Design meals to meet specific dietary or
cultural needs
D1.HCA.CL3.03
Trainer Guide
Design meals to meet
specific dietary or
cultural needs
D1.HCA.CL3.03
Trainer Guide
Project Base
William Angliss Institute of TAFE
555 La Trobe Street
Melbourne 3000 Victoria
Telephone:
(03) 9606 2111
Facsimile:
(03) 9670 1330
Acknowledgements
Project Director:
Chief Writer:
Subject Writer:
Project Manager/Editor:
DTP/Production:
Wayne Crosbie
Alan Hickman
Judi Sanford
Alan Maguire
Daniel Chee, Mai Vu, Riny Yasin
The Association of Southeast Asian Nations (ASEAN) was established on 8 August 1967. The Member
States of the Association are Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia,
Myanmar, Philippines, Singapore, Thailand and Viet Nam.
The ASEAN Secretariat is based in Jakarta, Indonesia.
General Information on ASEAN appears online at the ASEAN Website: www.asean.org.
All text is produced by William Angliss Institute of TAFE for the ASEAN Project on “Toolbox
Development for Front Office, Food and Beverage Services and Food Production Divisions”.
This publication is supported by Australian Aid through the ASEAN-Australia Development
Cooperation Program Phase II (AADCP II).
Copyright: Association of Southeast Asian Nations (ASEAN) 2013.
All rights reserved.
Disclaimer
Every effort has been made to ensure that this publication is free from errors or omissions. However,
you should conduct your own enquiries and seek professional advice before relying on any fact,
statement or matter contained in this book. ASEAN Secretariat and William Angliss Institute of TAFE
are not responsible for any injury, loss or damage as a result of material included or omitted from this
course. Information in this module is current at the time of publication. Time of publication is indicated
in the date stamp at the bottom of each page.
Some images appearing in this resource have been purchased from various stock photography
suppliers and other third party copyright owners and as such are non-transferable and non-exclusive.
Additional images have been sourced from Flickr and are used under:
http://creativecommons.org/licenses/by/2.0/deed.en
http://www.sxc.hu/
File name: TG_Design_meals_to_meet_specific_dietary_Final
Table of contents
Competency Based Training (CBT) and assessment – An introduction for trainers .......... 1
Competency standard ..................................................................................................... 11
Notes and PowerPoint slides .......................................................................................... 21
Recommended training equipment ............................................................................... 145
Instructions for Trainers for using PowerPoint – Presenter View ................................... 147
Appendix – ASEAN acronyms ...................................................................................... 149
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Competency Based Training (CBT) and assessment – An introduction for trainers
Competency Based Training (CBT) and
assessment – An introduction for trainers
Competency
Competency refers to the ability to perform particular tasks and duties to the standard of
performance expected in the workplace.
Competency requires the application of specified knowledge, skills and attitudes relevant
to effective participation, consistently over time and in the workplace environment.
The essential skills and knowledge are either identified separately or combined.
Knowledge identifies what a person needs to know to perform the work in an informed
and effective manner.
Skills describe the application of knowledge to situations where understanding is
converted into a workplace outcome.
Attitude describes the founding reasons behind the need for certain knowledge or why
skills are performed in a specified manner.
Competency covers all aspects of workplace performance and involves:
Performing individual tasks
Managing a range of different tasks
Responding to contingencies or breakdowns
Dealing with the responsibilities of the workplace
Working with others.
Unit of Competency
Like with any training qualification or program, a range of subject topics are identified that
focus on the ability in a certain work area, responsibility or function.
Each manual focuses on a specific unit of competency that applies in the hospitality
workplace.
In this manual a unit of competency is identified as a „unit‟.
Each unit of competency identifies a discrete workplace requirement and includes:
Knowledge and skills that underpin competency
Language, literacy and numeracy
Occupational health and safety requirements.
Each unit of competency must be adhered to in training and assessment to ensure
consistency of outcomes.
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Element of Competency
An element of competency describes the essential outcomes within a unit of competency.
The elements of competency are the basic building blocks of the unit of competency.
They describe in terms of outcomes the significant functions and tasks that make up the
competency.
In this manual elements of competency are identified as an „element‟.
Performance criteria
Performance criteria indicate the standard of performance that is required to demonstrate
achievement within an element of competency. The standards reflect identified industry
skill needs.
Performance criteria will be made up of certain specified skills, knowledge and attitudes.
Learning
For the purpose of this manual learning incorporates two key activities:
Training
Assessment.
Both of these activities will be discussed in detail in this introduction.
Today training and assessment can be delivered in a variety of ways. It may be provided
to participants:
On-the-job – in the workplace
Off-the-job – at an educational institution or dedicated training environment
As a combination of these two options.
No longer is it necessary for learners to be absent from the workplace for long periods of
time in order to obtain recognised and accredited qualifications.
Learning Approaches
This manual will identify two avenues to facilitate learning:
Competency Based Training (CBT)
This is the strategy of developing a participant‟s competency.
Educational institutions utilise a range of training strategies to ensure that participants are
able to gain the knowledge and skills required for successful:
Completion of the training program or qualification
Implementation in the workplace.
The strategies selected should be chosen based on suitability and the learning styles of
participants.
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Competency Based Assessment (CBA)
This is the strategy of assessing competency of a participant.
Educational institutions utilise a range of assessment strategies to ensure that
participants are assessed in a manner that demonstrates validity, fairness, reliability,
flexibility and fairness of assessment processes.
Flexibility in Learning
It is important to note that flexibility in training and assessment strategies is required to
meet the needs of participants who may have learning difficulties. The strategies used will
vary, taking into account the needs of individual participants with learning difficulties.
However they will be applied in a manner which does not discriminate against the
participant or the participant body as a whole.
Catering for Participant Diversity
Participants have diverse backgrounds, needs and interests. When planning training and
assessment activities to cater for individual differences, trainers and assessors should:
Consider individuals‟ experiences, learning styles and interests
Develop questions and activities that are aimed at different levels of ability
Modify the expectations for some participants
Provide opportunities for a variety of forms of participation, such as individual, pair and
small group activities
Assess participants based on individual progress and outcomes.
The diversity among participants also provides a good reason for building up a learning
community in which participants support each other‟s learning.
Participant Centred Learning
This involves taking into account structuring training and assessment that:
Builds on strengths – Training environments need to demonstrate the many positive
features of local participants (such as the attribution of academic success to effort,
and the social nature of achievement motivation) and of their trainers (such as a
strong emphasis on subject disciplines and moral responsibility). These strengths and
uniqueness of local participants and trainers should be acknowledged and treasured
Acknowledges prior knowledge and experience – The learning activities should be
planned with participants‟ prior knowledge and experience in mind
Understands learning objectives – Each learning activity should have clear learning
objectives and participants should be informed of them at the outset. Trainers should
also be clear about the purpose of assignments and explain their significance to
participants
Teaches for understanding – The pedagogies chosen should aim at enabling
participants to act and think flexibly with what they know
Teaches for independent learning – Generic skills and reflection should be nurtured
through learning activities in appropriate contexts of the curriculum. Participants
should be encouraged to take responsibility for their own learning
Enhances motivation – Learning is most effective when participants are motivated.
Various strategies should be used to arouse the interest of participants
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Makes effective use of resources – A variety of teaching resources can be employed
as tools for learning
Maximises engagement – In conducting learning activities, it is important for the minds
of participants to be actively engaged
Aligns assessment with learning and teaching – Feedback and assessment should be
an integral part of learning and teaching
Caters for learner diversity – Trainers should be aware that participants have different
characteristics and strengths and try to nurture these rather than impose a standard
set of expectations.
Active Learning
The goal of nurturing independent learning in participants does not imply that they always
have to work in isolation or solely in a classroom. On the contrary, the construction of
knowledge in tourism and hospitality studies can often best be carried out in collaboration
with others in the field. Sharing experiences, insights and views on issues of common
concern, and working together to collect information through conducting investigative
studies in the field (active learning) can contribute a lot to their eventual success.
Active learning has an important part to play in fostering a sense of community in the
class. First, to operate successfully, a learning community requires an ethos of
acceptance and a sense of trust among participants, and between them and their trainers.
Trainers can help to foster acceptance and trust through encouragement and personal
example, and by allowing participants to take risks as they explore and articulate their
views, however immature these may appear to be. Participants also come to realise that
their classmates (and their trainers) are partners in learning and solving.
Trainers can also encourage cooperative learning by designing appropriate group
learning tasks, which include, for example, collecting background information, conducting
small-scale surveys, or producing media presentations on certain issues and themes.
Participants need to be reminded that, while they should work towards successful
completion of the field tasks, developing positive peer relationships in the process is an
important objective of all group work.
Competency Based Training (CBT)
Principle of Competency Based Training
Competency based training is aimed at developing the knowledge, skills and attitudes of
participants, through a variety of training tools.
Training Strategies
The aims of this curriculum are to enable participants to:
Undertake a variety of subject courses that are relevant to industry in the current
environment
Learn current industry skills, information and trends relevant to industry
Learn through a range of practical and theoretical approaches
Be able to identify, explore and solve issues in a productive manner
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Be able to become confident, equipped and flexible managers of the future
Be „job ready‟ and a valuable employee in the industry upon graduation of any
qualification level.
To ensure participants are able to gain the knowledge and skills required to meet
competency in each unit of competency in the qualification, a range of training delivery
modes are used.
Types of Training
In choosing learning and teaching strategies, trainers should take into account the
practical, complex and multi-disciplinary nature of the subject area, as well as their
participant‟s prior knowledge, learning styles and abilities.
Training outcomes can be attained by utilising one or more delivery methods:
Lecture/Tutorial
This is a common method of training involving transfer of information from the trainer to
the participants. It is an effective approach to introduce new concepts or information to the
learners and also to build upon the existing knowledge. The listener is expected to reflect
on the subject and seek clarifications on the doubts.
Demonstration
Demonstration is a very effective training method that involves a trainer showing a
participant how to perform a task or activity. Through a visual demonstration, trainers may
also explain reasoning behind certain actions or provide supplementary information to
help facilitate understanding.
Group Discussions
Brainstorming in which all the members in a group express their ideas, views and
opinions on a given topic. It is a free flow and exchange of knowledge among the
participants and the trainer. The discussion is carried out by the group on the basis of
their own experience, perceptions and values. This will facilitate acquiring new
knowledge. When everybody is expected to participate in the group discussion, even the
introverted persons will also get stimulated and try to articulate their feelings.
The ideas that emerge in the discussions should be noted down and presentations are to
be made by the groups. Sometimes consensus needs to be arrived at on a given topic.
Group discussions are to be held under the moderation of a leader guided by the trainer.
Group discussion technique triggers thinking process, encourages interactions and
enhances communication skills.
Role Play
This is a common and very effective method of bringing into the classroom real life
situations, which may not otherwise be possible. Participants are made to enact a
particular role so as to give a real feel of the roles they may be called upon to play. This
enables participants to understand the behaviour of others as well as their own emotions
and feelings. The instructor must brief the role players on what is expected of them. The
role player may either be given a ready-made script, which they can memorise and enact,
or they may be required to develop their own scripts around a given situation. This
technique is extremely useful in understanding creative selling techniques and human
relations. It can be entertaining and energising and it helps the reserved and less literate
to express their feelings.
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Simulation Games
When trainees need to become aware of something that they have not been conscious of,
simulations can be a useful mechanism. Simulation games are a method based on "here
and now" experience shared by all the participants. The games focus on the participation
of the trainees and their willingness to share their ideas with others. A "near real life"
situation is created providing an opportunity to which they apply themselves by adopting
certain behaviour. They then experience the impact of their behaviour on the situation. It
is carried out to generate responses and reactions based on the real feelings of the
participants, which are subsequently analysed by the trainer.
While use of simulation games can result in very effective learning, it needs considerable
trainer competence to analyse the situations.
Individual /Group Exercises
Exercises are often introduced to find out how much the participant has assimilated. This
method involves imparting instructions to participants on a particular subject through use
of written exercises. In the group exercises, the entire class is divided into small groups,
and members are asked to collaborate to arrive at a consensus or solution to a problem.
Case Study
This is a training method that enables the trainer and the participant to experience a real
life situation. It may be on account of events in the past or situations in the present, in
which there may be one or more problems to be solved and decisions to be taken. The
basic objective of a case study is to help participants diagnose, analyse and/or solve a
particular problem and to make them internalise the critical inputs delivered in the training.
Questions are generally given at the end of the case study to direct the participants and to
stimulate their thinking towards possible solutions. Studies may be presented in written or
verbal form.
Field Visit
This involves a carefully planned visit or tour to a place of learning or interest. The idea is
to give first-hand knowledge by personal observation of field situations, and to relate
theory with practice. The emphasis is on observing, exploring, asking questions and
understanding. The trainer should remember to brief the participants about what they
should observe and about the customs and norms that need to be respected.
Group Presentation
The participants are asked to work in groups and produce the results and findings of their
group work to the members of another sub-group. By this method participants get a good
picture of each other's views and perceptions on the topic and they are able to compare
them with their own point of view. The pooling and sharing of findings enriches the
discussion and learning process.
Practice Sessions
This method is of paramount importance for skills training. Participants are provided with
an opportunity to practice in a controlled situation what they have learnt. It could be real
life or through a make-believe situation.
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Games
This is a group process and includes those methods that involve usually fun-based
activity, aimed at conveying feelings and experiences, which are everyday in nature, and
applying them within the game being played. A game has set rules and regulations, and
may or may not include a competitive element. After the game is played, it is essential
that the participants be debriefed and their lessons and experiences consolidated by the
trainer.
Research
Trainers may require learners to undertake research activities, including online research,
to gather information or further understanding about a specific subject area.
Competency Based Assessment (CBA)
Principle of Competency Based Assessment
Competency based assessment is aimed at compiling a list of evidence that shows that a
person is competent in a particular unit of competency.
Competencies are gained through a multitude of ways including:
Training and development programs
Formal education
Life experience
Apprenticeships
On-the-job experience
Self-help programs.
All of these together contribute to job competence in a person. Ultimately, assessors and
participants work together, through the „collection of evidence‟ in determining overall
competence.
This evidence can be collected:
Using different formats
Using different people
Collected over a period of time.
The assessor, who is ideally someone with considerable experience in the area being
assessed, reviews the evidence and verifies the person as being competent or not.
Flexibility in Assessment
Whilst allocated assessment tools have been identified for this subject, all attempts are
made to determine competency and suitable alternate assessment tools may be used,
according to the requirements of the participant.
The assessment needs to be equitable for all participants, taking into account their
cultural and linguistic needs.
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Competency must be proven regardless of:
Language
Delivery Method
Assessment Method.
Assessment Objectives
The assessment tools used for subjects are designed to determine competency against
the „elements of competency‟ and their associated „performance criteria‟.
The assessment tools are used to identify sufficient:
a) Knowledge, including underpinning knowledge
b) Skills
c) Attitudes
Assessment tools are activities that trainees are required to undertake to prove participant
competency in this subject.
All assessments must be completed satisfactorily for participants to obtain competence in
this subject. There are no exceptions to this requirement, however, it is possible that in
some cases several assessment items may be combined and assessed together.
Types of Assessment
Allocated Assessment Tools
There are a number of assessment tools that are used to determine competency in this
subject:
Work projects
Written questions
Oral questions
Third Party Report
Observation Checklist.
Instructions on how assessors should conduct these assessment methods are explained
in the Assessment Manuals.
Alternative Assessment Tools
Whilst this subject has identified assessment tools, as indicated above, this does not
restrict the assessor from using different assessment methods to measure the
competency of a participant.
Evidence is simply proof that the assessor gathers to show participants can actually do what
they are required to do.
Whilst there is a distinct requirement for participants to demonstrate competency, there are
many and diverse sources of evidence available to the assessor.
Ongoing performance at work, as verified by a supervisor or physical evidence, can count
towards assessment. Additionally, the assessor can talk to customers or work colleagues to
gather evidence about performance.
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A range of assessment methods to assess competency include:
Practical demonstrations
Practical demonstrations in simulated work conditions
Problem solving
Portfolios of evidence
Critical incident reports
Journals
Oral presentations
Interviews
Videos
Visuals: slides, audio tapes
Case studies
Log books
Projects
Role plays
Group projects
Group discussions
Examinations.
Recognition of Prior Learning
Recognition of Prior Learning is the process that gives current industry professionals who
do not have a formal qualification, the opportunity to benchmark their extensive skills and
experience against the standards set out in each unit of competency/subject.
Also known as a Skills Recognition Audit (SRA), this process is a learning and
assessment pathway which encompasses:
Recognition of Current Competencies (RCC)
Skills auditing
Gap analysis and training
Credit transfer.
Assessing competency
As mentioned, assessment is the process of identifying a participant‟s current knowledge,
skills and attitudes sets against all elements of competency within a unit of competency.
Traditionally in education, grades or marks were given to participants, dependent on how
many questions the participant successfully answered in an assessment tool.
Competency based assessment does not award grades, but simply identifies if the
participant has the knowledge, skills and attitudes to undertake the required task to the
specified standard.
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Therefore, when assessing competency, an assessor has two possible results that can be
awarded:
Pass Competent (PC)
Not Yet Competent (NYC)
Pass Competent (PC).
If the participant is able to successfully answer or demonstrate what is required, to the
expected standards of the performance criteria, they will be deemed as „Pass Competent‟
(PC).
The assessor will award a „Pass Competent‟ (PC) if they feel the participant has the
necessary knowledge, skills and attitudes in all assessment tasks for a unit.
Not Yet Competent’ (NYC)
If the participant is unable to answer or demonstrate competency to the desired standard,
they will be deemed to be „Not Yet Competent‟ (NYC).
This does not mean the participant will need to complete all the assessment tasks again.
The focus will be on the specific assessment tasks that were not performed to the
expected standards.
The participant may be required to:
a) Undertake further training or instruction
b) Undertake the assessment task again until they are deemed to be „Pass Competent‟.
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Competency standard
Competency standard
UNIT TITLE: DESIGN MEALS TO MEET SPECIFIC DIETARY OR CULTURAL NEEDS
NOMINAL HOURS: 100
UNIT NUMBER: D1.HCA.CL3.03
UNIT DESCRIPTOR: This unit deals with skills and knowledge required by cooks and chefs to design prepare, cook and serve meals, to meet
specific dietary or cultural needs in commercial food production environments
ELEMENTS AND PERFORMANCE CRITERIA
UNIT VARIABLE AND ASSESSMENT GUIDE
Element 1: Design meals for specific dietary
needs
Unit Variables
1.1 Identify the requirements for specific diets
according to instructions from relevant persons
1.2 Design meals in accordance with specific dietary
needs
1.3 Modify recipes for specific dietary needs
1.4 Identify essential ingredients for specific dietary
needs
1.5 Identify and select suppliers for purchasing of
products
Element 2: Design meals for specific cultural
needs
2.1
Identify the requirements for specific cultural
groups or special customer requests according
to instructions from relevant persons
The Unit Variables provide advice to interpret the scope and context of this unit of
competence, allowing for differences between enterprises and workplaces. It relates to
the unit as a whole and facilitates holistic assessment
This unit applies to all industry sectors that design meals to meet specific dietary or
cultural needs within the labour divisions of the hotel and travel industries and may
include:
1. Food Production
Specific diets may include:
Lactose
Celiac
Diabetic
Glycaemic index
Cholesterol
Allergies
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2.2
Design meals in accordance with specific cultural
needs
2.3
Modify recipes for specific cultural needs
2.4
Identify essential ingredients for specific cultural
needs
2.5
Identify and select suppliers for purchasing of
products
Element 3: Produce and present meals for
specific dietary and cultural needs
Vegetarian
Halal
Kosher
Trends.
Relevant persons may be related to:
Service staff
Functions
Management
3.1
Select appropriate ingredients to ensure
optimum quality of end products
Dietician
3.2
Prepare and present food in an appetising and
attractive manner to meet basic nutritional needs
Customers.
3.3
Use appropriate equipment and cooking
techniques for specific diets and cultural needs
3.4
Prepare and serve food
Doctor
Modify recipes may be related to:
Recipe‟s knowledge
Substitutes
Texture
Flavour
Composition
Portion.
Essential ingredients should relate to:
Grains
Dairy
Non-dairy
Nuts
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Textured vegetable protein
Saturated fats
Prepared products, including baking powder, soy sauce and stocks
Meat varieties
Fish/seafood varieties.
Select suppliers may be related to:
Local, regional and international supply
Delivery requirements
Cost, trading terms
Relationship
Product range/variety/specialty
Availability.
Cultural groups or special customer requests may include:
Kosher
Halal
Vegetarian
Diabetic/glycaemic index
Fat free
Celiac.
Design meals may include:
Meat free
Poultry free
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Competency standard
Seafood free
Dairy free
Alcohol free.
Appropriate ingredients may be related to:
Seasonal availability
Storage capacity
Menu styles
Quality and quantity
Cultural varieties
Raw foods
Convenience food products.
Prepare will include a range of cooking methods such as:
Boil
Steam
Bake
Roast.
Present should include:
Colour
Height
Service and storage temperature
Classical and cultural
Neatly and attractively
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Planning location
Service and storage temperature
Ceramics
Glass
Crystal
Mirrors
Trays
Classical and cultural aspect
Neatly and attractively
Ease of service.
Equipment may include:
Electric, gas or induction stoves
Steamers, including pressure, atmospheric, bamboo and fish kettle
Salamanders
Smokers
Grills, including flat top, char and bbq
Ovens, convection ovens and combination ovens
Deep fry, including pressure fryer
Microwave
Food processors, mixers, mincers and bowl choppers.
Serve should include:
Flavour blends
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Time constraints
Cross contamination
Religious implications.
Assessment Guide
The following skills and knowledge must be assessed as part of this unit:
Knowledge of specific dietary or cultural recipes
Ability to identify food products by sight
Ability to match ingredient quality to intended final product/use
Overview of the relevant legislation in relation to food handling, food storage,
chemical storage and general premises food safety
Ability to demonstrate safe knife handling skills, including the ability to trim and cut
to industry and enterprise standard
Ability to demonstrate safe equipment/utensil practical skills
Ability to interpret and adhere to enterprise recipes.
Linkages To Other Units
Comply with workplace hygiene procedures
Implement occupational health and safety procedures
Prepare and store food
Work effectively with colleagues and customers
Maintain strategies for safe food
Present and display food products
Apply basic techniques of commercial cookery.
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Critical Aspects of Assessment
Evidence of the following is essential:
knowledge of the classifications and characteristics of specific dietary and cultural
needs and the terminology used
Demonstrate safe and hygienic handling of products
Appropriate portion control and wastage
Demonstrate complimentary presentation, garnishing and techniques
Ability to prepare a variety of meat and offal dishes from different recipes and
cultural backgrounds
Demonstrate safe knife skills and other associated equipment
Prepare and produce a range of dishes, using the cooking methods in industry,
realistic timeframes and constraints
Demonstration of commodity knowledge, including quality aspects
Knowledge of specific terminology related to various specific dietary and cultural
needs products
Demonstrated ability to prepare various specific dietary and cultural needs dishes
from at least six different recipes of specific dietary and cultural backgrounds
Demonstrated ability to store various specific dietary and cultural needs dishes to
industry and enterprise standards
Demonstration of creative and artistic skills in preparation, decoration and display of
items.
Context of Assessment
This unit may be assessed on or off the job:
Assessment should include practical demonstration either in the workplace or
through a simulation activity, supported by a range of methods to assess
underpinning knowledge
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Competency standard
Assessment must relate to the individual‟s work area or area of responsibility
Demonstration of skills on more than one occasion
Preparation of various dishes to meet specific dietary and cultural needs within
typical workplace conditions and timeframes.
Resource Implications
Training and assessment must include access and use of a fully equipped commercial
kitchen and real ingredients and service equipment; and access to workplace
standards, procedures, policies, guidelines, tools and equipment.
Assessment Methods
The following methods may be used to assess competency for this unit:
Observation of practical candidate performance
Oral and written questions
Third party reports completed by a supervisor
Project and assignment work
Sampling of dishes prepared by the student.
Key Competencies in this Unit
Level 1 = competence to undertake tasks effectively
Level 2 = competence to manage tasks
Level 3 = competence to use concepts for evaluating
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Competency standard
Key Competencies
Level
Examples
Collecting, organising and
analysing information
2
Determine requirements of standard
recipes and/or menu requirements. Collect
equipment, commodities and ingredients,
read menus, recipes and task sheets;
select and obtain commodities, organise
ingredients and task sheets
Communicating ideas and
information
2
Share information with other kitchen, and
floor service staff; read recipes, menus
and instructions and orders
Planning and organising
activities
2
Work within time constraints in a logical
sequence; plan logical and efficient
sequence and timing of tasks
Working with others and in
teams
2
Work cooperatively with other team
members
Using mathematical ideas and
techniques
1
Calculate portions, weigh and measure
quantities against standard recipes and/or
menu requirements
Solving problems
2
Identify and correct problems in the
preparation and production of products
such as ingredient quality and equipment
failure
Using technology
1
Use mechanical kitchen equipment,
including weighing equipment
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Notes and PowerPoint slides
Notes and PowerPoint slides
Slide
Slide No
1.
Trainer Notes
Trainer welcomes trainees to class.
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
21
Notes and PowerPoint slides
Slide
Slide No
2.
Trainer Notes
Trainer advises trainees this Unit comprises three Elements, as listed on the slide
explaining:
Each Element comprises a number of Performance Criteria which will be identified
throughout the class and explained in detail
Trainees can obtain more detail from their Trainee Manual
At times the course presents advice and information about various protocols but
where their workplace requirements differ to what is presented, the workplace
practices and standards, as well as policies and procedures must be observed.
22
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
3.
Trainer Notes
Trainer advises trainees that assessment for this Unit may take several forms all of
which are aimed at verifying they have achieved competency for the Unit as required.
Trainer indicates to trainees the methods of assessment that will be applied to them for
this Unit.
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
23
Notes and PowerPoint slides
Slide
Slide No
4.
Trainer Notes
Trainee Activity 1
Ask if they think the raspberries and blackberries look luscious.
Discuss different responses.
Trainer asks the trainees to think about and then list:
Why do they eat?
Trainer explains the different reasons we eat:
Biology – for basic energy balance or specific health reasons
Psychology – comfort eating, rewards and punishment
Stimulation – sensory attributes
Social – culture, tradition, social status.
Trainee Activity 2
Trainer asks the trainees to think about and then list:
What they eat for particular meals such as breakfast, dinner or a special event?
Trainer explains that food intake is based on lots of different factors including learned
behaviours about:
What is a suitable food to eat? e.g. duck, pork, snake, scorpion
What are suitable foods to eat at particular times of the day?
24
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
Trainer Notes
5.
Introduce topic
Class Activity - General Discussion
Ask trainees general questions to ascertain level of underpinning knowledge:
What is a diet?
What is a specific diet?
Why is food important?
What is nutrition?
How does this apply in the hospitality industry?
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
25
Notes and PowerPoint slides
Slide
Slide No
6.
26
Trainer Notes
Trainer identifies the Performance Criteria for the Element of the unit as listed on the
slide.
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
7.
Trainer Notes
Class Activity – General Discussion
What is culinary balance?
What are the different types of textures that we find in food?
What is flavour?
Trainer to explain the components of flavour:
Sweet
Sour
Salty
Bitter
Umami.
Trainer to explain how taste, smell and irritation (such as chilli, hot, cold) affect the
flavour of food.
What is composition?
Trainer to explain about the components of a dish:
E.g. A main dish consists of meat (or meat alternatives), starch, vegetables or salad
and a sauce.
What are the different ways these components can be presented?
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
27
Notes and PowerPoint slides
Slide
Slide No
8.
Trainer Notes
General class discussion
Trainees to list examples of foods for each of the core food groups.
Trainee Activity
Trainees to complete a 24 hour food and liquid intake before the next class. The
information collected will be used in the next class to discuss the types of foods eaten.
28
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
Trainer Notes
9.
Class activity
Trainees to look up the dietary guidelines of their country or region
Trainees to compare the dietary guidelines from a range of countries and note
similarities and differences.
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Trainer Guide
Design meals to meet specific dietary or cultural needs
29
Notes and PowerPoint slides
Slide
Slide No
10.
30
Trainer Notes
Trainer to explain the difference between a micro and macro nutrient.
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
11.
Trainer Notes
Trainer to explain that these are the 5 nutrients needed for health and that it is
important to eat a range of different foods so that we get all the requirements.
Each of the nutrients will be covered individually and foods that provide good sources
will be listed.
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Trainer Guide
Design meals to meet specific dietary or cultural needs
31
Notes and PowerPoint slides
Slide
Slide No
12.
32
Trainer Notes
Trainer to explain that energy is required even when the body is sleeping.
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
13.
Trainer Notes
Trainer to explain the difference between simple and complex carbohydrate sources.
Trainer to explain the:
Monosaccharide's – Glucose, Fructose and Galactose
Disaccharides – Maltose, Lactose and Sucrose
Polysaccharides – Starch and Fibre.
Trainer to explain the sources of each saccharide (sugars).
Trainee Activity
Trainer to provide trainees with sample dishes (menus or photographs would be useful
resources).
Trainees should identify the carbohydrate component and be able to identify whether
the carbohydrate is simple or complex.
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Trainer Guide
Design meals to meet specific dietary or cultural needs
33
Notes and PowerPoint slides
Slide
Slide No
14.
Trainer Notes
Trainer to explain why we need protein in the diet.
Trainer to explain when extra protein might be needed in the diet:
When growing – childhood, adolescence, pregnancy and lactation.
Trainer to explain daily protein requirements are for body cells so are based on body
weight. Trainer to explain the physiological difference between men and women to
assist understanding of different dietary needs in relation to protein.
Class activity
Trainer to assist trainees to calculate their own protein requirements
Australian recommendations:
Adult male .84g per kg of body weight
Adult female .75g per kg of body weight
Child/Adolescent 1.0g per kg of body weight.
Trainer to explain percentage of protein in foods:
Meats 20%
Eggs 13%
Grains 10%.
Trainees can then calculate how much of that food they would need to eat in a day.
Discuss the differences between trainee‟s requirements and how this needs to be
reflected in the range of meals offered.
34
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
15.
Trainer Notes
Trainer to explain the difference between complete and incomplete protein sources.
Trainee Activity
Trainer to provide trainees with sample dishes (menus or photographs would be useful
resources).
Trainees should identify the protein component and be able to identify whether the
proteins are complete or incomplete.
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Trainer Guide
Design meals to meet specific dietary or cultural needs
35
Notes and PowerPoint slides
Slide
Slide No
16.
Trainer Notes
Trainer to explain the difference between fats and oils.
Trainee Activity
Trainer to provide trainees with sample recipes.
Trainees should identify the fats and oils used and are able to identify which ones are
animal and which are plant.
36
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
17.
Trainer Notes
Trainer to also explain the differences between how the vitamins are transported in the
body and the types of foods that are needed in the diet for this transport.
Trainer to explain the major deficiencies and toxicity of vitamins relevant to the region.
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
37
Notes and PowerPoint slides
Slide
Slide No
18.
Trainer Notes
Trainer also needs to explain what happens when foods are:
Cooked
Peeled
Stored in water.
Class Activity
Trainer to provide sample menus and ask trainees to identify which dishes are likely to
contain good sources of vitamins.
38
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
19.
Trainer Notes
Trainer to explain that some soils have deficiencies of the essential minerals and that
supplementation may be needed.
This is usually done on a broad level in the typical foods used in the food supply such
as Iodine added to salt.
Class Activity
Trainees to research which groups in society may have mineral deficiencies.
Discuss eating a balanced diet versus supplementation.
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
39
Notes and PowerPoint slides
Slide
Slide No
20.
Trainer Notes
Trainer to explain the additional requirements that do not provide kilojoules.
Water:
Adult body is made up of approximately 70% water.
Water is gained from:
Liquids and foods consumed.
Water is lost from:
In urine and faeces expelled
Air that is exhaled
Perspiration.
Fibre:
Class activity
Trainees to list foods that contain high amounts of fibre.
Trainer to explain:
How fibre and water combine to remove the waste products in the digestive process
Fibre helps to remove LDL cholesterol.
40
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
Trainer Notes
21.
Class Activity
Trainer to provide example menus or dishes for trainees to classify as nutritionally
balanced on not.
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Trainer Guide
Design meals to meet specific dietary or cultural needs
41
Notes and PowerPoint slides
Slide
Slide No
22.
Trainer Notes
Class Activity - General discussion
Do any of the trainees or family members or friends have a special diet?
How do these diets influence the foods that are eaten?
What are the common special diets that customers may require?
42
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
23.
Trainer Notes
Class Activity - General discussion
Obesity is now classified as an epidemic.
What does this mean?
Who does it affect?
Which countries have high levels of obesity?
Why is obesity increasing around the world?
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
43
Notes and PowerPoint slides
Slide
Slide No
Trainer Notes
24.
Class Activity
Trainees to list as many foods as they can that are:
Whole grain
Reduced fat dairy
Lean meats
Low in fat, sugar and salt.
44
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
25.
Trainer Notes
Class activity - General Discussion
Why might a customer be underweight?
How will this affect the foods you prepare?
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Trainer Guide
Design meals to meet specific dietary or cultural needs
45
Notes and PowerPoint slides
Slide
Slide No
Trainer Notes
26.
Class Activity
Look through cook books and food magazines and find dishes which are low in fat and
salt and high in plant food and fibre.
General Discussion
Are these dishes commonly found on menus?
Why?
Why not?
46
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
Trainer Notes
27.
Class Activity
Trainees to think about how salt is used in cooking.
List foods and ingredients that are high in salt
List cooking techniques that add salt
List cooking methods that use added salt.
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Trainer Guide
Design meals to meet specific dietary or cultural needs
47
Notes and PowerPoint slides
Slide
Slide No
28.
48
Trainer Notes
Trainer to explain HDL and LDL cholesterol and explain their roles in the body.
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
Trainer Notes
29.
Class Activity
Classify meats, poultry and seafood into lean and fatty.
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Trainer Guide
Design meals to meet specific dietary or cultural needs
49
Notes and PowerPoint slides
Slide
Slide No
30.
Trainer Notes
Trainer to explain:
The role of insulin in maintaining glucose levels in the body
The dangers of too much or too little glucose.
50
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
Trainer Notes
31.
Class Activity
Trainees to list all the sugars they know.
General Discussion
Discuss all the varieties:
Cane or beet sugar

Raw, A1, caster, icing, brown
Palm sugar
Honey
Maple syrup.
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Trainer Guide
Design meals to meet specific dietary or cultural needs
51
Notes and PowerPoint slides
Slide
Slide No
Trainer Notes
32.
Class Activity
Look at the glycemic index database at the following internet site:
http://www.glycemicindex.com/
Find the glycemic index of common foods in your diet.
Classify the foods into:
Low GI
Medium GI
High GI.
52
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
33.
Trainer Notes
Trainer to explain the other factors which affect glycemic index.
Class Activity
Trainees to list foods which would have a lower GI because of:
Ripeness
Added vinegar
Cooking.
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Trainer Guide
Design meals to meet specific dietary or cultural needs
53
Notes and PowerPoint slides
Slide
Slide No
Trainer Notes
34.
Class Activity
Wheat is a commonly used ingredient.
Trainees to list the foods and preparations that use wheat and wheat products.
54
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
35.
Trainer Notes
The use of wheat and other gluten products in processed foods is significant therefore it
is very important that cooks learn to read labels.
Processed foods which are likely to contain gluten (unless specifically labelled 'gluten
free„).
Class Activity
Provide trainees with a range of food product packages and ask them to find products
which contain gluten.
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
55
Notes and PowerPoint slides
Slide
Slide No
Trainer Notes
36.
Class Activity
Trainees to list a range of foods that are made out of milk.
56
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
37.
Trainer Notes
Trainer to explain that if the milk sugar is not being broken down by lactase then it is
sitting in the intestine fermenting. This is what causes the symptoms.
These systems are not life threatening but cause discomfort. Small amounts of lactose
foods may be tolerated.
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Trainer Guide
Design meals to meet specific dietary or cultural needs
57
Notes and PowerPoint slides
Slide
Slide No
Trainer Notes
38.
Class Activity
Provide trainees with a range of food product packages and ask them to find products
which contain dairy foods.
58
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Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
39.
Trainer Notes
Class Activity – General Discussion
Trainer to ask trainees of any food allergens they are aware of.
What sort of reactions do these foods cause?
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Design meals to meet specific dietary or cultural needs
59
Notes and PowerPoint slides
Slide
Slide No
40.
60
Trainer Notes
Trainer to explain each of the reactions listed with a particular focus on anaphylaxis.
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
41.
Trainer Notes
Class Activity - General discussion
When can cross-contamination occur?
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Design meals to meet specific dietary or cultural needs
61
Notes and PowerPoint slides
Slide
Slide No
42.
62
Trainer Notes
Trainer to revise the five core food groups.
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
43.
Trainer Notes
Trainer to provide examples of dishes that would be suitable for customers who want to
reduce weight.
Class Activity
Trainees to design meals that are low in energy-density for the following situations:
Breakfast
Snack
Main meal
Dessert.
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Design meals to meet specific dietary or cultural needs
63
Notes and PowerPoint slides
Slide
Slide No
44.
Trainer Notes
Trainer to provide examples of dishes that would be suitable for customers with
cardiovascular disease.
Class Activity
Trainees to design meals that would be suitable for a range of menu styles including:
A la carte
Cocktail
Function
Buffet.
64
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Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
45.
Trainer Notes
Trainer to revise why sugar and fat are important in managing Type 2 diabetes.
Trainer to provide examples of dishes that would be suitable for customers with type 2
diabetes.
Class Activity
Trainees to design meals that would be suitable for a variety of meal periods including:
Breakfast
Morning or Afternoon Tea
Lunch or Dinner.
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Design meals to meet specific dietary or cultural needs
65
Notes and PowerPoint slides
Slide
Slide No
Trainer Notes
46.
Class Activity
Trainees to list dishes that feature:
Rice
Corn
Potatoes
Legumes.
66
© ASEAN 2013
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Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
Trainer Notes
47.
Class Activity
Trainees to design meals that would be suitable for a variety of courses in a menu
including:
Entrée
Main Course
Dessert.
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Trainer Guide
Design meals to meet specific dietary or cultural needs
67
Notes and PowerPoint slides
Slide
Slide No
48.
Trainer Notes
Trainer to explain the variety of reactions to food allergens and why it is important to be
guided by instructions provided by the customer.
General Discussion
How might instructions be given to the cook?
Discuss the variety of ways a cook might receive instructions including:
Allergen cards
Directly inform the customer
Information provided by a health professional e.g. doctor, dietician
Passed on by administration or reception
From a Function manager/Supervisor
Via Front of House staff.
68
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
49.
Trainer Notes
Trainer to provide examples of some of the simple changes that could apply to
modifying dishes.
Examples:
Using gluten free bread for toast, sandwiches etc
Dusting fish for frying with cornflour instead of wheat flour
Using coconut cream instead of cream to garnish a soup.
Class activity
Trainees to list more examples of simple modifications.
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Design meals to meet specific dietary or cultural needs
69
Notes and PowerPoint slides
Slide
Slide No
Trainer Notes
50.
Class Activity
Trainer to provide some common compound ingredients used in the commercial kitchen
such as:
Tomato Ketchup
Mayonnaise
Bread
Soy sauce
Butter.
Trainees to read the ingredients.
Trainees to identify the ingredients which may need to be avoided or limited by
customers with specific dietary requirements.
70
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Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
51.
Trainer Notes
Trainee Activity
Provide the trainees with sample recipes and ask them to list each of the steps of
ingredient replacement for a specific dietary need:
E.g. Type 2 Diabetes, Lactose Intolerance, Coeliac disease.
Which ingredients are unsuitable for specific dietary needs?
Is the ingredient in the recipe for:
Flavour - Is it a strong individual flavour or a subtle underpinning flavour?
Texture - Does it give crunch or a smooth mouth feel?
Volume - Does it add bulk to the dish?
Binding agent - Does it help stick the ingredients together?
Coating - Does it provide a coating or glaze?
What can you replace the ingredient with?
General Discussion
Discuss the suitability of the suggested replacements.
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Design meals to meet specific dietary or cultural needs
71
Notes and PowerPoint slides
Slide
Slide No
52.
Trainer Notes
Class discussion
Discuss what is involved in the techniques listed.
Ask the trainees what impact each of these would have on dietary needs.
Ask the trainers if they can list other food preparation techniques they have applied to
food.
72
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Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
53.
Trainer Notes
Trainer to discuss how the cooking method affects the outcome of food :
Texture
Flavour
Overall quality.
Class Activity
Revise the 10 methods of cookery:
Boiling
Poaching
Steaming
Grilling
Stewing
Braising
Baking
Roasting
Shallow frying
Deep frying.
Trainees to select suitable methods for a range of specific dietary needs provided by
the trainer.
© ASEAN 2013
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Design meals to meet specific dietary or cultural needs
73
Notes and PowerPoint slides
Slide
Slide No
Trainer Notes
54.
Class Activity
Trainer to provide examples of modified recipes and dishes for trainees to analyse.
Direct trainees to list any balance problems and suggest further modifications
necessary.
74
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
55.
Trainer Notes
Trainer to ask trainees if they are aware of any other common dietary regimes?
General Class Discussion
Discuss the range of dietary regimes mentioned by the trainees.
Trainer to explain the broad variety of dietary requirements that customers may have
and that they have not heard of previously or are very complicated.
Discuss any trends or fads that are identified.
Explain the importance of following the recommendations and requirements provided by
the customer for both health implications and customer satisfaction.
© ASEAN 2013
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Design meals to meet specific dietary or cultural needs
75
Notes and PowerPoint slides
Slide
Slide No
56.
Trainer Notes
Trainer to explain the information found on product labels.
Trainer to explain the difference between the required information and marketing
information that companies use to sell products.
Point out the key differences between the nutritional information panel and the health
claims that are listed on products.
Class Activity
Trainer to provide packaged foods so that trainees can read the labels and identify each
of the types of information that can be found.
76
© ASEAN 2013
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Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
57.
Trainer Notes
Trainer to provide examples of recipes containing wheat.
Select a range of recipes that would be:
Simple/easy to modify
Complex to modify
Unsuitable to modify.
Class Activity
Trainees to list which dishes could be modified without affecting the integrity of the dish.
Trainees to suggest suitable replacements.
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Design meals to meet specific dietary or cultural needs
77
Notes and PowerPoint slides
Slide
Slide No
58.
Trainer Notes
Trainer to revise the role of sugar in the body and explain the difference between:
Simple sugar
Complex sugar.
Trainer to provide recipes that contain sugar products. For e.g.:
Honey soy chicken
Caramelised onion and feta quiche
Rice pudding
Cured salmon salad.
Class Activity
Trainees to modify a range of recipes to reduce the sugar content.
78
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Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
Trainer Notes
59.
Class Activity
Trainees to research „dairy-free‟ milk products that can be purchased in their local area.
List the products for the class to see.
General Discussion
Trainer to lead a discussion about the suitable use of each of these products in
common dishes that use milk.
Examples of dishes might include items such as:
Béchamel sauce
Egg wash
Chowder
Pancake batter.
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Design meals to meet specific dietary or cultural needs
79
Notes and PowerPoint slides
Slide
Slide No
60.
Trainer Notes
Trainer to reiterate the potential dangers of food allergens and particularly peanuts.
Internet articles of peanut allergy deaths could be used to emphasise the seriousness.
General discussion
Trainees to suggest where cross-contamination with peanut products is most likely to
occur.
80
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Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
61.
Trainer Notes
Trainer to explain the properties of fats and oils in food preparation:
As a cooking medium
To add moisture
To provide flavour.
The choice of reduced or low fat/oil ingredients may affect the outcome of the dish.
Modifications may be necessary to add flavour or moisture.
Class Activity
Trainees to identify ingredients which are:
Saturated
Unsaturated
Naturally low in fats and oils.
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81
Notes and PowerPoint slides
Slide
Slide No
62.
Trainer Notes
Trainer to explain that salt is made from two chemicals:
Sodium
Chloride.
And explain it is the sodium which can cause health issues.
Class Activity
Trainer to provide sample packaged products and assist the trainees to read product
labels and find the sodium content.
Trainees to compare the sodium levels in various products such as bread, noodles,
prepared meals, sauces.
Trainees to compare the sodium quantities of packaged foods and the equivalent fresh
food using online databases like NUTTAB.
82
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Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
63.
Trainer Notes
Trainer to explain that a reputable supplier is one that handles commodities with
hygiene practices that meet the food safety laws set out by the Local or State
Governments.
General Discussion
Discuss the food safety laws that apply and what this means for food handling in your
area.
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Design meals to meet specific dietary or cultural needs
83
Notes and PowerPoint slides
Slide
Slide No
64.
Trainer Notes
Trainer to explain who is likely to be responsible for that purchasing, receiving and
storage of commodities for an establishment:
Chef
Kitchen staff
Or in a large business may be a dedicated purchasing manager.
General Discussion: What are the processes involved in purchasing, receiving and
storage of commodities? Ask trainees if they have been involved in any of these
processes?
84
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Notes and PowerPoint slides
Slide
Slide No
65.
Trainer Notes
General Discussion:
What products might be needed to provide meals for specific dietary needs?
List products and discuss in relation to:
Availability
Cost
Delivery requirements
Storage requirements.
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Design meals to meet specific dietary or cultural needs
85
Notes and PowerPoint slides
Slide
Slide No
Trainer Notes
66.
Introduce topic
Class Activity - General Discussion
Ask trainees general question to ascertain level of underpinning knowledge:
What is culture?
86
© ASEAN 2013
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Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
67.
Trainer Notes
General discussion
What are foods that are typically eaten in your country?
What foods are preferred?
Are there any prohibited or taboo foods?
Are their regional differences in food choice?
How does this differ from foods eaten in other countries?
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87
Notes and PowerPoint slides
Slide
Slide No
Trainer Notes
68.
Class Activity
Trainees to select a cuisine and research the key foods, dishes and cooking styles that
apply to the cuisine including:
Proteins
Starch
Vegetables and fruit
Flavourings and sauces
Cooking methods
Traditional dishes.
Present findings of the research to the class.
General Discussion
Discuss why certain foods are eaten, relate this to factors such as:
What grows – geography, climate
Traditions – history
Religion – restrictions.
88
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Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
Trainer Notes
69.
Class Activity
Trainees to list the common religions that apply in your area.
General Discussion
How do these religions impact on food choices?
Trainer to ensure that the trainees are also able to list the 5 major religions.
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
89
Notes and PowerPoint slides
Slide
Slide No
70.
Trainer Notes
Trainer to explain how religious practises may differ in the application of food choices
and restrictions.
General Discussion
Discuss how this may impact on the food choices from one customer to the next.
Discuss who might provide instructions on which foods and meals are suitable or
unsuitable.
90
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
71.
Trainer Notes
Trainer to explain the reasons for choosing a vegetarian diet in details and provided
example for each.
General Discussion
Discuss these reasons and how they apply in different situations.
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
91
Notes and PowerPoint slides
Slide
Slide No
72.
92
Trainer Notes
Trainer to explain terms used to for each of the different types of vegetarian diets and
how they assist cooks to know what foods are suitable for each.
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
73.
Trainer Notes
Trainer to explain that Lacto-ovo diet is the most common of vegetarian diet and easiest
to meet the nutritional requirements. Revise human nutrient needs if required.
Trainer to explain all the foods which fall into each of the food groups in relation to a
Lacto-ovo diet:
Plant foods
Dairy foods
Eggs
Meat.
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
93
Notes and PowerPoint slides
Slide
Slide No
74.
Trainer Notes
Trainer to explain the nutrition requirements of the Lacto vegetarian diet.
Explain the nutrients obtained from dairy foods.
Emphasise the high water content of many products and the high fat and salt content of
most cheese.
Class Activity
Trainees to list dishes that contain dairy but no other animal products (meat or eggs).
General discussion
Discuss how dairy foods are used in meat free dishes.
94
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
75.
Trainer Notes
Trainer to explain the Veganism is usually a lifestyle choice rather than just a diet. It is
common to avoid using all animal products not just in the diet.
Products that are usually avoided include:
Leather shoes and clothes
Wool
Honey
Soap and cosmetics made from animal products
All animal foods.
Class Activity
Animal foods can be added to prepared foods that are not obvious.
Trainer to provide products which contain these so trainees can read ingredient panels.
Examples include:
Worcestershire sauce (anchovies)
Caesar dressing (anchovies)
Cochineal – red colouring (crushed beetles).
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
95
Notes and PowerPoint slides
Slide
Slide No
76.
96
Trainer Notes
Trainer to explain plant based proteins. Emphasise complete and incomplete plant
based protein sources.
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
Trainer Notes
77.
Class Activity
Trainees to design vegan dishes that contain a combination of the following plant based
proteins:
Grains and nuts/seeds
Legumes and nuts/seeds
Legumes and grains.
General Discussion:
Discuss the resulting dishes in relation to:
•
Colour
Texture
Presentation
Flavour combinations
Nutrition content.
© ASEAN 2013
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Design meals to meet specific dietary or cultural needs
97
Notes and PowerPoint slides
Slide
Slide No
Trainer Notes
78.
Class Activity
Analyse examples provided by the trainer of dishes in relation to:
Culinary balance
Nutritional balance.
98
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
79.
Trainer Notes
Class Activities
Trainer to provide a range of pictures of dishes from different cuisines.
Trainees to identify the names of the dishes and the cuisines they are found in.
(Works well as a small group activity of teams. Setting a time limit and providing small
food based prizes for the team with the most correct answers can also make the activity
fun).
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
99
Notes and PowerPoint slides
Slide
Slide No
80.
100
Trainer Notes
Trainer to revise the main religions that are relevant in your area as previously
discussed in class.
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
Trainer Notes
81.
Class Activity
Trainer to design a table of the major religions and get the trainees to list the key points
that apply to food choice for each religion. Ensure that the following are listed:
Preferred foods, food styles or cuisines
Restricted foods
Restricted times
Festivals and celebrations.
Trainees to design a meal that would be suitable for a Buddhist customer.
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
101
Notes and PowerPoint slides
Slide
Slide No
82.
Trainer Notes
Trainer to explain the terms Halal and Haraam and how they are applied to meal
design, including:
The restriction of foods
Which foods may contain Haraam products
Halal certified products
Halal meats.
Also explain how cuisine choices may be affected by Islam developing in the Arab world
and many followers will be accustomed to Middle Eastern style dishes. Discuss the use
of ingredients and cooking preparations that are common in these cuisines.
Class Activity
Trainees to suggest meals that would be suitable for an Islamic customer both with and
without Halal meat products.
102
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
83.
Trainer Notes
Trainer to explain the diversity of application of Kosher requirements and the
importance of being guided in the instructions from customers, supervisors or others.
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
103
Notes and PowerPoint slides
Slide
Slide No
84.
Trainer Notes
Trainer to explain the rules that apply to Kosher foods in detail answering specific
questions as they arise.
Animals must have cloven hooves and chew their own cud e.g. Ox, beef, sheep,
goat, deer not pigs, hare and camels
Kosher law allows poultry and fish (with fins and scales) to be eaten, but shellfish
are not allowed
Of the animals that may be eaten, the birds and mammals must be killed in
accordance with Jewish law
The sciatic nerve and its adjoining blood vessels may not be eaten
All blood must be drained from meat and poultry or removed by boiling, salting or
soaking before it can be eaten
Fruits and vegetables are permitted, but must be inspected for bugs
Meat (the flesh of birds and mammals) cannot be eaten with dairy
Fish, eggs, fruits, vegetables and grains can be eaten with either meat or dairy.
Some say fish may not be eaten with meat
Utensils (including pots and pans and other cooking surfaces) that have come into
contact with meat may not be used with dairy, and vice versa
Utensils that have come into contact with non-kosher food may not be used with
kosher food
Grape products such as wine made by non-Jews may not be eaten.
General discussion
What might these rules mean for food production?
104
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Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
85.
Trainer Notes
Trainer to revise the main types of vegetarians:
Lacto-ovo vegetarian
Lacto vegetarian
Vegan.
Trainer to revise the protein requirements for health in relation to vegetarian diets,
including the use of:
Dairy
Eggs
Tofu
Quinoa
Grains
Nuts and seeds
Legumes.
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
105
Notes and PowerPoint slides
Slide
Slide No
86.
Trainer Notes
Trainer to discuss useful preparations that assist in making appealing and balanced
vegetarian meals including:
Vegetable stock
Tomato and other pureed vegetable sauces.
Class Activity
Trainees to list dishes that are based on legumes.
106
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
87.
Trainer Notes
Trainer to revise the recipe modification process as outlined in the element on specific
dietary needs.
Select a specific cultural requirement.
Provide an example dish or recipe and work through the process with the class:
1. Check ingredients
2. Identify any unsuitable ingredients
3. Replace the ingredients
4. Check all preparation techniques are suitable especially for the changed ingredients
(change if necessary)
5. Check the cooking method is suitable for all changes and change if necessary
6. Check the resulting dish has culinary and nutritional balance
7. Check the dish will be appealing for the targeted customer type
8. Check the dish can be attractively presented.
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107
Notes and PowerPoint slides
Slide
Slide No
Trainer Notes
88.
Class Activity
Trainer to provide sample recipes that contain meat, dairy and eggs for the trainees to
modify using the outlined step-by-step process.
108
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
89.
Trainer Notes
Trainer to explain the characteristics of Halal and Kosher meats.
General discussion
Discuss how removing the blood impacts on the moistness and flavours of the meats.
Discuss how this will impact on the cooking methods you choose.
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Design meals to meet specific dietary or cultural needs
109
Notes and PowerPoint slides
Slide
Slide No
90.
Trainer Notes
General discussion
Discuss the ingredients that are most versatile in the commercial kitchen to meet the
needs of a diversity of customers‟ requirements.
Class Activity
Select a small range of common ingredients such as:
Chicken
Eggs
Onions
Carrots
Mushrooms
Tomatoes
Leafy greens
Rice
Oil
Vinegar
Garlic
110
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Salt and Pepper.
Ask trainees to suggest possible dishes they could make with these ingredients. This
activity is ideal for small group work.
General Discussion:
Discuss the groups of customers that the suggested dishes would be appropriate for.
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
111
Notes and PowerPoint slides
Slide
Slide No
91.
Trainer Notes
Trainer to discuss the range of specialist ingredients that are available in the region you
are in.
What is available to purchase from general or local suppliers?
What products would need to be purchased from specialist suppliers?
What products would need to be imported internationally?
112
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
92.
Trainer Notes
Trainer to describe the difference between meat types.
Customers may request meals that have:
No animal products
No meat
No red meat
No meat or poultry.
© ASEAN 2013
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Design meals to meet specific dietary or cultural needs
113
Notes and PowerPoint slides
Slide
Slide No
93.
114
Trainer Notes
Trainer to discuss the alternatives to using eggs for a variety of dishes.
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
94.
Trainer Notes
Trainer to discuss the options for meals for customers requesting Halal.
Discuss:
Halal meats
Other Halal certified products
Vegetarian options.
© ASEAN 2013
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Design meals to meet specific dietary or cultural needs
115
Notes and PowerPoint slides
Slide
Slide No
95.
Trainer Notes
Trainer to discuss the options for meals for customers requesting Kosher.
Discuss:
Kosher meats
Other Kosher products
Vegetarian options.
116
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
96.
Trainer Notes
Trainer to provide trainees with an insight into the vast selections of ingredients found in
the world‟s cuisines. Two strategies that can assist in highlighting the breadth of the
food product range are:
Select a cuisine that trainees are unlikely to be familiar with and provide a range of
unusual ingredients for the trainees to touch, spell or taste
Select one of the common ingredients listed above e.g. rice. Provide a range of
different varieties that are used in cuisines form various parts of the world. This
might include:

Sushi

Black glutinous

Aborio

Basmati

Jasmine

Red

Sticky

Calasparra.
Class Activities
Ingredient identification activity as described above.
© ASEAN 2013
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117
Notes and PowerPoint slides
Slide
Slide No
Trainer Notes
97.
Class Activity
Trainees to research specialist suppliers in the region for ingredients suitable for
customers from the following groups:
Muslim
Jewish
Vegetarian.
118
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
Trainer Notes
98.
Introduce topic
Class Activity - General Discussion
Ask trainees general questions to ascertain level of underpinning knowledge:
What is involved in producing food for food service?
What is involved in presenting food during food service?
© ASEAN 2013
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Design meals to meet specific dietary or cultural needs
119
Notes and PowerPoint slides
Slide
Slide No
99.
Trainer Notes
Trainer to explain the impact of seasons:
Some parts of the world experience quite distinct seasons and others have a similar
weather pattern all year round
Plants and animals require specific conditions to thrive and so foods are available in
abundance when these conditions are ideal
The climate is most likely to impact on the types of foods that are available from
your suppliers.
Class activity
Trainees to list foods that are in season in:
Winter
Summer
Autumn
Spring.
120
© ASEAN 2013
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Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
100.
Trainer Notes
Trainer to explain the different menu styles and explain what types of foods are most
suitable for each of the styles.
Emphasise the key element is how the food will be cooked and served. Include points:
A la carte
Dishes can be cooked as required so delicate items such as soufflés are feasible
Dishes are individually priced so expensive commodities can be included.
Table d'hôte
The dishes on limited menus should have popular appeal
Function menus are usually table d'hôte.
Cocktail menus
Items should be easy and „clean‟ to pick up in fingers.
Buffet
A range of items should be offered that provides interesting presentation
Large items can be carved or sliced at the buffet.
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
121
Notes and PowerPoint slides
Slide
Slide No
101.
Trainer Notes
Trainer to explain what a convenience food is.
Many foods that have been partially or wholly prepared such as flour and soy sauce are
often considered base ingredients rather than convenience foods.
Class Activity
Trainer to provide sample recipes.
Trainees to categorised the:
Raw products
Convenience products.
General discussion:
Discuss how the products are classified.
122
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Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
102.
Trainer Notes
Trainer to ask trainees if they know the dishes listed above.
Discuss the countries of origin for each dish.
Class Activity
Trainer to provide a recipe for each dish and ask the trainees to list the following:
Proteins used
Rice variety used
Vegetables used
Flavourings
Cooking method.
General discussion:
Discuss the similarities and the differences in these rice dishes.
Discuss how the differences are important when offering customers specific cultural
dishes which they are familiar with.
© ASEAN 2013
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Design meals to meet specific dietary or cultural needs
123
Notes and PowerPoint slides
Slide
Slide No
103.
124
Trainer Notes
Trainer to explain the basic requirements of the store facility to optimise the quality of
stored ingredients.
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
104.
Trainer Notes
Trainer to discuss the basic requirements for storing foods to optimise their quality.
Include:
Fresh foods
Dry foods
Frozen goods
Foods that need to be segregated.
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
125
Notes and PowerPoint slides
Slide
Slide No
105.
Trainer Notes
Trainer to emphasise the importance of safe food handling, including key points
regarding:
Personal hygiene
Time constraints
Cross contamination.
126
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
106.
Trainer Notes
Trainer to explain the elements of appealing meals including:
Appropriate preparation and cooking
Physical satisfaction
Reiterate the value of nutrition balance to achieve both for health and satiety
Presentation.
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
127
Notes and PowerPoint slides
Slide
Slide No
107.
Trainer Notes
Trainer to explain the importance of choosing the most suitable:
Preparation method
Cooking method.
Class Activity
Trainer to list some common ingredients and trainees to list how best to prepare and
cook these products. Ingredients could include a variety of types such as:
Whole fish
Fish fillets
Canned fish
Small meat/poultry/game cuts
Large meat/poultry/game cuts
Tough cuts
Tender cuts.
As well as the 10 methods of cookery, preparation and cooking methods could include:
Marinating
Serving raw
128
© ASEAN 2013
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Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Smoking
Curing
Pickling.
General discussion:
Discuss trainees‟ suggestions.
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
129
Notes and PowerPoint slides
Slide
Slide No
108.
Trainer Notes
Trainer to explain the elements of attractive and appealing food, including:
Shape
Food can be creatively scattered or in elegant compact servings
Repetition is an effective technique either such as laying several (odd numbers are
best, 3 or 5 etc) side by side with different sauces or garnishes on each one
Biscuit and pastry cutters and moulds are great tools for creating shapes.
Height
Height can be created by stacking the protein over starches or placing leafy salads
on top of proteins
Plastic and metal moulds can be used to shape dishes in towers.
Texture
Varied textures will create more interest.
Colour
You can use vibrant coloured ingredients as contrast
Using tones of the same colour can be effective also.
Garnish
A garnish should only enhance the look of the dish, not overshadow it
Make sure that garnishes complement the ingredients and flavours of the dish.
130
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Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Class Activity – General Discussion
Trainer to provide pictures/photos or internet sites displaying food presentation.
Trainees to comment on the different presentations.
Discuss appropriateness of each style.
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131
Notes and PowerPoint slides
Slide
Slide No
109.
Trainer Notes
Trainer to discuss the criteria for selecting appropriate equipment that is used to
prepare items. Provide trainees with specific examples of how the correct equipment
can impact on the:
Pace at which mise-en-place and service is carried out
The quality of the end products
Whether the end product meets customer‟s expectations.
132
© ASEAN 2013
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Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
110.
Trainer Notes
Trainer to provide specific examples of how choosing the right equipment impacts on
the end products; the meals that are served to the customer.
Choice of equipment may include:
Specific small equipment like knives, spoons and pans

Turning knives

Filleting knives

Boning knives

Slotted spoons

Broad spatulas

Crepe pans
Varieties of large equipment such as a grill

Salamander grill

Flat grill

Char grill
Specialist equipment

Potato ricer

Sushi mat.
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
133
Notes and PowerPoint slides
Slide
Slide No
111.
Trainer Notes
Trainer to explain the importance of selecting the most appropriate cooking technique
for dishes selected to meet the needs of the customers that are being served.
Trainer to reiterant the possible consequences of serving unsuitable meals, including:
Ill health
Disappointment
Dissatisfaction
Possible death!
134
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
112.
Trainer Notes
Trainer to emphasise the value of having an awareness of the specific requirements.
Key points should be discussed for some of the specific diets covered throughout this
unit, including:
Salt reduced

Seasoning during service especially fried items
Gluten free

Flour dusting of meats, poultry and fish during service

Last minute thickening of sauces
Dairy free

Butter used during service
Meat free

Cooking in animal fats

Adding meat based stocks to thin sauces and soups during service.
© ASEAN 2013
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Design meals to meet specific dietary or cultural needs
135
Notes and PowerPoint slides
Slide
Slide No
113.
Trainer Notes
Trainer to explain the importance of food safety during food service.
Class Activity – General discussion
Many kitchens are open and customers are able to see the cooks. What are customer‟s
expectations of cleanliness?
How long can foods are held in the temperature danger zone? How does this apply to
service?
How can the chances of cross contamination be minimised?
How can you limit the opportunity for ingredients or flavours to be mixed?
What is the value of cleaning as you go?
136
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
114.
Trainer Notes
Class Activity
Trainees to list some of the flavour combinations they like or have cooked.
Trainer to discuss the trainee suggestions and discuss traditional combinations and
trends.
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Design meals to meet specific dietary or cultural needs
137
Notes and PowerPoint slides
Slide
Slide No
115.
Trainer Notes
Trainer to explain the requirements of the service period of food production. Include the
aspects of:
Mise-en-place
Service equipment
Heating and cooking process
Portion Control
Plating.
138
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
116.
Trainer Notes
Class Activity
Trainees to list equipment that is required during the service period.
Discuss.
© ASEAN 2013
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Design meals to meet specific dietary or cultural needs
139
Notes and PowerPoint slides
Slide
Slide No
117.
Trainer Notes
Class Activity
Trainees to list standard portion sizes for common menu items including:
Soup
Meat on the bone
Meat off the bone
Vegetables
Sauce.
Trainer to explain the variances due to enterprise requirements such as:
Value for money
Number of courses in the typical menu.
140
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
118.
Trainer Notes
General Discussion:
What are the implications of not preparing suitable foods?
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
141
Notes and PowerPoint slides
Slide
Slide No
119.
Trainer Notes
Trainer to reiterate the importance of meeting customers‟ dietary needs for both health
and wellbeing.
Emphasise the potential dangers of food allergens.
142
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Design meals to meet specific dietary or cultural needs
Notes and PowerPoint slides
Slide
Slide No
120.
Trainer Notes
Class Activity – General discussion
Trainees to discuss what is meant by customer satisfaction.
How is customer satisfaction achieved?
How is customer satisfaction maintained?
How do you know when customers are satisfied/dissatisfied?
© ASEAN 2013
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Design meals to meet specific dietary or cultural needs
143
Notes and PowerPoint slides
Slide
Slide No
121.
144
Trainer Notes
Trainer concludes the unit and thanks trainees for their participation.
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Recommended training equipment
Recommended training equipment
The equipment and kitchen consumables required for the delivery of practical cookery
training classes are listed below, in the following categories:
A
Items of equipment which should be available for trainer and student use in the
training kitchen
B
The cleaning equipment and cleaning products which should be available in a
cleaning room located adjacent to the kitchen, so that students can clean down to
leave the kitchen in “as found” condition at the end of each class or session
C
Consumables other than foodstuffs which need to kept in the kitchen and available
for everyday use in each class or session
D
The items required by each student which would make up their own individual use kit
of tools a nd small equipment.
A: Equipment in the training kitchen:
Commercial cooking stove 4 burner
minimum
Food processors
Stainless steel workbench
Sieves for dry ingredients
Stainless steel sinks
Deep fryers
Dishwasher
Steamers
Refrigeration
Weighing scales
Freezers
Baking trays
Cooking pots, multiple sizes
Roasting dishes
Lids for pots
Chopping boards for preparation
Frypan
Non stick pans
Gas fire lighters, cigarette lighters not
recommended
Woks
Tongs for handling foods
Chinois of various sizes
Spiders for handling deep fried foods
Measuring jugs
Cake Tins
Mouilis
Dariole moulds
Ramekins
B: Cleaning equipment and consumables:
Detergent
Floor mops
Scrubbing brushes
Mop buckets
Scourers
Wet and dry vacumns
Sink plugs
Detergent
Brooms
Hand dishwashing detergent
Shovel and small brooms
Paper hand towel
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145
Recommended training equipment
C: Consumables (non-food) to be available in the kitchen:
Silicon baking paper
Plastic wrap, clear
Plain white butchers paper
Plastic sheeting clear
Greaseproof paper
Doyleys as required
Aluminium foil
D: Student equipment kit should include:
Chefs knife 21 cm
Piping bags
Boning knife 15cm
Piping tubes, various sizes
Filleting knife
Plastic pastry scraper
Paring knives 9cm
Spatula, flexible
Sharpening stone
Tongs
Honing steel 30cm
Digital thermometer
Pallet knives
Tea towels 6
Wooden spoons 3
Cutlery set
Whisk 30cm 1
Scissors
Vegetable peeler
Fine strainer
Pastry brush
Carry case for equipment
146
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Design meals to meet specific dietary or cultural needs
Instructions for Trainers for using PowerPoint – Presenter View
Instructions for Trainers for using
PowerPoint – Presenter View
Connect your laptop or computer to your projector equipment as per manufacturers‟
instructions.
In PowerPoint, on the Slide Show menu, click Set up Show.
Under Multiple monitors, select the Show Presenter View check box.
In the Display slide show on list, click the monitor you want the slide show presentation
to appear on.
Source: http://office.microsoft.com
Note:
In Presenter View:
You see your notes and have full control of the presentation
Your trainees only see the slide projected on to the screen
More Information
You can obtain more information on how to use PowerPoint from the Microsoft Online
Help Centre, available at:
http://office.microsoft.com/training/training.aspx?AssetID=RC011298761033
Note Regarding Currency of URLs
Please note that where references have been made to URLs in these training resources
trainers will need to verify that the resource or document referred to is still current on the
internet. Trainers should endeavour, where possible, to source similar alternative
examples of material where it is found that either the website or the document in question
is no longer available online.
© ASEAN 2013
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Instructions for Trainers for using PowerPoint – Presenter View
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© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
Appendix – ASEAN acronyms
Appendix – ASEAN acronyms
AADCP
ASEAN – Australia Development Cooperation Program.
ACCSTP
ASEAN Common Competency Standards for Tourism Professionals.
AEC
ASEAN Economic Community.
AMS
ASEAN Member States.
ASEAN
Association of Southeast Asian Nations.
ASEC
ASEAN Secretariat.
ATM
ASEAN Tourism Ministers.
ATPMC
ASEAN Tourism Professionals Monitoring Committee.
ATPRS
ASEAN Tourism Professional Registration System.
ATFTMD
ASEAN Task Force on Tourism Manpower Development.
CATC
Common ASEAN Tourism Curriculum.
MRA
Mutual Recognition Arrangement.
MTCO
Mekong Tourism Coordinating office.
NTO
National Tourism Organisation.
NTPB
National Tourism Professional Board.
RQFSRS
Regional Qualifications Framework and Skills Recognition System.
TPCB
Tourism Professional Certification Board.
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs
149
Appendix – ASEAN acronyms
150
© ASEAN 2013
Trainer Guide
Design meals to meet specific dietary or cultural needs