Assignment and practical activity

The purpose of the assignment and practical activity is to assess practical application of knowledge and skills from across the course to plan, prepare and present a three-course meal to a given specification. It will assess candidates’ skills in planning and implementing.

The practical activity requires candidates to clearly demonstrate application of knowledge and skills, at an appropriate level, related to the course content, as defined in the
table below.

Kitchen equipment

Vegetable knife; cook’s knife; palette knife; blender; peeler; grater; sieve; colander; whisk; rolling pin; a range of cutters; pastry brush; spatula; piping bag and nozzles; a range of bakeware and cookware.

Weighing and measuring equipment

•  measuring jug

•  measuring spoons

• scales

Food preparation techniques

Peel; skin; chop; slice; dice; cut matchsticks; cut batons; segment; blanche; puree; marinate; strain; pass; grate; coat; mix; blend; whisk; cream; fold; rub in; knead; roll out; portion; shape; line; bake blind; glaze; pipe; and other appropriate skills associated with ingredients and/or recipes.

Understanding cookery processes

The underlying principles and application of the following cookery processes:

•  baking

•  boiling

•  grilling

•  poaching

•  shallow frying/stir-frying

•  steaming

•  stewing
  
  

Current dietary advice relating to these cookery processes.

Categories of ingredients

• herbs, spices, flavourings and seasonings

•  dry ingredients

•  fruit and vegetables

•  meat or meat alternatives

•  poultry or poultry alternatives

•  dairy products or dairy alternatives

•  fish or seafood

•  eggs

• ting exercise

•  safe storage and preparation of ingredients to reduce hazards and eliminate cross-contamination

Planning meals

• requisitioning equipment

•  time planning

•  how safety and hygiene will be observed

•  service details

Cooking and finishing dishes

• controlling the stages of the cookery processes and testing food for readiness

•  tasting and taking action where necessary

•  presenting the dishes appropriately, with garnishes and decorations prepared using specialist techniques

Serving dishes

•   portioning the dishes consistently

•  selecting appropriate serving dishes or plates

•  ensuring the correct temperature and cleanliness of the serving dishes or plates

•  adhering to the service times

• Evaluating dishes  taste, texture and presentation

Component 2

ASSIGNMENT 

Assignment overview 

The assignment gives candidates the opportunity to demonstrate their ability to plan, research and analyse information by developing a food product prototype.

 Candidates must develop a single food product, although the product could have more than one component. They must not produce a food product with a range of variations. Accompaniments are not required. 

Candidates have a choice of briefs. Briefs have a minimum of three relevant key issues which could impact on the food product developed. The issues reflect knowledge and understanding from across the course and have a health or a contemporary food issue theme. Candidates must complete their assignment in the candidate workbook provided by SQA. The workbook has space for each section of the assignment. The completed workbook must be printed off and submitted to SQA for marking.

Example briefs: 

• Develop a dessert product high in vitamin C suitable for children. The three issues are: the product must be a dessert, must be high in vitamin C, and must be suitable for children. 

• Develop an oily fish dish to be included in a healthy eating range for a supermarket. The three issues are: the product must contain oily fish, must be suitable for a healthy eating range, and must be suitable for a supermarket. 

• Develop a savoury dish for the school canteen which uses organic ingredients. The three issues are: the product must be a savoury dish, must be suitable for a school canteen, and must use organic ingredients. 

Section 1: Planning Exploring the brief: candidates must identify and justify four key issues arising from the brief. Note: not all of these issues necessarily come directly from the wording of the brief. During their research, candidates must:  carry out three investigations using at least two different research techniques to gather relevant information about each key issue identified from the brief  clearly identify the sources of the information  present the information  identify the important points to develop the product from the information gathered 

Section 2: The product Based on their research, candidates develop a food product to meet the requirements of the brief. They must:  describe the food product  identify and explain features, ingredients and cooking methods to be used in the food product 

Section 3: Product testing Candidates make and evaluate the product they have developed, using safe and hygienic practices. Candidates must provide evidence of carrying out two appropriate tests, including one sensory test and one other test. Their evidence must include:  methods of testing including the source(s) of the information  clearly presented results  key information from the results of testing which can be used for evaluation Section 4: Evaluation Candidates evaluate the suitability of the food product against the brief. Candidates must provide:  evaluative comments on the suitability of the food product based on the results of testing  suggestions for adaptations, improvements or further developments, supported by: — experience of the development process, and/or — the results of sensory testing.

Component 3 

PRACTICAL ACTIVITY