REPUBLIC OF KENYA

COMPETENCY BASED CURRICULUM

FOR

FOOD PRODUCTION (CULINARY ARTS)

LEVEL 5

TVET CDACC
P.O. BOX 15745-00100
NAIROBI
First published 2018
Copyright TVET CDACC

All rights reserved. No part of this curriculum may be reproduced, distributed, or

transmitted in any form or by any means, including photocopying, recording, or other
electronic or mechanical methods without the prior written permission of the TVET
CDACC, except in the case of brief quotations embodied in critical reviews and certain
other non-commercial uses permitted by copyright law. For permission requests, write to
the Council Secretary/CEO, at the address below:

Council Secretary/CEO
TVET Curriculum Development, Assessment and Certification Council
P.O. Box 15745–00100
Nairobi, Kenya
Email: [email protected]

© TVET CDACC 2018 I

 FOREWORD
The provision of quality education and training is fundamental to the Government’s
overall strategy for social economic development. Quality education and training will
contribute to achievement of Kenya’s development blueprint and sustainable
development goals.
Reforms in the education sector are necessary for the achievement of Kenya Vision 2030
and meeting the provisions of the Constitution of Kenya 2010. The education sector had
to be aligned to the Constitution and this resulted to the formulation of the Policy
Framework for Reforming Education and Training (Sessional Paper No. 4 of 2016). A
key feature of this policy is the radical change in the design and delivery of the TVET
training. This policy document requires that training in TVET be competency based,
curriculum development be industry led, certification be based on demonstration of
competence and mode of delivery allows for multiple entry and exit in TVET
programmes.
These reforms demand that industry takes a leading role in curriculum development to
ensure the curriculum addresses its competence needs. It is against this background that
this curriculum has been developed.
It is my conviction that this curriculum will play a great role towards development of
competent Food Production (Culinary Arts) growth and sustainable development.

PRINCIPAL SECRETARY, VOCATIONAL AND TECHNICAL TRAINING

MINISTRY OF EDUCATION

© TVET CDACC 2018 II

 PREFACE
Kenya Vision 2030 aims to transform the country into a newly industrializing, “middle-
income country providing a high-quality life to all its citizens by the year 2030”. Kenya
intends to create a globally competitive and adaptive human resource base to meet the
requirements of a rapidly industrializing economy through life-long education and
training. TVET has a responsibility of facilitating the process of inculcating knowledge,
skills and attitudes necessary for catapulting the nation to a globally competitive country,
hence the paradigm shift to embrace Competency Based Education and Training (CBET).
The Technical and Vocational Education and Training Act No. 29 of 2013 and Sessional
Paper No. 4 of 2016 on Reforming Education and Training in Kenya, emphasized the
need to reform curriculum development, assessment and certification. This called for a
shift to CBET in order to address the mismatch between skills acquired through training
and skills needed by industry as well as increase the global competitiveness of Kenyan
labour force.
TVET Curriculum Development, Assessment and Certification Council (TVET CDACC)
in conjunction with Hospitality Sector Skills Advisory Committee (SSAC), have
developed this curriculum.
This curriculum is designed and organized with an outline of learning outcomes;
suggested delivery methods, training/learning resources and methods of assessing the
trainee’s achievement. The curriculum is competency-based and allows multiple entry
and exit to the course.
I am grateful to the Council members, Council Secretariat, Hospitality SSAC, expert
workers and all those who participated in the development of this curriculum.

Prof. CHARLES M. M. ONDIEKI, PhD, FIET (K), Con. EngTech.

CHAIRMAN, TVET CDACC

© TVET CDACC 2018 III

 ACKNOWLEDGEMENT

This curriculum has been designed for competency-based training and has independent
units of learning that allow the trainee flexibility in entry and exit. In developing the
curriculum, significant involvement and support was received from various
organizations.

I recognize with appreciation the role of Hospitality Sector Skills Advisory Committee
(SSAC) members for their contribution to the development of this curriculum.
I also thank all stakeholders in the Hospitality sector for their valuable input and all those
who participated in the process of developing this curriculum.

I am convinced that this curriculum will go a long way in ensuring that workers in
Hospitality acquire competencies that will enable them to perform their work more
efficiently.

Dr. LAWRENCE GUANTAI M’ITONGA, PhD

COUNCIL SECRETARY/CEO

© TVET CDACC 2018 IV

 TABLE OF CONTENTS
PREFACE..........................................................................................................................IV
ACKNOWLEDGEMENT..................................................................................................V
ACRONYMS....................................................................................................................VI
KEY TO UNIT CODE.....................................................................................................VII
QUALIFICATION.........................................................................................................VIII
BASIC UNITS OF LEARNING.......................................................................................11
COMMUNICATION SKILLS..........................................................................................12
NUMERACY SKILLS......................................................................................................14
DIGITAL LITERACY.......................................................................................................18
ENTREPRENEURIAL SKILLS.......................................................................................20
EMPLOYABILITY SKILLS............................................................................................23
ENVIRONMENTAL LITERACY....................................................................................27
OCCUPATIONAL SAFETY AND HEALTH PRACTICES...........................................30
STOCKS, SOUPS AND SAUCES....................................................................................32
COLD STARTERS, SALADS AND CANAPES.............................................................36
PREPARE EGGS..............................................................................................................38
PREPARE FOOD ACCOMPANIMENTS.......................................................................41
BUTCHERY......................................................................................................................44
COOKING MEATS AND SAUCES................................................................................47
SALADS AND DRESSINGS...........................................................................................51
YEAST PRODUCTS AND UNLEAVENED BREADS..................................................54
PASTRIES.........................................................................................................................57
CAKES AND CAKE DECORATION..............................................................................59
DESSERTS........................................................................................................................63
SANDWICHES.................................................................................................................66
BEVERAGES....................................................................................................................69

© TVET CDACC 2018 V

ACRONYMS
CBET : Competency Based Education and Training
CDACC : Curriculum Development Assessment and Certification Council
HOS : Hospitality
OS : Occupational Standard
OSHA : Occupation Safety and Health Act
SSAC : Sector Skills Advisory Committee
TVET : Technical and Vocational Education and Training
SOPs : Standard Operating Procedures
EMS : Environmental Management Standards
ICT : information communication technology

© TVET CDACC 2018 VI

KEY TO UNIT CODE

HOS/CU/FP/BC/01/5 /A

Industry or sector

Occupational Standards

Occupational area

Type of competency

Competency number

Competency level

Version control

© TVET CDACC 2018 VII

 COURSE OVERVIEW
The Food Production Level Five qualification consists of competencies that a person
must achieve to plan, prepare, cook, present and disseminate various hot and cold
products, including accompaniments, soups, salads and dressings, meats, fish & sea food,
poultry and sauces, hot & cold beverages within the institution’s/organizations acceptable
Standard Operating Procedures (SOPs).
Units of Learning
This course consists of basic and core units of learning as indicated below:

BASIC UNITS OF LEARNING

Unit of Learning Unit of Learning Title Duration in Credit Factor

Code Hours
HO/CU/FP/BC/01/5 Demonstrate communication 25 2.5
skills
HOS/CU/FP /BC/02/5 Demonstrate numeracy skills 40 4
HOS/CU/FP /BC/03/5 Demonstrate digital literacy 45 4.5
HOS/CU/FP/BC/04/5 Demonstrate entrepreneurial 70 7
skills
HOS/CU/FP/BC/05/5 Demonstrate employability 50 5
skills
HOS/CU/FP/BC/06/5 Demonstrate environmental 25 2.5
literacy
HOS/CU/FP/BC/07/5 Demonstrate occupational 25 2.5
safety and health practices
Total 280 28

CORE UNITS OF LEARNING

Unit of Learning Unit of Learning Title Duration in Credit

Code Hours Factor
HOS/CU/FP/CR/01/5 Preparing, stocks soups and 28 3
sauces
HOS/CU/FP/CR/02/5 Prepare cold starters, salads 42 4
and canapes
HOS/CU/FP/CR/03/5 Prepare eggs 14 1
HOS/CU/FP/CR/04/5 Food accompaniments 120 12
HOS/CU/FP/CR/05/5 Butchery 38 4
HOS/CU/FP/CR/06/5 Cooking meats and sauces 120 12
HOS/CU/FP/CR/07/5 Salads and salad dressings 21 2
HOS/CU/FP/CR/08/5 Yeast products and 42 4
unleavened breads

© TVET CDACC 2018 VIII

 HO/CU/FP/CR/09/5 Pastries 70 7
HO/CU/FP/CR/10/5 Cakes and cake decorations 120 12
HO/CU/FP/CR/11/5 Desserts 42 4
HO/CU/FP/CR/12/5 Sandwiches 28 2
HO/CU/FP/CR/13/5 Beverages 35 3.5
Industrial Attachment 360 36
TOTAL 1080 106.5

The total duration of the course is a minimum of 1,200 hours.

Entry Requirements
An individual entering this course should have any of the following minimum
requirements:

a) Food production Level 4

Or
b) Food and Beverage sales and service level 4
Or
c) Hotel catering and accommodation
Or
d) Kenya Certificate of Secondary Education (KCSE)

Or
e) Equivalent qualifications as determined by Kenya National Qualifications
Authority (KNQA)

Provision for Industrial attachment

It is envisaged that the trainee will undergo an industrial attachment training and
assessment with a recognised food production facility services provider as a prerequisite
for completion of this training course.
Attachment/Internship:
Attachment (Internship) is an opportunity for a learner to integrate career related
experience by participating in planned, supervised work. This curriculum anticipates at
least 330h of attachment as integral part of the training. In addition, the training
comprises practical learning activities (estimated to be >60% of the time) which are
meant to reinforce trainees’ smooth access to employment or self-employment.
Assessment
Assessment is the process of gathering and judging evidence in order to decide whether a
person has attained a standard of performance. The course will be assessed at two levels:
 Internal assessment is continuous and is conducted by the trainer who is
monitored by an internal accredited verifier
 External assessment is the responsibility of TVET CDACC

© TVET CDACC 2018 IX

Certification
On successful completion of a unit of learning, a trainee will be issued with a Certificate
of acknowledging achievement of the competence and on successful completion of all
units of learning a trainee will be awarded a National Certified in Food Production
(Culinary Arts) These certificates will be issued by TVET CDACC in conjunction with
the training provider

© TVET CDACC 2018 X

 BASIC UNITS OF LEARNING

COMMUNICATION SKILLS

UNIT CODE: HOS/CU/FP/BC/01/5

Relationship to Occupational Standards

This unit addresses the unit of competency: Demonstrate communication skills

Duration of Unit: 25 hours

Unit Description
This unit describes the competencies required to use specialized communication skills to
meet specific needs of internal and external clients, conduct interviews, facilitate
discussion with groups and contribute to the development of communication strategies.
Summary of Learning Outcomes
1. Utilize specialized communication skills processes
2. Contribute to the development of communication strategies
3. Conduct interviews
4. Facilitate group discussions
5. Represent the organization

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment

Methods
1. Utilize specialized  Communication process  Observation
communication skills  Modes of communication  Oral
processes  Medium of communication
 Effective communication
 Barriers to communication
 Flow of communication
 Sources of information
 Organizational policies
 Organization requirements for
written and electronic
communication methods
 Report writing
 Effective questioning
techniques (clarifying and
probing)
 Workplace etiquette
 Ethical work practices in

11
 handling communication
 Active listening
 Feedback
 Interpretation
 Flexibility in communication
2. Contribute to the  Dynamics of groups  Written
development of  Styles of group leadership  Observation
communication  Openness and flexibility in
strategies communication
 Communication skills relevant
to client groups
3. Conduct interviews  Types of interview  Written
 Establishing rapport  Observation
 Facilitating resolution of issues
 Developing action plans
4. Facilitate group  Identification of  Written
discussions communication needs  Observation
 Dynamics of groups
 Styles of group leadership
 Presentation of information
 Encouraging group members
participation
 Evaluating group
communication strategies
5. Represent the  Presentation techniques  Observation
organization  Development of a presentation  Written
 Multi-media utilization in
presentation
 Communication skills relevant
to client groups

Suggested Delivery Methods

 Interview
 Role playing
 Observation
 Viewing of related videos

Recommended Resources
 Desktop computers/laptops
 Internet connection
 Projectors
 Telephone

12
 NUMERACY SKILLS
UNIT CODE: HOS/CU/FP/BC/02/5
Relationship to Occupational Standards:
This unit addresses the unit of competency: Demonstrate numeracy skills

Duration of Unit: 40 hours

Unit Description
This unit covers the competencies required to perform numerical functions. The person
who is competent in this unit shall be able to: Calculate with whole numbers and familiar
fractions, decimals and percentages for work; Estimate, measure, and calculate with
routine metric measurements for work; Use routine maps and plans for work; Interpret,
draw and construct 2D and 3D shapes for work; Interpret routine tables, graphs and
charts for work; Collect data and construct routine tables and graphs for work; and Use
basic functions of calculator

Summary of Learning Outcomes

1. Calculate with whole numbers and familiar fractions, decimals and percentages
for work
2. Estimate, measure and calculate with routine metric measurements for work
3. Use routine maps and plans for work
4. Interpret, draw and construct 2D and 3D shapes for work
5. Interpret routine tables, graphs and charts for work
6. Collect data and construct routine tables and graphs for work
7. Use basic functions of calculator

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment

Methods
1. Calculate with  Interpretation of whole numbers,  Oral
whole numbers and fractions, decimals, percentages and  Written
familiar fractions, rates  Practical test
decimals and  Calculations involving several steps  Observation
percentages for work  Calculation with whole numbers and
routine or familiar fractions, decimals
and percentages
 Conversion between equivalent forms
of fractions, decimals and
percentages
 Application of order of operations to
13
Learning Outcome Content Suggested Assessment
Methods
solve multi-step calculations
 Application of problem solving
strategies
 Making estimations to check
reasonableness of problem solving
process, outcome and its
appropriateness to the context and
task
 Use of formal and informal
mathematical language and
symbolism to communicate the result
of a task
2. Estimate, measure  Selection and interpretation of  Oral
and calculate with measurement information in  Written
routine metric workplace tasks and texts  Practical test
measurements for work  Identification and selection of  Observation
routine measuring equipment
 Estimation and making
measurements using correct units
 Estimation and calculation using
routine measurements
 Performing conversions between
routinely used metric units
 Using problem solving processes
to undertake tasks
 Recording information using
mathematical language and
symbols
3. Use routine  Identification of features in  Oral
maps and plans for routine maps and plans  Written
work  Symbols and keys used in routine  Practical test
maps and plans  Observation
 Identification and interpretation
of orientation of map to North
 Demonstrate understanding of
direction and location
 Apply simple scale to estimate
length of objects, or distance to
location or object
 Give and receive directions using
both formal and informal
language

14
Learning Outcome Content Suggested Assessment
Methods
4. Interpret, draw  Identify two dimensional shapes 
and construct 2D and and routine three dimensional
3D shapes for work shapes in everyday objects and in
different orientations
 Explain the use and application of
shapes
 Use formal and informal
mathematical language and
symbols to describe and compare
the features of two dimensional
shapes and routine three
dimensional shapes
 Identify common angles
 Estimate common angles in
everyday objects
 Use formal and informal
mathematical language to
describe and compare common
angles
 Use common geometric
instruments to draw two
dimensional shapes
 Construct routine three
dimensional objects from given
nets
5. Interpret routine  Identify routine tables, graphs and  Oral
tables, graphs and charts in predominately familiar  Written
charts for work texts and contexts  Practical test
 Identify common types of graphs  Observation
and their different uses
 Identify features of tables, graphs
and charts
 Locate specific information
 Perform calculations to interpret
information
 Explain how statistics can inform
and persuade
 Identify misleading statistical
information
 Discuss information relevant to
the workplace
6. Collect data and  Identify features of common  Oral

15
Learning Outcome Content Suggested Assessment
Methods
construct routine tables tables and graphs  Written
and graphs for work  Identify uses of different tables  Practical test
and graphs  Observation
 Determine data and variables to
be collected
 Determine audience
 Select a method to collect data
 Collect data
 Collate information in a table
 Determine suitable scale and axes
 Draft and draw graph to present
information
 Check that data meets the
expected results and context
 Report or discuss information
using formal and informal
mathematical language
7. Use basic  Identify and use keys for basic  Oral
functions of calculator functions on a calculator  Written
 Calculate using whole numbers,  Practical test
money and routine decimals and  Observation
percentages
 Calculate with routine fractions
and percentages
 Apply order of operations to
solve multi-step calculations
 Interpret display and record result
 Make estimations to check
reasonableness of problem
solving process, outcome and its
appropriateness to the context and
task
 Use formal and informal
mathematical language and
appropriate symbolism and
conventions to communicate the
result of the task

16
 DIGITAL LITERACY

UNIT CODE: HOS/CU/FP/BC/03/5

Relationship to Occupational Standards

This unit addresses the Unit of Competency: Demonstrate digital literacy

Duration of Unit: 45 hours

Unit Description
This unit describes competencies required to use a computer and other digital devices for
the purposes of communication, work performance and management at the workplace.

Summary of Learning Outcomes

1. Identify computer software and hardware
2. Apply security measures to data, hardware, software in automated environment
3. Apply computer software in solving tasks
4. Apply internet and email in communication at workplace
5. Apply desktop publishing in official assignments
6. Prepare presentation packages

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment
Methods
1. Identify computer  Concepts of ICT  Written tests
hardware and software  Functions of ICT  Oral presentation
 History of computers  Observation
 Components of a computer
 Classification of computers
2. Apply security  Data security and control  Written tests
measures to data,  Security threats and control measures  Oral presentation
hardware and software  Types of computer crimes  Observation
 Detection and protection against  Project
computer crimes
 Laws governing protection of ICT
3. Apply computer  Operating system  Oral questioning
software in solving  Word processing  Observation
tasks  Spread sheets  Project
 Data base design and manipulation
 Data manipulation, storage and
retrieval
4. Apply internet and  Computer networks  Oral questioning
email in  Network configurations  Observation
communication at  Uses of internet  Oral presentation
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Learning Outcome Content Suggested Assessment
Methods
workplace  Electronic mail (e-mail) concept  Written report
5. Apply desktop  Concept of desktop publishing  Oral questioning
publishing in official  Opening publication window  Observation
assignments  Identifying different tools and tool  Oral presentation
bars  Written report
 Determining page layout  Project
 Opening, saving and closing files
 Drawing various shapes using DTP
 Using colour pellets to enhance a
document
 Inserting text frames
 Importing and exporting text
 Object linking and embedding
 Designing of various publications
 Printing of various publications
6. Prepare presentation  Types of presentation packages  Oral questioning
packages  Procedure of creating slides  Observation
 Formatting slides  Oral presentation
 Presentation of slides  Written report
 Procedure for editing objects  Project

Suggested Delivery Methods

 Instructor led facilitation of theory
 Demonstration by trainer
 Practical work by trainee
 Viewing of related videos
 Project
 Group discussions

Recommended Resources
 Desk top computers
 Laptop computers
 Other digital devices
 Printers
 Storage devices
 Internet access
 Computer software

18
 ENTREPRENEURIAL SKILLS

UNIT CODE: HOS/CU/FP/BC/04/5

Relationship to occupational standards

This unit addresses the unit of competency: Demonstrate entrepreneurial skills

Duration of unit: 70 hours

Unit description
This unit describes the competencies critical to demonstration of entrepreneurial
capabilities. It involves, enhancing the entrepreneur’s business skills, fostering a culture
of continuous improvement at individual and organization level, implementing
appropriate internal controls for profitability, improving employed capital base and
undertaking regional/county business expansion.

Summary of Learning Outcomes

1. Develop one’s business skill
2. Develop individual workers and teams
3. Expand markets and customers
4. Expand employed capital
5. Undertake regional/county business expansion

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment
Methods
1. Develop one’s  Entrepreneurial skills development  Observation
business skill  Market trends  Case studies
 Monitoring and anticipating market  Individual/group
trends assignments
 New technologies in entrepreneurship  Projects
 Products and processes in  Written
entrepreneurship  Oral
 Linkages with other entrepreneurs
 Business conventions ad exhibitions
 Personal improvement and growth
2. Develop individual  Good staff/workers  Observation
workers and teams  Team building and team work  Case studies
 Staff development and enhancement  Individual/group
 Culture of continuous improvement assignments
 Increasing products and services  projects
 Marketing improvement  Written
19
Learning Outcome Content Suggested Assessment
Methods
 Intrapreneurship  Oral
3. Expand markets  Maintaining appropriate cash flow in  Oral
and customers base the organization  Observation
 Internal controls  Case studies
 Business break-even point  Individual/group
 Business profitability determinants assignments
 Prudent purchases in an enterprise  projects
 Reducing business expenses  Written
 Good staff/workers and customer
relations
 Identifying and maintain new
customers and markets
 Product/ service promotions
 Products / services diversification
 SWOT / PESTEL analysis
 Conducting a business survey
 Market expansion
 Small business records management
 Book keeping and auditing for small
businesses
 Business support services
 Small business resources mobilization
and utilization
 Basic business social responsibility
 Management of small business
 Word processing concepts in small
business management
 Computer application software
 Monitoring and controlling business
operations
4. Expand employed  Employed capital in small businesses  Observation
capital  Share holdings  Case studies
 Business expansion and diversification  Individual/group
 Resources for growing small business assignments
 Small business Strategic Plan  projects
 Cooperate Social responsibility  Written
 Computer software in business
development
 ICT and business growth
5. Undertake  Region identification process  Oral
county/regional  Regional laws and regulation  Observation
business expansion  Business regional expansion  Case studies
requirements  Individual/group
20
 Learning Outcome Content Suggested Assessment
Methods
assignments
 projects
 Written

Suggested Delivery Methods

 Instructor led facilitation of theory
 Demonstration by trainer
 Practice by trainee
 Role play
 Case study

Recommended Resources
 Case studies for small businesses
 Business plan templates
 Lap top/ desk top computer
 Internet
 Telephone
 Writing materials

21
 EMPLOYABILITY SKILLS
UNIT CODE: HOS/CU/FP/BC/05/5
Relationship to Occupational Standards
This unit addresses the Unit of Competency: Demonstrate employability skills
Duration of Unit: 50 hours
Unit Description
This unit covers competencies required to demonstrate employability skills. It involves
competencies for exuding self-awareness and ability to deal with everyday life
challenges; demonstrating critical safe work habits and leading a workplace team;
planning and organizing work activities; applying learning, creativity and innovativeness
in workplace functions; pursuing professional growth and managing time effectively in
the workplace.

Summary of Learning Outcomes

1. Develop self-awareness and ability to deal with life challenges
2. Demonstrate critical safe work habits for employees
3. Lead a workplace team
4. Plan and organize work
5. Maintain professional growth and development in the workplace.
6. Demonstrate learning, creativity and innovativeness in the workplace.

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment

Methods
1. Develop self-  Self-awareness  Observation
awareness and ability  Formulating personal vision,  Written
to deal with life mission and goals  Oral interview
challenges  Strategies for overcoming life  Third party report
challenges
 Managing emotions
 Emotional intelligence
 Asserting one-self
 Assertiveness versus
aggressiveness
 Expressing personal thoughts,
feelings and beliefs
 Self esteem
 Developing and maintaining high
self-esteem
 Developing and maintaining
positive self-image

22
Learning Outcome Content Suggested Assessment
Methods
 Sharing personal feelings
 Setting performance targets
 Monitoring and evaluating
performance
 Articulating ideas and aspirations
 Accountability and responsibility
 Stress and stress management  Observation
2. Demonstrate critical
 Time concept  Written
safe work habits for
 Punctuality and time consciousness  Oral interview
employees
 Leisure  Third party report
 Integrating personal objectives into
organizational objectives
 Resources mobilization
 Resources utilization
 Setting work priorities
 Developing healthy relationships
 HIV and AIDS
 Drug and substance abuse
 Dealing with emerging issues
 Leadership  Observation
3. Lead a workplace
 Influence  Oral interview
team
 Team building  Written
 Determination of team roles and  Third party report
objectives
 Team parameters and relationships
 Individual responsibilities in a team
 Forms of communication
 Business communication
 Complementing team activities
 Gender and gender mainstreaming
 Human rights protocols
 Developing healthy relationships
 Maintaining relationships
 Conflicts and conflict resolution
 Planning  Observation
4. Plan and organize
 Organizing  Oral interview
work
 Schedules of activities  Written
 Developing work plans  Third party report
 Developing work goals/objectives
and deliverables
 Monitoring work activities
 Evaluating work activities
 Resource mobilization
23
Learning Outcome Content Suggested Assessment
Methods
 Resource allocation
 Resource utilization
 Decision making
 Problem solving
 Negotiation
5. Maintain professional  Avenues for professional growth  Observation
growth and  Training and career opportunities  Oral interview
development in the  Assessing training needs  Written
workplace  Mobilizing training resources  Third party report
 Licenses and certifications for
professional growth and
development
 Pursuing personal and
organizational goals
 Managing work priorities and
commitments
 Recognizing career advancement
6. Demonstrate learning,  Managing own learning  Observation
creativity and  Mentoring  Oral interview
innovativeness in the  Coaching  Written
workplace  Networking  Third party report
 Variety of learning context
 Application of learning
 Safe use of technology
 Taking initiative/proactive
 Flexibility
 Identifying opportunities
 Generating new ideas
 Workplace innovation
 Performance improvement

Suggested Methods of Delivery

 Instructor lead facilitation of theory
 Demonstrations
 Simulation/Role play
 Group Discussion
 Presentations
 Projects
 Case studies
 Assignments

Recommended Resources
24
 Computers
 Stationery
 Charts
 Video clips
 Audio tapes
 Radio sets
 TV sets
 LCD projectors

25
 ENVIRONMENTAL LITERACY

UNIT CODE:HOS/CU/FP/BC/06/5

Relationship to Occupational Standards

This unit addresses the unit of competency: Demonstrate environmental literacy

Duration of Unit: 25 hours

Unit Description
This unit describes the competencies required to control environmental hazard, control
environmental pollution, comply with workplace sustainable resource use, evaluate
current practices in relation to resource usage, identify environmental
legislations/conventions for environmental concerns, implement specific environmental
programs and monitor activities on environmental protection/programs.

Summary of Learning Outcomes

1. Control environmental hazard
2. Control environmental Pollution
3. Demonstrate sustainable resource use
4. Evaluate current practices in relation to resource usage
5. Identify Environmental legislations/conventions for environmental concerns
6. Implement specific environmental programs
7. Monitor activities on Environmental protection/Programs

Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
Methods

1. Control  Purposes and content of Environmental  Written questions

environmental Management and Coordination Act 1999  Oral questions
hazard  Purposes and content of Solid Waste Act  Observation of
 Storage methods for environmentally work procedures
hazardous materials
 Disposal methods of hazardous wastes
 Types and uses of PPE in line with
environmental regulations
 Occupational Safety and Health
Standards (OSHS)
2. Control  Types of pollution  Written questions
environmental  Environmental pollution control  Oral questions
Pollution control measures  Observation of
 Types of solid wastes work procedures
 Procedures for solid waste management  Role play

26
 Suggested Assessment
Learning Outcome Content
Methods

 Different types of noise pollution

 Methods for minimizing noise pollution
3. Demonstrate  Types of resources  Written questions
sustainable resource  Techniques in measuring current usage  Oral questions
use of resources  Observation of
 Calculating current usage of resources work procedures
 Methods for minimizing wastage  Role play
 Waste management procedures
 Principles of 3Rs (Reduce, Reuse,
Recycle)
 Methods for economizing or reducing
resource consumption
4. Evaluate current  Collection of information on  Written questions
practices in relation environmental and resource efficiency  Oral questions
to resource usage systems and procedures,  Observation of
 Measurement and recording of current work procedures
resource usage  Role play
 Analysis and recording of current
purchasing strategies.
 Analysis of current work processes to
access information and data
 Identification of areas for improvement
5. Identify  Environmental issues/concerns  Written questions
Environmental  Environmental legislations /conventions  Oral questions
legislations/convent and local ordinances  Observation of
ions for  Industrial standard /environmental work procedures
environmental practices
concerns  International Environmental Protocols
(Montreal, Kyoto)
 Features of an environmental strategy
6. Implement specific  Community needs and expectations  Written questions
environmental  Resource availability  Oral questions
programs  5 s of good housekeeping  Observation of
 Identification of programs/Activities work procedures
 Setting of individual roles  Role play
/responsibilities
 Resolving problems /constraints
encountered
 Consultation with stakeholders
7. Monitor activities  Periodic monitoring and Evaluation of  Oral questions
on Environmental activities  Written tests
protection/Programs  Gathering feedback from stakeholders  Practical test
27
 Suggested Assessment
Learning Outcome Content
Methods

 Analysing data gathered  Observation

 Documentation of recommendations and
submission
 Setting of management support systems
to sustain and enhance the program
 Monitoring and reporting of
environmental incidents to concerned
/proper authorities

Suggested Delivery Methods

 Instructor led facilitation of theory
 Demonstration by trainer
 Practical work by trainee
 Viewing of related videos

Recommended Resources
 Standard operating and/or other workplace procedures manuals
 Specific job procedures manuals
 Environmental Management and Coordination Act 1999
 Machine/equipment manufacturer’s specifications and instructions
 Personal Protective Equipment (PPE)
 ISO standards
 Ccompany environmental management systems (EMS)
 Montreal Protocol
 Kyoto Protocol

28
 OCCUPATIONAL SAFETY AND HEALTH PRACTICES

UNIT CODE: HOS/CU/FP/BC/07/5

Relationship to Occupational Standards

This unit addresses the unit of competency: Demonstrate occupational safety and health
practices

Duration of Unit: 25 hours

Unit Description
This unit describes the competencies required to comply with regulatory and
organizational requirements for occupational safety and health.

Summary of Learning Outcomes

1. Identify workplace hazards and risk
2. Identify and implement appropriate control measures to hazards and risks
3. Implement OSH programs, procedures and policies/guidelines

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment
Methods
1. Identify workplace  Identification of hazards in the  Oral questions
hazards and risks workplace and/or the indicators of  Written tests
their presence  Observation of
 Evaluation and/or work trainees identify
environment measurements of OSH hazards and risks
hazards/risk existing in the
workplace is conducted by
 Authorized personnel or agency
 Gathering of OHS issues and/or
concerns raised
2. Identify and implement  Prevention and control measures,  Oral questions
appropriate control including use of PPE (personal  Written tests
measure to hazards and protective equipment) for specific  Practical test
risks hazards are identified and  Observation of
implemented implementation of
 Appropriate risk controls based on control measures
result of OSH hazard evaluation is
recommended
 Contingency measures, including
emergency procedures during
workplace incidents and
emergencies are recognized and
29
Learning Outcome Content Suggested Assessment
Methods
established in accordance with
organization procedures
3. Implement OSH  Providing information to work team  Oral questions
programs, procedures about company OHS program,  Written tests
and policies/guidelines procedures and policies/guidelines  Practical test
 Participating in implementation of  Observation
OSH procedures and policies/
guidelines
 Training of team members and
advice on OSH standards and
procedures
 Implementation of procedures for
maintaining OSH-related records

Suggested Delivery Methods

 Instructor led facilitation of theory
 Demonstration by trainer
 Practical work by trainee
 Viewing of related videos

Recommended Resources
 Standard operating and/or other workplace procedures manuals
 Specific job procedures manuals
 Machine/equipment manufacturer’s specifications and instructions
 Personal Protective Equipment (PPE) e.g.
 Mask
 Face mask/shield
 Safety boots
 Safety harness
 Arm/Hand guard, gloves
 Eye protection (goggles, shield)
 Hearing protection (ear muffs, ear plugs)
 Hair Net/cap/bonnet
 Hard hat
 Face protection (mask, shield)
 Apron/Gown/coverall/jump suit
 Anti-static suits
 High-visibility reflective vest

30
 CORE UNITS OF LEARNING

STOCKS, SOUPS AND SAUCES

UNIT CODE: HOS/CU/FP/CR/01/5
Relationship to Occupational Standards
This unit addresses the unit of competency: Prepare stocks soups and sauces
Duration of Unit: 28 Hours
Unit Description
This unit specifies the competencies required plan, prepare and present stocks soups and
sauces. It involves assembling the ingredients, working equipment, preparing vegetables,
stocks, starches and soups

Summary of Learning Outcomes

1. Prepare a variety of stocks
2. Prepare various types of soups
3. Prepare a variety of sauces
Learning Outcomes, Content and Suggested Assessment Methods
Learning Outcome Content Suggested Assessment
Methods
1. Prepare brown stock  Define stocks  Assignments
 Types of stocks  Oral questions
 use of various stocks  Written tests
 Choice of stocks  Practical
 Ingredients for making stocks assessments
 Methods of preparing stocks  Supervised
 Qualities of a good stock exercises
 Procedure of preparing brown  Projects
stock
 Uses of brown stock
2. Prepare white stock  Procedure of preparing white  Assignments
stock  Oral questions
 Uses of white stock  Written tests
 Practical
assessments
 Supervised
exercises
 Projects

3. Prepare chicken stock  Procedure of preparing  Assignments

chicken stock  Oral questions
 Uses of chicken stock  Written tests
31
Learning Outcome Content Suggested Assessment
Methods
 Practical
assessments
 Supervised
exercises
 Projects

4. Prepare fish stocks  Procedure of preparing fish  Assignments

stock  Oral questions
 Uses of fish stock  Written tests
 Precautions when preparing  Practical
fish stock assessments
 Supervised
exercises
 Projects

5. Prepare cream soups  Define soups  Assignments

 Types of soups  Oral questions
 use of soups  Written tests
 Ingredients for making soups  Practical
 Variations of cream soups assessments
 Qualities of a good cream  Supervised
soups exercises
 Procedure of preparing cream  Projects
soup
 Accompaniments of cream
soup
 Garnishing
6. Prepare puree soups  Ingredients for making puree  Assignments
soups  Oral questions
 Qualities of a good puree  Written tests
soups  Practical
 Variations of puree soups assessments
 Procedure of preparing puree  Supervised
soup exercises
 Accompaniments of puree  Projects
soup
 Garnishing
7. Prepare clear soups  Ingredients for making clear  Assignments
soups  Oral questions
 Qualities of a good clear  Written tests
soups  Practical
 Variations of clear soups assessments
 Procedure of preparing clear  Supervised
32
Learning Outcome Content Suggested Assessment
Methods
soup exercises
 Accompaniments of clear  Projects
soups
 Garnishing
8. Prepare broth  Ingredients for making broth  Assignments
 Qualities of a good broth  Oral questions
 Variations of broth  Written tests
 Procedure of preparing broth  Practical
 Garnishing assessments
 Supervised
exercises
 Projects
9. Prepare veloute’  Ingredients for making  Assignments
veloute’  Oral questions
 Qualities of a good veloute’  Written tests
 Variations of veloute’  Practical
 Procedure of preparing assessments
veloute’  Supervised
 Garnishing exercises
 Projects
10. Prepare bisques  Ingredients for making  Assignments
bisques  Oral questions
 Qualities of a good bisques  Written tests
 Variations of bisques  Practical
 Procedure of preparing assessments
bisques  Supervised
 Garnishing exercises
 Projects
11. Prepare chawder soups  Ingredients for making  Assignments
chawder soups  Oral questions
 Qualities of a good chawder  Written tests
soups  Practical
 Variations of chawder soups assessments
 Procedure of preparing  Supervised
chawder soups exercises
 Garnishing  Projects

12. Prepare national soups  Ingredients for making  Assignments

national soups  Oral questions
 Qualities of a good national  Written tests
soups  Practical
 Variations of national soups assessments
 Procedure of preparing  Supervised
33
Learning Outcome Content Suggested Assessment
Methods
national soups exercises
 Garnishing  Projects

13. Prepare brown sauces  Define sauces  Assignments

 Types of sauces  Oral questions
 use of sauces  Written tests
 Ingredients for making brown  Practical
sauces assessments
 Variations of brown sauces  Supervised
 Qualities of a good brown exercises
sauces  Projects
 Procedure of preparing sauces
 Method of thickening sauces
14. Prepare white sauces  Ingredients for making white  Assignments
sauces  Oral questions
 Variations of white sauces  Written tests
 Qualities of a good white  Practical
sauces assessments
 Procedure of preparing white  Supervised
sauces exercises
 Method of thickening sauces  Projects
 Other sauces e.g. valuate,
demiglace, miscellaneous,
compound butter sauces, cold
sauces, chaud-froid.

Suggested Delivery Methods

 Group discussions
 Demonstration by instructor
 Practical work by trainee
 Exercises

Recommended Resources
 Class room/individual cooker kitchen/production kitchen fully equipped
 A variety of ingredients

34
 COLD STARTERS, SALADS AND CANAPES
UNIT CODE: HOS/CU/FP/CR/02/5
Relationship to Occupational Standards
This unit addresses the unit of competency: Prepare cold starters, salads and canapes

Duration of Unit: 42 hours

Unit Description
This unit specifies the competencies required to plan, prepare and present cold starters. It
requires the ability to prepare savoury cold starters, sweet cold starters, canapes and Fruit
vegetable salads.

Summary of Learning Outcomes

1. Prepare savoury cold starters
2. Prepare sweet cold starters
3. Prepare canapes
4. Fruit vegetable salad

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment

Methods
1. Prepare savoury cold  Define starters  Assignments
starters e.g. cold  Types of savoury cold starters  Oral questions
soups, vegetable-based  Ingredients for savoury cold  Written tests
salads starters  Practical assessments
 Preparation and production  Supervised exercises
procedures  Projects
 General rules to be followed
when making savoury cold
starters
 Qualities of a good starter
 Presentation
2. Prepare sweet cold  Types of sweet cold starters  Assignments
starters  Ingredients for sweet cold  Oral questions
e.g. fruit based, starters  Written tests
 Preparation and production  Practical assessments
procedures  Supervised exercises
 General rules to be followed  Projects
when making sweet cold starters
 Qualities of a good starters
 Presentation
3. Prepare canapes  Define canapes  Assignments
35
Learning Outcome Content Suggested Assessment
Methods
 Types of canapes  Oral questions
 Ingredients for canapes  Written tests
 Preparation, production and  Practical assessments
presentation of canapes  Supervised exercises
 Projects

4. Fruit vegetable salad  Ingredients for fruit vegetable  Assignments

salads  Oral questions
 Types and choices of dressings  Written tests
 Garnishing and presentation  Practical assessments
 Supervised exercises
 Projects

Suggested Delivery Methods

 Group discussions
 Demonstration by instructor
 Practical work by trainee
 Exercises

Recommended Resources
 Fully equipped operational commercial/institutional kitchen including industry-
current tools and equipment
 A variety of ingredients
 Table linen

36
 PREPARE EGGS
UNIT CODE: HOS/CU/FP/CR/03/5
Relationship to Occupational Standards
This unit addresses the unit of competency: Prepare eggs
Duration of Unit: 14 hours
Unit Description
This unit specifies the competencies required to prepare eggs It requires the ability to
prepare boiled eggs, prepare boiled eggs, prepare poached eggs, prepare fried eggs,
prepare omelettes prepare moulded eggs and prepare scrambled eggs.

Summary of Learning Outcomes

1. Prepare boiled eggs
2. Prepare poached eggs
3. Prepare fried eggs
4. Prepare omelettes
5. Prepare moulded eggs
6. Prepare scrambled eggs

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment

Methods
1. Prepare boiled eggs  Nutritional value of eggs  Assignments
 Types of eggs (chicken,  Oral questions
ducks, goose, quill, ostrich)  Written tests
 Egg sizes  Practical
 Qualities to consider when assessments
buying  Supervised
 Testing for freshness exercises
 Storing eggs  Projects
 Degree of cooking boiled
eggs (soft or hard)
2. Prepare poached eggs  Procedure of poaching eggs  Assignments
 Variations of poached eggs  Oral questions
 Garnishing and presentation  Written tests
 Practical
assessments
 Supervised
exercises
 Projects

3. Prepare fried eggs  Procedure of frying eggs  Assignments

37
Learning Outcome Content Suggested Assessment
Methods
 Variations of frying eggs  Oral questions
 Garnishing and presentation  Written tests
 Practical
assessments
 Supervised
exercises
 Projects

4. Prepare omelettes  Procedure of making  Assignments

omelettes  Oral questions
 Variations of omelettes eggs  Written tests
 Spanish  Practical
 French assessments
 Plain  Supervised
 Cheese exercises
 Jam  Projects
 Shrimp
 Ham etc)
 Garnishing and presentation
5. Prepare scotch eggs  Procedure of making scotch  Assignments
eggs  Oral questions
 Variations of scotch eggs eg  Written tests
 Vegan  Practical
 Liver assessments
 Tandoori  Supervised
 Spinach exercises
 Chickpeas  Projects
 Others
 Garnishing and presentation
6. Prepare moulded eggs  Procedure of making mould  Assignments
eggs  Oral questions
 Variations of moulded eggs  Written tests
 Garnishing and presentation  Practical
assessments
 Supervised
exercises
 Projects

7. Prepare scrambled  Procedure of making  Assignments

eggs scrambled eggs  Oral questions
 Variations of scrambled eggs  Written tests
 Garnishing and presentation  Practical
assessments
38
 Learning Outcome Content Suggested Assessment
Methods
 Supervised
exercises
 Projects

Suggested Delivery Methods

 Group discussions
 Demonstration by instructor
 Practical work by trainee
 Exercises

Recommended Resources
 Fully equipped operational commercial/institutional kitchen including industry-
current tools and equipment
 A variety of ingredients
 Table linen

39
 PREPARE FOOD ACCOMPANIMENTS
UNIT CODE: HOS/CU/FP/CR/04/5

Relationship to Occupational Standards

This unit addresses the unit of competency: Prepare food accompaniments
Duration of Unit: 120 hours
Unit Description
This unit specifies the competencies required plan, preparing and presenting food
accompaniments. It involves organizing entremetier section, identifying, cleaning,
preparing, cooking, presenting, and dispensing food accompaniments

Summary of Learning Outcomes

1. Organise entremétier section
2. Identify ingredients for food accompaniments
3. Preparation and cleaning ingredients for food accompaniments
4. Cook starches
5. Cook vegetables
6. Prepare side/accompanying salads
7. Present food accompaniments
8. Dispense food accompaniments

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment
Methods
1. Organise entremétier  Kitchen preparation  Assignments
section  Kitchen organization  Oral questions
 Kitchen tools and equipment  Written tests
 Kitchen Safety.  Practical
assessments
 Supervised
exercises
 Projects

2. Identifying ingredients for  Food nutrients  Written tests

recipe  Ingredients for various dishes  Assignments
 Consumer market trends in  Supervised
relation to food exercises
 Combining food textures and  Oral questions
colours  Practical
 Factors to consider when assessments
40
Learning Outcome Content Suggested Assessment
Methods
selecting foods  Projects
 Maintenance of ingredients
ratios
 Calculation of food quantities
and costs

3. Preparation and cleaning of  Checking quality of  Written tests

ingredients for food ingredients  Assignments
accompaniments  Sorting ingredients  Supervised
 Cleaning procedures exercises
 Preparation methods  Oral questions
 Practical
assessments
 Projects

4. Cooking starches  Menu planning and  Written tests

preparation  Assignments
 Time planning and  Supervised
management exercises
 Types of starches  Oral questions
 Factors to consider when  Practical
selecting starches assessments
 Methods of production  Projects
 Methods of presenting
starches
 Use of technology in food
preparation
 Special requests and diets
 Food trends
 Healthy eating
 Value addition

5. Cooking vegetables  Define terms  Written tests

 Classify vegetables  Assignments
 Factors to consider when  Supervised
selecting vegetables exercises
 Vegetable cuts  Oral questions
 Methods of producing  Practical
vegetables assessments
 Methods of presenting  Projects
vegetables
6. Prepare side/accompanying  Define terms  Written tests
41
Learning Outcome Content Suggested Assessment
Methods
salads  Types of side salads  Assignments
i.  Factors to consider when  Supervised
selecting ingredients for side exercises
salads  Oral questions
 Vegetable cuts  Practical
 Methods of production assessments
 Salad dressing  Projects
 Presenting side salads
7. Presenting food  Food presentation methods  Written tests
accompaniments  Food product display  Assignments
 Increasing palatability of the  Supervised
food exercises
 Developing a market name for  Oral questions
the product/new recipe/menu  Practical
assessments
 Projects

Suggested Delivery Methods

 Group discussions
 Demonstration by trainer
 Practical work by trainee
 Exercises

Recommended Resources
 Fully equipped operational commercial/institutional kitchen including industry-
current tools and equipment
 A variety of ingredients
 Table linen

42
 BUTCHERY
UNIT CODE: HOS/CU/FP /CR/05/5
Relationship to Occupational Standards
This unit addresses the unit of competency: Butchery

Duration of Unit: 38 Hours

Unit Description
This unit specifies the competencies required to prepare various meats, fish & sea food,
poultry. It requires the ability to clean and sanitize the working area, assemble the
working equipment, prepare butchers meats, fish, sea foods and poultry.

Summary of Learning Outcomes

1. Cleaning and sanitizing the working areas
2. Assembling the working equipment
3. Preparing butchers meats
4. Preparing fish
5. Preparing sea food
6. Preparing poultry
7. Prepare cold cuts
8. Prepare offal’s

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment
Methods
1. Cleaning and sanitizing the  Types of working surfaces  Observation
working areas  Cleaning equipment and use  Written tests
 Cleaning materials and use  Oral questioning
 Cleaning methods  Assignments
 Sanitizers and disinfectant  Supervised
and usage exercises

2. Assembling the working  Kitchen tools and equipment  Observation

equipment (Identification, use,  Written tests
accessibility care and safety)  Oral questioning
 Correct use of Operating  Assignments
equipment and service.  Supervised
 Factors to consider when exercises
selecting Kitchen equipment
and tools.

43
Learning Outcome Content Suggested Assessment
Methods
3. Preparing butchers meats  Types of meats  Observation
 Choices of meats  Written tests
 Factors to consider when  Oral questioning
selecting meats  Assignments
 Meat cuts  Supervised exercises
 Curing of meat (Aging)
 Method of marinating meats
 Seasoning meats
 Presentation
 Storing meats
4. Preparing fish  Types of fish  Observation
 Choices of fish  Written tests
 Factors to consider when  Oral questioning
selecting fish  Assignments
 Scaling  Supervised exercises
 Cleaning
 Fish cuts
 Filleting
 Contamination
 Curing of fish (smoked)
 Method of marinating fish
 Seasonings
 Presentation
 Storing fish
5. Preparing sea food  Types of sea food  Observation
 Choices of sea food.  Written tests
 Factors to consider when  Oral questioning
selecting sea food  Assignments
 Sea food cuts  Supervised exercises
 Shelling
 Cleaning
 Contamination
 Curing of sea food (smoked)
 Method of marinating sea food
 Seasonings
 Presentation
 Storage
7. Preparing poultry  Types of poultry  Observation
 Choices of poultry  Written tests
 Factors to consider when  Oral questioning
selecting poultry  Assignments
 Food contamination in poultry  Supervised
 Poultry preparation equipment exercises

44
Learning Outcome Content Suggested Assessment
Methods
 Portioning poultry
 Carving poultry
 Method of marinating poultry
 Seasonings
 Presentation
 Storage
 Contamination
a. Prepare cold cuts  Types of cold cuts  Written tests
 Choices of cold cuts  Assignments
 Factors to consider when  Supervised exercises
selecting cold cuts  Oral questions
 Food contamination  Practical assessments
 Cold cuts preparation equipment  Projects
 Portioning cold cuts
 Carving cold cuts
 Presentation (garnishes and
displays)
 Storage
8. Prepare offal’s  Types of offal’s  Written tests
 Choices of offal’s  Assignments
 Factors to consider when  Supervised
selecting offal’s exercises
 Offal’s cuts  Oral questions
 Cleaning  Practical
 Skinning the liver assessments
 Contamination  Projects
 Method of marinating offal’s
 Seasonings
 Presentation
 Storage

Suggested Delivery Methods

 Group discussions
 Demonstration by instructor
 Practical work by trainee
 Exercises

Recommended Resources
 Fully equipped operational commercial/institutional kitchen including industry-
current tools, and equipment
 A variety of ingredients
 Table linen

45
 COOKING MEATS AND SAUCES
UNIT CODE: HOS/CU/FP /CR/06/5
Relationship to Occupational Standards
This unit addresses the unit of competency: Prepare meats and sauces

Duration of Unit: 120 Hours

Unit Description
This unit specifies the competencies required to plan, prepare and present various meats
and sauces. It requires the ability to assemble all the ingredients, cooking meats, poultry,
mutton/lamb, fish game meat and preparing sauces.
Summary of Learning Outcomes
1. Assembling all the ingredients and equipment
2. Cooking meats
3. Cook poultry
4. Cook lamb/mutton
5. Cook fish
6. Cook sea food
7. Cook game meats
8. Preparing sauces

Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
Methods
1. Assembling all the  Kitchen equipment and  Observation
ingredients and equipment tools (Identification, use,  Written tests
accessibility care and  Oral questioning
safety)  Assignments
 Correct use of Operating,  Supervised exercises
equipment and service.
 Factors to consider when
selecting Kitchen tools and
equipment
 Kitchen safety

2. Cooking meats  Cooking methods  Observation

 Methods of cooking meats  Written tests
 Grilling  Oral questioning
 Roasting  Assignments
 Sauté  Supervised exercises
46
 Suggested Assessment
Learning Outcome Content
Methods
 Boiling
 Frying
 Poaching
 Pan Frying
 Baking
 Pot roasting
 Cooking categories
 Seasoning
 Carving
 Garnishing
 Presentation
 Preservation
 Freezing
 Refrigeration
 Holding temperatures
 Contamination
3. Cook poultry  Methods of cooking poultry  Observation
 Factors to consider when  Written tests
selecting a cooking method  Oral questioning
 Seasoning  Assignments
 Carving  Supervised exercises
 Garnishing
 Presentation
 Preservation
 Contamination
4. Cook lamb/mutton  Methods of cooking meats  Observation
o Grilling  Written tests
o Roasting  Oral questioning
o Sauté  Assignments
o Boiling  Supervised exercises
o Frying
o Poaching
o Pan Frying
o Baking
o Pot roasting
 Cooking categories
 Seasoning
 Carving
 Garnishing
 Presentation
 Preservation
o Freezing

47
 Suggested Assessment
Learning Outcome Content
Methods
o Refrigeration
 Holding temperatures
 Contamination
5. Cook fish  Methods of cooking fish  Observation
 Factors to consider when  Written tests
selecting a cooking method  Oral questioning
 Seasoning  Assignments
 Garnishing  Supervised exercises
 Presentation
 Preservation
 Contamination of fish
6. Cook sea food  Methods of cooking sea  Observation
food  Written tests
 Factors to consider when  Oral questioning
selecting a cooking method  Assignments
 Seasoning  Supervised exercises
 Garnishing
 Presentation
 Preservation
 Contamination of sea food
7. Cook game meats  Methods of cooking game  Observation
meat  Written tests
 Factors to consider when  Oral questioning
selecting a cooking method  Assignments
 Seasoning  Supervised exercises
 Garnishing
 Presentation
 Preservation
 Contamination of game
meats
8. Preparing sauces  Define a sauce  Observation
 Choice of sauces  Written tests
 Uses of sauces  Oral questioning
 Identification of commercial  Assignments
sauces  Supervised exercises
 Characteristics of sauces
 Sauce ingredients
 Variations of sauces
 Cleaning and cutting
ingredients
 Equipment used in sauce
preparation
 Thickening ingredients
48
 Suggested Assessment
Learning Outcome Content
Methods
 Seasoning
 Storage
 Presentation (garnishes and
displays)

Suggested Delivery Methods

 Instructor led facilitation of theory
 Demonstration by instructor
 Practice by trainee
 Group discussions

Recommended Resources
 Fully equipped operational commercial/institutional kitchen including industry-
current tools and equipment
 A variety of ingredients
 Table linen

49
 SALADS AND DRESSINGS
UNIT CODE: HOS/CU/FP /CR/07/5
Relationship to Occupational Standards
This unit addresses the unit of competency: Prepare salads and dressings.

Duration of Unit: 21 Hours

Unit Description
This unit specifies the competencies required to plan, prepare and present salads. It
requires the ability to do mis-en–place, wash and sanitize, pat, strain, spin (remove excess
water), arrange and prepare salad and dressings.

Summary of Learning Outcomes

1. Mis-en–place
2. Wash and sanitize the vegetables
3. Remove excess water
4. Prepare simple salads
5. Prepare compound salads
6. Prepare salad tiede
7. Prepare cooked salads
8. Prepare salad dressing

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment

Methods
1. Wash and sanitize  Procedure of cleaning fruits and  Written tests
the vegetables vegetables  Oral questioning
 Sanitizing fruits and vegetables  Assignments
 Dry the fruits and vegetables  Supervised
exercises

2. Remove excess  Spinning  Written Test

water  Patting  Practical Test
 Straining  Observation
 Oral Questioning
3. Prepare simple  Define a simple salad  Observation
salads  Uses of simple salads  Written tests
 Identifying ingredients for  Oral
preparing simple salads  questioning
50
Learning Outcome Content Suggested Assessment
Methods
 Equipment and tools for  Assignments
preparing simple salads  Supervised exercises
 Procedure of making simple
salads
 Storing and holding procedures
 Recognizing health eating
options

4. Prepare compound  Define a compound salad  Observation

salads  Uses of compound salads  Written tests
 Identifying ingredients for  Oral questioning
preparing compound salads  Assignments
 Equipment and tools for  Supervised exercises
preparing simple salads
 Procedure of making compound
salads
 Storing and holding procedures
 Recognizing health eating
options

5. Prepare salad tiede  Define a salad tiede  Observation

 Uses of compound salads  Written tests
 Identifying ingredients for  Oral questioning
preparing salad tiede  Assignments
 Equipment and tools for  Supervised exercises
preparing salad tiede
 Procedure of making salad tiede
 Distinguishing salad tiede from
other types of salads
 Storing and holding procedures
 Recognizing health eating
options

6. Prepare cooked  Define cooked salads  Observation

salads  Uses of cooked salads  Written tests
 Identifying ingredients for  Oral
preparing cooked salads questioning
 Equipment and tools for  Assignments
preparing cooked salads  Supervised
 Procedure of cooking salads exercises
 Storing and holding procedures
 Recognizing health eating
options

51
Learning Outcome Content Suggested Assessment
Methods
7. Prepare salad  Define salad dressings  Practical
dressing  Types of salad dressings assessments
 Uses of various salad  Written tests
dressings  Oral
 Factors to consider when questioning
choosing a salad dressing  Assignments
 Ingredients for salad  Supervised
dressings exercises
 Uses of various salad
dressings
 Procedure for preparing
various salad dressings
 Identifying commercial salad
dressings

Suggested Delivery Methods

 Group discussions
 Demonstration by instructor
 Practical work by trainee
 Exercises
Recommended Resources
 Fully equipped operational commercial/institutional kitchen including industry-
current tools and equipment
 A variety of ingredients
 Table linen

52
 YEAST PRODUCTS AND UNLEAVENED BREADS
UNIT CODE: HOS/CU/FP /CR/08/5
Relationship to Occupational Standards
This unit addresses the unit of competency: Preparing yeast products and unleavened
breads

Duration of Unit: 42 hours

Unit Description
This unit specifies the competencies required to plan, prepare and present breads. It
involves preparing: white, whole meal, sweet yeast, deep fried, puff pastry, special and
unleveaned breads

Summary of Learning Outcomes

1. Preparing white breads

2. Preparing whole meal breads
3. Prepare deep fried yeast products
4. Preparing unleveaned breads

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment

Methods
1. Prepare white breads  Define baking  Practical assessments
 Baking equipment (eg baking  Written tests
tins, trays, ovens, weighing  Oral questioning
scales, cooling racks)  Assignments
 Different types of yeast products  Supervised exercises
 Ingredients for making white
breads
 Procedure of preparing white
breads (e.g bread rolls, sweet
bread, sesame bread)
 Procedure for preparing speciality
breads
 Handling dough and proving
 Recipes for baking white breads
 Presenting breads
 Storage of cooked dough products
 Convenience dough products
2. Prepare whole meal breads  Ingredients for making whole  Practical assessments
meal breads  Written tests
53
Learning Outcome Content Suggested Assessment
Methods
 Procedure of preparing whole  Oral questioning
meal breads  Assignments
 Procedure for preparing speciality  Supervised exercises
breads (e.g. sesame bread, bagels,
rye bread, French bread, healthy
choice bread)
 Emerging trends
 Handling dough and proving
 Recipes for baking whole meal
breads
 Presenting breads
3. Prepare deep fried yeast  Ingredients for deep fried yeast  Practical assessments
products e.g kaimati, products  Written tests
mahamri, doughnut  Procedure of preparing deep fried  Oral questioning
yeast products  Assignments
 Emerging trends  Supervised exercises
 Handling dough and proving
 Recipes for baking deep fried
yeast products
 Presenting deep fried yeast
products
5. Prepare unleveaned breads  Ingredients for deep unleveaned  Observation
e.g. chapati, roti, papadums, breads  Oral questioning
 Procedure of preparing  Assignments
unleveaned breads (e.g. chapati,  Supervised exercises
roti, papadum, pizza, trotillas, pan  Practical assessments
cakes, matzo)  Written tests
 Emerging trends
 Recipes for baking unleveaned
breads
 Presenting deep fried yeast
products

Suggested Delivery Methods

 Instructor led facilitation of theory
 Demonstration by trainer
 Practice by trainee
 Group discussions

54
Recommended Resources
 Fully equipped operational commercial/institutional kitchen including industry-
current tools and equipment
 A variety of ingredients
 Table linen

55
 PASTRIES
UNIT CODE: HOS/CU/FP /CR/09/5
Relationship to Occupational Standards
This unit addresses the unit of competency: Prepare pastries

Duration of Unit: 70 hours

Unit Description
This unit specifies the competencies required to plan, prepare and present breads. It
involves preparing: white, whole meal, sweet yeast, deep fried, puff pastry, special and
unleveaned breads

Summary of Learning Outcomes

1. Prepare short crust pastry

2. Prepare flaky/rough puff pastry
3. Prepare choux paste
4. Prepare sugar paste
Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment

Methods
1. Prepare short crust pastry  Define pastries  Observation
Eg pie, tarts, flans, cornish  Types of pastries and pastry  Oral questioning
pastry products  Assignments
 Uses of pastries  Supervised
 General rules for pastry making exercises
 Pastry finishing products  Practical
o Glazes assessments
o Icing sugar  Written tests
o Egg washing
o Sugar syrup
o Commercial glazes
 Characteristics of good
quality pastry and pastry
products
 Preparation and production of
short crust pastry
 Faults of short crust pastry
 Presentation of pastries
 Stogage of pastry and pastry
products
56
Learning Outcome Content Suggested Assessment
Methods

2. Prepare flaky/rough puff  Preparation and production of  Observation

pastry flaky/rough puff pastry  Oral questioning
 Faults of short flaky/rough puff  Assignments
pastry  Supervised exercises
 Practical assessments
 Written tests

3. Prepare choux paste  Preparation and production of  Observation

choux paste  Oral questioning
 Faults of short choux paste  Assignments
 Supervised exercises
 Practical assessments
 Written tests

4. Prepare sugar paste  Preparation and production of  Observation

sugar paste  Oral questioning
 Faults of sugar paste  Assignments
 Other varieties of pastries  Supervised exercises
 Practical assessments
 Written tests

Suggested Delivery Methods

 Instructor led facilitation of theory
 Demonstration by trainer
 Practice by trainee
 Group discussions

Recommended Resources
 Fully equipped operational commercial/institutional kitchen including industry-
current tools and equipment
 A variety of ingredients
 Table linen

57
 CAKES AND CAKE DECORATION
UNIT CODE: HOS/CU/FP/CR/10/5
Relationship to Occupational Standards
This unit addresses the unit of competency: Prepare cakes

Duration of Unit: 120 hours

Unit Description
This unit specifies the competencies required to prepare cakes and cake decorations. It
involves preparing cakes using creamed method, rubbed in method, melting method,
whisking method, all in one method, decorating cakes and preparing sweet sauces.

Summary of Learning Outcomes

1. Prepare cakes using creaming method

2. Prepare cakes using rubbed in method
3. Prepare cakes using melting method
4. Prepare cakes using whisking method
5. Prepare cakes using all in one method
6. Prepare sweet sauces

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment

Methods
1. Prepare cakes using creamed  Define cakes  Observation
method  Classification  Oral questioning
 Uses of cakes  Assignments
 Role of different ingredients in  Supervised
cakes e.g. exercises
o Flour  Practical
o Liquids assessments
o Fats and oils  Written tests
o Sugar
o Raising agents
o Others
 Choice of ingredients for cakes
 Preparation techniques
 Equipment for cake preparations
 Baking Tins preparation
 Qualities of a good cakes
 Cake faults
58
Learning Outcome Content Suggested Assessment
Methods
 Testing if cakes are cooked
 Creaming method
 Preparing a variety of creamed
cake mixtures e.g.
o Marble cake
o Rich fruit cake
o Medeira
o Victoria
o Sandwich
o Queescakes
o Red velvet
o Specilaity cakes
 Presentation of cakes
2. Prepare cakes using rubbed  Rubbed in method  Observation
in method  Preparing a variety of rubbed in  Oral questioning
cake mixtures e.g.  Assignments
o Fruit cake  Supervised
o Rock exercises
o Coconut  Practical
o Specilaity cakes assessments
 Presentation of cakes  Written tests

3. Prepare cakes using melting  Melting method  Observation

method  Preparing a variety of melting  Oral questioning
method cake mixtures. e.g.  Assignments
o Ginger bread  Supervised exercises
o Specilaity cakes  Practical assessments
 Presentation of cakes  Written tests

4. Prepare cakes using  Whisking method  Observation

whisking method  Preparing a variety of whisking  Oral questioning
method cake mixtures e.g.  Assignments
o Swiss roll  Supervised
o Black forest exercises
o White forests  Practical
o Specilaity cakes assessments
 Presentation of cakes  Written tests

5. Prepare cakes using all in  All in all method  Observation

one method  Preparing a variety of whisking  Oral questioning
method cake mixtures e.g.  Assignments
o Fruit cake  Supervised
o Rock exercises
59
Learning Outcome Content Suggested Assessment
Methods
o Coconut  Practical
o Specilaity cakes assessments
o Marble cake  Written tests
o Rich fruit cake
o Medeira
o Victoria
o Sandwich
o Queescakes
o Red velve
o Specilaity cakes
 Presentation of cakes
6. Decorate cakes  Define cake decoration  Observation
 Ingredients for cake decorations  Oral questioning
 Types of icing and decorations  Assignments
o Glaze  Supervised
o Butter exercises
o Royal  Practical
o Plastic assessments
o Chocolate  Written tests
o Fondant
 Method of preparing cake
decorations
7. Prepare sweet sauces  Define sweet sauces  Observation
 Choice of sauces  Oral questioning
 Uses of sweet sauces  Assignments
 Identification of commercial  Supervised
sweet sauces exercises
 Characteristics of sweet sauces  Practical
 Sweet sauce ingredients assessments
 Variations of sweet sauces  Written tests
 Cleaning and cutting ingredients
 Equipment used in sauce
preparation
 Thickening ingredients
 Storage
 Presentation

Suggested Delivery Methods

 Instructor led facilitation of theory
 Demonstration by trainer
 Practice by trainee
 Group discussions
60
Recommended Resources
 Fully equipped operational commercial/institutional kitchen including industry-
current tools and equipment
 A variety of ingredients
 Table linen

61
 DESSERTS
UNIT CODE: HOS/CU/FP/CR/11/5
Relationship to Occupational Standards
This unit addresses the unit of competency: Preparing desserts

Duration of Unit: 42 hours

Unit Description
This unit specifies the competencies required to plan, prepare and present desserts. It
involves preparing hot, cold/frozen desserts, sweet sauces and fruits.

Summary of Learning Outcomes

1. Prepare hot desserts

2. Prepare cold desserts
3. Prepare sweet sauces
4. Prepare frozen desserts
5. Preparing fruits

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment

Methods
1. Prepare hot desserts  Define desserts  Observation
 Classification  Oral questioning
 Role of different ingredients in  Assignments
desserts  Supervised
 Choice of ingredients for dessert exercises
 Preparation techniques/methods  Practical
 Equipment for desserts assessments
preparation  Written tests
 Production of desserts
 Qualities of a good desserts
 Preparing a variety of hot desserts
creamed e.g.
o Pudding
o Couffles
o Flans pies
o Fritters
o Sponges
o Specilaity hot desserts

62
Learning Outcome Content Suggested Assessment
Methods
 Presentation of desserts
2. Prepare cold and frozen  Preparing a variety of cold  Observation
desserts desserts e.g.  Oral questioning
o Ice cream  Assignments
o Jellies  Supervised
o Yoghurt exercises
o Fruit mixtures  Practical
o Mouse assessments
o Specilaity cold desserts  Written tests
 Presentation of desserts
3. Prepare sweet sauces  Define sweet sauces  Observation
 Choice of sauces  Oral questioning
 Uses of sweet sauces  Assignments
 Identification of commercial  Supervised
sweet sauces exercises
 Characteristics of sweet sauces  Practical
 Sweet sauce ingredients assessments
 Variations of sweet sauces  Written tests
 Cleaning and cutting ingredients
 Equipment used in sauce
preparation
 Thickening ingredients
 Storage
 Presentation
4. Preparing fruits  Define fruits  Observation
 Choice of fruits  Oral questioning
 Classification of fruits  Assignments
 Equipment used in preparing and  Supervised exercises
presenting fruits  Practical assessments
 Uses of fruits  Written tests
 Factors to consider when
selecting fruits
 Methods of preparing
o Peeling
o Cutting
o Dicing
o Coring
o Slicing
 Method of cooking fruits
 Qualities of fruit dishes
 Presentation of fruits
Suggested Delivery Methods
 Instructor led facilitation of theory
63
 Demonstration by trainer
 Practice by trainee
 Group discussions

Recommended Resources
 Fully equipped operational commercial/institutional kitchen including industry-
current tools and equipment
 A variety of ingredients
 Table linen

64
 SANDWICHES
UNIT CODE: HOS/CU/FP/CR/12/5
Relationship to Occupational Standards
This unit addresses the unit of competency: Preparing Sandwiches

Duration of Unit: 28 hours

Unit Description
This unit specifies the competencies required to plan, prepare and present breads. It
involves preparing toasted, club, bookmaker, double/triple decker and open sandwiches.

Summary of Learning Outcomes

1. Prepare toasted sandwiches
2. Prepare club sandwich
3. Prepare bookmaker
4. Prepare treble decker
5. Prepare open sandwiches
6. Prepare monsieur/madame

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment

Methods
1. Prepare toasted sandwiches  Define sandwiches  Observation
 Types of sandwiches  Oral questioning
 Ingredients of preparing  Assignments
sandwiches  Supervised exercises
 Cleaning and cutting ingredients
 Equipment used in sauce
preparation
 Preparation of toasted sandwiches
 Production of sandwiches
 Qualities of sandwiches
 Variations of sandwiches
 Storage of sandwiches
 Presentation of sandwiches
2. Prepare club sandwich  Ingredients for club sandwich  Observation
o Hard boiled eggs  Oral questioning
o Grilled bacon  Assignments
o slices of chicken  Supervised exercises
o Lettuce
 Mayonnaise dressing
 Presentation of sandwiches
65
Learning Outcome Content Suggested Assessment
Methods
 Holding temperatures
3. Prepare bookmaker  Ingredients for preparing  Observation
bookmaker  Oral questioning
o Minute steak  Assignments
o Sirloin  Supervised exercises
o Mustard dressing
 Presentation of bookmaker
sandwiches
4. Prepare double/triple decker  Ingredients for preparing  Observation
double/treble decker  Oral questioning
o Ham  Assignments
o Tomatoes  Supervised exercises
o Cheese  Practical assessments
o Poultry  Written tests
o Mayonnaise dressing
 Presentation of double/triple
decker sandwiches
5. Prepare open sandwiches  Ingredients for preparing open  Observation
sandwiches  Oral questioning
o Smoked salmon  Assignments
o Shrimps  Supervised exercises
o Gherkins  Practical assessments
o Tomatoes  Written tests
o Capers
o Bread as the base
o Mayonnaise dressing
 Presentation of open sandwiches
sandwiches
6. Prepare monsieur/madame  Ingredients for preparing  Observation
monsieur/madame  Oral questioning
o Cheese  Assignments
o Ham  Supervised exercises
o Slices of bread  Practical assessments
o Clarified butter  Written tests
o Parsley
 Presentation of monsieur/madame
sandwiches

66
Suggested Delivery Methods
 Instructor led facilitation of theory
 Demonstration by trainer
 Practice by trainee
 Group discussions

Recommended Resources
 Fully equipped operational commercial/institutional kitchen including industry-
current tools and equipment
 A variety of ingredients
 Table linen

67
 BEVERAGES
UNIT CODE: HOS/CU/FP/CR/13/5
Relationship to Occupational Standards
This unit addresses the unit of competency: Prepare beverages

Duration of Unit: 35 hours

Unit Description
This unit specifies the competencies required to plan, prepare and present hot, cold
beverages energy and probiotic drinks beverages. It involves preparing ingredients for
beverages, assembling cutlery and crockery.
Summary of Learning Outcomes
1. Prepare ingredients and equipment for hot beverages
2. Prepare hot beverages e.g. coffee, tea, cocoa milk drinks
3. Prepare cold beverages
4. Prepare energy drinks
5. Prepare probiotics drinks

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment

Methods
1. Prepare ingredients and  Various beverage ingredients and  Observation
equipment for hot beverages their nutritional value  Written tests
 Kitchen planning and organization  Assignments
 Types and choices of beverages  Supervised
 Requisition of beverage exercises
ingredients  Oral questioning
 Trends in beverage consumption  Practical
assessments

2. Prepare hot beverages e.g.  Define beverages  Observation

coffee, tea, cocoa milk  Types of beverages  Written tests
drinks  Methods of preparing various hot  Assignments
beverages e.g.  Supervised
o Coffee exercises
o Tea  Oral questioning
o Cocoa  Practical
o Milk drinks assessments
68
Learning Outcome Content Suggested Assessment
Methods
 Methods of presentation
 Qualities of good beverage
 Storage of beverages
 Methods of preparing hot
beverages
 Presenting beverages
 Trends in beverage
consumption

3. Prepare cold beverages  Methods of preparing various cold  Observation

beverages e.g.  Written tests
o Fruit juices  Assignments
o Vegetable juices  Supervised
o Iced coffee/tea exercises
o Identification of  Oral questioning
commercial cold drinks  Practical
 Methods of presentation assessments
 Storage of beverages
 Presenting beverages
4. Prepare energy drinks  Methods of preparing various  Observation
energy beverages e.g.  Written tests
o Milk shakes  Assignments
o Smoothies  Supervised
o Apple cider vinegar exercises
o Cherry lemonade  Oral questioning
o Homemade energy drinks  Practical
o Identification of assessments
commercial energy drinks
 Methods of presentation
 Storage of energy drinks
 Presenting beverages
5. Prepare probiotics drinks  Methods of preparing various  Observation
probiotics drinks e.g.  Written tests
o Kefir  Assignments
o Dawa  Supervised
o Yoghurt exercises
o Fermented porridge  Oral questioning
o Others  Practical
o Identification of assessments
commercial probiotic
drinks
o Methods of presentation
69
Learning Outcome Content Suggested Assessment
Methods
o Storage of probiotic drinks
o Presenting probiotics
drinks

Suggested Delivery Methods

 Group discussions
 Demonstration by instructor
 Practical work by trainee
 Exercises

Recommended Resources
 Fully equipped operational commercial/institutional kitchen including industry-
current tools and equipment
 A variety of ingredients
 Table linen

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