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UHC63M Stocks and soups

Unit reference number: M/615/0893

Level: 2

Guided Learning (GL) hours: 20

Overview

The aim of this unit is to develop learners’ knowledge, understanding and practical skills in preparing and cooking of stocks and soups. Learners will know how to prepare and cook a variety of stocks, which are essential for enhancing and complementing the flavour of a range of food dishes. Learners will also develop the knowledge and skills to prepare, cook and finish a range of soups.

Learning outcomes

On completion of this unit, learners will: LO1 Know the different types of stocks and soups

LO2 Know how to prepare and cook stocks and soups

LO3 Know how to finish soups

LO4 Be able to prepare, cook and finish soups

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Assessment requirements

Learners must complete all four assessment requirements related to this unit:

1. Portfolio 2. Graded practical assessment 3. External examination 4. Graded synoptic assessment

1. Portfolio

Learners must produce a portfolio. At a minimum the portfolio must contain evidence that the learners have:

Prepared a minimum of 1 different types of stock - White

- Brown

- Fish

- Vegetable

Prepared and cooked a minimum of 3 different types of soup - Purée

- Cream

- Velouté

- Bisque

- Consommé

- Broth and potage

- Chowder

- Miscellaneous soups

Used a minimum of 5 garnishes or accompaniments - Cream

- Garnish

- Herbs

- Butter

- Liaison

- Croutons

- Croutes de flute

- Crushed crackers or water biscuits

- Vegetable garnishes

- Cheese straws, grated parmesan, gruyère

- Bread

- Herbs The portfolio must be completed prior to learners undertaking the graded practical skills test. Whilst the portfolio will not be graded, it may be sampled by the VTCT External Quality Assurer (EQA). Evidence from the graded practical assessment must also be presented in the portfolio.

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2. Graded practical assessment

Learners must carry out a complete practical assessment which will be observed, marked and graded by centre assessors. The grade achieved in the graded practical assessment will be the grade awarded for the unit. The graded practical assessment must take place in a real or realistic working environment. At a minimum the graded practical assessment for this unit must cover:

Preparing a soup

Cooking a soup

Finishing a soup

Recorded professional discussion can also be used as an assessment method attached to the graded practical assessment and is particularly useful for gathering evidence for criteria related to evaluation and reflection. Professional discussions should be planned and recorded.

3. External examination

Whilst the theory content of LO1, LO2 and LO3 may be naturally assessed in the graded practical assessment, they will be tested by an external examination towards the end of the period of learning. External examinations will test knowledge and understanding from across the whole vocational area (mandatory units). Learners should use the unit content section of this unit to aid revision since exam questions will test the full breadth of this section. External examinations will be set and marked by VTCT and will contribute to the overall qualification grade.

4. Graded synoptic assessment

In the last term or final third of their qualification, learners will be required to undertake a graded synoptic assessment. This will require learners to carry out a range of practical skills from across the whole vocational area (mandatory units). Assessment coverage will vary year on year, although all mandatory units will be covered over time. VTCT will set a brief for centres which will detail the food items to be used in the graded synoptic assessment. Grading descriptors for the synoptic assessment will also be provided by VTCT. The graded synoptic assessment will be marked and graded by centre staff and externally verified by VTCT. The graded synoptic assessment will contribute to the overall qualification grade.

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Unit content

LO1 Know the different types of stocks and soups

Learners must know different types of stocks:

White stocks - Fish stock

Used to make soups, fish sauces, velouté and white wine sauce

To shallow poach and braise fish

- Vegetable stock also called nage Used to make soups, sauces, vegetarian dishes, cook vegetables in

- White chicken stock Used to make soups, white stews, velouté sauces

- White veal/beef/lamb/game stock Used to make soups, white stews, velouté sauces

Brown stocks - Brown chicken/veal/beef/lamb/game stock

Used to make soup, brown sauces, brown stews

For braising large cuts of meat

Learners must know different types of soups:

Purée – a soup thickened by its main ingredient. Dried vegetables can also be cooked with stock and more stock to end to obtain and create the correct consistency for example:

- Butternut squash and coriander soup

- Mushroom soup

- Potato soup

- Red lentil soup

- Tomato and basil soup

- Vegetable soup

- Dried vegetables

Cream – cream, thin béchamel, crème frâiche, liaison of egg yolks or cream are added to puree. These soups need to be passed or strained so they have a smooth consistency for example:

- Cream of chicken soup

- Cream of spinach soup

- Cream of mushroom

- Cream of tomato

Velouté – a soup made from a roux base with flavoured stock and a cream and egg yolk liaison is added for example:

- Mushroom velouté

- Velouté of potato and leek

Bisque – made from crustaceans and is traditionally served with water biscuits. The shell of the crustacean and rice are used to thicken the bisque, and cream is used to garnish the soup for example:

- Crab bisque

- Lobster bisque

- Prawn bisque

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Consommé and bouillons – clear soups made from stock flavoured with various meats and vegetables, bouillons are included in this category but are not clarified to the same level. When finished consommés are clarified and clear for example:

- Beef consommé

- Consommé julienne with julienne of vegetables

- Consommé madrilène with brunoise of deseeded tomato

Broth and potage – strongly flavoured stock is used with the addition of a named garnish. The garnish is added to the soup and may be cut in a variety of shapes in line with the dish requirements for example:

- Mutton broth

- Scotch broth

- Green pea soup

- Potage paysanne

Chowder – a soup usually made from seafood based upon molluscs but may include smoked white fish or a hearty buttery soup made from chicken and sweetcorn for example:

- Clam chowder

- Chicken and sweetcorn chowder

Miscellaneous soups – soups that don’t fall into other categories of soup and usually have a link to cultures, counties or regions for example:

- Jewish chicken soup

- Gumbos made from okra, chicken, seafood or meat from the American South

- Cullen skink from Scotland

- Scotch broth

- Gazpacho from Spain

- Avgolemono from Greece

- Minestrone from Italy

- Miso from Japan

- Lentil soups from India

- Borsch from Eastern European countries Learners must know how to store stocks:

If the stock is for immediate use then it should be held in a bain-marie at 75ºC

When not for immediate use the stock should be rapidly cooling to below 8°C within 90 minutes or in line with current regulations

Cold stock should be covered with greaseproof paper, labelled with the type of stock and the date before being correctly stored

Stocks should be stored at 4ºC in a fridge or in line with current regulations

The most effective way to store stock is to reduce it to a glaze as this extends the shelf life

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Learners must know how to store soups:

When chilling for storage it must be cooled to below 8°C within 90 minutes, under current regulations, to slow the rate of bacterial growth. A blast chiller or an iced bath of water can be used to reach these temperatures

Refrigerated/frozen at correct temperature in line with current regulations, covered/labelled/dated, recording important labelling information in line with current regulations (e.g. allergen information), use-by date, used within organisational guidelines, in line with HACCP

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LO2 Know how to prepare and cook stocks and soups

Learners must know how to produce a basic stock:

White stocks are made by adding ingredients to liquid in a stock pot

Brown stocks are made by roasting the bones and sautéing the vegetables before adding them to liquid in the stock pot

A good stock allows the flavour from the core ingredients, bones/carcasses, vegetables and aromatics to enrich a liquid, e.g. water

Poor quality or old bones and vegetables will only make a poor stock

Stocks need to be gently simmered

All stocks should be clear and grease free

The stage of making a stock - Deglazing – use when making brown stock. The caramelized pan or tray

juices and sediment are mixed with a liquid such as wine or water to add flavour to the stock. The excess fat is then poured off and the bones and more liquid are added

- Skimming – the stock needs to be regularly skimmed to remove the scum and foam. This is to prevent the stock from becoming cloudy and having a bitter taste. Any excess of oil can be removed using dish paper that is dragged across the top of the liquid until the stock is clear

- Straining and passing – pour the stock through a conical strainer, chinois or muslin before using or storing so the stock is free from any sediment. Once the stock is cold any excess fat can be removed using a spoon or small ladle

Fish stock - The best fish to use is turbot or sole as light in flavour but cod, hake or

haddock can be used

- Remove eyes and gills as these will affect the favour of stock

- Wash bones and trimmings to remove traces of blood

Chicken stock - Should be amber in colour

- If a strong flavour is required then the stock needs to be boiled until the quantity has reduce by half

Vegetable stock or nage - Versatile light stock

- Vegetables should be allowed to steep in the stock for 24 hours to maximise the flavour

Veal stock - A good base for many sauces

- Chop large bones into small pieces to release all their flavour

Game stock - Made from any furred or feather game

- Chop bones into small pieces to release all their flavour

Learners must know how to prepare and cook soups:

Use of correct ingredients

Ensure depth of flavour

Follow recipe

Cutting – meat, fish and/or vegetables

Cooking methods – sweating, simmering, skimming, roasting

Make soup – blending, straining, passing

Appropriate size, cut, type

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Learners must know to minimise waste when preparing stocks and soups:

Use discarded food items - The bones from boning a shoulder of lamb for stock

- Using the remains of vegetables from turning for soup

Follow the recipe correctly and accurately measure ingredients

Portion control for soups - No more than between 200-250 ml per portion should be served

Use tools and equipment correctly Learners must know the tools and equipment used to prepare soups:

Appropriate to task - Large sauce pan

- Sauteuse

- Wooden spatula

- Wooden spoons

- Ladles

- Conical strainer

- Colander

- Sieves

- Wooden mushrooms

- Pestle and mortar

- Whisks

- Balloon whisk

- Chopping board

- Knives

- Muslin cloth

- Tammy cloth

- Bain-marie

- Specialist equipment e.g. food processer Learners must know the thickening agents for different types of soups:

Thickening agent Types of soups

Main ingredient of the soup

Potatoes

Lentils

Leek and potato soup

Puree lentil

Barley

Rice

pasta

Scotch broth

Bisque

Minestrone

White roux Cream soup

Blond roux Cream of tomato soup

Brown roux Brown Windsor soup

Béchamel Cream of cauliflower soup

Velouté Velouté of lobster

Espagnole Kidney soup

Fresh cream and egg yolk liaison Crème germiny

Breadcrumbs Gazpacho

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Learners must know the quality points when preparing soups:

Quality of the products used - Ingredients are fresh for example:

Carrots have a firm, crisp texture with no apparent blemishes

Onions are firm, with no mould or brown flesh when chopped

Meat is not sticky and does not have an unpleasant odour

Herbs are fresh, not wilted and aromatic when touched

Balance of flavours

Seasoning – well balanced

Consistency – to dish requirements

Texture – to dish requirements Learners must know how to make soups healthier:

Generally, soups use natural and fresh ingredients and are highly nutritious and easy to digest

Use of unsaturated oils, instead of butter

Use yoghurt or single cream, instead of double cream to lower fat content

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LO3 Know how to finish soups

Learners must know how to finish soups:

Consistency of soup - If too thin, soups could lack flavour and the thickening agent may not have

been used in the correct quantity

Tasting and adjusting seasoning if required

Seasoning, balance of flavour

Use of butter, cream, wine and fortified wines – can be added to the finished soup

Use of suitable garnish and an appropriate amount used

Portion control – each serving is the same

Plating suitable for service style - Choice of dish, serving container and bowl

Serve at the correct temperature - Hot soups must be hot – under current regulations hot food needs to be kept

at or above 63°C. Under current regulation soup should not be kept for service or on display as for sale, for more than two hours

- Cold soups – should under current regulations be served chilled at below 5°C and not at room temperature

Learners must know suitable garnishes and accompaniments for finishing soup for example:

Garnishes are served in the soup

Accompaniments are served alongside the soup

Types of garnishes and accompaniments - Croutons are small cubes of white crustless bread pan fried in clarified butter

- Sippets are triangles of bread cut from the corners of pan loaves, thinly sliced and toasted in an oven.

- Croutes de flutes are slices, taken from a thin baguette. They can be either toasted on both sides or brushed in melted butter and crisped in the oven

- Crushed crackers or water biscuits

- Vegetable garnishes Brunoise – cut equal amounts of carrot, turnip, leek and celery into

2mm dice for consommés and slightly larger for broths

Julienne – cut equal amounts of carrot, turnip, leek and celery into thin strips up to 35mm in length

Paysanne – cut equal amounts of turnips, carrots, swede, potato, leek and celery into 1cm squares

Concassée – blanched and skin removed, quartered, deseeded and diced flesh of tomatoes

- Cheese straws, grated parmesan, gruyere

- Bread

- Herbs

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For example:

Type of soup Accompaniment Garnish Finish

Any puree soups Croûtons Vegetables Knob of butter

Any cream soups Croûtes de flûte Herbs Fresh cream

Fish Cheese straws Herbs Wine

Consommé Grated parmesan and gruyère

Herbs Fortified wine

Oxtail Bread Herbs Fortified wine

Bisques

Sippets Herbs Fortified wine

Crushed crackers or water biscuits

Herbs Fortified wine

Minestrone Croûtes de flûte Herbs Fresh cream

Lobster bisque Cheese straws Herbs Wine

French onion soup Grated parmesan and gruyère

Herbs Fortified wine

Butternut squash Sippets Herbs Fortified wine

Chowders Crushed crackers or water biscuits

Herbs Fortified wine

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LO4 Be able to prepare, cook and finish soups

Comply with uniform and personal appearance standards:

Wear the correct uniform to comply with health and safety, food safety, Personal Protective Equipment (PPE) regulations

- The uniform must be clean

- Hair must be tied back and put under a hat or hair net

- Facial hair must be covered with a beard net

- Clean apron must be used to prevent cross-contamination

- Nails must be short, clean and unpolished and to prevent cross-contamination

- No jewellery should be worn

- No strong smelling perfume or body spray as this will affect the flavour of delicate food items

Comply with food safety and food hygiene standards:

Learners should make sure food is safe to eat - Make sure nothing is added or removed and food is not treated in a way that

makes it harmful to eat

- Unsafe food must be withdrawn and reported to supervisor

- Records should be kept on where food was obtained and this information should be shown on demand – known as ‘traceability’

Food additives - Only use an approved additive

- Only use it if it is approved for use in that food

- Ensure the food additive does not exceed the maximum permitted level

Materials and packaging that can reasonably be expected to come into contact with food are called ‘food contact materials’. These can include packaging, food processing equipment, cookware, work

Make sure food contact materials do not transfer anything to food they touch

Make sure food contact materials do not change the food they touch

To keep food safe from bacteria, follow HACCP. Bacteria that cause serious health problems are

- E.coli O157 and campylobacter

- Salmonella (especially with the storage and handling of eggs)

Apply hazard analysis and critical control points (HACCP):

To avoid hazards. This keeps food safe from biological, chemical and physical safety hazards

Hazard Analysis Critical Control Points (HACCP) are an internationally recognised food safety management. The emphasis is on identifying the critical points in a process where food safety problems (or hazards) could arise. Steps can then be put in place to prevent things going wrong. Keeping records is also an important part of HACCP systems

Produce and follow mise en place work plan:

Plan work to timescales - Mise en plan work plan should be realistic and adjusted when necessary

Follow work plan to ensure mise en place is prepared on time and to meet dish requirements

Work with accuracy – reduced waste, maximum yield

Work consistency

Use appropriate skills and techniques

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Prepare and cook soup in line with dish requirements:

Use of skills and techniques when preparing and cooking soup - Knife skills when preparing meat and vegetables

- Cooking skills Sweating, simmering, skimming

- Skill when making soup Blending

Straining

Passing

Quality points when making soup - Check quality and freshness of ingredients

- Use appropriate stock

- Check consistency meets the dish requirements Finish soup to meet dish requirements:

Use of suitable garnish and accompaniments

Adjust seasoning to enhance the flavour

Check consistency of soup

Check temperature before serving to ensure the correct temperature is reached

Presentation of soup

Manage portion size

Check colour is appealing

Presentation style suitable for service – plated, tureen, table service, self-service

Check final presentation before going to the pass

Refrigerated/frozen at correct temperature, covered, labelled, dated Identify strengths and areas for improvement to the dish:

Taste, texture, appearance, flavour combinations, use of dressings, sauces and garnishes, plating

Appropriate use of skills, techniques and cooking methods

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Assessment criteria

Assessment criteria will be applied to the graded practical assessment. In order to pass this unit, learners must at a minimum achieve all pass criteria. The pass criteria relate to the proficient demonstration of skills and knowledge. All criteria within a given grade must be achieved to be awarded that grade.

Learning outcome The learner must:

Pass The learner can:

Merit To achieve a merit grade, in addition to achievement of the pass criteria, the learner can:

Distinction To achieve a distinction grade, in addition to achievement of the pass and merit criteria, the learner can:

LO4 Be able to prepare, cook and finish soups

P1 Comply with uniform and personal appearance standards

M1 Use the work space effectively

M2 Use skills with confidence and accuracy whilst minimising waste

M3 Use effective team working skills to meet the needs of the service session

D1 Create a finished dish that reflects attention to detail and creativity

D2 Explain improvements that could be made to the dish

P2 Comply with food safety and food hygiene standards

P3 Apply hazard analysis and critical control points (HACCP)

P4 Produce and follow mise en place work plan

P5 Prepare and cook soup in line with dish requirements

P6 Finish soup to meet dish requirements

P7 Identify strengths and areas for improvement to the dish

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Assessment guidance

Assessors must use the amplified assessment guidance in this section to judge whether assessment criteria have been achieved in the graded practical assessment.

P1 Comply with uniform and personal appearance standards

Learners must be professionally presented for practical sessions and assessments. They need to wear the correct uniform and PPE. The uniform must be clean. Hair must be tied back and under a hat and hair and/or beard nets must be worn if appropriate. The learner must have: minimum make-up, no jewellery, no strong smelling perfume/body spray, short and clean unpainted nails.

P2 Comply with food safety and food hygiene standards

Learners must show that they can work within the current food safety regulations throughout the assessment.

Their working methods and behaviour must minimise the risk of cross-contamination and follow standard procedures and routines to avoid potentially severe health hazards.

P3 Apply hazard analysis and critical control points (HACCP)

Learners must follow the HACCP procedures throughout the practical assessment.

P4 Produce and follow mise en place work plan

Learners must be able to follow their work plan which must detail the resources needed, the required ingredients to cook and finish the dish and an outline of tasks with time allocations.

The work plan must be realistic and sufficiently detailed.

Learners need to follow the plan during mise en place, and make adjustments, as appropriate.

P5 Prepare and cook soup in line with dish requirements

Learners must show they are able to prepare food items for making a soup, using appropriate skills and checking the quality of the ingredients used for the soup.

Learners should work independently when preparing food items. They must demonstrate consistency and accuracy when preparing vegetables and/or meat or fish for the soup, so that ingredients are of uniform size and shape, which enables them to cook evenly.

Learners will use the correct equipment and skills, e.g. when passing or straining soup, the correct tools will be used and the soup will be of the expected smooth consistency.

Throughout the preparation learners will show they have considered the dish requirements in terms of skills used.

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P6 Finish soup to meet dish requirements

Learners will finish the dish with appropriate garnish and/or accompaniments.

For example, if butternut squash soup had been made then the learner will add the finely chopped (chiffonade) coriander leaves to the soup, cook for a further two minutes to infuse the coriander flavour and then they serve the soup immediately with some bread.

The learner will check the temperature of the soup to make sure it complies with current food safety regulations before serving.

P7 Identify strengths and areas for improvement to the dish

Learners must be able to identify the main strengths of the dish and areas that may need some improvement, e.g. for a French onion soup served with some bread flutes covered with cheese on the top and serviced in a shallow white bowl.

An area of improvement may be that the shallow soup dish with a wide rim wasn’t the best dish to use. Another strength may be the top of the soup has been gratinated under a salamander until bubbling and brown so it looked appealing and as expected.

Another example of an identified area of improvement may be that whilst the flavour of the soup had depth and a real onion flavour; the actual onions could be sliced a bit smaller to make it easier to eat.

M1 Use the work space effectively

Throughout the mise en place and service learners should work effectively and hygienically. The bench/work space should be clear and cleaned at the end of each task. Learners should dispose of any waste as they go along and their tools and equipment should be cleaned and put away, when they have finished using them. The work space should be organised and set out to allow them to work in a logical order.

The learner must show they can work in a disciplined way, following their mise en place work plan.

M2 Use of skills with confidence and accuracy whilst minimising waste

Learners must demonstrate that they can carry out tasks with confidence, completing the task within an industry expected time-frame.

All tasks should be carried out demonstrating appropriate skills with accuracy and at the same time minimising waste; e.g. learners may pass or strain the soup using equipment skilfully, maximising the yield and ensuring the soup is smooth and lump free, when chopping vegetables for a garnish learners show they can use the correct knife, uniformly chop the vegetables to an appropriate and uniform size and shape. Learners clearly show that they know what they are doing and confidently carry out the task; the knife skills show accuracy and deftness.

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M3 Use effective team working skills to meet the needs of the service session

Learners must show that they can communicate effectively with others to ensure that the dishes reach the pass at the correct time. They will talk to and work with their own and other section teams to ensure all the dishes, for the same order, arrive at the pass at the same time.

Learners will clearly show they can manage their time and use their skills to produce dishes at the correct time and work as part of the kitchen team (not just in their section team), to contribute to the smooth running of the service.

D1 Create a finished dish that reflects attention to detail and creativity

For P7 the dish must be perfectly presented, with no drips or marks on the plate or serving dish. For D1 the plating could be creative, modern or ‘on trend’.

The presentation must be clean, appealing and show exceptional attention to detail. The food items, any accompaniments and garnish are prepared for presentation, in the correct proportion and add to the appearance of the dish.

The garnish used will enhance the look of the dish as well as the flavour, e.g. when serving a beef consommé with julienne of vegetables and chilli, learners may decide to use a tea cup and saucer to make the dish more interesting, they may decide to serve the consommé in a small tea pot that the server pours over the julienne of vegetables and chilli at the table to add some drama and theatre to the experience.

The plating will follow a trend in the industry and preserve the balance of the dish.

D2 Explain improvements that could be made to the dish

Learners will identify areas for improvements and reflect on how recommendations for improvements will improve the dish. This could focus on the cooking methods used, the flavour combinations or the presentation of the finished dish.

For example, the learner may identify that the plating needs to be more appealing to the customer and explain that using a different shaped plate, or a larger bowl would create a better first impression. Alternatively, the learner may explain that a French onion soup would have looked more authentic if serviced in a traditional marmite with the bread flute and cheese covering the top to create a lid to the dish.

Another example may be that the learner may focus on the flavour combinations or flavour balance, e.g. a cream of mushroom soup would benefit from the use of yoghurt, rather than cream to offer a healthier option.

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Resources

The special resources required for this unit are access to a real or realistic working environment. Recommended text book:

Cengage Professional Chef Level 2 Diploma 2e edition - ISBN-13: 9781408039090 / ISBN-10: 1408039095

- www.cengage.co.uk

- www.cengagebrain.com

Knife Skills Paperback – 1 Aug 2012 by Marcus Wareing (Author), Shaun Hill (Author), Charlie Trotter (Author, Contributor), Lyn Hall (Author), Annelise Evans (Editor)

- Publisher: DK (1 Aug. 2012)

- Language: English

- ISBN-10: 1409376648

- ISBN-13: 978-1409376644

Zwilling J.A. Henkels Complete Book of Knife Skills: The Essential Guide to Use, Techniques & Care

- Publisher: Robert Rose Inc; Spi edition (29 Nov. 2010)

- Language: English

- ISBN-10: 0778802566

- ISBN-13: 978-0778802563

Delivery guidance

Teachers are encouraged to use innovative, practical and engaging delivery methods to enhance the learning experience. Learners may benefit from:

Meaningful employer engagement so they relate what is being learned to the real world of work and understand commercial competency and product, tools and equipment usage when preparing, cooking and finishing stocks and soups

Work experience within a professional kitchen so they can practise their skills in a real environment

Using interactive information and technology, systems and hardware so they can learn about concepts and theories, research current trends, research product knowledge and produce visual aids

Links with other units

This unit is closely linked with the following units:

UHC70M Food safety and hygiene in the kitchen

Food safety and hygiene in the kitchen should be embedded in all practical sessions and learners need to know how to follow the regulations and guidelines to create a safe working environment and to produce food that is safe to eat and sell. UHC70M Food safety and hygiene in the kitchen should be delivered before and applied through UHC63M Stocks and soups.

UHC52M Planning and preparing for service

Planning is the key to success, therefore learners will be required to create and follow a ‘mise en place’ time plan for their practical assessments, as included in this unit’s specification. UHC52M Planning and preparing for service unit should be delivered before and applied through UHC63M Stocks and soups.

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UHC59M Meat and offal

When preparing soups, learners will have the opportunity to use meat and offal. There is an opportunity to use meat and offal as part of the portfolio evidence for UHC63M Stocks and soups. When making a soup and the learner could use a stock, which is required for the portfolio assessment for UHC63M Stocks and soups, when preparing and cooking meat and offal dishes and as part of the graded assessment for UHC59M Meat and offal. UHC59M Meat and offal can be delivered before, or integrated with UHC63M Stocks and soups.

UHC60M Poultry

When preparing soups learners will have the opportunity to use poultry. There is an opportunity to use poultry as part of the portfolio evidence for UHC63M Stocks and soups and the learner could use a stock, which is required for the portfolio assessment for UHC63M Stocks and soups, when preparing and cooking poultry dishes and as part of the graded assessment for UHC60M Poultry. UHC60M poultry can be delivered before, or integrated with UHC63M Stocks and soups.

UHC61M Fish and shellfish

When preparing soups, learners will have the opportunity to use fish and shellfish. There is an opportunity to use fish and shellfish as part of the portfolio evidence for UHC63M Stocks and soups when making a soup and the learner could use a stock, which is required for the portfolio assessment for UHC63M Stocks and soups, when preparing and cooking fish and shellfish dishes and as part of the graded assessment for UHC61M Fish and shellfish. UHC61M Fish and shellfish can be delivered before, or integrated with UHC63M Stocks and soups.

UHC62M Vegetables and vegetable dishes

When preparing soups, learners will have the opportunity to use vegetables as part of the soup and/or as the garnish. The learner should have the required knife skills to prepare the vegetables with precision and accuracy. There is an opportunity to use a stock which is required for the portfolio assessment UHC63M Stocks and soups when preparing and cooking vegetables and vegetarian dishes and as part of the graded assessment for UHC62M Vegetables and vegetable dishes. UHC62M Vegetable and vegetable dishes can be delivered before, or integrated with UHC63M Stocks and soups.

Graded synoptic assessment

At the end of the qualification of which this unit forms part, there will be a graded synoptic assessment which will assess the learner’s ability to identify and use effectively in an integrated way an appropriate selection of skills, techniques, concepts, theories, and knowledge from a number of units from within the qualification. It is therefore necessary and important that units are delivered and assessed together and synoptically to prepare learners suitably for their final graded assessment.