Teacher’s Guide
Hospitality Toolbox
Teacher’s Guide
Table of Contents
Table of Contents.................................................................................................. 2
General Overview ................................................................................................. 7
Purpose ............................................................................................................. 7
Target audience ................................................................................................. 7
Units of competency .......................................................................................... 8
Underpinning ideas ............................................................................................ 9
Key features ........................................................................................................ 10
Learning setting ............................................................................................... 10
The interface ................................................................................................. 10
Activities ........................................................................................................ 11
Online communication ..................................................................................... 12
Communication tools .................................................................................... 12
Collaboration ................................................................................................. 12
Accessibility ..................................................................................................... 13
Access and equity ......................................................................................... 13
Using the toolbox ................................................................................................ 14
Workplace activities ......................................................................................... 15
Assessment ..................................................................................................... 15
Resources ........................................................................................................ 15
Teacher’s role .................................................................................................. 15
Customisation .................................................................................................. 15
THHHCO01B Develop and update hospitality industry knowledge .................. 17
Unit description ............................................................................................. 17
Elements of Competency .............................................................................. 17
Activity 1: Researching the hospitality industry ................................................ 18
Outline .......................................................................................................... 18
Teacher’s role ............................................................................................... 19
Alternative approaches ................................................................................. 19
Activity 2: Hospitality and tourism .................................................................... 20
Outline .......................................................................................................... 20
Teacher’s role ............................................................................................... 20
Alternative approaches ................................................................................. 20
Activity 3: Working in the hospitality industry ................................................... 21
Outline .......................................................................................................... 21
Teacher’s role ............................................................................................... 21
Alternative approaches ................................................................................. 21
Activity 4: Legislation in the hospitality industry ............................................... 22
Outline .......................................................................................................... 22
Teacher’s role ............................................................................................... 22
Alternative approaches ................................................................................. 23
THHBKA01B Organise and prepare food ........................................................... 24
Unit description ............................................................................................. 24
Elements of Competency .............................................................................. 24
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Activity 1: Prepare for a function ...................................................................... 25
Outline .......................................................................................................... 25
Teacher’s role ............................................................................................... 25
Alternative approaches ................................................................................. 26
Activity 2: Reading and understanding recipes ................................................ 26
Outline .......................................................................................................... 26
Teacher’s role ............................................................................................... 26
Alternative approaches ................................................................................. 27
Activity 3: Preparing dairy and dry goods ......................................................... 27
Outline .......................................................................................................... 27
Teacher’s role ............................................................................................... 28
Alternative approaches ................................................................................. 28
Activity 4: Preparing meat seafood and poultry ................................................ 28
Outline .......................................................................................................... 28
Teacher’s role ............................................................................................... 29
Alternative approaches ................................................................................. 29
THHGHS01B Follow Workplace Hygiene Procedures ........................................ 31
Unit description ............................................................................................. 31
Elements of Competency .............................................................................. 31
Understanding kitchen hygiene ..................................................................... 31
Monitoring hygiene risks ............................................................................... 31
Activity 1: Understanding kitchen hygiene ....................................................... 32
Outline .......................................................................................................... 32
Teacher’s role ............................................................................................... 32
Alternative approaches ................................................................................. 32
Activity 2: Monitoring hygiene risks .................................................................. 34
Outline .......................................................................................................... 34
Teacher’s role ............................................................................................... 34
Alternative approaches ................................................................................. 34
THHBKA04B Clean and maintain kitchen premises ........................................... 36
Unit description ............................................................................................. 36
Elements of Competency .............................................................................. 36
Cleaning products ......................................................................................... 37
Maintaining clean premises .......................................................................... 37
Activity 1: Cleaning products ............................................................................ 37
Outline .......................................................................................................... 37
Teacher’s role ............................................................................................... 37
Alternative approaches ................................................................................. 38
Activity 2: Maintaining clean premises ............................................................. 39
Outline .......................................................................................................... 39
Teacher’s role ............................................................................................... 39
Alternative approaches ................................................................................. 40
THHBKA01B Present food .................................................................................. 41
Unit description ............................................................................................. 41
Elements of Competency .............................................................................. 41
Activity 1: Presenting food ............................................................................... 42
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Outline .......................................................................................................... 42
Teacher’s role ............................................................................................... 42
Alternative approaches ................................................................................. 42
THHBKA03B Receive and store kitchen supplies ............................................... 44
Unit description ............................................................................................. 44
Elements of Competency .............................................................................. 44
Activity 1: Storing and rotating stock ................................................................ 45
Outline .......................................................................................................... 45
Teacher’s role ............................................................................................... 45
Alternative approaches ................................................................................. 45
Activity 2: Ordering and receiving stock ........................................................... 46
Outline .......................................................................................................... 46
Teacher’s role ............................................................................................... 46
Alternative approaches ................................................................................. 46
THHBCC01B Use basic methods of cookery ...................................................... 48
Unit description ............................................................................................. 48
Elements of Competency .............................................................................. 48
Getting to know your equipment ................................................................... 49
Activity 1: Getting to know your equipment ...................................................... 49
Alternative approaches ................................................................................. 50
Activity 2: Boiling and poaching ....................................................................... 51
Outline .......................................................................................................... 51
Teacher’s role ............................................................................................... 51
Alternative approaches ................................................................................. 52
Activity 3: Braising, stewing and steaming ....................................................... 53
Outline .......................................................................................................... 53
Teacher’s role ............................................................................................... 53
Alternative approaches ................................................................................. 54
Activity 4: Deep and shallow frying .................................................................. 55
Outline .......................................................................................................... 55
Teacher’s role ............................................................................................... 55
Alternative approaches ................................................................................. 56
Use demonstrations as the focus for seminar type discussion on cookery
principles. Activity 5: Oven and microwave cooking......................................... 56
Activity 5: Oven and microwave cooking .......................................................... 57
Outline .......................................................................................................... 57
Teacher’s role ............................................................................................... 57
Alternative approaches ................................................................................. 58
THHBCC02B Prepare appetisers and salads .................................................. 60
Unit description ............................................................................................. 60
Elements of Competency .............................................................................. 60
Prepare appetisers........................................................................................ 61
Activity 1: Prepare salads ................................................................................ 61
Outline .......................................................................................................... 61
Teacher’s role ............................................................................................... 62
Alternative approaches ................................................................................. 62
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Activity 2: Prepare appetisers .......................................................................... 62
Outline .......................................................................................................... 62
Teacher’s role ............................................................................................... 62
Alternative approaches ................................................................................. 63
Unit description ............................................................................................. 64
Elements of Competency .............................................................................. 64
Activity 1: Preparing sandwiches ..................................................................... 65
Outline .......................................................................................................... 65
Teacher’s role ............................................................................................... 65
Alternative approaches ................................................................................. 66
THHBCC03B Prepare soups, sauces and stocks ............................................... 67
Unit description ............................................................................................. 67
Elements of Competency .............................................................................. 67
Activity 1: Preparing stocks, glazes and essences for a menu ........................ 68
Outline .......................................................................................................... 68
Teacher’s role ............................................................................................... 69
Activity 2: Preparing sauces ............................................................................. 69
Outline .......................................................................................................... 69
Teacher’s role ............................................................................................... 69
Activity 3: Storing, reconstituting and correcting sauces .................................. 69
Outline .......................................................................................................... 70
Teacher’s role ............................................................................................... 70
Activity 4: Preparing soups required for menu items ........................................ 70
Outline .......................................................................................................... 70
Teacher’s role ............................................................................................... 71
Alternative approaches ................................................................................. 71
THHBCC04B Prepare vegetables, eggs and farinaceous dishes ....................... 72
Unit description ............................................................................................. 72
Elements of Competency .............................................................................. 72
Activity 1: Preparing vegetable and fruit dishes ............................................... 73
Outline .......................................................................................................... 73
Teacher’s role ............................................................................................... 74
Activity 2: Preparing egg-based dishes ............................................................ 74
Outline .......................................................................................................... 74
Teacher’s role ............................................................................................... 75
Activity 3: Preparing farinaceous dishes .......................................................... 75
Outline .......................................................................................................... 75
Teacher’s role ............................................................................................... 75
Alternative approaches ................................................................................. 75
THHBCC05B Prepare and cook poultry and game .......................................... 77
Unit description ............................................................................................. 77
Elements of Competency .............................................................................. 77
Preparing and cooking game ........................................................................ 78
Activity 1: Handling, storing and presenting poultry and game ........................ 78
Outline .......................................................................................................... 78
Teacher’s role ............................................................................................... 79
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Alternative approaches ................................................................................. 79
Activity 2: Preparing poultry ............................................................................. 79
Outline .......................................................................................................... 79
Teacher’s role ............................................................................................... 80
Alternative approaches ................................................................................. 80
Activity 3: Preparing game ............................................................................... 80
Outline .......................................................................................................... 80
Teacher’s role ............................................................................................... 80
Alternative approaches ................................................................................. 81
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General Overview
Purpose
The demand for training in hospitality throughout Australia extends beyond the
city and town limits where most Registered Training Organisations (RTO’s) are
based and deliver their training.
All states have a significant hospitality industry in metropolitan and rural areas
and find that the costs associated with traditional training methods and the
necessary travel prohibitive for both employer and trainee.
Within urban areas, employers are now keen to have training delivered at their
site, to save time, money and to ensure relevance to their particular enterprise.
It is evident from the experiences and feedback from employers and students
that the need to provide a more flexible approach to training will be an increasing
necessity in the future. The increased use of online technologies in the hospitality
industry has created an environment that will enthusiastically adopt online
training.
This Hospitality Toolbox approaches learning in an innovative and challenging
way and will enable providers to customise learning resources so they are
relevant to their immediate audience.
Target audience
The target audience for online delivery of the selected Units of Competency from
this Hospitality Toolbox consists of learners at the lower Australian Qualifications
Framework (AQF) levels, 1 and 2. In particular, the catering and commercial
cookery sectors have been targeted, but some of the Units of Competency are
valid across the broader hospitality industry.
The ability to access online training will be particularly valuable to learners, such
as trainees in rural areas, who currently are required to travel to the cities to
undertake “block release” training. It will also be of benefit to trainees whose
employers would prefer to have them trained on the job. In these instances, one
of the benefits to the employer will be that the learner/trainee will be guided in the
learning activities by the online training in tasks that fit into the usual routines of
the enterprise.
The ability to provide online training to be undertaken “on the job”, will open up
opportunities for training of staff for many hospitality enterprises that have
previously found training to be too far away, too expensive, and/or too generic for
their needs.
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Hospitality Toolbox
Training at AQF levels 1 and 2 provides the foundation skills for the Hospitality
Industry, and learners at this level are required to gain practical experience under
supervision. It is anticipated that online training for the selected Units of
Competency will be undertaken by registered trainees, apprentices and parttime students with employment in the Hospitality Industry. Because of the
practical nature of the Units of Competency, those students without suitable
industry employment would be required to secure a work experience placement
or have access to a simulated work environment for the duration of their period of
study.
In recent years, the Hospitality Industry, like many others in Australia, has
entered the computer age. Many restaurants and hotels are now computerised
and have become dependent on computers for word processing, payroll, GST,
stock catalogues, invoicing and many other tasks. Internet access is becoming
more and more pervasive, and while many enterprises have their own web site,
individuals now have an increasing number of options for accessing the Internet,
e.g. at home, on the job, in a regional Telecentre or local library. The Hospitality
Industry has embraced the introduction of hand held mobile computing, and
these devices are becoming common in many busy restaurants, replacing the
traditional waiters pad. The next logical step is to provide hospitality training for
their staff online.
Units of competency
Training Package
Qualification
Competencies
National Code
THHCO01B
THHGHS01B
THHBKA01B
THHBKA02B
THHBKA03B
THHBKA04B
THHBCC01B
THHBCC02B
THHBCC00B
THHBCC03B
THHBCC04B
THHBCC05B
Hospitality
Certificate II in Hospitality (Kitchen Operations)
UNITS OF COMPETENCY
Develop and update hospitality industry
knowledge
Follow workplace hygiene procedures
Organise and prepare food
Present food
Receive and store kitchen supplies
Clean and maintain premises
Use basic methods of cookery
Prepare appetisers and salads
Prepare sandwiches
Prepare soups stocks and sauces
Prepare vegetables, eggs and farinaceous dishes
Prepare and cook poultry and game
Total Hours
HRS
25
15
20
6
10
10
44
26
6
32
40
32
266
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Underpinning ideas
The Certificate II in Hospitality Toolbox takes an activity and problem-based
approach to the delivery of online learning resources. Each unit in the Toolbox
presents teachers and learners with a series of learning activities mapped to
performance criteria for that unit of competency. Each activity is a discrete entity
that can be completed alone, or in conjunction with other activities in that unit to
form a meaningful learning experience. All activities can be customised – they
can be adapted by the online teacher for different content and/or different
delivery contexts – and are supported by a range of learning support resources,
including "online experts", "online references" and "virtual learning
environments". More information on activities and resources can be found in the
Learning setting section below.
The online teacher and a workplace supervisor, support learners during the
learning activities. The online teacher provides feedback and remediation where
appropriate and the workplace supervisor oversees the learner's completion of
workplace tasks outlined in the activities.
Because there is a strong practical side to Hospitality training, each activity has a
workplace component where learners are directed to complete a task or
demonstrate a skill to their supervisor.
Assessment in the Certificate II in Hospitality is workplace-based, hence its
implementation is outside the scope of resources offered in this Toolbox. The
organisation of workplace assessment is the responsibility of the learner's
Registered Training Organisation and their online teacher, in collaboration with
the learner's workplace supervisor.
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Key features
Learning setting
The interface
To provide a relevant and authentic learning context, the activities and resources
in this Toolbox are located within a fictitious restaurant complex that includes an
activity area, a kitchen area, a store, an office and a café strip. This provides
learners with a meaningful and familiar environment in which tasks and activities
occur.
Activity area
The activity screen has both top and bottom navigation. The top
navigation uses icons to link to the various parts of the restaurant
complex, such as the kitchen and storerooms. The bottom frame provides
the activity navigation, allowing students to move through the pages of the
activity. The middle of this screen is devoted to the activity or scenario.
Throughout the activity, students will be directed/linked to other areas of
the toolbox to find out the information they need to complete the tasks. All
technical terms have a link to the glossary.
The kitchen
The kitchen screen has a navigation bar at the top of the screen – this is
represented as a ‘flat kitchen’, that is a series of preparation areas on a
wall across the top of the screen (i.e. a sink, a bench, a stove, a boiler, an
oven, a chopping block). Students can click on the relevant piece of
equipment and will be transferred to that area of the kitchen. They will
then be able to access resources on the tasks performed in that area.
The store
The store screen can be navigated by a series of doors at the top of the
screen leading to the various storage areas (i.e. the cold room, the
freezer, dry store, equipment store). Here students will also meet Patrick,
the store-man who can advise students where they are likely to find
particular ingredients and/or items of equipment. The store person will
also provide information on safe handling techniques.
The office
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The office screen can be navigated by a series of icons representing a
typical office. In here, students will find a filing cabinet of tasks, recipes, a
bookshelf, a full glossary and be able to access email and discussions.
Students will also be introduced to Lenny, the Sous Chef, who can provide
advice on a variety of areas, such as health and hygiene and recipe
interpretation. Lenny is well experienced and has lots of stories (both good
and bad) to relate to students.
The café strip
The café strip provides a series of links to a range of different restaurants,
from five-star to fast food. Students can visit the venues and talk to a chef
that works there. This venue expert can then provide information on how
things are done in a specific environment, such as policies, procedures,
techniques and standards.
Activities
The Toolbox delivers a set of segregated activities for each unit of competency.
Because each activity is self-contained and independent of other activities, the
online teacher can order activities in ways that are most appropriate for their
learners.
Each activity takes the form of a problem, task, incident or scenario. To complete
the activity, learners must engage with the task or problem, and make use of
learning support resources where appropriate to help them accomplish the task.
Hints are provided in the body of each activity, directing learners to the most
appropriate support resource they can use to help them complete the activity. In
addition, fictitious 'supervisors' or 'fellow workers' guide learners through the
completion of each activity by providing advice and suggestions where
appropriate.
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Online communication
Communication is an integral part of the learning experience promoted by the
Hospitality Toolbox.
Communication tools
Where appropriate in activities, learners are encouraged to post responses to
tasks or questions to discussions (bulletin board), or to submit their work to the
online teacher for evaluation and feedback. Moreover, some activities will take a
discursive slant, asking learners to contribute to a discussion topic, and to
discuss the topic with their peers and online teacher.
Collaboration
Given that this Toolbox has been designed for flexible delivery, collaborative
activities will be offered in the Teacher's Guide as alternatives to existing
activities, or as tasks that can supplement the activity. The online teacher has the
option of replacing an activity, or one aspect of an activity, with a collaborative
task. For more information, refer to the Activity Guide for each unit of
competency in this Teacher's Guide.
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Accessibility
The Toolbox has been designed with accessibility in mind, and has been
designed to comply with the W3C priority 1 level guidelines.
Access and equity
In an attempt to address access and equity guidelines, the Hospitality Toolbox
incorporates the following features:
Easy clickable icons
The use of image maps, and other complicated navigation systems has
been kept to a minimum throughout the Toolbox. The navigation features
large icons with a correspondingly large ‘click zone’.
Text alternatives
Where audio or other media has been used in the toolbox, a text
alternative has also been provided.
Screen reader friendly
The toolbox navigation system has been designed to be screen reader
friendly and has been tested with Jaws 4.0. Where required the toolbox
makes use of ‘hidden links’, invisible to the user, but detectable by screen
readers. All browser pages have been developed to the XHTML standard
as approved by W3C World Wide Web Consortium.
Summaries and reminders
Research into students with learning disabilities has shown that the use of
frequent reminders helps to improve memory retention. With this in mind,
each activity in the toolbox uses activity summary sheets, which
encourages students to summarise in their own words the material
covered in the activity. In addition to these unit summaries, students will
also encounter tips and reminders as they work through various activities.
Easy to navigate interface
The Hospitality toolbox has been designed with an interface that is both
inviting and easy to navigate. Most of the toolbox navigation is directed
from the activity screen interface. From here students can follow links to
the resource areas of the toolbox. Following one of these links will open
the resource in a new window, allowing students to easily move between
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the activity and the resource screen. This navigation model also limits the
number of active windows at any one time, to two.
Using the toolbox
The Certificate II in Hospitality Toolbox has been designed so that the online
teacher or training organisation can customise it for different contexts of delivery.
These contexts may be influenced by factors such as industry sector (e.g. five
star versus fast food), training setting (e.g. hotel kitchen versus hospital kitchen)
and individual learning styles (recognition of current competencies and different
learning contexts).
Customisation can occur on the following levels:

Task/problem: The online teacher can change or adapt the focus and
parameters of a task or problem. Worksheets have been saved as rich text
format (RTF) and can easily be edited using a word processing package.

Content: Content delivered within activities and in learning support resources
can also be customised. For example, the teacher can readily add to the bank
of resources located in the kitchen or add anecdotal comments by the
resident experts.

Images: Photos and diagrams can be replaced with images more suitable to
the industry sector, region or local environment.

Interactions: Most interactions in this Toolbox can be customised. This
includes customising the problem or scenario, questions, and feedback. Refer
to the Activity Guide for each unit of competency for more details on
customising interactions.
To customise resources, you will need to edit the HTML files using an HTML
editor such as Dreamweaver, Front Page, Homesite, or even a text-based editor
such as Wordpad. Some interactions are designed using JavaScript, a language
used to create interactive web pages. Anyone with a working knowledge of
JavaScript can edit these interactions.
Some interactions have been built in Shockwave and Flash. These interactions
cannot be customised and have therefore been kept to a minimum. However,
they can be deleted or completely replaced if they do not suit the target
audience.
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Workplace activities
A major strength of this Toolbox is that it integrates online learning with
workplace activities. These activities are to be completed by the student in the
workplace under the guidance of their workplace supervisor. In most cases a
record of these activities will be kept on a downloadable work sheet. This work
sheet will then be:

signed off by the workplace supervisor

sent to the online teacher

and the original kept in the student’s logbook file, to be available to the
workplace assessor when they visit.
Assessment
Assessment in the Certificate II in Hospitality is workplace-based, hence its
implementation is outside the scope of resources offered in this Toolbox. The
organisation of workplace assessment is the responsibility of the learner's
Registered Training Organisation (RTO) and their online teacher, in collaboration
with the learner's workplace supervisor.
Some activities will require the student to complete a work sheet and have it
signed off by their workplace supervisor. The RTO may decide whether or not to
accept this logbook as evidence of the student’s competency.
Resources
Students will need access to a computer with an Internet browser capable of
supporting Shockwave and the Shockwave plugin installed. Students will also
need access to a printer to print Workplace activity worksheets.
Teacher’s role
You should read through each activity first in order to become familiar with the
types of questions students may ask. [Needs to be expanded]
Customisation
All of the activities can be modified to reflect specific industry or organisational
standards in terms hygiene and/or preparation techniques. The scenarios and
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images can be customised to reflect events or situations relevant to the
workplace. [Needs to be expanded]
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THHHCO01B Develop and update hospitality industry
knowledge
Unit description
This unit deals with the skills and knowledge required to access, increase and
update knowledge of the hospitality industry including different industry sectors
and relevant industry legislation. This knowledge underpins effective
performance in all sectors and applies to all people working in the hospitality
industry. In-depth knowledge is therefore not required.
Elements of Competency
Nominal hours: 20
Seek information on the hospitality industry




Identify and access sources of information on the hospitality industry,
appropriately and correctly.
Obtain information to assist effective work performance within the industry,
including:
o different sectors of the hospitality industry, their inter-relationships
and the services available in each sector
o relationships between tourism and hospitality
o relationships between the hospitality industry and other industries
o industry working conditions
o environmental issues and requirements
o industrial relations issues and major organisations
o career opportunities within the industry
o the work ethic required to work in the industry
o industry expectations of staff
o quality assurance.
Access and update specific information on relevant sector(s) of work.
Use knowledge of the hospitality industry in the correct context to enhance
quality of work performance.
Source and apply information on legal and ethical issues for the hospitality
industry
 Obtain information on legal and ethical issues to assist effective work
performance.
 Conduct day-to-day hospitality industry activities in accordance with legal
obligations and ethical industry practices.
Update hospitality industry knowledge
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


Teacher’s Guide
Identify and use a range of opportunities to update general knowledge of
the hospitality industry.
Monitor current issues of concern to the industry.
Share updated knowledge with customers and colleagues as appropriate
and incorporate this knowledge into day-to-day work activities.
Activity Guide
There are four activities in this unit:
Activity Title
1 Researching the hospitality industry
2 Hospitality and tourism
3 Working in the hospitality industry
4 Legislation in the hospitality industry
Activity 1: Researching the hospitality industry
Outline
Number of pages: 8
In this activity, students will learn about the hospitality industry.
By the end of this activity they should have a good understanding of:

what the hospitality industry is

departments within the hospitality industry

how to research the industry

sharing knowledge with colleagues and customers.
This activity should also provide the ability to keep knowledge of the industry up
to date throughout their careers.
In this activity students are required to:
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Hospitality Toolbox

post a message to Discussions

complete a 1 page report

submit the report.
Teacher’s Guide
Teacher’s role
This activity asks students to post a message to the discussion board about a
recent event in the hospitality industry. As the online teacher, you should monitor
the discussion board and provide appropriate feedback on student submissions.
In this case, you should be sure students communicate their message
appropriately and clearly.
Students are also required to complete a 1-page report. You should ensure
students submit the report, give them any extra guidance they may need, and
check that they have submitted references with the report.
Alternative approaches
You may like to make the report in this activity more relevant to your students’
area of study.
A tour of the library with specific research tasks may also be of assistance to
students. Specific tasks for students to use the web and journals may also help
their understanding of these methods. Give them a research topic and ask them
to prepare a talk so that they can share their findings with other students.
A visit to a hotel complex would be an advantage so that students can see first
hand the way departments in the industry interact with each other.
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Activity 2: Hospitality and tourism
Outline
Number of pages: 7
In this activity, students will look at the tourism industry and its relationship with
the hospitality industry.
This activity takes the form of a scenario in which students will need to help
Robert do research for the restaurant.
During this activity they will be asked to:

post a message to Discussions

write a research report

submit the research report.
Teacher’s role
In this activity, students are required to post a message to Discussions with 3
statistics from the Australian Tourism website. You should check the messages
and ensure students are posting different statistics and correct ones. You can
look at the site at www.atc.australia.com.
Students are also required to complete a 1-page report. You should ensure
students submit the report, give them any extra guidance they may need and
check that they have submitted references with the report.
Alternative approaches



Arrange student industry visits to various enterprises in major sectors of
the Hospitality and Tourism industry:
o Students critically appraise industry links from the perspective of
each enterprise
o Students consider links between each enterprise and others
Arrange visitors from various industry sectors to take part in either panel
discussion, open forum discussion, or lecture situation. Visitors might
include personnel from restaurants, hotels, and institutions.
Arrange visitors from experts in fields related to employment in Hospitality.
For example a Union organiser, Employer representative, Environmental
Health Officer.
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Activity 3: Working in the hospitality industry
Outline
Number of pages: 6
This activity looks at career opportunities in the hospitality industry.
By the end of this activity, students should be aware of:

the different careers available in the industry

industry expectations of hospitality workers

attributes that employers look for

quality assurance within the industry.
This activity should help students seek and maintain jobs throughout their
hospitality career.
In this activity, students will be required to:

submit 5 job advertisements

post a message to Discussions on industry expectations

post a message to Discussions on quality assurance.
Teacher’s role
In this activity, students are required to submit job advertisements. You should
check that these are appropriate and give them feedback on the jobs they have
chosen.
Students are also required to post messages to Discussions. You should give
them feedback on these messages and check they are answer the questions
appropriately.
Alternative approaches
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
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Teacher’s Guide
Arrange student industry visits to various enterprises in major sectors of
the Hospitality and Tourism industry:
o Students critically appraise industry links from the perspective of
each enterprise
o Students consider links between each enterprise and others
Arrange visitors from various industry sectors, to take part in either panel
discussion, open forum discussion, or lecture situation. Visitors might
include personnel from restaurants, hotels, and institutions.
Arrange visitors from experts in fields related to employment in Hospitality,
for example Union organiser, Employer representative, Environmental
Health Officer.
Activity 4: Legislation in the hospitality industry
Outline
Number of pages: 7
In this activity, students will be updating and developing knowledge of the
hospitality industry in relation to working conditions, legal obligations and
environmental requirements.
After completing this activity, they should have a good knowledge of the
legislation that affects the hospitality industry. They should also be able to access
information to keep up to date throughout their career.
During this activity students will be required to:

post an article to Discussions

write a research report

submit the report.
Teacher’s role
This unit is detailed in regards to legislation, so students may need a bit of
guidance in finding information in this area. Make sure they submit the one page
report and that they cover enough information.
Students are also required to submit a message to Discussions, you should give
them feedback on this.
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Teacher’s Guide
Alternative approaches
 Arrange visitors from various industry sectors, to take part in either panel
discussion, open forum discussion, or lecture situation. Visitors might
include personnel from restaurants, hotels, and institutions.
 Arrange visitors from experts in fields related to employment in Hospitality,
for example Union organiser, Employer representative, Environmental
Health Officer.
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Teacher’s Guide
THHBKA01B Organise and prepare food
Unit description
This unit deals with the skills and knowledge required to organise and prepare a
variety of foods for the kitchen of a hospitality or catering operation. It focuses on
general food preparation techniques.
Elements of Competency
Nominal hours: 20
Prepare equipment for use

Ensure that equipment is clean before use, is the correct type and size and
is safely assembled and ready for use.

Select, assemble and use equipment correctly, safely and hygienically.
Assemble and prepare ingredients for menu items

Identify ingredients correctly, according to standard recipes, recipe cards
or enterprise requirements.

Assemble ingredients according to the correct quantity, type and quality
required.

Prepare ingredients in the required form and time frame.
Prepare dairy, dry goods, fruits and vegetables

Prepare food according to correct weight, amount and/or number of
portions.

Clean, peel and/or prepare vegetables and fruit as required for menu
items.

Prepare dairy products as required for menu items, ensuring they are
correctly handled.

Measure, sift where appropriate, and use dry goods as required for menu
items.

Prepare general food items correctly as required for menus.
Prepare meat, seafood and poultry

Prepare and portion food accurately, according to size and/or weight and
required menu items.

Trim, mince or slice and prepare meat correctly.
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Clean, prepare and/or fillet fish and seafood correctly.


Trim and prepare poultry correctly.
Store meat, seafood and poultry hygienically.
Teacher’s Guide
Activity Guide
There are four activities in this unit:
Activity Title
1 Prepare for a function
2 Reading and understanding recipes
3 Preparing dairy and dry goods
4 Preparing meat, seafood and poultry
Activity 1: Prepare for a function
Outline
Number of pages: 11
In this activity, your students learn the kitchen basics and the principles of mise en place.
This includes:




working cleanly and safely
selecting kitchen tools
selecting and preparing vegetables
basic cutting techniques.
During this activity, students will be asked to:
 complete a series of workplace activity worksheets
 have their workplace supervisor sign your completed activity worksheet
 submit the signed and completed worksheet.
This activity takes the form of a scenario set in a restaurant kitchen. As a trainee
in the kitchen, the student is asked to help prepare for a function.
Teacher’s role
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Teacher’s Guide
Students are required to complete a series of two worksheet activities. The first
requires students to identify the types of kitchen equipment used in their
workplace or training environment. The second asks student to demonstrate a
series of basic vegetable preparation techniques. As facilitator you should ensure
that students have safe access to suitable equipment, and a range of
commodities to practice on.
Students are required to complete and submit both worksheets to the online
teacher. You should provide feedback on these worksheets as appropriate.
Alternative approaches
This activity has a strong practical component and works well in a training kitchen
or simulated workplace. Students could be asked to demonstrate a series of
preparation techniques for specific recipes and or circumstances. Preparing
minestrone soup is an excellent way of exploring the different vegetable cuts.
There is also an opportunity in this activity to organise field trips to other
commercial kitchens and/or hospitality equipment providers.
Activity 2: Reading and understanding recipes
Outline
Number of pages: 11
In this activity students learn how to read, understand and interpret recipes and
basic fruit preparation. The topics covered include:
 selecting and preparing fruit
 basic fruit cutting techniques
 how to read a recipe
 how to adjust a recipe.
During this activity students are asked to:
 post an article to the discussion board
 complete a workplace activity sheet
 have a workplace supervisor sign off on the completed activity sheet
 submit the signed and completed activity sheet.
This activity takes the form of a scenario in a commercial kitchen in which
students are asked to help prepare for a function.
Teacher’s role
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Teacher’s Guide
Students are required to post a message to the discussion board and complete a
worksheet activity on fruit preparation. Some students may have difficulty with
the technology, so as a teacher, you may need to encourage students to
participate.
Students are required to complete and submit the worksheet to the online
teacher on basic fruit cuts. You may need to provide suitable tools and
commodities for students to complete this task. In addition you will need to
ensure that students follow the correct health, safety and hygiene regulations.
Alternative approaches
Students could be asked to demonstrate a series of preparation techniques for
specific recipes and or circumstances. Students could be asked to prepare a fruit
platter for a buffet in order to demonstrate competency.
A good collaboration exercise is to ask students to bring in three or four of their
favourite recipes or menus, and then explain what it is they like about the
particular dish.
There is an opportunity here to visit restaurants cafes and other catering
industries to see how they operate and function.
Activity 3: Preparing dairy and dry goods
Outline
Number of pages: 9
In this activity students learn about preparing, storing and identifying dairy and
dry goods. The topics covered include:
 selecting cheeses
 selecting dry goods
 coatings and batters.
During this activity students are asked to:
 complete a series of workplace activity sheets
 prepare a cheese platter for a buffet or table service
 prepare clarified butter
 have a workplace supervisor sign off on the completed activity sheet
 submit the signed and completed activity sheet.
This activity takes the form of a scenario in a commercial kitchen in which the
student is asked to help prepare for a function.
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Teacher’s Guide
Teacher’s role
As part of the worksheet activities, students are asked to complete a
cheeseboard/platter for a function or a buffet. Students will need to be provided
with a range of cheeses and tools for this task.
Students are also required to prepare some clarified butter. It may be necessary
to induct students on the use of the stove and other necessary equipment for this
task.
Alternative approaches
Students could be asked to do some research on the Internet or in the Library on
the different types of cheese. A visit to the local market is another way to
research cheeses and dairy.
A good group discussion and team building exercise is to ask students to put
together a cheese board in which all students bring in some cheese to share, and
then explain what it is they like or dislike about the different cheese varieties.
Where possible a tour of the storerooms is a useful way to help students get to
know about the different types of dry goods, and how they should be handled.
A practical demonstration of crumbing or battering is also a possibility. Students
could be asked to set up efficient crumbing stations and practice crumbing
techniques.
Activity 4: Preparing meat seafood and poultry
Outline
Number of pages: 13
In this activity students learn how to read, understand and interpret recipes and
basic fruit preparation. The topics covered include:
 identifying and preparing meat
 selecting and preparing fish
 selecting and preparing poultry.
During this activity students are asked to:
 visit a fish market
 post an article to the discussion board about their market visit
 complete a workplace activity sheet on preparing meat and poultry
 submit the signed and completed activity sheet.
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Teacher’s Guide
This activity takes the form of a scenario in a commercial kitchen in which
students are asked to help prepare for a function.
Teacher’s role
Students are required to visit a fish market and post a message to the discussion
board about the visit. This can be done individually, or you may choose to
organise a group excursion. Remind students that if they are visiting a fish
market independently, then they should visit during the quiet times. They might
want to phone the proprietors first and make an appointment. You should be
prepared to offer suggestions to students of some good markets to visit.
Students will be asked to demonstrate a variety of fish, meat and poultry
preparation techniques as part of the worksheet for this unit. As a teacher you
may need to organise a suitable workspace in the kitchen and some commodities
for students to practice on. It is expected that students will follow the correct
health, safety and hygiene regulations
Alternative approaches
As facilitator, you might want to organise some practical demonstrations of basic
butchering techniques and possibly a visit to a commercial butcher. Alternatively
you could try organise a guest presenter.
A good group discussion exercise could be to encourage students to discuss
different moral, ethical and cultural opinions on meat and meat preparation.
Some topics for consideration include Halal and Kosher foods, and humanitarian
treatment of shellfish.
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Teacher’s Guide
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Teacher’s Guide
THHGHS01B Follow Workplace Hygiene Procedures
Unit description
This unit deals with the skills and knowledge required to follow key hygiene
procedures which apply in hospitality and tourism enterprises. It is particularly
relevant to staff working in kitchens, housekeeping, food and beverage and tour
operations involving the preparation of food.
Elements of Competency
Nominal hours: 20
Follow hygiene procedures

Follow workplace hygiene procedures in accordance with enterprise
standards and legal requirements.

Handle and store all items according to enterprise requirements and legal
obligations.
Identify and prevent hygiene risks

Identify potential hygiene risks promptly.

Take action to minimise or remove the risk within the scope of individual
responsibility and in accordance with enterprise and legal requirements.
Report hygiene risks beyond the control of individual staff members
immediately to the appropriate person for follow up.

Activity Guide
There are two activities in this unit:
Activity Title
1 Understanding kitchen hygiene
2 Monitoring hygiene risks
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Teacher’s Guide
Activity 1: Understanding kitchen hygiene
Outline
Number of pages: 12
In this activity your students learn the essentials of workplace hygiene.
This includes:
 Uniform requirements
 Hand washing procedures
 Washing up
 Garbage disposal
 Legal requirements.
During this activity, students will be asked to:
 post an article to discussions
 complete a workplace activity worksheet
 have their workplace supervisor sign the completed activity worksheet
 submit the signed and completed worksheet to their online teacher.
Teacher’s role
Students are required to complete a worksheet activity. This requires students to
assume the role of a health inspector and carry out an inspection of the premises
where they work.
Students are required to complete and submit the worksheet to the online
teacher.
This activity also asks students to post a message to the discussion board about
the different preparation techniques they practiced in this unit.
As the online teacher, you should monitor the discussion board and provide
appropriate feedback on student submissions.
Alternative approaches
As the teacher, you could guide your students through a series of case studies
that relate to the content, especially with concern to breaches of hygiene.
Another approach may be to introduce scenarios using hypothetical case studies,
workshop problem identification and problem solving, and managing
contingencies.
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Teacher’s Guide
Assignment: in groups or individually, create an induction booklet for new
employees outlining enterprise procedures and standards in regard to various
personal environmental and food hygiene related topics. Students could also
create poster(s) designed to encourage the use of positive behavior (such as
washing hands, correct storage of food, avoiding cross contamination etc).
Students workshop planning of cleaning program for hypothetical, real, or
simulated premises including schedule, rosters and products. These may include
responding to contingencies.
Students may respond well to visits to other premises to discuss hygiene issues
with the proprietor, supervisors and staff. Ask students to prepare a list of
questions to ask these people prior to the trip. You may also like to invite a local
Environmental Health Officer for discussion and engage in a workshop.
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Teacher’s Guide
Activity 2: Monitoring hygiene risks
Outline
Number of pages: 11
In this activity, your students learn how to identify hygiene risks in the workplace
and preventative measures they can take to avoid these from occurring.
This includes:
 How food poisoning is caused
 Types of bacteria and the conditions which promote their growth
 Cross-contamination
 Safe food handling and storage temperatures
 The HACCP system
 The importance of reporting hygiene risks.
During this activity, students will be asked to:
 complete two workplace activity worksheets
 have their workplace supervisor sign the completed activity worksheets
 submit the signed and completed worksheets to their online teacher.
Teacher’s role
Students are required to complete a series of two worksheet activities. The first
requires students to answer questions about food hazards and safe food
handling practices. The second asks students to demonstrate their
understanding of the HACCP system.
Students are required to complete and submit both worksheets to the online
teacher.
Alternative approaches
The content of this unit is largely theoretical, and may require some unusual
tactics in order for students to understand these concepts and commit them to
memory.
Students could be asked to conduct a library or resource search on range of
topics, eg.- Food poisoning, food spoilage, safe storage of foods, safe transport
of foods, personal hygiene, environmental hygiene, food hygiene, spore forming
bacteria, etc.
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Teacher’s Guide
Encourage students to use various ways of vocally structuring factual material
that must be committed to memory including creating songs, poetry, scenarios or
stories - factual or otherwise. For example, it is difficult for students to learn and
remember names of bacteria and their habits.
Students may respond well to visits to other premises to discuss hygiene issues
with the proprietor, supervisors and staff. Ask students to prepare a list of
questions to ask these people prior to the trip. You may also like to invite a local
EHO for discussion and engage in workshops.
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Teacher’s Guide
THHBKA04B Clean and maintain kitchen premises
Unit description
This unit deals with the skills and knowledge to clean and maintain kitchens, food
preparation and storage areas in commercial cookery or catering operations.
Elements of Competency
Nominal hours: 10
Clean, sanitise and store equipment

Select and use chemicals correctly for cleaning and/or sanitising kitchen
equipment and utensils.

Clean and/or sanitise equipment and/or utensils according to
manufacturer's instructions and without causing damage.

Store or stack cleaned equipment and utensils safely and in the
designated place.

Use cleaning equipment safely and according to manufacturer’s
instructions.

Assemble and disassemble cleaning equipment in a safe manner.

Store cleaning equipment safely and correctly in the designated position
and area.
Clean and sanitise premises

Follow cleaning schedules correctly.

Use chemicals and equipment correctly and safely to clean and/or sanitise
walls, floors, shelves and other surfaces.

Clean and/or sanitise walls, floors, shelves and working surfaces without
causing damage to health or property.

Follow first aid procedures in the event of any chemical accident.
Handle waste and linen

Sort waste and dispose of it according to hygiene regulations, enterprise
practices and procedures and environmental considerations.

Dispose of cleaning chemicals safely and according to environmental
considerations.
Sort linen and safely remove it according to enterprise procedures.Activity
Guide
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Teacher’s Guide
There are two activities in this unit:
Activity Title
1 Cleaning products
2 Maintaining clean premises
Activity 1: Cleaning products
Outline
Number of pages: 10
Keeping kitchen equipment clean is vitally important in the hospitality industry.
In this activity the students will learn about:
 choosing the correct cleaning agent for the task at hand
 using the correct cleaning method for different kitchen equipment
 cleaning major and minor equipment following correct procedures
 storing equipment correctly.
During this activity students will be asked to:
 post a summary and answers to questions on the discussion board
 complete a workplace activity sheet
 have your workplace supervisor sign your completed activity sheet
 submit the signed and completed activity sheet to your online teacher.
Note: This activity takes the form of a scenario set in a restaurant kitchen. As a
trainee in the kitchen, the student is given the task of becoming familiar with the
chemicals, cleaning procedures, and safety practices followed in an
establishment.
Teacher’s role
Students are required to complete one activity sheet. This requires students to
select and use, in a safe manner, the correct cleaning and sanitising chemicals
for a variety of kitchen equipment. They also must show that they are following
safe work practices when it comes to handling and storing chemicals and
equipment.
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Teacher’s Guide
Students are required to complete and submit the activity sheet to the online
teacher.
This activity also asks students to post a message to the discussion board about
the various chemicals found in cleaning and sanitising products.
As the online teacher you should monitor the discussion board and provide
appropriate feedback on student submissions.
Alternative approaches
This activity has a strong practical component and works well in a training kitchen
or simulated workplace. Students could be asked to demonstrate a series of
cleaning and sanitising techniques for specific circumstances.
Students can collect data sheets from suppliers on equipment and chemicals,
and consider applications within a workplace.
Get students to explain the process of cleaning specific equipment, including
underpinning health, hygiene, safety and security aspects, in addition to
demonstrating their cleaning skills.
Have students develop a cleaning plan that includes schedules and rosters.
Implement a work placement program that gives students experience in different
commercial kitchens.
Invite various guest speakers, such as chemical representatives, equipment
suppliers, Occupational Safety and Health (OS&H) officers, to talk to students on
health, safety and environment issues.
The students can be organised to visit different establishments.
As cleaning and sanitising agents are emphasised in this unit, it would be
valuable for them to carry out a detailed analysis of the environmental impact of
such chemicals.
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Teacher’s Guide
Activity 2: Maintaining clean premises
Outline
Number of pages: 9
Cleaning, sanitising, disposing of waste and looking after linen may not be
glamorous jobs, but they all play important roles in every commercial kitchen. In
this activity you will learn how to clean and sanitise premises as well as dispose
of waste and look after linen.
It involves:
 developing and following a cleaning schedule
 cleaning walls, floors, shelves and working surfaces
 following first aid procedures when there is a chemical accident
 sorting and disposing of waste according to hygiene regulations and
establishment practice
 sorting and removing linen according to hygiene regulations and
establishment practice.
During this activity students will be asked to:
 post a summary of first aid procedures to the discussion board
 complete a workplace activity sheet on:
o cleaning schedules
o handling waste and linen
 submit the signed and completed activity sheet to your online teacher.
Note: This activity takes the form of a scenario set in a restaurant. As a trainee in
the kitchen, the student is shown how to construct a cleaning schedule to guide
them in cleaning walls, floors, shelves and working surfaces. The scenario also
involves handling linen and disposing of waste.
Teacher’s role
Students are required to complete a two-part activity sheet. The first part of the
activity requires students to examine the different chemicals and procedures
used to clean walls, floors, shelves and working surfaces. From this they are to
devise a cleaning schedule. The second part covers handling linen and waste
disposal in a safe and hygienic manner.
Students are required to complete and submit the activity sheet to the online
teacher.
This activity also asks students to post a message to the discussion board about
the first aid procedures to follow if an accident occurs when handling a variety of
cleaning and sanitising products.
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Teacher’s Guide
As the online teacher you should monitor the discussion board and provide
appropriate feedback on student submissions.
Alternative approaches
This activity has a strong practical component and works well in a training kitchen
or simulated workplace. Students could be asked to demonstrate a series of
cleaning and sanitising techniques for specific circumstances.
Students can collect data sheets from suppliers on equipment and chemicals,
and consider applications within a workplace.
Get students to explain the process of cleaning specific equipment, including
underpinning health, hygiene, safety and security aspects, in addition to
demonstrating their cleaning skills.
Have students develop a cleaning plan that includes schedules and rosters.
Implement a work placement program that gives students experience in different
commercial kitchens.
Invite various guest speakers, such as chemical representatives, equipment
suppliers, Occupational Safety and Health (OS&H) officers, to talk to students on
health, safety and environment issues.
The students can be organised to visit different establishments.
As cleaning and sanitising agents are emphasised in this unit, it would be
valuable for them to carry out a detailed analysis of the environmental impact of
such chemicals.
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Teacher’s Guide
THHBKA01B Present food
Unit description
This unit deals with skills and knowledge required to efficiently and professionally
plate, present and serve food in a commercial kitchen or catering operation.
Elements of Competency
Nominal hours: 6
Prepare food for service

Identify foods correctly for menu items.

Arrange sauces and garnishes to enterprise requirements for specific
dishes.
Portion and plate food

Ensure that sufficient supplies of clean, undamaged crockery are available
at temperatures appropriate to food being served.

Portion food correctly according to enterprise policies and/or standard
recipes.

Plate food and present neatly and attractively, without drips or spills, to the
enterprise requirements for the specified dish, taking into consideration:
o eye appeal
o colour and contrast
o temperature of food and service equipment
o classical and innovative arrangement styles.

Serve food to be displayed in public areas at the correct temperature, in
an attractive manner, without drips or spills and giving attention to colour.
Work in a team

Demonstrate good teamwork with all kitchen and food service staff to
ensure timely, quality service of food.

Organise and follow a kitchen routine for food service to maximise food
quality and minimise delays.

Maintain a high standard of personal and work-related hygiene practices.
Activity Guide
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Teacher’s Guide
There is one activity in this unit:
Activity Title
1 Presenting food
Activity 1: Presenting food
Outline
Number of pages: 12
In this activity your students learn the importance of presentation and team work
and it’s role in a commercial kitchen.
Topics covered include:
 plating and portioning food
 using sauces, garnishes and accompaniments
 presenting food for customers
 the importance of working as a team.
During this activity students will be asked to:
 post a message to the notice board on the importance of team work
 complete a workplace activity worksheet on plating and presenting
food
 have their workplace supervisor sign your completed activity worksheet
 submit the signed and completed worksheet
Teacher’s role
Students need to practice plating and presenting food for this unit and will need
access to a variety of plates and meals to practice with. You will need to monitor
the notice board for postings on teamwork and give feedback accordingly.
Students are required to complete a worksheet to the online teacher. You should
provide feedback on this worksheet as appropriate.
Alternative approaches
This activity lends itself very well to teamwork and group discussions. You may
want students to bring in a magazine picture of a nicely presented meal, and then
as a team vote on the most effective presentations.
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There is also opportunity in this activity to organise field trips to cafes and
compare different service styles.
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Teacher’s Guide
THHBKA03B Receive and store kitchen supplies
Unit description
This unit deals with the knowledge to receive and store supplies in commercial
cookery or catering operations. It focuses on the general stock handling
procedures required for food and kitchen-related goods.
Elements of Competency
Nominal hours: 10
Take delivery of supplies

Check accurately all incoming supplies against specifications, orders and
delivery documentation taking into account quantity, size, weight, quality
and freshness, in accordance with enterprise procedures.

Identify and record accurately any variations and discrepancies and report
them to the appropriate person.

Inspect supplied items for damage, quality, use-by dates, breakages or
discrepancies and record details in accordance with enterprise policy.

Manage excess stock appropriately, according to enterprise policy.
Store supplies

Transport supplies to the appropriate storage area promptly, safely and
without damage.

Store supplies in the appropriate area, taking into account requirements
for temperature, ventilation and sanitation.

Record supply levels accurately and promptly in accordance with
enterprise procedures.
Label supplies in accordance with enterprise procedures.

Activity Guide
There are two activities in this unit:
Activity Title
1 Storing and rotating stock
2 Ordering and receiving stock
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Teacher’s Guide
Activity 1: Storing and rotating stock
Outline
Number of pages: 11
In this activity students will learn how to store and rotate stock.
This includes:
 classifying commodities and storing stock correctly
 organising stock so that older stock is used first
 labelling stock for ease of identification.
During this activity students are required to:
 post an article to Discussions
 complete a workplace activity sheet
 have their workplace supervisor sign your completed activity sheet
 submit the signed and completed activity sheet to your online teacher.
This activity takes the form of a scenario set in a restaurant store.
Teacher’s role
Students are required to complete a worksheet activity on identifying and storing
commodities. As a facilitator you should ensure that students have safe access
to suitable equipment, and a range of commodities to practice on.
Students are also required to post a story to discussions about their own
experiences in dealing with food that has been incorrectly stored in the home.
While this can be seen as a fun activity, it also reminds students of the
importance of proper food storage.
As the online teacher, you should provide feedback on discussions and
worksheets as appropriate.
Alternative approaches
This activity has a strong practical component and works well in a training kitchen
or simulated workplace. The activity includes a ‘virtual tour’ of the storerooms at
Jacob’s. Organising a real tour of a commercial kitchen would be an excellent
way to give students exposure to the storeroom environment. Students could
also be given the task of creating a floor plan for a storeroom/delivery area for
their own restaurant.
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Teacher’s Guide
Simulated stock receiving situations could be constructed, in which students are
given a variety of real commodities and then asked to classify and properly store
these items.
Activity 2: Ordering and receiving stock
Outline
Number of pages: 7
In this activity students will learn how to ordering and receiving stock. This
includes:
 following ordering and receiving procedures
 identifying the paperwork associated with ordering and receiving stock
 how to place an order
 checking the quality and quantity of incoming stock.
During this activity students are required to:
 complete an order form for a fictitious supplier
 submit the completed order form to your online teacher
 complete a workplace activity sheet on ordering and receiving stock
 have their workplace supervisor sign your completed activity sheet
 submit the signed and completed activity sheet to your online teacher.
This activity takes the form of a scenario set in a restaurant store.
Teacher’s role
In this activity, students will have access to a variety of sample forms typical of
those used in a commercial kitchen. Students will be required to complete a
fictitious order form for Levi Imports. As online teacher you will need to provide
appropriate feedback on the completed form.
Students are also required to complete a worksheet demonstrating that they can
correctly identify various stock forms. As facilitator you should ensure that
students have access to the appropriate forms.
Alternative approaches
This activity provides students with electronic samples of common stock control
forms. However, it is recognised that forms will differ from organisation to
organisation and students should be given exposure to a variety of different
forms where possible.
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Students can be assigned the task of doing a stock-take/audit of existing stock in
which they need to check stock quantities and use by dates.
Students could also be asked for their responses to various hypothetical
situations. For example, a patron feeling ill after eating some fish, and then
having to determine if the fish was off prior to delivery, or was stored incorrectly,
and what measures could be implemented to prevent it happening again.
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Teacher’s Guide
THHBCC01B Use basic methods of cookery
Unit description
This unit takes students through the basic methods of cookery. Students are
taken through the steps for each method of cookery and required to demonstrate
each method. This unit also gets student to choose appropriate equipment for
these tasks.
Elements of Competency
Nominal hours: 44
Select and use cooking equipment and technology
 Select appropriate equipment or technology for particular
cooking methods.
 Use equipment hygienically, safely and in accordance with
manufacturer's instructions.
Use methods of cookery
 Use various cookery methods correctly to prepare dishes to enterprise
standard including:
o boiling
o poaching
o steaming
o stewing
o braising
o roasting
o baking
o grilling
o shallow frying
o deep frying.
 Calculate correct quantities and ratios of commodities for specific cookery
methods.
 Complete the cooking process in a logical and safe manner.
 Identify problems with the cooking process promptly and take corrective
action.
 Prepare dishes using a range of methods and current technology within
acceptable enterprise and customer timeframes.
 Work co-operatively with kitchen and front-of-house colleagues to ensure
timely preparation of dishes.
Activity Guide
There are four activities in this unit:
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Teacher’s Guide
Activity Title
1 Getting to know your equipment
2 Boiling and poaching
3 Braising, stewing and steaming
4 Deep and shallow frying
5 Oven and microwave cooking
Activity 1: Getting to know your equipment
Outline
Number of pages: 9
In this activity your students will learn about cookery and how and why different
methods are applied. They will also look at some of the large scale equipment
that you find in a commercial kitchen such as:

ovens

grills

steamers

microwaves.
Students will also learn about the different methods used with these pieces of
equipment.
During this activity your students will be required to:

complete a large scale equipment activity sheet

submit the completed and signed activity sheet to your online teacher.
Note: This activity takes the form of a scenario set in a restaurant kitchen. As a
trainee the student is given a tour of the restaurant kitchen.
Teacher’s role
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Students are required to complete a worksheet relating to large-scale equipment.
They are required to submit this to their online teacher. You should check this
and give them any necessary feedback.
Alternative approaches
Take students on a tour of a restaurant and explain each item of equipment. Tell
them the equipment’s uses and some of the dishes being prepared in the
kitchen.
If possible, have students interacting and completing simple activities focusing on
safety with each bit of equipment and then generate discussions for this.
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Activity 2: Boiling and poaching
Outline
Number of pages: 9
In this activity students will learn how to use some of the basic methods of
cookery using water. They will learn about:

boiling

simmering

blanching

poaching.
Students will learn how to apply these methods of cookery, what equipment to
use and about safety measures to take while cooking.
During this activity, students will be asked to:

complete a workplace activity sheet on boiling, simmering, blanching and
poaching

submit a signed copy of the worksheet to their online teacher.
Note: This activity takes the form of a scenario in which students will need to help
Josie prepare food for the restaurant.
Teacher’s role
In this activity, students need to demonstrate that they can use the following
methods of cookery.

boiling

simmering

blanching

poaching.
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They will be required to complete a workplace activity sheet demonstrating their
ability to use these methods, this worksheet will need to be signed by their
supervisor and submitted to their online teacher.
Alternative approaches
Use a real or simulated food service or preparation environment to practice
essential food presentation skills.
Use games like bingo and cross words to scaffold essential information. Students
learn more from some fun activities.
Get students to research information on methods of cookery in different cultures.
Use demonstrations as a focus for seminar type discussion on cookery
principles.
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Teacher’s Guide
Activity 3: Braising, stewing and steaming
Outline
Number of pages: 7
In this activity students will learn how to use some of the basic methods of
cookery. They will learn about::

braising

stewing

steaming.
Students will learn how to apply these methods of cookery, what equipment to
use and what safety measures to take while you're cooking.
During this activity, students will be asked to:

post an article to the discussion board

complete a workplace activity sheet

have your workplace supervisor sign their completed activity sheet

submit the signed and completed activity sheet to their online teacher.
Teacher’s role
In this activity, students need to demonstrate that they can use the following
methods of cookery.

braising

stewing

steaming.
They will be required to complete a workplace activity sheet demonstrating their
ability to use these methods. This worksheet will need to be signed by their
supervisor and submitted to their online teacher.
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This activity also asks students to post a message to the discussion board about
the different preparation techniques they practiced in this unit.
As the online teacher, you should monitor the discussion board and provide
appropriate feedback on student submissions.
Alternative approaches
Use a real or simulated food service or a preparation environment to practice
essential food presentation skills.
Use games like bingo and cross words to scaffold essential information. Students
learn more when there are some fun activities.
Get students to research information on methods of cookery in different cultures.
Use demonstrations as focus for seminar type discussion on cookery principles.
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Teacher’s Guide
Activity 4: Deep and shallow frying
Outline
Number of pages: 12
In this activity, students will learn how to use basic methods of cookery using oil.
They will learn about deep and shallow frying.
During this activity students will be asked to:

post a message to discussions

complete a workplace activity sheet

have your workplace supervisor sign their completed activity sheet

submit the signed and completed worksheet to their online teacher.
Note: This activity takes the form of a scenario in which you will be helping Josie
prepare food for Jacob's restaurant.
Teacher’s role
In this activity students need to demonstrate that they can use the following
methods of cookery.

deep frying

shallow frying

pan frying

sautéing

stir frying.
They will be required to complete a workplace activity sheet demonstrating their
ability to use these methods, this worksheet will need to be signed by their
supervisor and submitted to their online teacher.
This activity also asks students to post a message to the discussion board about
the different preparation techniques they practiced in this unit.
As the online teacher, you should monitor the discussion board and provide
appropriate feedback on student submissions.
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Alternative approaches
Use a real or simulated food service or preparation environment to practice
essential food presentation skills.
Use games like bingo and cross words to scaffold essential information. Students
learn more with some fun activities.
Get students to research information on methods of cookery in different cultures.
Use demonstrations as the focus for seminar type discussion on cookery
principles.
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Teacher’s Guide
Activity 5: Oven and microwave cooking
Outline
Number of pages: 10
In this activity, students will learn how to use basic methods of cookery using dry
heat. They will learn about:

roasting

grilling

baking

microwaving.
They will learn how to apply these methods of cookery, what equipment to use
and what safety measures they should take while cooking.
During this activity students will be asked to:

post a message to discussions

complete a workplace activity sheet and submit a signed copy to their
online teacher.
Teacher’s role
In this activity, students need to demonstrate that they can use the following
methods of cookery.

roasting

grilling

baking

microwaving.
They will be required to complete a workplace activity sheet demonstrating their
ability to use these methods. This worksheet will need to be signed by their
supervisor and submitted to their online teacher.
This activity also asks students to post a message to the discussion board about
the different preparation techniques they practiced in this unit.
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As the online teacher you should monitor the discussion board and provide
appropriate feedback on student submissions.
Alternative approaches
Use real or simulated food service or preparation environment to practice
essential food presentation skills.
Use games like bingo and cross words to scaffold essential information. Students
learn more with some fun activities.
Get students to research information on methods of cookery in different cultures.
Use demonstrations as the focus for seminar type discussion on cookery
principles.
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Teacher’s Guide
THHBCC02B Prepare appetisers and salads
Unit description
This unit deals with the skills and knowledge required to prepare and present
appetisers and salads in a commercial kitchen or catering operation.
Elements of Competency
Nominal hours: 26
Prepare and present a variety of salads and dressings
 Choose suitable ingredients, which meet enterprise quality standard, for
salads and dressings.
 Prepare salads using fresh seasonal ingredients to an acceptable
enterprise standard and to maximise nutritional value, eating qualities and
characteristics and taste.
 Prepare suitable sauces and dressings to either incorporate into, or
accompany salads.
 Present salads attractively according to enterprise standards.
Prepare and present a range of hot and cold appetisers
 Produce appetisers (to an acceptable enterprise standard) using the
correct ingredients ensuring:
o symmetry and neatness of presentation
o appropriate ingredient combinations
o precise and uniform cut ingredients
o attractive serviceware and garnishes.
 Select and prepare glazes correctly, where required.
 Select and use the correct equipment to assist in the production of
appetisers.
 Utilise quality trimmings or other leftovers where and when appropriate.
 Prepare and present appetisers in a hygienic, logical and sequential
manner within the required timeframe.
 Present appetisers attractively according to classical, cultural or enterprise
standards.
Store appetisers and salads

Store appetisers and salads in appropriate conditions and containers and
at the correct temperature to maintain freshness, taste and quality.
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Activity Guide
There are two activities in this unit:
Activity Title
1
Prepare salads
2 Prepare appetisers
Activity 1: Prepare salads
Outline
Number of pages: 8
In this activity students will learn about the different types of salads. They will
also learn to:

select ingredients for salads

prepare salads

choose sauces and dressings

present salads.
During this activity students will be asked to:

post an article to Discussions

complete a Workplace activity sheet

have their workplace supervisor sign the completed Workplace activity
sheet

submit the signed and completed Workplace activity sheet.
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Teacher’s role
This activity asks students to post a message to the discussion board on a salad
recipe they have selected. Have a look at the recipe and decide whether you
think it is appropriate and what makes it a good/bad salad.
Students are required to complete a workplace activity sheet on salads. Their
workplace supervisor needs to sign this and ensure they are completing the
requirements of the worksheet and the unit. They should submit this sheet once it
is signed. As the online teacher, you ensure their supervisor is clear on this
process. Note: this workplace activity sheet is just a guide for assessment.
Alternative approaches
Organise student industry visits to industry outlets where salads are produced for
display and consumption. This might include visit to bulk salad producer (this
would include commercial caterers).
Arrange student work experience with enterprises that produce a large number of
salads (this would include commercial caterers).
Activity 2: Prepare appetisers
Outline
Number of pages: 11
In this activity students will learn about appetisers. They will learn how to:
 produce appetisers
 select and prepare glazes correctly
 select equipment
 utilise leftovers
 plan production
 present appetisers.
During this activity students will be required to:
 post an article to Discussions
 complete a Workplace activity sheet
 have their workplace supervisor sign the completed Workplace activity
sheet
 submit the signed and completed Workplace activity sheet.
Teacher’s role
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This activity asks students to post a message to the discussion board about the
things required to produce a large amount of appetisers. It might be helpful to
wait until students have posted a message and then describe the planning,
preparation and production that is required to prepare appetisers for a large
function.
Students are required to complete a workplace activity sheet on preparing
appetisers. Their workplace supervisor needs to sign this and ensure they are
completing the requirements of the worksheet and the unit. They should submit
this sheet once it is signed. As the online teacher you ensure their supervisor is
clear on this process. Note: this workplace activity sheet is just a guide for
assessment.
Alternative approaches
Organise student industry visits to industry outlets where appetisers and canapés
are produced in substantial amounts. This might include visit to bulk producer
(this would include commercial caterers).
Arrange student work experience with enterprises that produce a large number of
appetisers canapés and or hors d’oeuvres (this would include commercial
caterers).
Arrange for demonstration by people working in industry who have particular
skills in production of appetisers, canapés and or hors d’oeuvres.
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Teacher’s Guide
THHBCC00B Prepare sandwiches
Unit description
This unit deals with the skills and knowledge required to prepare and present a
variety of sandwiches in a commercial kitchen or catering operation.
Elements of Competency
Nominal hours: 6
Prepare and present a variety of sandwiches

Prepare a variety of sandwich types including classical and contemporary.

Select suitable bases from a range of bread types.

Produce sandwiches using the correct ingredients to an acceptable
enterprise standard, ensuring:
o neatness of presentation
o appropriate ingredient combinations
o precise and uniform cut ingredients
o uniform size and shape
o attractive serviceware and garnishes.

Prepare sandwiches using a range of appropriate techniques.

Select appropriate equipment for toasting and heating and use it correctly
and safely.

Prepare and present sandwiches in a logical and sequential manner within
the required time frame.

Prepare sandwiches according to enterprise standards and/or customer
requests.

Present sandwiches in an attractive manner, using suitable garnishes and
serviceware.
Store sandwiches

Store sandwiches hygienically at the correct temperature and in
appropriate conditions to maintain freshness and quality.
Activity Guide
There is one activity in this unit:
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Activity Title
1
Preparing sandwiches
Activity 1: Preparing sandwiches
Outline
Number of pages: 11
In this activity you will learn about sandwiches and how to prepare them. The
information you will learn includes:

mise en place

preparation techniques

the various types of sandwiches

presenting sandwiches

storage and handling.
During this activity you will be asked to:

post an article to Discussions

complete a Workplace activity sheet

have your workplace supervisor sign your completed Workplace activity
sheet

submit the signed and completed Workplace activity sheet to your online
teacher.
Teacher’s role
This activity asks students to post a message to the discussion board about the
combinations they would use for sandwiches. Have a look at their answers and
post to the Discussion board your thoughts on what combinations would and
wouldn’t work.
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Students are required to complete a workplace activity sheet on preparing
sandwiches. Their workplace supervisor needs to sign this and ensure they are
completing the requirements of the worksheet and the unit. They should submit
this sheet once it is signed. As the online teacher, you ensure their supervisor is
clear on this process. Note: this workplace activity sheet is just a guide for
assessment.
Alternative approaches
Organise student industry visits to industry outlets where sandwiches are
produced for display and consumption. This might include visit to bulk sandwich
producer (this would include commercial caterers).
Arrange student work experience with enterprises that produce a large number of
sandwiches.
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THHBCC03B Prepare soups, sauces and stocks
Unit description
This unit deals with the skills and knowledge required to prepare various stocks,
sauces and soups in a commercial kitchen or catering operation.
Elements of Competency
Nominal hours: 32
Prepare stocks, glazes and essences required for menu items



Use ingredients and flavouring agents according to standard recipes and
to enterprise standards.
Produce a variety of stocks, glazes, and essences to enterprise standards.
Use clarifying agents appropriately.
Prepare sauces required for menu items




Produce a variety of hot and cold sauces from classical and contemporary
recipes.
Make appropriate derivations from basic sauces.
Use a variety of thickening agents and convenience products
appropriately.
Evaluate sauces for flavour, colour and consistency and rectify any
problems.
Prepare soups required for menu items





Select and assemble the correct ingredients to produce soups, including
stocks, and prepared garnishes.
Produce a variety of soups to enterprise standards.
Use clarifying, thickening agents and convenience products where
appropriate.
Evaluate soups for flavour, colour, consistency and temperature and
rectify any problems.
Present soups at the right temperature, in clean serviceware without drips
and spills, using suitable garnishes and accompaniments.
Store and reconstitute stocks, sauces and soups

Store stocks, sauces and soups correctly to maintain optimum freshness
and quality.
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
Teacher’s Guide
Reconstitute stocks, sauces and soups to appropriate standards of
consistency.
Activity Guide
There are four activities in this unit:
Activity Title
1 Preparing stocks, glazes and essences for a menu
2 Preparing sauces
3 Storing, reusing and correcting sauces
4 Preparing soups required for menu items
Activity 1: Preparing stocks, glazes and essences for a menu
Outline
Number of pages: 11
In this activity students will learn how to prepare stocks, glazes and essences to
enterprise standards.
This includes:
 choosing the correct ingredients
 using the correct preparation method
 storing and handling stocks correctly
 planning a production schedule.
During this activity students are required to:
 post two items to Discussions o a stock making list
o a production schedule
 complete a Workplace activity sheet
 have their workplace supervisor sign your completed activity sheet
 submit the signed and completed activity sheet to your online teacher.
This activity takes the form of a scenario set in a commercial kitchen.
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Teacher’s role
Students are required to complete a worksheet activity on preparing stocks,
glazes and essences. As a facilitator, you should ensure that students are guided
through the preparation and storage of various stocks, glazes and essences.
Students are also required to post two items to Discussions. One asks the
student to put together a list of steps to follow in preparing stocks. This is
intended to remind students of the methods used to avoid clouding stock. The
second item requires the students to develop a production schedule. The
purpose of this task is to encourage students to plan their time within a kitchen
environment.
As online teacher, you should provide feedback on discussions and worksheets
as appropriate.
Activity 2: Preparing sauces
Outline
Number of pages: 11
In this activity students will learn how to prepare a variety of hot and cold sauces
for a menu. This includes:
 preparing a variety of hot and cold sauces
 making other sauces from basic sauces
 using a variety of javascript:parent.doGlossary('thickening
agents');thickening agents.
During this activity students are required to:
 complete a Workplace activity sheet
 have their workplace supervisor sign your completed activity sheet
 submit the signed and completed activity sheet to your online teacher.
This activity takes the form of a scenario set in a commercial kitchen.
Teacher’s role
Students are required to complete a worksheet activity on preparing sauces. As a
facilitator, you should ensure that students are guided through the preparation
and storage of various sauces.
Activity 3: Storing, reconstituting and correcting sauces
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Outline
Number of pages: 6
In this activity students will learn how to check and correct sauces before service,
and to reconstitute stored sauces. This includes:
 using a variety of convenience
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 checking sauces for flavour, colour and consistency
 correcting problems with the sauce
 storing sauces correctly and then
javascript:parent.doGlossary('reconstitute');reconstituting them to industry
standards of consistency.
During this activity, students are required to:
 post a message to Discussions
 complete a Workplace activity sheet
 have their workplace supervisor sign your completed activity sheet
 submit the signed and completed activity sheet to your online teacher.
This activity takes the form of a scenario in a restaurant.
Teacher’s role
Students are required to complete a worksheet activity on storing, reconstituting
and correcting sauces. As a facilitator, you should ensure that students are given
opportunities to store and reconstitute sauces, and correct problems encountered
with the different types of sauces.
Activity 4: Preparing soups required for menu items
Outline
Number of pages: 11
In this activity students will learn how to prepare a variety of soups to enterprise
standards. This includes:
 the basic ingredients of soups
 preparing soups
 using clarifying, thickening and convenience products
 checking soups
 presenting soups.
During this activity students are required to:
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



Teacher’s Guide
post an article to Discussions
complete a Workplace activity sheet
have their workplace supervisor sign your completed activity sheet
submit the signed and completed activity sheet to your online teacher.
This activity takes the form of a scenario in a restaurant in which a variety of
soups are to be prepared and served to enterprise standards.
Teacher’s role
Students are required to complete a worksheet activity on preparing, evaluating
and presenting soups. As a facilitator, you should ensure that students are given
opportunities to prepare and evaluate a variety of soups so that their presentation
meets enterprise standards.
Students are required to post an article on soup garnishes and accompaniments
to Discussions. The students are encouraged to talk to a variety of people on
making a selection. The purpose of the task is for the student to realise that there
are numerous garnishes and accompaniments to soups and this allows for
variety in presentation.
Alternative approaches
Have students produce stocks soups and sauces for specific menus within a
particular enterprise.
Arrange student visits to enterprises where large amounts of stocks, soups and
sauces are produced for a retail and/or wholesale market.
Arrange for demonstrations by experts from industry who have specialisation in
the area of stock, soup and sauce production.
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THHBCC04B Prepare vegetables, eggs and farinaceous
dishes
Unit description
This unit deals with the skills and knowledge required to prepare various
vegetables and fruit, eggs and farinaceous dishes in a commercial kitchen or
catering operation.
Elements of Competency
Nominal hours: 40
Prepare vegetable and fruit dishes





Select vegetables and fruit in season according to season availability,
quantity, quality and price.
Select vegetables, fruits and potato accompaniments to complement and
enhance menu items.
Prepare and where appropriate, cook a variety of vegetables and fruit
dishes using suitable cookery methods and preserving optimum quality
and nutrition.
Where appropriate, select suitable sauces and accompaniments to be
served with vegetables.
Present vegetables and fruits attractively using suitable garnishes, where
appropriate.
Prepare farinaceous dishes



Select and prepare a variety of farinaceous foods according to standard
and enterprise recipes.
Prepare farinaceous foods using appropriate methods to ensure optimum
quality.
Select sauces and accompaniments which are appropriate to farinaceous
foods.
Prepare and cook dishes containing eggs

Prepare and cook a variety of egg dishes according to standard recipes,
using a range of methods including:
o boiling
o poaching
o frying
o scrambling.
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


Teacher’s Guide
Prepare and cook egg dishes correctly to ensure optimum and desired
quality, consistency and appearance.
Select sauces and accompaniments which are appropriate to eggs.
Use eggs for a variety of culinary uses, including:
o aerating
o binding
o setting
o coating
o enriching
o emulsifying
o glazing
o clarifying
o garnishing
o thickening.
Store vegetables, eggs and farinaceous foodstuffs

Store fresh and processed eggs, vegetables and fruits, and farinaceous
foodstuffs at correct temperatures and under correct conditions to
maintain optimum freshness and quality.
Activity Guide
There are three activities in this unit:
Activity Title
1 Preparing vegetable and fruit dishes
2 Preparing egg-based dishes
3 Preparing farinaceous dishes
Activity 1: Preparing vegetable and fruit dishes
Outline
Number of pages: 12
In this activity, students will learn how to select vegetables and fruit, and prepare
a variety of dishes using these items.
This includes:
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





Teacher’s Guide
selecting according to season availability, quantity, quality and price
accompaniment
preparation
selection of suitable sauces and accompaniments
presentation
storing.
During this activity, students are required to:
 post a message to Discussions  complete a Workplace activity sheet
 have their workplace supervisor sign your completed activity sheet
 submit the signed and completed activity sheet to your online teacher.
This activity covers selecting the best fruits and vegetables for a variety of
dishes, and presenting the dishes in the most appealing manner.
Teacher’s role
Students are required to complete a worksheet activity on vegetables and fruit.
As facilitator you should ensure that students are guided through selecting
vegetables and fruits for a variety of dishes, and then the preparation of these
dishes.
Students are also required to post a message to Discussions on selecting
garnishes for vegetables and fruit. The purpose of this task is to encourage
students to consider the presentation of meals.
As an online teacher, you should provide feedback on discussions and
worksheets as appropriate.
Activity 2: Preparing egg-based dishes
Outline
Number of pages: 9
In this activity, students will learn how to prepare various egg dishes. This
includes:
 methods for cooking egg dishes
 preparation and cooking of egg dishes
 selection of sauces and accompaniments
 culinary uses for eggs
 storing fresh and processed eggs.
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During this activity students are required to:
 complete a Workplace activity sheet
 have their workplace supervisor sign your completed activity sheet
 submit the signed and completed activity sheet to your online teacher.
This activity shows the students how versatile eggs are.
Teacher’s role
Students are required to complete a worksheet activity on preparing egg dishes.
As a facilitator, you should ensure that students are guided through the
preparation and storage of various egg dishes including different methods used
to cook eggs.
Activity 3: Preparing farinaceous dishes
Outline
Number of pages: 11
In this activity students will learn how to prepare various farinaceous dishes. This
includes:
 methods for cooking farinaceous foods
 preparation and selection of farinaceous foods
 selection of sauces and accompaniments
 storing farinaceous foods.
During this activity students are required to:
 complete a Workplace activity sheet
 have their workplace supervisor sign your completed activity sheet
 submit the signed and completed activity sheet to your online teacher.
This activity presents a variety of farinaceous foods to the students and shows
how many farinaceous dishes are prepared.
Teacher’s role
Students are required to complete a worksheet activity on preparing a variety of
farinaceous dishes. As a facilitator, you should ensure that students are given
opportunities to identify a number of different farinaceous foodstuffs and are
taken through the preparation of a number of dishes using these ingredients.
Alternative approaches
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Arrange student visits to Vegetable suppliers to identify and gain knowledge of
vegetable commodities.
Arrange student visits to Egg suppliers to identify and gain knowledge of eggs
and egg-based commodities.
Arrange student visits to industry enterprises where pasta is manufactured or
supplied for a wholesale or retail market.
Arrange demonstrations by experts in cooking rice or other farinaceous
commodities in various specific styles.
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Teacher’s Guide
THHBCC05B Prepare and cook poultry and game
Unit description
This unit deals with selecting, preparing, cooking, presenting and storing poultry
and game in a commercial kitchen or catering operation.
Elements of Competency
Nominal hours: 32
Select and purchase poultry and game
 Select and purchase poultry and game according to quantity and quality
required.
Handle and store poultry and game
 Handle poultry and game efficiently and hygienically to minimise risk of
food spoilage or cross-contamination.
 Thaw frozen poultry and game correctly and safely.
 Store poultry and game ensuring storage conditions and optimal
temperature for poultry and game are maintained.
Prepare, cook and present poultry and game
 Use poultry preparation techniques correctly.
 Use preparation techniques for game correctly (where different to poultry)
including hanging.
 Prepare and cook poultry and game according to standard recipes and to
enterprise standard, using appropriate cookery methods.
 Prepare a variety of poultry and game dishes according to standard and
enterprise recipes.
 Serve poultry and game in accordance with enterprise standards,
including carving, slicing or leaving whole.
 Present poultry and game using suitable sauces, garnishes and
accompaniments.
Activity Guide
There are three activities in this unit:
Activity Title
1 Handling, storing and presenting poultry and game
2 Preparing and cooking poultry
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3 Preparing and cooking game
Activity 1: Handling, storing and presenting poultry and game
Outline
Number of pages: 7
The activity looks at some of the common principles students will need to apply
to poultry and game.
They will learn some techniques including:

handling and storing

defrosting

carving

presentation.
This activity takes the form of a scenario in a commercial kitchen in which
students are asked to help.
During this activity, learners will be asked to:

post a message to Discussions

complete a Workplace activity sheet

have their workplace supervisor sign their completed Workplace activity
sheets

submit the signed and completed Workplace activity.
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Teacher’s Guide
Teacher’s role
In this activity, students are required to read a story about Jack handling Poultry
and then decide whether he was doing the right thing. You should read the
passage and note down all the things Jack was doing right or wrong so that you
can give students feedback on the comprehensiveness of their answers.
Students are required to complete a workplace activity sheet. Their workplace
supervisor needs to sign this and ensure they are completing the requirements of
the sheet. They should submit this sheet once it is signed. As the online teacher
you ensure their supervisor is clear on this process.
Alternative approaches
In this activity, students learn some of the common principles to do with storage
and handling and presenting poultry and game. You should give them as much
practice with this as possible so they become aware of some of the techniques.
Activity 2: Preparing poultry
Outline
Number of pages: 12
In this activity, students will look at poultry. This activity should teach them about:

types of poultry

selecting poultry

preparations techniques.
This activity takes the form of a scenario in a commercial kitchen in which
students are asked to help.
During this activity, the students will be asked to:

complete a Workplace activity sheet

have their workplace supervisor sign the completed Workplace activity
sheet

submit the signed and completed Workplace activity sheet.
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Teacher’s Guide
Teacher’s role
Students are required to complete a workplace activity sheet on preparing
poultry. Their workplace supervisor needs to sign this and ensure they are
completing the requirements of the worksheet and the unit. They should submit
this sheet once it is signed. As the online teacher, you ensure their supervisor is
clear on this process. Note: this workplace activity sheet is just a guide for
assessment.
Alternative approaches


Student visits to poultry processors or butchers dealing with poultry (NB
for quality purposes, strict hygiene controls will limit access to processing
areas).
Arrange demonstration from Poultry Processing industry.
Activity 3: Preparing game
Outline
Number of pages: 7
In this activity, students will look at game, including selecting and preparing
game.
This activity takes the form of a scenario in a commercial kitchen in which
students are asked to help.
During this activity they will be asked to:

post a message to Discussions

complete a Workplace activity sheet

have their workplace supervisor sign the completed Workplace activity
sheet

submit the signed and completed Workplace activity.
Teacher’s role
In this activity, students will need to post a message to Discussions, you should
read their message and provide them with appropriate feedback.
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Teacher’s Guide
Students are required to complete a workplace activity sheet on preparing game.
Their workplace supervisor needs to sign this and ensure they are completing the
requirements of the worksheet and the unit. They should submit this sheet once it
is signed. As the online teacher you ensure their supervisor is clear on this
process. Note: this workplace activity sheet is just a guide for assessment.
Alternative approaches


Arrange a demonstration from a game processing and or distribution
representative.
Arrange a student visit to a primary producer of poultry or game.
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