Name:
WJEC GCSE Catering Controlled Practical
Assessment
Task 2 – 40% of final GCSE
For Task 2 you will produce a written assessment consisting of 10 pages / 20sides
of A4 and a practical exam of a 2 course meal that shows all your skills as a cook.
Work will be marked as follows:
1. � Investigating and planning the task (25 marks)
2. � Carrying out the task (Practical exam) (40 marks)
3. � Evaluating the task (15 marks)
WJEC allow 30 hours of logged time. They want work presented using ICT and
font size no larger than 12. The final meal should serve 2 people. Photographic
evidence of all parts of the assessment is essential.
Task 2 Brief
Celebrity chefs have been promoting the importance of a healthy diet. As a school
caterer you have been asked to produce and serve a two course meal that would
encourage healthy eating in the school canteen.
Important dates: (Write into your planner)
Start date: 5th Nov 2014
Work to be completed:
Investigation including practical testing
Planning of Task (Menu choice, reasons for choice, plan for making)
Carrying Out the Task (Practical exam)
Evaluating the Task
FINAL HAND IN DEADLINE
Finished by:
10th December 2014
17th December 2014
w/c 12th Jan 2015
4th Feb 2015
6th Feb 2015
Also available on www.keswickfood.weebly.com and Shared>Secondary>Technology>GCSE
catering>Practical task 2
1
Contents
Mark Criteria
3
Introduction
4
Investigation
4
Nutrition
4
Recipe Trials
5
Menu choice
5
Reasons for choice 5
Ingredients List
6
Time Plan
6
Evaluation
6
Suitability of the chosen dishes for the task
6
Consumer Acceptability: Flavour, Texture and Appearance 6
Nutrition evaluation 7
Cost per Portion
7
Improvements
7
Appendices (Appendix)
7
Practical skill level 8
Cost calculations
9
Catering Terminology 10
Practical exam guide 11
2
Marking Criteria
Investigation and Planning
0–5
6-12
13-19
20-25
Limited understanding of
the task
Little information from
restricted sources
A poor choice of dishes
mostly low skill.
Basic understanding of the
task
Some information from
restricted sources
A restricted choice of
dishes mostly medium and
low skill
Good understanding of the task
Reasons for choice
No reasons given and no
reference to cost or
nutritional value.
Some reasons given with
general comments on cost
and nutritional value
Order of work
Plan for making lacks detail
Order of work is
sequential.
Reasonable understanding
of the task.
Relevant information from
at least 4 sources
Dishes chosen are suitable
to task and there are some
medium and high skill
dishes
Reasons given and realistic
reference made to
cost and nutritional value
findings from investigation
Order of work is clear and
timings are realistic some
quality and safety points
included
Written presentation
Poor expression hampers
communication
Writing is structured clearly,
relatively few errors
Writing is well structured and fit for
purpose, clearly
expressed and largely error-free.
Specialist terminology
Little or no use of specialist
terminology.
Writing shows some
structure; expression
is adequate although errors
are apparent
Limited use of specialist
terminology.
Correct use of specialist
terminology.
Appropriate use of terminology
throughout.
Task analysis
Investigation
Menu choice
Detailed, concise research from a
wide range of relevant sources
A good choice of dishes chosen
Valid reasons given and accurate
analysis of cost and nutritional value
based on investigation results
A detailed, dovetailed and logical
order
of work with a good range of relevant
quality and safety points
A*= 23-25 A=20-22 B=17-19 C= 13-16 D=10-12 E=7-9 F=3-6 G=2-3
Evaluation
0–3
4-7
8-11
12-15
Acceptability to
customers
(Including
appearance, flavour,
texture)
Description of meal
given but little or no
reference to customers
or changes and
improvements that are
needed.
Brief analysis of meal’s
appearance, flavour and
texture. Some reference
to customer and
possible changes/
improvements
Clear evaluation of
appearance, flavour and
texture and comment
referring to acceptability
to customer and
changes or
improvements that are
needed.
Analysis and
evaluation of
nutrition content
Evaluation of cost of
meal and profit
margins
Little or no reference to
nutrition
Limited attempt at
nutrition analysis. Brief
comment
Nutritional analysis is
accurate and results
explained.
Detailed analysis of appearance,
flavour and texture and
appropriate measure of
acceptability to customer
(Customer rating results/ Star
profiles from a few different
testers). Comment relates to test
results and any changes or
improvements needed.
Nutritional analysis is accurate
and results evaluated in relation to
the task..
Little attempt made to
cost the meal. Little or
no reference to profit
margins
Brief attempt made to
cost the meal and
calculate profit margins
Costing completed accurately for
all dishes and evaluated with
reference to profit margins and
portion sizes.
Improvements and
developments
No Suggestions made
May make unrealistic or
irrelevant suggestions
Written presentation
Information is poorly
organised. and frequent
errors in spelling,
punctuation and
grammar.
Specialist Terminology
Little or no use of
specialist
Language.
Information shows
evidence of structure
expression conveys
meaning but errors are
apparent in spelling,
punctuation and
grammar.
Limited use of specialist
language
Costing completed for all
dishes and evaluated
with reference to profit
margins and portion
sizes.
Some suggestions made
for improvements and
developments related to
evaluation of
acceptability, nutrition
and costing
Information is well
organised. Some errors
in spelling, punctuation
and grammar.
Good use of specialist
language
Very good use of specialist
language
A*= 14-15 A=12-13 B=10-11 C= 8-9 D=6-7 E=4-5 F=2-3 G=1
Planning
/25
Making
/40
Evaluation
/15
Several suggestions made for
improvements and developments
related to evaluation of
acceptability, nutrition and costing
Information is well organised and
presented in a highly appropriate
manner. Few errors in
spelling, punctuation and
grammar.
Total
/80
Grade Boundary: A*= 74-80 A= 63-73 B= 53-62 C= 42-52 D= 31-41 E= 21-30 F= 11-20 G=5-10
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Please use the following as a guide to the lay out of your controlled assessment. Examples can be found on the
shared area: Shared>Secondary>Technology>GCSE Catering> Year 11> Practical Task 2
Page Example
Page 1:
Titles and description
(  = All should include this in investigation. > = for grades A
and B you should also try these points too)
In exam user area Open word and save as “Task 2”
 Insert Header with Name and Candidate number
Feedback
→ ?
 Task 2 Outline: Copy the task. Highlight the key words in the
task outline
Analysis of task: Explain…
What you think the task is asking you to do.
What you need to investigate in order to complete the task.
 How you could carry out the investigation eg websites, books,
recipe trials, taste testing, surveys etc
Page 2-7: Investigation
Page 8: Nutritional Information
Investigation
 What does healthy eating mean?
 Why is healthy eating so important?
 How can cooking be made healthier?
 Who or what promotes or affects healthy eating in schools?
Eg ‘Healthy Schools’, the ‘5 a day’ campaign, Change 4
Life etc
 Identify some of the Celebrity Chefs trying to promote
healthy eating and what they wanted to do to school meals
 Explain the impact one or more of these celebrity chefs
have had. (Food Standards in schools)
 Investigate the quality and range of convenience food
available to the school caterer, do some practical testing
and label analysis of nutrition.
 Investigate the cost and budget allowances for school
meals in the UKs
 What types of meals are “customers” demanding. (Both
parent who pay and children who eat)
 Investigate the UK food seasons and how recipes can be
adapted to use seasonal produce
 What changes there have been in customer demand in
recent years (popularity of seasonal and locally grown
foods, free range foods, organic foods and fair trade)?
Remember to write a source for any info Eg (Source: Mrs M’s
Nutrition lesson) (Source: www.bbc.co.uk/food)
Nutritional Knowledge
 Explain of the main nutrients (plus fibre and water) why we
need them and what foods are good sources.
 Investigate the nutritional requirements for children in
schools
 Look at the nutritional requirements for school children with
special dietary needs or who have food allergies or
intolerances.
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Page 9 and 10: Testing recipes
Testing recipes:
 Produce a table or mind map of starters, mains with
accompaniments and desserts that would be suitable for the task.
Annotate with skills and healthy eating comments
 Adapt recipes to meet nutritional guidelines. Test some
meals as trials for your practical task and write up each one with
skill level, cost, appearance, taste and texture
 Look at recipes and menus for school children with special
dietary needs.
 Plan a week’s menus for school children in either a primary
or secondary school. Remember that cost is an important factor as
well as nutritional balance and choosing food that children will
enjoy.
Page 11, 12 &13: Menu Choice/
Reasons for choice/ Plan for making
Choosing your menu:
Now you must decide on what you will make for your two-course
meal. Look at your chosen recipes ideas and think about the
VARIETY and RANGE of:
 Colours, textures and flavours.
 Are you showing a variety of cooking methods (e.g., boiling,
baking, frying, grilling, etc.)?
 Are you showing a variety of skills? eg
-
‘Rubbing-in’ (e.g pastry-making)
‘Creaming’ (e.g pineapple upside-down pudding, piped biscuits).
‘Whisking’ (e.g gateau, Swiss roll and roulade).
‘Sauce making’ (e.g béchamel, custard).
‘Yeast mixtures’ (e.g pizza, bread rolls).
Dishes using meat, chicken and fish (e.g., chicken chasseur, lasagna,
fish pie).
Menu Choice
 List your 2 course meal as it would be shown on a menu
with accompaniments
Reasons for choice: (Explain why you have chosen the meal you
will make and what you will serve with them. Use Specialist
Catering terminology where ever possible) Points to include ….
 Time: Can you make them in the time available? Explain the
order you might make things in to have them all ready at the
same time
 Nutrition: Explain how your meal meets the nutritional needs
of the task. Think about the Eatwell Plate and the nutritional
needs of school children.
 Practical Skills: Explain the practical skill you will demonstrate.
Explain if they are high, medium or low skill.
 Cost: Is the cost of the ingredients reasonable for a school
meals menu? Explain which are the expensive ingredients and
how the overall costs can be reduced.
 Equipment: Explain how you can use labour saving/ quality
improving equipment – such as a food processor, hand blender,
food mixer, bread maker, pasta maker to make these dishes?
 Appearance, taste and texture: Do the dishes balance in
colour, taste and texture? For example: do you use cheese in
each dish? Are all the dishes soft? Are all the dishes red?
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Ingredients list
General
50g plain flour
Plain chocolate to grate
as decoration
Fruit and
veg
3 lemons
Meat
200g
chicken
Fish
Dairy
300ml double
cream
50g butter
150g cream
cheese
Ingredients list
Use your recipes to write and overall shopping list grouping the
foods into types eg Fruit and veg etc
Time plan
Now you need to plan how you will cook and serve them within the time allowed.
 Draw a table like the one below and list what you need to do and in what order you will tackle tasks. Try
colour coding each different dish so help keep your planning clear.
 Include clean as you go at appropraite times in your plan.
 The following dishes should be prepared first; bread, pastry, mousses, desserts that need to be
chilled/set, cakes that need to cool before decorating.
 Add times for each stage of your practical to help keep you on track
 Add quality and safety point points to the special points column
 In the special points column you need to include health, safety and hygiene, cooking temperatures,
cooling temperatures, storage places.
You have 15 minutes mise-en-place and 1 ¾ hours cooking and 15 mins clean up
Example and guidelines:
Time
START
TIME:
11:15
Action
MISE-EN-PLACE
Marks allocated for preparation of self, preparation of work area,
collection and weighing ingredients, collection of equipment, utensils
and serving dishes. NO COOKING IN THIS TIME
Special Points
GOOD CONSIDERATION NEEDS TO BE SHOWN
TO HEALTH & SAFETY TO GET MAXIMUM
MARKS…TRY TO GET A HEALTH & SAFETY
POINT FOR EACH STAGE OF MAKING.
COOKING
START
TIME:
11.30
START COOKING!
Sequence.
Marks are allocated for showing a logical sequence of work reflecting
methodical thinking, e.g., dishes which require the longest cooking, or
a lengthy time for setting, should be made first. Correct methods of
preparation should be recorded, consistency of food (if applicable),
cooking times
Reference should be made to:
Adjustments in oven temperatures.
Check length of cooking time for vegetables to
serve hot.
Meals should be served in sequence.
Clearing up should be mentioned at least
once.
Use of seasoning.
Tests for readiness.
Use of oven gloves
Garnish and decoration.
Use different colours to help distinguish
between each dish. (e.g., Dish 1 – Red, Dish 2 –
Green etc.)
Always allow yourself 10 minutes for
presentation, garnishing and serving.
HAVE A NEW ROW FOR EACH STAGE. THIS HELPS YOU TO KEEP YOUR
TIMINGS AND HEALTH & SAFETY ORGANISED!
END TIME:
1.30
Completion.
Marks allocated for presentation and serving of meal/foods, clean
work surfaces or units, clearing up generally, turning off equipment,
returning equipment to correct storage place.
EVERYTHING NEEDS TO BE FINISHED, PRESENTED & CLEARED AWAY BY
THIS TIME.
Pages 14-20: Evaluation
Evaluation: For each course of your meal include:
 Photo with labels to explain the dishes
 Suitability of meal for brief and customers
For each dish, including accompaniments, you should write about
the following:
o Why were they suitable for the task, ie a healthy school meal?
o Did you include a variety of cooking skills, e.g., sauce-making,
pastry-making, bread-making, rubbing-in, creaming, whisking?
State which skills you used for each dish.
o Did you include a variety of cooking methods, e.g., boiling,
baking, toasting, frying, poaching, microwaving? State which
methods of cooking you used for each dish.
o Time management (was the preparation and cooking time of the
dish appropriate for the task?) Did you manage your time well
whilst cooking this dish in the exam?
 Acceptability to customers
 Write a comment about appearance, taste and texture and your
overall opinion of the dish
 Add a star profile and have results from several testers. Add
comments about your testers opinions.
6
 Suggest improvements and developments to your meal.
 Nutrition evaluation
 Explain how well your dishes meet the eat well plate and
healthy eating guidelines from your investigation.
 Use Explore Food or Food in Focus to do nutritional analysis
and comment on how well meal meets healthy eating guidelines
and nutritional needs of school children
.
 Evaluation of cost and portion size
(Use the costing recipes information on shared area or
www.keswickfood.weebly.com website)
 Calculate cost per portion of raw food and the selling price of
the meal. Comment on how reasonable this is for a school meal.
 Include profits and overheads in your costing calculations and
evaluative comments
Then add an overall comment about…
 Improvements If you repeated the task again what
improvements could you make.
 Consider the actual dishes made in relation to nutrition, skills
shown, finished appearance, taste and texture of results; time
management; final presentation. Explain the reasons for the
changes you have suggested.
 Add comment on any other improvements that could be made to
whole project. Consider research, planning and evaluation in
this comment
Appendixes
This is the section to put anything that is too big to go into your 20 pages, for
example:
 Completed questionnaires, interviews and surveys
 Costing tables, nutritional analysis
 Photo’s
 Leaflets, menus, etc...
 Graphs that are too big to include
7
Food Preparation Skills
The following is a guide to the level of skill found in practical dishes. In order to achieve high marks. You need to be
aiming for the higher-level skills when they carry out practical assessments.
Higher Level Skills:
• Pastry making – short crust, pate
sucre, choux.
• Roux based sauces
• Meringues and pavlovas
• Meat and fish cookery (using high
risk foods)
• Decorated cakes and gateaux
• Rich yeast doughs
• Complex accompaniments and
garnishes
Medium Skills:
Basic Skills:
• Puff pastry items that need shaping
• Crumbles.
but use ready-made pastry.
• Sandwiches.
• Vegetable and fruit dishes requiring
• Pizza with ready-made base.
even sizes
• Jacket potatoes.
e.g. fruit salad, stir fry which show
• Simple salads.
competent knife skills
• Assembling products e.g. using
• Cheesecakes and similar desserts.
prepared sauces, bought meringue
• Simple sauces e.g. red wine sauce.
nests, etc.
• Simple cakes, biscuits, cookies and
scones.
• Basic bread doughs
G to E candidates are likely to choose dishes that show basic skills only
Examples: Apple crumble, baked apples, jacket potato with cheese, coleslaw or beans, French bread pizzas, Spaghetti
Bolognese or other pasta dishes using a ready made sauce, sweet and sour dishes using a bought sauce, fruit platters,
simple starters like prawn cocktail, etc.
D to C candidates are likely to choose dishes from each of the skill levels but will demonstrate
mainly medium level skills
Examples: Sausage rolls and other items using ready-made puff pastry, cheesecake, all in one sauces, fresh fruit
salads, stir fries, fairy cakes with simple decoration, scones, melted method cakes, biscuits and cookies e.g. shortbread,
bread rolls, simple meat or fish cookery e.g. cooking fish, chops, steak or chicken pieces (without stuffing or sauces),
chicken in simple sauces e.g. chicken chasseur, cold curried chicken salad, kebabs, simple rice and pasta dishes with
home made sauces.
B to A* candidates are likely to choose dishes from the high and medium level skills range
Examples: Quiche Lorraine (or similar) using short crust pastry, Bakewell tart (or similar) using pate sucre, profiteroles or
éclairs using choux pastry, decorated gateau or roulade (whisking method cake),
Swiss buns or Chelsea buns made with rich yeast dough, lasagne with béchamel sauce, fish pie, chicken and fish dishes
with more elaborate sauces or stuffing, decorated cakes and pastry items that require piping and decoration skills as well
as shaping.
Look at the table above, highlight your target / challenge grade area and use this as reference for the level of difficulty
that needs to be shown in the dishes that you will make.
Remember;
• If only basic-level skills are shown then a maximum of 16/40 should be awarded.
• If mostly medium-level skills are shown a maximum mark of or 26/40 should be awarded.
• If mostly high-level skills are shown a maximum mark of 40/40 should be awarded.
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Working out Costing
You need to know the detailed costing of each dish that you are making as you need to comment on it in both the
planning and evaluation in order to achieve higher marks.
To work out the costing you need to have:
 Your recipes (with the ingredients & amounts needed)
 The internet on the Asda website
 A calculator
How to work out costing:
1. Use the website to work out the cost of each ingredient. Remember to work out the price for the amount that
you have used not the whole pack.
2. Input this into a costing table and add up the total eg.
Dish: Strawberry Gateau
Ingredient:
Amount:
Eggs
3
Caster sugar
75g
Plain flour
75g
Double cream
250ml
Punnet of
Strawberries
1
TOTAL
SERVES 8
COST PER PORTION
SELLING PRICE
Cost:
In shop
6 for
£1.50
£1.99 for
1kg
59p for
1.5kg
89p for
250ml
£1.99 per
punnet
Total in recipe
75
15
The sum is cost paid/ amount bought *
amount used
03
Eg 150/6* 3 = 75
89
1
99
3
81
48
1
20
Round up to nearest penny
Selling price need to include overheads such as
fuel, rent and labour and profits. It is calculated by:
Food cost per portion x 100 divided by 40 = selling
price
9
Catering Terminology
To get high band marks you need to show “Very good use of terminology.”
Technical Terms
Here are some technical terms that you should use in your written work:
Skills for Meat and Vegetables Skills for Cakes and Biscuits
Types of Pastry
Types of Bread
Chopping
Creaming
Rolls
Slicing
Shortcrust
Rubbing-in
Pizza
Dicing
Flan/Biscuit
All–in-one
Tortilla
Peeling
Crust
Melting
Naan
Grating
Flaky/Rough/Puff/Choux/Filo
Whisking
Pitta
Julienne
General Skills
Weighing/Measuring
Shaping
Cutting
Rolling out
Folding
Beating
Sieving
Decoration/Garnish
Icing
Types of Sauces
Roux
Coating
All-in-one
Glazing
Blended
Piping
Feathering
Drizzling
Methods of Cooking
Custard
Coulis
Desserts
Whipping
Gelatine
Chilling
Freezing
Setting
Layering
Equipment
Blender (hand)
Electric whisk
Grilling
Oven
Baking
Roasting
Bain-marie
Hob
Boiling
Steaming
Poaching
Braising
Shallow frying
Deep frying
Stir frying
Microwave
Food Processor
Liquidiser
Mill/Grinder
Pasta maker
Ice-cream maker
Rice cooker
Steamer
Electric wok
Zester
Temperature Probe
Key Terms
Mise en place – Basic preparation prior to cooking.
Accompaniments – Items offered separately to main dish.
Al dente – Firm to the bite. Used to describe texture of pasta and vegetables.
Au gratin – Sprinkled with cheese or breadcrumbs and browned under the grill (e.g., fish pie, cauliflower cheese).
10
Bain-marie – A container of water to keep foods hot without fear of burning, or to cook something gently (e.g., lemon
curd or melting chocolate).
Brûlée – Burned cream (e.g. Crème brûlée).
Bouquet garni – A small bundle of herbs. Used to flavour soups, stocks, stews or Bolognese sauce.
Coulis – Sauce made from fruit or vegetable puree (e.g., Raspberry coulis).
Croutons – Cubes of bread that are fried or grilled. Use to garnish soup or salads.
En croute – In a pastry case (e.g., salmon en croute).
Entrée – Main course.
Flambé – To cook with flame by burning away the alcohol (e.g., crepes Suzette).
Garnish – Served as part of the main item to make the dish more colourful and appealing.
Marinade – A richly spiced liquid used to give flavour and assist in tenderising meat and fish.
Puree – A smooth mixture made from food passed through a sieve.
Reduce – To concentrate a liquid by boiling or simmering (e.g., when making soups or sauces).
Roux – A thickening of cooked flour and fat. Used as the base of a white/béchamel sauce.
Sauté – Tossed in hot fat.
Vegetable Cuts
Brunoises – Vegetables cut into small cubes. Used for sautéing, a chili garnish or
making garlic into a paste.
Chiffonade – Shredded herbs, lettuce, cabbage etc.
Jardinière – Vegetables cut into batons. Idea for stir fries or a vegetable
accompaniment.
Julienne – Thin matchsticks. Used in stir fries or for a chili garnish.
Macédoine – A mixture of finely cut vegetables or fruits, sometimes jellied, and
served as a salad, a dessert, or an appetizer. Popular for curries, stews, pastries etc.
Paysanne – Squares, circles, triangles, semi circles. Ideal for soup.
Carrying out the task (40 marks)
In order to gain high marks in this section, candidates need to demonstrate:
� High standards of personal hygiene e.g. wearing of apron / whites, hair back, no nail varnish, no jewellery, etc.
� Good personal hygiene habits e.g. no licking fingers, tasting with a clean teaspoon, etc.
� Safe use of equipment, especially knives, pans and electrical equipment
11
� Selection of the correct tools e.g. correct knife for chopping, peeling, etc.
� Use of a wide variety of commodities within the task chosen
� Good food hygiene e.g. perishable foods refrigerated and not left on work unit / table, using temperature probes to
ensure food is cooked
� Neat, organised work
� Safe use of cooker
� Working to time
� Independent working
� Good technical skills
� Little food waste
� Logical sequence of work e.g. food that needs to be cooked for a long time, be set or served cold needs to be made
first
� A wide variety of skills, including high level skills
� High standard of final presentation e.g. portion control, use of garnish and decoration, good colour, correct
temperature, correct texture, good flavour, appropriate serving dishes
� Good sequencing and dove-tailing of dishes so that all elements of the meal are served at the correct temperatures
� Appropriate serving of the meal
Presenting Food
The aim of a cook is to present food as near perfectly as possible. This involves:
• Consistency (how thin or how thick)
• Texture (includes crunchy, soft, crisp)
• Flavour (includes salty, sweet, sour, bitter, well seasoned)
• Seasoning (includes use of herbs, spices, salt and pepper)
• Colour (remember white, cream, brown and green are ‘dead’ colours)
• Decoration (used on sweet dishes – includes chocolate, cherries, fresh fruit etc
• Garnish (used on savoury dishes – includes tomato, parsley, lemon, cucumber, cress, etc.)
• Accompaniments – these include colourful vegetables and sauces.
As a general rule, do not over season, over-decorate or over fill serving dishes.
Chefs gradually learn the skills of tasting food to check for flavour, texture and seasoning.
Hot foods should be served hot and not warm, preferably on hot plates. Shaped and dramatic coloured plates can add to
the overall appearance and ‘drama’ of food.
Cold food should be served cold, but not frozen and always on cold plates.
Food probes can be used to check temperatures (if available).
Savoury food is usually served in oval dishes or on oval plates if appropriate (with plain doyleys or dish papers)
Sweet food is usually served in round dishes or on round plates if appropriate (with pretty doyleys)
Consistency:
The consistency of food will depend on the size of pan used, the cooking time, the amount of thickener e.g. flour used
and the quality of ingredients. It is easier to thin a mixture like a soup or a sauce rather than thicken it.
Texture:
Tasting food is essential in order to test texture. This includes checking foods like rice, pasta (cooked al dente), and
vegetables to ensure they are not over-cooked.
Cooking alters the texture of food and an experienced cook will know when the right amount of heat has been applied to
give the correct texture e.g. cooking steaks.
Contrasting textures are important to give variety and interest to a meal e.g. croutons with soup, wafers and ice cream,
cheese and biscuits.
Flavour and seasoning:
Taste is very important. Good cooks know how to retain the flavour of food and how to alter the flavour of food. To retain
flavour chefs need to:
• Use food as fresh as possible
• Use the least amount of cooking liquid
• Use the cooking liquid where possible (for sauces, stocks and gravies)
• Use appropriate cooking methods
• Prepare, cook and serve in as short a time as possible
• Not over-season so that customers cannot taste the natural flavour
• Use herbs and strongly flavoured foods with care
• Adjust seasoning at the end.
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