these correctly is important

• What quality points to look for in:

• fresh vegetables, including: roots, bulbs, ﬂower heads, fungi, seeds and pods, tubers, leaves, stems, vegetable fruits

• a range of fresh poultry including duck, chicken and turkey

• fresh meat, including: beef, lamb, pork

• fresh ﬁsh, including: white ﬁsh (round), white ﬁsh (ﬂat), oily ﬁsh

• Pre-packaged and dry goods

• Frozen and chilled (temperature controlled) foods including dairy

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• Traditional cuts of; and basic preparation methods for, meat, poultry, ﬁsh and vegetables

• Meat: Primary (ﬁllet, loin, rib, chops, T-bone) and secondary cuts (neck, skirt, shoulder, leg, cheek), offal: trim, dice, portion,

mince, tie, bone, marinate, lard, bard

• Poultry: breast, leg, wing, whole bird: ﬁlleting, butterﬂy, spatchcock, cut for sauté (classical), trimming

• Fish: Darne, darne, goujon, suprême, tronçon, délice, paupiette descaling, skinning, boning, pin boning, marinating (wet &

dry), trimming (using shears / ﬁlleting knife), gutting, butterﬂying

• Vegetables: French cuts - julienne, mirepoix, macedoine, paysane, brunoise, baton, jadinere

Food safety • Risks to food safety

• Types of contamination and cross-contamination of food and surfaces and how they can occur

• Vehicles of contamination including surfaces

• The types of food poisoning and how food poisoning organisms can contaminate food

• The common symptoms of food poisoning

• The factors which enable the growth of food poisoning organisms

• The effect of personal hygiene and behaviour affect the safety of food

• Own role in spotting and dealing with hazards, and in reducing the risk of contamination

• The importance of identifying food hazards promptly

• The potential impact on health if hazards are not spotted and dealt with promptly

• The importance of risk assessments

• Types of unsafe behaviour that may impact on the safety of food and why it is important to avoid this type of behaviour

when working with food

• The legal and regulatory requirements for food safety, the importance of complying with them, the implications of non-

compliance and the role of enforcement ofﬁcers

• Control of risks to food safety

• The importance of, and methods for, separation of raw and cooked foods, separation of ﬁnished dishes

• The temperature danger zone, why food needs to be kept at speciﬁed temperatures and how to ensure this

• Procedures to follow when dealing with stock including deliveries,

• Storage, date marking and stock rotation, and why it is important to consistently follow them

• The importance of keeping work areas and environment clean and tidy, and tools, utensils and equipment in good order,

clean condition and stored correctly

• Methods and frequency of cleaning and maintenance of equipment, surfaces and environment and how they affect food

safety in the workplace

• The actions that should be taken in response to spotting a potential hazard

• The types of food waste which can occur in the workplace and how it should be safely handled in the workplace

• The main types of pests and infestation that may pose a risk to the safety of food, how they can occur, how to recognise

them, how to prevent them

• The consequences and main symptoms of allergen and intolerant contamination

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• The legal requirements for a food business to apply a food safety management system based on the Codex principles of

HACCP, and allergen control management

People • The impact of poor individual performance from an individual on a team

• The impact of poor team performance on the business and the customer experience

• The beneﬁts and impact of a high performing team in respect of food production and meeting customers’ expectations of the

food experience

• How to respond to requests of assistance from colleagues

• The importance of being supportive - whilst ensuring own work priorities are met

• Professional behaviours such as timekeeping; need for full attendance; following company standards along the lines of

reporting illness and absence; booking holidays, wearing of company uniform; attending agreed events such as arranged

training

• The impact of their behaviours on the team and the impact of unprofessional/negative behaviours on team working

Business • Why menu items need to be costed and the importance of working to budgets

• The terms yield and gross proﬁt and their relevance to planning food production operations

• The supply chain in terms of basic principles and that of the establishment they are working in

• Providence and importance of working with nominated suppliers and tendering for suppliers on a regular basis

• Impact of wastage on P&L and not making full use of produce by creative and efﬁcient menu planning

• Principles of waste management and recycling – waste management- need to be able to explain waste- via poor production

and ruination of food items and wastage as a result of poor stock. Should be able to relate this subject to efﬁcient working

practices and yield

• Potential hazards within food preparation areas

• Risks in work environment and how to mitigate such risks

Annex G (ii) In order to pass all apprentices will demonstrate ALL of the following during the practical observation:

Culinary • Demonstrate working to menus in line with business requirements and advising of issues in terms of menu item availabilities

and popularity of menu items and cooking to establishment standards- adhering to any nutritional requirements

• Turn up on time

• Wear uniform correctly

• Use technology in own kitchen as per manufacturers’ instructions and in accordance with health and safety regulations

• Use technology appropriately and as required by the establishment in respect of cooking stated menu items

• Work safely and efﬁciently and conﬁdent in use of technology

• Mise en place undertaken in a timely fashion and ensures all food preparation allows for requirements of service

• Follow and adhere to cleaning schedules

• How to ﬁnd a dish speciﬁcation / recipe for prescribed dish

• How to read and understand the speciﬁcation / recipe for the dishes and ingredients

• Weigh and measure ingredients using accurately functioning tools or equipment

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• Ensure correct volume / number of components

• Ensure consistent portions prepared and served

• Pay attention to detail and work consistently to achieve standards

• Follow speciﬁcations / brand standards to prepare and produce dishes and menu items, on time, ensuring consistency of the

ﬁnished product as per Annex B

• Identify correct knives and equipment for preparation, cooking and ﬁnishing of dishes and menu items identiﬁed in Annex B

• The correct settings and use of equipment when preparing, cooking and ﬁnishing dishes and menu items

• Adhere to company speciﬁcations / brands when preparing / cooking dishes

• Demonstrate care and attention when using knives and equipment

• Correctly store and use food commodities when preparing dishes

• Ambient, chilled and frozen storage used correctly:

• Correct labelling of food – dates, ingredients, allergens

• Stock rotation

• Colour coding, following food safety systems

• Adhere to company / brand standard / menu speciﬁcation

• Consistently use the correct volume and quality of commodities in each dish, maintaining attention to detail

• Apply correct preparation and selection methods when using meat, poultry, ﬁsh and vegetables in dishes

• Utilise the correct cuts and preparation methods to produce high quality, technically sound dishes

• Complete preparation and cooking tasks to a high standard, delivered on time and presented as described within the recipe

speciﬁcation

Food safety • Reduce contamination risks associated with workﬂow procedures

• Use storage procedures to prevent cross-contamination

• Make sure surfaces and equipment are clean and in good condition use clean and suitable cloths and equipment for wiping

and cleaning between tasks

• Dispose of waste promptly, hygienically and appropriately

• Avoid unsafe behaviour that could contaminate the food you are working with

• Keep necessary records up-to-date

• Prepare, cook and hold food safely

• Check food before and during operations for any hazards, and follow the correct procedures for dealing with these

• Prevent cross-contamination, such as between raw foods, foods already cooking/reheating and ready-to-eat foods

• Use methods, times, temperatures and checks to make sure food is safe

People • Work effectively with others to ensure dishes produced are of high quality, delivered on time and to the standard required

• Take pride in own role through an enthusiastic and professional approach to tasks

• Demonstrates team work- as seen by working well with colleagues and professional conduct and good time-keeping and

willingness to cover for others and respond ﬂexibly to rota requirements

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People • Listen to and respect other peoples’ point of view and respond politely

• Demonstrate team working and professional conduct- checking attendance at work; behaviours in team activities such as

team meetings.

• Demonstrate appropriate responses to instructions and show can request information when required and asks questions to

seek clariﬁcation and further guidance

• Demonstrate support to others by asking where help is required when own tasks are completed

• Show can accelerate work pace when required and go the extra mile

• Behave in a manner in line with the values and culture of the business

Business • Work to speciﬁed standards- following establishment standards in terms of preparing menu items in accordance with

business/customer needs

• Adhere to recipes’/speciﬁcations as required

• Maintain any appropriate documentation such as wastage records

• Demonstrate effective waste management

• Be ﬁnancially aware in approach to all aspects of work

• Works efﬁciently and safely throughout work shifts

Is vigilant and aware of potential risks within the kitchen environment and takes action to prevent them

Annex G (iii) In order to pass all apprentices will demonstrate ALL of the following during the culinary challenge:

Culinary • Customer proﬁle of the organisation and how this affects menu design and costing

• Availability of food

• Mise en place undertaken in a timely fashion and ensures all food preparation allows for requirements of service

• Follow and adhere to cleaning schedules

• How to ﬁnd a dish speciﬁcation / recipe for prescribed dish

• How to read and understand the speciﬁcation / recipe for the dishes and ingredients

• Weigh and measure ingredients using accurately functioning tools or equipment

• Ensure correct volume / number of components

• Ensure consistent portions prepared and served

• Pay attention to detail and work consistently to achieve standards

• Follow speciﬁcations / brand standards to prepare and produce dishes and menu items, on time, ensuring consistency of the

ﬁnished product as per Annex B

• Identify correct knives and equipment for preparation, cooking and ﬁnishing of dishes and menu items as identiﬁed in Annex B

• Know the correct settings and use of equipment when preparing, cooking and ﬁnishing dishes and menu items

• Adhere to company speciﬁcations / brands when preparing / cooking dishes

• Demonstrate care and attention when using knives and equipment

• Correctly store and use food commodities when preparing dishes

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• Ambient, chilled and frozen storage used correctly:

• Correct labelling of food – dates, ingredients, allergens

• Stock rotation

• Colour coding, following food safety systems

• Adhere to company / brand standard / menu speciﬁcation

• Consistently use the correct volume and quality of commodities in each dish, maintaining attention to detail

• Apply correct preparation and selection methods when using meat, poultry, ﬁsh and vegetables in dishes

• Utilise the correct cuts and preparation methods to produce high quality, technically sound dishes

• Complete preparation and cooking tasks to a high standard, delivered on time and presented as described within the recipe

speciﬁcation

Food safety • Reduce contamination risks associated with workﬂow procedures

• Use storage procedures to prevent cross-contamination

• Make sure surfaces and equipment are clean and in good condition use clean and suitable cloths and equipment for wiping

and cleaning between tasks

• Dispose of waste promptly, hygienically and appropriately

• Avoid unsafe behaviour that could contaminate the food you are working with

• Keep necessary records up-to-date

• Prepare, cook and hold food safely

• Keep necessary records up-to-date

• Prepare, cook and hold food safely

• Check food before and during operations for any hazards, and follow the correct procedures for dealing with these

• Prevent cross-contamination, such as between raw foods, foods already cooking/reheating and ready-to-eat foods

• Use methods, times, temperatures and checks to make sure food is safe

• Check food before and during operations for any hazards, and follow the correct procedures for dealing with these

• Prevent cross-contamination, such as between raw foods, foods already cooking/reheating and ready-to-eat foods

• Use methods, times, temperatures and checks to make sure food is safe

People • Take pride in own role through an enthusiastic and professional approach to tasks

Business • Be ﬁnancially aware in approach to all aspects of work

• Demonstrate following of speciﬁcations and correct food production techniques to meet GP requirements

• Provide evidence of appropriate documentation being completed

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Annex G(iv) In order to pass all apprentices will demonstrate ALL of the following during the professional discussion based on the log of recipes:

Areas already assessed in the practical observation or culinary challenge do not need to be reassessed in the discussion.

Culinary • Brand standards and basic food costs in relation to quality of produce

• Responding to feedback from line manager and any customer feedback provided to include complaints

• Working to menus in line with business requirements and advising of issues in terms of menu item availabilities and

popularity of menu items and cooking to establishment standards- adhering to any nutritional requirements

• Undertake professional development as requested or self – managed

• Use technology in own kitchen as per manufacturers’ instructions and in accordance with health and safety regulations

• Use technology appropriately and as required by the establishment in respect of cooking stated menu items

• Working safely and efﬁciently and conﬁdent in use of technology

• Checking, reporting and carrying out stock checks and demonstrating stock rotation and recording of activities on

appropriate documentation

• Communication to appropriate personnel of stock levels and shortages

• Identiﬁcation of when tasks are not going to plan and the conﬁdence to request support when needed

• Contribution to the development of menu items, and following a structured development plan

• Work with mentor to make recommendations for a dish / try out new ideas / skills

• Reﬂection on ingredients, dishes, seasons, look at menu and performance, recommendations made

• Identiﬁcation and use of correct knives and equipment for preparation, cooking and ﬁnishing of dishes and menu items as

identiﬁed in Annex B

• Correct settings and use of equipment when preparing, cooking and ﬁnishing dishes and menu items

• Adherence to company speciﬁcations / brands when preparing / cooking dishes

• Consistent use of the correct volume and quality of commodities in each dish, maintaining attention to detail

• Utilisation of the correct cuts and preparation methods to produce high quality, technically sound dishes

• Completion of preparation and cooking tasks to a high standard, delivered on time and presented as described within the

recipe speciﬁcation

Food safety • Understanding and interpretation of labels, recording the presence of allergens and intolerants

• Identiﬁcation and analysis of potential hazards of cross-contamination

• Provision of accurate information to customers

• Control of deliveries, storage, stock rotation and supplier speciﬁcations to protect against allergen and intolerant

contamination

• A responsible approach to allergen control

• Maintenance of up to date records and instructions

• Use of safe food handling practices and procedures for preparing, and serving both “speciﬁc allergen” free and “intolerant”

free food

• Adherence to organisation’s procedures for items that may cause allergic reactions

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• Checks that food is undamaged, is at the appropriate temperature and within its `use- by date’ on delivery

• Preparation of food for storage and storage within correct timescales and conditions

• Cleaning and maintenance of storage areas, including assurance of the correct temperature for the type of food

• Storage of food so that cross contamination is prevented, e.g. keep raw and

• Separation and correct storage of ready-to-eat foods and common allergenic foods such as nuts (e.g. sealed containers)

• Follow stock rotation procedures

• Safe disposal of food that is beyond its `use-by date’

People • How own working practices and that of team impact on food production and service and the customer experience

• Effective communication methods and how to communicate with colleagues and team members

• Team work- as seen by working well with colleagues

• Listen to and respect other peoples’ point of view and respond politely

• What training is and the importance of personal development in terms of improving knowledge and skills

• Current levels of performance and identify areas of development and what they require to address skills and knowledge gaps

• Effective team work and support by evidencing from peer feedback and questioning that preparation and service timelines

are met on a consistent basis

• Basic team roles and state own job role requirements and the job role requirements of others and how adhering to role

responsibilities and targets impacts on the team and work productivity in a positive way

• The relationship with other departments and the requirement to communicate across departments

• Levels of communication with other departments- and what they need to know about the work of the other departments in

order to deliver a good service to the customer/service user

• Speciﬁc examples where they have developed/augmented good working relationships- what did they do? Why did they do

that? What was the outcome? How would they approach that situation in the future if there wasn’t a positive outcome

• Potential challenges pinch points in the working environment and how they can overcome such challenges

Business • What targets they are expected to meet in terms of portion control and wastage

• Work site GP% targets and what the impact is of not meeting GP

• Waste management

• Undertake any recycling and correct disposal of waste

• Note what contingency planning in place where certain ingredients are not available what are suitable alternatives and

substitutes

• Where risks have been identiﬁed- reports as per standard requirements meeting legal requirements

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Annex G(v) In order to obtain distinction in the professional discussion apprentices will, in addition to achieving all pass criteria, demonstrate

ALL of the following during the professional discussion

Culinary • Proactively keeps up to date with industry developments, food trends and business objectives

• Looks for opportunities to inﬂuence improvements in culinary performance in line with new trends and developments

• Evaluates own performance and takes development opportunities to improve in food preparation, cooking and service

• Takes appropriate opportunities to experiment with new techniques / food items / methods and dishes

• Evaluates dishes to seek improvement / modernisation

• Demonstrates a passion for cooking by preparing, cooking and serving creative, technically sound dishes

People • Acts as a role model to other team members, providing support and guidance when required

• Encourages and facilitates good team and working relationships

• Demonstrates a high level of consideration for people’s opinions

• Takes responsibility for identifying possible development opportunities for self and team members

• Evaluates own skills and performance, seeks feedback from others and proactively engages with performance reviews and

development planning

Business • Approaches tasks / solves problems with a methodical, considered approach taking into account potential consequences of

own actions

• Sets an example to team members on efﬁcient ways of working to organisational standards

• Considers factors that may affect performance and responds effectively in line with the job role

• Has a working knowledge of costs in the kitchen environment and why their control is important to meet team and

organisational needs

If you would like to receive further information about our

programmes and services, contact us:

People 1st

First Floor, Hospitality House

11-59 High Road

London N2 8AB

United Kingdom

Telephone: +44 (0)203 074 1222

E-mail: [email protected]

Website: www.people1st.co.uk