7.1.

0 FOOD AND BEVERAGE PRODUCTION

7.1.01 Introduction
This module unit is intended to impart in trainees cooking skills and attitudes required
for professional cookery. It gives the trainees a broad knowledge of raw food
materials and their application in food production.

7.1.02 General Objectives

At the end of this module unit, the trainee should be able to:
a) operate a given kitchen equipment correctly and safely
b) observe hygiene rules in food and beverage production
c) demonstrate the ability to receive and store ingredients appropriately
d) select ingredients to produce a particular food item
e) prepare and produce a given food item correctly
f) portion, present and garnish food appropriately
g) handle challenges arising from emerging issues and trends in food production

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 KITCHEN ORGANIZATION

7.1.01 Specific Objectives

By the end of this sub-module unit, the trainee should be able to:
a) explain terms in kitchen organisation
b) explain the layout of a given production area in different establishments
c) state the importance of motion economy in catering processes
d) explain the staff structure of a given catering outlet of different sectors of the
industry
e) identify the qualities of kitchen personnel
f) highlight the duties of the kitchen personnel

Unit tasks

Task 1: explaining terms in kitchen organisation

Definitions of a kitchen:
 A room equipped for preparing meals.
 A kitchen is a room or part of a room used for cooking and food preparation.
 Any room used for the storage and preparation of foods and containing the following
equipment: sink or other device for dishwashing, stove or other device for cooking,
refrigerator or other device for cold storage of food, cabinets or shelves for storage of
equipment and utensils, and counter .

Definitions of kitchen design;

 specialty or sub-set of interior design focusing on kitchens

Task 2: Kitchen layouts:

The layout of a kitchen must be planned around an efficient and systematic flow of foods from
receipt of goods to the service of meal. Details concerning water, fuel, drainage, lighting and
ventilation are also important to any well-designed kitchen. When a kitchen is built, it is designed
to achieve maximum efficiency of time, Labour and product. To achieve this number of factors
are taken into account:
 Type of menu
 Type of establishment
 Type and method of food service
 Number of meals to be served and length of service time
 The size, shape, and location of the food service
 The position of the kitchen in the establishment.

Types of Kitchen Layouts

L- Shaped layout
An L-shaped kitchen consists of work space on two adjoining walls perpendicular to each other.
This is the most popular kitchen design. It consists of a long leg and a shorter one and this type of
design can be used in small and large kitchens. The L-shaped kitchen gives you the possibility of
having a center island depending on the space available. In general, this design will have 2 or 3
appliances on one wall. The usual arrangement is to have the refrigerator at one end, the range or
cooktop at the other end with the sink located in the middle. This shape of kitchen generally
provides good traffic flow.

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Island grouping
In this arrangement equipment is placed back to back in the centre of the cooking area. There is
need for sufficient space to allow for this, including adequate gangways around the equipment
and space to place other items along the walls.

U-shaped

A U-shaped kitchen consists of work space on three adjoining walls, two parallel walls
perpendicular to a third. There are no traffic lanes flowing through the work area. The base of the
U-shaped kitchen is best when it is 10-18 feet wide.
A U-shaped kitchen can have legs as long as you want. You will need to divide that elongated leg
into different work sites for efficient use.

This kitchen design shape has three walls instead

of two, and the sink usually is located in the
middle wall section. The refrigerator and range or
cooktop are usually on the side walls opposite each other. The U-shaped kitchen design gives

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room for ample countertop space, and you have three walls for cabinets and appliances. This
kitchen layout tends to create a working triangle that is very efficient.
The only problem with this type of kitchen design is that sometimes the two U corners are not
used appropriately. Make sure you buy the appropriate storage items for the corner cabinets
created by the U shape design. The U shape design can also create dark kitchens because of the
shape and the amount of cabinets. Using skylights, large windows, lots of under-cabinet task
lighting and light colors will help keep the kitchen bright with sufficient light to see what you're
doing.

Wall sitting
In the wall sitting kitchen design, all major work zones of the kitchen are arrayed along one wall.
Major work zones include the refrigerator, sink, and stove/oven. Minor work zones would
include: microwave, trash compactor, dishwater, etc.

The counter typically is no less than 8 feet long (any less and you would not be able to fit in all
the appliances). The order of the work zones can be almost anything: sink, stove, then fridge...or
stove, sink, then fridge. And so on. Because the arrangement is so small, the order does not really
matter.

Task 3: Importance of motion economy in catering processes.

Work flow- A work flow plan is an ergonomic, food safety orientated plan for efficient use of
the workspace. If you imagine a kitchen space to be a set of rooms, connected by doors, it should
go flow as follows
1 Dirty veg in
2 Veg preparation / cleaning
3 Veg cooking / raw veg storage
4 Veg serving / cooked veg storage
5 Disposal

That way the dirty new veg never comes into contact and cross contaminates the cooked /
cleaned veg.
A similar flow can be made for all aspects of the service of food, including the clean and dirty
pots and rubbish removal. Organising the kitchen into separate areas for separate tasks lies at the
heart of hygienic kitchen design. The exact layout depends on the size of the kitchen as well as
what type of meals are to be prepared there. The objective is to facilitate a smooth work flow:
Delivery >> Storage>> Preparation>> Service >>Disposal
Work triangle- The kitchen work triangle is probably the most researched and applied
ergonomic principle around. It is the centerpiece of most kitchen layouts.
The importance of a good kitchen work triangle is to place the three most common work sites the
most efficient distance apart and to minimize traffic through the work zone.
The kitchen work triangle consists of the distance between the sink, refrigerator and range or
cooktop. Each one of these areas becomes a focal point in the kitchen and forms the three points

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of a triangle with different distances between them. Done correctly, the kitchen work triangle
provides the most efficient food preparation area layout in the kitchen.
Whether you're remodeling an existing kitchen or building a new one, an efficient design means
that your work triangle minimizes the number of steps the cook must take between the three areas
during meal preparation and cleanup. The total distance from the sink to the stove to the
refrigerator and back to the sink should be not less than 12 feet total nor more than 27 feet. Each
triangle leg should measure between 4 and 9 feet in length. The kitchen isles should be at least 42
to 48 inches wide to allow people to move around easily and for appliances to be opened with
ease.

Task 4: Staff structure of

catering outlet of different
sectors of the industry.

The number of staff employed in a kitchen can vary from very few to as many as over hundred.
They are referred to as the kitchen brigade. There have been many changes in the hospitality
industry in recent years; the clientele has changed, which ha influenced the type of menu offered,
which in turn has affected the way an establishment organizes its kitchen and staff.
Examples of staff structures for different establishments:

1) Partie system- this is the most popular for large establishments. Its main personnel are as
follows;
 Chef de cuisine(head chef)
 Sous chef(second chef)
 Chef de partie (section chef)
 Commis chef(assistant chef)
 Trainee chef
 kitchen porter

2) Staff structure for a fast food unit- the personnel here will be influenced by the menu and
equipment available. Its main personnel are as follows:
 Area manager
 Unit manager
 Assistant unit manager
 Floor manager
 Senior crew members
 Crew members.

3) Staff structure for a staff restaurant

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  Catering manager
 Chef supervisor
 Leading cook
 Assistant cook
 General assistant

Task 4: Qualities of kitchen personnel

 Creativity
 Passion for food and cooking
 Dedicated
 Knowledgeable
 Team player
 Ambitious- must always look forward to perfecting his or her flair
 Multi task- must do many tasks at once
 Commitment to eminence/ doing the best
 Prompt decisions – able to think rapidly and make good decisions
 Accepting criticisms

Task 5: Duties and responsibilities of kitchen staff

 Ensure that all food and associated products are prepared, cooked served and
presented well
 Ensure that highest standards of food quality are maintained
 Observe stock control procedures
 Proper use and maintenance of kitchen equipment
 Ensure the kitchen is kept clean and hygienic
 Proper use and maintenance of kitchen equipment

LEARNING RESOURCES
 Kitchen
 Equipment
 Charts
 Internet

EVALUATION
1) Name four main kitchen arrangements.
2) Identify the main sections in a kitchen.
3) Sketch the kitchen work triangle and motion flow chart
4) Outline the staff structure for various establishments

7.1.02 KITCHEN EQUIPMENT

Theory

7.1.02 T Specific Objectives

By the end of this sub-module unit, the trainee should be able to:
a) classify kitchen equipment
b) outline factors to consider when selecting kitchen equipment

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 c) Explain the use, care and maintenance of kitchen equipment.

Unit Tasks:
Task 1; Classification of kitchen equipment;
 Small equipment and utensils:- pots, pans, bowls, saucepans, knives, striners,
wisks, trays, measuring equipment and miscellaneous items.
 Large equipment; refrigerators, cookers, deep fat- fryers , bratt pans, micro- wave
oven, boiling pans, bains marie, grills and salamanders griddle.
 Mechanical equipment; blenders, mixers, food slicers, mincers, potato peelers,
pastry rollers, food processors, chipper, juicers, electric masher, dish washers.

Task 2; Factors to consider when selecting kitchen equipment

 Type of fuel
 Number to be catered for
 Cost
 Space available
 Drainage
 Water supply
 Capacity
 Ease of handling
 Maintenance
 Attachments
 Noise level
 Construction
 Safety
 Manufacturers reputability

Task 3: The use, care and maintenance of kitchen equipment

Trainees should explain and practice the use care and maintenance of different kitchen
equipment in relation to type.

KEY LEARNING RESOURCES

 Kitchen equipment
 Pictures
 Photographs
 Internet

EVALUATIONS
1. Classify kitchen equipment and give examples in each case.
2. State factors to consider when choosing kitchen equipment.
3. Clean various kitchen equipment properly

7.1.03 HYGIENE

Theory

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7.1.03 T Specific Objectives
By the end of this sub-module unit, the trainee should be able to:
a) explain personal hygiene requirements
b) explain food hygiene requirements
c) discuss the environmental hygiene requirement in a work place
d) explain the HACCP concept
e) identify types of waste and its disposal
f) explain legislation in food hygiene and safety

Unit tasks
Task 1: personal hygiene requirements

Good grooming
 Bathe regularly
 Clean hands regularly
 Short fingernails and without varnish
 Hair clean and covered
 Avoid touching nose, mouth and ears during food preparation.
 Clean teeth and regular visit to the dentist
 Clean feet with low closed shoes
 Cover all cuts burns and sores with a water proof dressing. Kitchen staff with septic
wounds and boils should not handle food.
 Use cosmetics in moderation but ideally should be discouraged.
 No jewellery should be worn in the kitchen
 No smoking tasting, of food using fingers or other activities which bring hands and mouth
directly in contact with food.
 No spitting
 Illness sickness diarrhea sore throat fever or skin infections should be reported to
management
 Clean appropriate kitchen uniform
-double breast chefs jacket
-chefs cap
-apron long enough to protect the legs
-checked cotton trousers /skirts
-neck tie

Chef Paper Hat

Note holes on the

top that allows
air flow
Won once and
disposed

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 Chef clothe Hat

Durable and is
washed to allow
continuous use

Task 2: food hygiene requirements

 Direct handling of food should be avoided particularly cooked food
 Food should be covered to prevent contamination
 Equipment and utensils should be clean
 Cook food thoroughly
 Hot food should be eaten while still hot
 If the food is to be eaten cold cool rapidly and refrigerate within 90 minutes. Cold food
should be kept below 50 c in a refrigerator.
 Cooked food should not be stored too long.
 Take particular care in thorough reheating of made up dishes
 Have boards and knives colored for particular foods (colour coding)
 Wash raw fruit and vegetables thoroughly
 Pay particular attention when handling raw poultry meat and fish
 Ensure food is obtained from reliable sources.
Colour coded
chopping
 Red for Red Meat
 White for dairy products
 Yellow for fruits
 Green for vegetables
 White for dairy products

Task 3: environmental hygiene requirements

 All equipment and utensils should be kept clean
 Work surfaces should be washed and disinfected thoroughly:
 Floor should be kept clean and dry
 Kitchen cloths should be washed with a bactericide or by boiling
 Bins kept indoors should be emptied cleaned with detergent and dried, disinfecting is
recommended regularly and bins should be lined before use.

Task 4: The HACCP concept

HACCP (hazard analysis critical control point) enables evaluation of the operation .
It locates possible points of contamination, determines the severity of the hazard and takes
preventive measures to protect against food borne illness outbreak

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The HACCP is an assessment of all the hazards associated with each step of a catering
organization. Staff needs to know the hazard, the degree of risk involved and that they apply the
controls which have been introduced to reduce and eliminate the risk.

Task 5: Types of waste and its disposal

 Organic
- Derived from animal and plants foods which includes
- Vegetable and meat trimmings
- Bones
- Inedible plant parts
- Food leftovers
- Old cooking oils
- From flower beds and hedges

 Inorganic (solid waters) which include

- Packaging materials, cans both plastic and metals
- Glass which include crockery
- Glass bottles mostly from the bar and kitchen
- Office wastes which include papers cardboards, cartridges
- Garage wastes which include old engine oils
- Linen wastes, towels and rags

 Liquid wastes
- This include grey water from the kitchen and cooking oils

Disposing wastes
 Burying
- It is suitable for organic wastes which can not (degrade) once in the soil thus add nutrients to
the soils.
- It is not suitable for solid wastes
- It is not suitable where large amount of wastes are produced
- It is ideal for picnic where amount of wastes are produced
 Burning
- Mainly used fro flammable waste like paper
- Suitable for small amount of wasted as this method may pollute the air
 Draining into main sewer
- Suitable for disposing liquid wastes like grey water from dish washing
Water from the kitchen is normally channeled to the main sewer.
 Recycling
- This is one of the best way of disposing wastes
- Materials are separated and taken for recycling.
Wastes that can be recycled include
- Glass

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- Metals
- Plastic cans and heavy duty plastic sheets and paper
- Rubber
- Paper (made from wood)
- Cooking oil into bio diesel
 Compositing
- Organic matter is composted to produce organic manure to grow organic foods and for adding
nutrients to flower beds

 Feeding animals
Leftover foods are used to feed pigs, cows, dogs and other domestic animals.
 Compactors
- Compacting reduces the wastes sizes (bulkiness)
- The compacted wastes are then discarded into dumping sites.
 Disposal into sea/rivers
- This is a bad method of waste disposal because it pollutes the river environments
- However water from sewage lagoons is usually safe to dispose into the rivers once they are
certified clean.

Task 6: Legislation in food hygiene and safety

The preparation and sale of food is controlled by the food hygiene regulation (general) 1970. The
regulations are applicable to any staff involved in handling food and cleaners of equipment in
food rooms. The responsibility for implementing this regulation is carried by environmental
health officers who regularly visit food businesses to monitor standards and offer advice. Failure
to comply with the regulations may lead to fines or imprisonment but legal action is used only if
advice has persistently been ignored.
The general food hygiene regulations (1970) include:

Premises
 Premises should be clean, well lit, suitably ventilated, sanitary conveniences provided for
 Food production areas should not be used for sleeping
 Adequate provision should be made for refuse

Facilities
The following must be provided for:
 First aid materials
 Clean wholesome water
 Accommodation for outdoor clothes and shoes
 Separate facilities for washing hands, raw food and equipment

Equipment should be:

 Clean
 Kept in good repair
 Constructed of non absorbent materials

Food handlers:

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  Must not smoke
 Must cover abrasions with water proof dressings
 Wear clean, washable over-clothing
 Inform management of diarrhea, vomiting, septic cuts, boils, throat/nose infections

Food handling:
 Food handlers must protect food from risk of contamination:
 Food should not be placed where it can be contaminated
 Food kept for animals must be kept away from other food
 Food for sale must be covered or screened

Catering practice
 High-risk foods for immediate consumption should be kept at above 630C or below 100C;
e.g. gravy, meat, poultry, cream, milk, fish.

LEARNING RESOURCES
 Text books
 Public Health Act Cap 242
 Food Safety Act Cap 129
 Field visits
 Sample solid wastes
 Internet

EVALUATION
1. Visit a nearby river and identify waste material going into the river
2. discuss methods of waste disposal used in establishments
3. explain how the HACCP concept is used in the kitchen

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7.1.04 SAFETY

Theory

7.1.04 T Specific Objectives

By the end of this sub-module unit, the trainee should be able to:
a) define the term safety
b) state the safety requirements in a catering premises
c) outline safety precautions necessary when operating a kitchen equipment
d) explain fire safety practices.

Unit Tasks:

Task 1: Definition of the term safety

 the state of being certain that adverse effects will not be caused by some agent under
defined conditions
 freedom from danger; quality of not causing injury or loss.

Task 2: Safety requirements in catering premises

i) All areas in the kitchen should be kept tidy,
ii) Walkways, stairs, entrances and exits should be kept clear
iii) Avoid a build up of rubbish particularly flammable paper and boxes as these can
become fire hazard
iv) Waste product should be stored in covered bins which should be emptied regularly
v) Immediately clean up liquid and powder spillages as they can cause slippery floor
vi) Damaged or unsafe surfaces, fixtures and fittings should be reported to the
responsible person
vii) If you are uncertain in the safe use of equipment or products consult the
Manufacturers’ guidelines or ask your supervisor for guidance
viii) Make sure you are aware of your kitchen fire and evacuation procedure

Task 3: Safety precautions necessary when operating kitchen equipment

Task 4: Fire safety practices.

Identification of fire fighting equipment and causes of fire

CAUSES OF FIRE FIRE FIGHTING EQUIPMENT
 Flammable substances like wood, papers,  Extinguishers labeled Class A fires
grass ( Class A fires)
 Flammable substances like petrol,  Fire Extinguisher labeled Class B fires
paraffin, chemical (Class B fires
 Electrical fault e.g. faulty sockets, faulty  Fire Extinguisher labeled Class C fires
tools/ equipment (Class C fires)
 Flammable metals (Class D fires)  Fire Extinguisher labeled Class D fires

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14
 A fire extinguisher
showing different parts
 Used to put out fire by cutting
out oxygen supply

 Suitable for fighting fire on

human clothes

Water bucket/ Sand bucket

 Water bucket used for

class A fires

Hose Reels  Sand used for class B

fires
Uses water at high pressure for
class A fires

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Fighting fire in a workshop
i) Fire is fought depending on the size and source of fire
ii) Small fire resulting from flammable substance is fought by covering the source of
fire with a fire blanket or spraying carbon dioxide from a fire extinguisher
iii) Big fire resulting from an explosion is fought using hose reels
iv) Small fire resulting from flammable materials is fought by covering the source of
fire with a fire blanket or pouring with fire blanket water on the source of fire
v)Fire resulting from electrical fault is fought by spraying halogen from a fire
extinguisher or using fire hose

LEARNING RESOURCES
 Text books
 Fire extinguishers
 Fire blanket
 Fire hose
 Guest speaker from fire brigade
 Poster and charts on fire fighting
 Internet

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EVALUATION
1) Identify 3 types of accidents in a given establishment, their cause and advise on a control
measure or safety precaution that can be taken
2) Identify at least 3 fire fighting equipment and explain when and how you would use then in a
given establishment
3) State at least 4 safe working practices in a given establishment
4) State safety precautions to observe when operating electrical and mechanical equipment.

7.1.05 FUEL AND OTHER SOURCES OF ENERGY

Theory

7.1.05 T Specific Objectives

By the end of this sub-module unit, the trainee should be able to:
a) identify sources of fuel and energy used in catering establishments
b) state factors to consider when selecting fuel and energy for catering establishments
c) describe methods of heat transfer
d) explain ways of fuel and energy conservation.

Unit Tasks:

Task 1: Sources of fuel and energy used in catering establishments

 Kerosene
 Gas
 Charcoal
 Electricity
 Wood
 Biogas
 Solar
 Coal

Task 2: Factors to consider when selecting fuel and energy for catering establishments

 Storage requirements
 Availability – consistency of supply
 Cost
 Efficiency
 Safety
 Installation and maintenance

Task 3: Methods of heat transfer

Conduction: Involves transfer of heat in solid materials. Some materials are better conductors of
heat than others and some materials can retain heat better than others. Most
conduction of heat occurs on top of the range(stove). Heat is conducted from its
source to the container holding food and the food is heated.

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Convection: Involves the transfer of heat in liquids and gases. In heating liquids or gases,
convection currents are produced which distribute the heat

Radiation: Involves the transfer of heat by electromagnetic waves such as infra-red waves and
microwaves. The waves pass from their source and are absorbed into the food e.g. the
flat grill, salamander or open barbecue.

Task 4: ways of fuel and energy conservation

 Use of energy saving stoves and burners

 Use of natural lights
 Energy saving bulbs
 Use of enough fuel for intended purpose
 Planning household chores
 Correct size of pans for burners
 Cover cooking pots and pans while cooking

LEARNING RESOURCES
 Text books
 Kitchen
 Different types of fuel

EVALUATION
 Explain how methods of heat transfer are applied in a given establishment
 Identify the strategies a given establishment uses to conserve fuel and energy

7.1.06 RECIPES
Theory

7.1.06 T Specific Objectives

By the end of this sub-module unit, the trainee should be able to:
a) Define the term recipe
b) explain the importance of a recipe
c) write recipes for dishes
d) cost and price recipes.

Unit Tasks:

Task 1: Define the term recipe

 This is a precise written formula for preparation and cooking of a menu item
 A recipe is a set of instructions that show how to prepare or make something, especially a
culinary dish.
 A set of directions with a list of ingredients for making or preparing something, especially
food.
 A list of materials and directions for preparing a dish or drink; any procedure for
accomplishing something.

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Task 2: importance of a recipe
 Helps predetermine portion yields thus more efficient cost control
 Helps standardize purchase specifications
 Menu planning is assisted particularly where nutritional data is included
 Helps to simplify staff induction/training
 Enhance better quality control
 Ensures that the customer always gets a standard product

Task 3: Writing recipes for dishes

A recipe should contain the following:
 Name of the dish
 Yield/ number of portions
 A sequential list of Ingredients
 Quantity of each ingredient
 Method/procedure of preparing the dish
 Cooking time
 Cooking temperature
 Any special equipment needed
 Garnish
 The pan size
 Service methods/accompaniments (optional)

Sample recipe

Name: Roast Chicken

Pan size: Sheet Pan
Temperature: 3500F
Yield: 25 portions
Portion Size: 6 oz
Portion Utensil: Spatula
Cooking Time: 30 minutes
Ingredients Quantity Method
Capons 71/2 Kg  Coat chicken with bread
1
Cooking oil /2 litre crumbs and cheese
Bread crumbs 24 oz  Place on baking sheet
Parmesan cheese (grated) 24 oz  Sprinkle a little salt and pepper
Salt 1 oz  Roast in a hot oven at 3500F
Pepper 1 oz for 30 minutes
 Serve with sauté potatoes and
garnish with parsley

Note:
Usually a standard recipe is established for 25 portions
 Some standard recipe forms list ingredients’ quantities for two or three levels of
production e.g. 4 portions; 10 portions and 25 portions
 A standard recipe can be modified by dividing or multiplying the quantities present

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  Some progressive food operations/establishments have the capacity to print a standard
recipe for any forecasted number through the use of an in-house computer.

Task 4: Costing and pricing recipes

The cost price of any individual dish may be established by adding together the cost of all
ingredients and dividing by the number of portion.

Example Dish: Steak and Kidney Pie (10 Portions)

Commodity Quantity Unit Cost Unit of purchase Recipe Cost (Kshs)
Topside beef 800g 200 Kg: 160.00
Ox kidney 400g 240 Kg: 96.00
Onion 200g 100 Kg: 20.00
Parsley 1 tspn 10 Bunch: 10.00
Soy sauce 7 ml 65 Litre 0.50
Demi-glace 1 lt 120 Litre 120.00
Tomato paste 750g 100 Kg 75.00

481.50

Price per portion: - Kshs.481.50 ÷ 10 = Kshs.48.15

LEARNING RESOURCES
 Text books
 Recipe files
 Internet
 Magazines

EVALUATION

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7.1.07 COOKING METHODS

Theory

7.1.07 T Specific Objectives

By the end of this sub-module unit, the trainee should be able to:
a) explain factors to consider when selecting cooking methods
b) explain the preparation methods for food commodities
c) discuss the cooking methods of food items
d) describe how to present various dishes
e) Explain factors to consider when holding and storing different dishes.

Unit Tasks:

Task 1: Factors to consider when selecting cooking methods

 The type of food
 Time available
 Type of fuel
 Equipment available
 Personal taste and preference
 Number of people to be catered for
 Cost
 Skill of personnel
 Culture and religion
 Desired effect
 Dietary needs

Task 2: The preparation methods for food commodities

 Straining
 Sieving
 Chopping
 Slicing
 Shredding
 Dicing
 Blanching
 Grating
 Freezing
 Chilling/cooling
 Chopping
 Cutting

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Task 3: Cooking methods of food items

Cooking methods fall under 2 main categories

(i) Moist heat
 They include boiling, steaming, stewing, frying and poaching
(ii) Dry heat methods
 They include baking and roasting, microwave cooking, grilling etc

1. Moist heating
a) Boiling
This is cooking food completely covered with water, heated to boiling point
(100°c) and then left to simmer in a cooking pot with a well fitting lid. The
method is suitable for foods like meats, arrow roots, yams, potatoes, maize and
beans.

b) Stewing
This is cooking food in a small measured amount of liquid that is allowed to
simmer.
It is a long slow method of cooking tough hard foods e.g. beef, poultry,
vegetables. It is also used for soft foods such as fruits. The aim is to give food
enough time to soften and to retain nutrients and flavour.

c) Steaming
This is cooking food using steam for steam from boiling water. The steam does not
come into direct contact with the food, it comes into contact with the container
holding the food. It is a suitable method for cooking fish fillet and cake mixture
pudding, spinach.
The methods of steaming include:-
 Plate method
 Bowl steaming method
 Using steamer
 Using colander

Plate Method procedure

Food in the covered plate is placed over a boiling cooking pan root tubers like yams,
arrow roots, potatoes can be cooked in the pan at the same time to economize fuel.

d) Poaching
It is similar to boiling but the temperature is kept below 100°c

e) Frying
 Frying is cooking food in hot fat or oil in a pan

There are three methods of frying

 Shallow fat frying
 Deep fat frying
 Dry fat frying

22
Shallow-fat frying

 This is cooking food to a

frying pan into which some
fat has been added.
 It is a suitable method for
cooking eggs, sausages, thin
slices of meat, fish and
pancakes

Deep-fat frying
Food is cooked in hot oil which completely covers the food. A deep fat fryer or a
strong deep pan, a frying basket and a draining spoon are required for the process. It is
a suitable method for cooking potato chips, mandazi and samosas

Dry-fat frying
This is cooking food in its own fat in a shallow pan or cooking in a lightly greased
pan. The fat or oil used to cook comes from the food being cooked. It is used for
cooking bacon and cuts of pork.

2. Dry heat method of cooking

(a) Baking
In this method of cooking hot dry air is used. It is usually done in an oven.
It is suitable for foods that have enough moisture such as potatoes and flour mixture
for cakes, scones and bread.

Electric
Baking
(b) Roasting oven
It is a process of cooking food over a fire such
Usedastoglowing charcoal. It is suitable
for cooking maize, sweet potatoes, yams, arrow bake roots and fish.
Another way of roasting is cooking food ina heated
Cakes oven or while it is rotating on
a spit. In both cases fat is used to boost the food. It isetc.
Pizza a suitable method for
cooking meat

(c) Grilling
Foods cooked by grilling are placed over or under the direct heat source and re
cooked by radiation. If the food is fairly thick, then only the surface is cooked by
radiation and further cooking takes place by condition.
Charcoal Grill

23
 (d) Microwave cooking
Food cooked by convectional methods use heat transfer by convection, conduction
and radiation but microwave ovens operate by a different mechanism

Task 4: How to present various dishes

Consider the following factors:-
 The type of food
 Style of service
 Temperature of food
 Service equipment
 Garnishing
 Recommended portions
 Number of courses
 Occasion
 Type of establishment
 Skill of personnel

Task 5: Factors to consider when holding and storing different dishes.

 Quantity
 Packing material and equipment
 Temperature
 Shelf life
 Storage area

24
LEARNING RESOURCES
 Kitchen equipment
 Food ingredient

EVALUATION
1. State reasons for cooking foods
2. Suggest a suitable method of cooking the following foods:-
a) Tough cuts of meat
b) Bread rolls
c) Tomatoes
d) Chicken
e) Pancakes
f) Doughnuts
g) Chapati

7.1.08 HERBS, SPICES AND

CONDIMENTS

Theory

7.1.08 T Specific Objectives

By the end of this sub-module unit, the trainee should be able to:
a) define terms
b) Name types of herbs, spices and condiments
c) explain uses of herbs, spices and condiments
d) explain appropriate storage of herbs, spices and condiments

Unit Tasks:
Task 1: Definition of terms

Herbs: comes from a Latin word “herba” which means grass or herbage. Herbs are green plants
which include roots, stems, leaves, flowers and seeds. They owe their distinctive aromas
and flavours to volatile oils.

Spices: are dried aromatic parts of plants which include roots, bark, leaves, flowers and seeds.
They are purchased whole or powdered.

Condiments: comes from the Latin word “condimentum.” They are generally salty, spicy, piquant
or stimulating. They include salt, pepper, mustard and vinegar.

Task 2: Types of herbs, spices and condiments

 Fresh herbs
 Dried herbs
 Frozen herbs
 Herb butters
 Herb vinegars

25
  Herb mixtures

Examples of commonly used herbs, spices and condiments

Herbs
 Basil  Rosemary
 Bay leaves  Sage
 Coriander  Tarragon
 Chive  Thyme
 Lemon grass  Mixed herbs
 Mint  Garlic
 Oregano  Horse radish
 Parsley
Spices
 Cardamon  Garam masala
 Chilli  Ginger
 Cinnamon  Tumeric
 Cloves  Sesame seeds
 Coriander seeds  Vanilla
 Cumin seeds  Saffron

Condiments
 Salt
 Pepper
 Cayenne pepper
 Paprika
 Vinegar
 Mustard

Task 3: Uses of herbs, spices and condiments

 To enhance flavour of foods
 Enhance colour of food
 Therapeutic purposes
 For preservation purposes
 To distinguish the origin of cuisine

Task 4: Appropriate storage of herbs, spices and condiments

 Dried ones should be stored in containers with tight fitting lids
 Liquid ones should be stored in sealed containers
 Fresh ones should be used as fresh as possible
 Store in a cool dry place

LEARNING RESOURCES
 Text books

26
EVALUATION
1 Distinguish between herbs and spices
2 Give three examples of herbs frequently used in food production
3 Write notes on the following
a) Bouquet garni
b) Parsley
c) Ginger

7.1.09 STOCKS, SOUPS AND SAUCES

Theory

7.1.09 T Specific Objectives

By the end of this sub-module unit, the trainee should be able to:
a) define terms
b) state types of stocks, soups and sauces
c) describe the methods of producing and presenting stocks, soups and sauces
d) explain the uses of stock, soups and sauces
e) prepare, produce and present stocks soups and sauces
f) state qualities of well made stocks, soups and sauces.

Unit Tasks:

Task 1: Definition of terms

Stocks: is a liquid containing the flavour, nourishment and colour extracted from raw meat and
bones, vegetables such as carrots, celery and onion and seasonings such as bay leaf,
parsley stocks and pepper cones by long gentle simmering. It is used as a basis for
cooking many dishes such as soups, sauces and gravies.

Sauces: a well-flavoured thickened liquid used as an accompaniment for other dishes.

Soups: is a well flavoured liquid served as a first course to stimulate appetite

Task 2: Types of stocks, soups and sauces

Stocks
 White (vegetable or bones )
 Brown (vegetable or bones )
 Fish
 Convenience
Sauces
 Brown sauce (Èspagnol)
 White sauce (Béchamel)
 Cold sauces (Mayonnaise, mint)
 Sweet sauces (custard, chocolate, jam, vanilla, orange, )
 Savory sauces (tomato, curry, gravy, barbeque, )
 Veloute

27
  Hollandaise
Soups
 Clear (consomme)
 Broth
 Veloute
 Puree
 Cream
 Pottage
 Chowder
 Bisques

Task 3: Methods of producing and presenting stocks, soups and sauces

Stocks
Guidelines for preparing stocks
 Use fresh meat or bones and vegetables
 Scum should be removed
 Fat should be skimmed
 Simmer stock gently
 It should not be allowed to go off the boil otherwise in hot water there is the danger of it
going sour
 Salt should not be added
 If stock is to be kept, strain, reboil, cool quickly and place in the refrigerator

Sauces
 A white sauce is prepared from white roux with milk and clove-studded onion
 Veloute is made from a blond roux
 Brown sauce is based on a brown roux
 Hollandaise is made by reducing vinegar with herbs and adding egg yolk with a little
water, cooking gently over heat while being aerated with a whisk and slowly
incorporating melted butter
 Mayonnaise is an emulsification of egg yolk and oil with salt, pepper, mustard and
vinegar

Ways of Thickening Sauces

It is important to select the thickening agent that will suit the type of sauce being made:
 A roux
 A starch e.g. corn starch, arrowroot
 Protein like egg yolk and cream
 A beurre manie
 A puree of fruits or vegetables ( also known as coullis)
 Blood (used traditionally for recipes such as jugged hare but not normally used today)
 Cooking liquor from certain dishes and/or stock can be reduced to give a light sauce

Soups
Un thickened soups
 Consommés are clear soups prepared from strong stocks which are flavoured with various
meats (poultry, game, and fish), vegetables, hers and seasoning and are then clarified with

28
 egg whites. Serve alone or with a simple garnish e.g. julienne or strips of root vegetables
or pasta among others
 Broths are strained soups made from stock and garnished with a cereal, mild herbs, diced
vegetables, meat or fish

Thickened soups
 Purees are made from fresh diced vegetables cooked in stocks. The ingredients in the
soup are passed through a sieve or blender to make a thick soup
 Veloutes are prepared from a blond roux and flavoured stock with the additions of
blanched vegetables, meat, fish poultry and game. They are passed through a sieve and
thickened with a liaison of egg yolks and cream.
 Cream are velvety in consistency and are thickened with cream
 Bisques are made with shellfish, fish stock, vegetables, wines, herbs and seasoning. They
are thickened with rice, passed through a sieve and thickened with wine and cream

Task 4: Uses of stock, soups and sauces

Stocks
 Used as a basis for cooking many dishes such as soups, sauces and gravies

Sauces
 To enhance flavour and appearance of the food it accompanies
 To provide a contrast in texture to food
 To provide a contrasting flavour to food that may be mild
 To add colour to the dish
 To contribute to the nutritional value of the food
 To counteract the richness of a food
 White sauce is used as a part of some cream soups and as binding agent

Soups
 To stimulate appetite
 For therapeutic purposes

Task 5 prepare, produce and present stocks soups and sauces

Suggested recipes
Sauces (Mayonnaise, mint, tomato, curry, gravy, barbeque, custard, chocolate, jam, vanilla,
orange)
Soups (tomato, minestrone, consommé, leek and potato, pumpkin, green pea, brown onion)

Task 6: Qualities of well made stocks, soups and sauces

Stocks
 Should not be greasy
 Should have its distinctive flavour
 Should not have an unpleasant flavour
 Should not be cloudy
Sauces
 Should have the right consistency
 Should be lump free
 Should have a distinctive flavour

29
Soups
A soup’s quality is determined by its flavour, appearance and texture
 Should be full flavoured with no off or sour taste – soup’s ingredients should blend and
complement with no one flavour over powering another
 The vegetables in vegetable soup should be brightly coloured not grey
 Garnishes should be attractive and uniform in size and shape
 The soup’s texture should be very precise e.g. smooth, lump free
 Consommes must be crystal clear when cooked
 Cream soups should be velvety in consistency

LEARNING RESOURCES
 Text books
 Internet
 magazines

EVALUATION
1 Define the terms sauce and soups
2 explain two qualities of a good sauce
3 differentiate between a broth and a puree
4 explain five uses of sauce in a meal
5 discuss points to observe when making sauces

7.1.10 HORS D’OEUVRES AND OTHER STARTER DISHES

Theory

7.1.10 T Specific Objectives

By the end of this sub-module unit, the trainee should be able to:
a) define terms
b) identify types of hors d’oeuvres and starter dishes
c) describe the preparation and production procedures of hors d’oeuvres and other
starter dishes
d) prepare, produce and present hors d’oeuvres and starter dishes
e) outline the qualities of hors d’oeuvres and other starter dishes
f) describe the presentation of hors d’oeuvres and starter dishes.
Unit Tasks:

Task 1: Definition of the term

Hors d’oeuvres: are well seasoned foods for stimulating appetite and are served as a first course
Foods used include meat, poultry, fish, eggs, vegetables, salads and fruits

Salads
These are hors d’oeuvres of a spicy nature that stimulate the appetite e.g. anchovies, beetroot,
red cabbage, potato salad, tomato salad, fish mayonnaisse,egg mayonnaissse,mixed vegetable
salad, cauliflower in cooking liquor.
Other starter dishes

30
Caviar, shelfish cocktail, melon frappe, salmon fume, fruit fume, pate maison, huitres, escargots,
moules mariniere, Florida cocktail
Savouries: they are small delecate served in a variety of situations e.g fingerbuffets,savoury
course at a dinner and high tea.

Task 2: Types of hors d’oeuvres and starter dishes

Hors d’oeuvres
Can be classified as hot or cold and in both instances could be simple or compound
Hot simple hors d’oeuvres include: bouchees, asparagus, soufflé, assorted, ratatouille,
quichelorraine.
Cold simple hors d’oeuvres include: oysters, grapefruit, fruitjuice, assorted, salads, ratatouille.
.

Task 3: Preparation and production procedures of hors d’oeuvres and other starter dishes.
 Well planned organisation is essential to ensure adequate preparation (mise-en-place), so
that foods are assembled with a good work flow and ready on time.
 Before, during and after assembling, and before final garnishing foods must be kept in a
cool place, cold room or refrigerator so as to minimize the risk of food contamination.
 Personal, food and equipment hygiene of the highest order must be observed with all cold
preparations
 Garnishing and final decoration should take place as close to service time as possible.

General rules when making cold dishes
 Be aware of the texture and flavour of many raw foods that can be mixed together or
combined with cooked foods
 Understand what combination of foods is best suited to be served with other foods
 Develop simple artistic skills that require the minimum time for preparation and
assembly
 Provide an attractive presentation of food at all times
 Individual portions should be removed from refrigeration and allowed to stand at room
temperature for 5-10 minutes before being served.

Task 4: prepare, produce and present hors d’oeuvres and starter dishes
Suggested dishes (chutneys and relishes, cold meats, cold salmon, egg mayonnaise, cucumber
salad, French bean salad, green salad, potato salad horseradish,)

Task 5: Qualities of hors d’oeuvres and other starter dishes

They should be:
 Attractive
 Compliment the meal
 Well flavoured
 Served at the correct temperature

Task 6: Presentation of hors d’oeuvres and starter dishes

 Portions should be small as they are only meant to stimulate the appetite and not to
appease hunger
 They should be attractively presented as they are the first contact a guest has with the
establishment
 Present appropriately according to type e.g. if to be hot make sure it is hot
 Use appropriate equipment

31
LEARNING RESOURCES
 Text books
 Internet
 Magazines

EVALUATION
1 expain the following terms
a) Starter.
b) hors d’oeuvres
2 explain five qualities to observe when preparing cold starters
3 discuss the presentation of hors d’ oeuvres

7.1.11 PROTEINS

Theory

7.1.11 T Specific Objectives

By the end of this sub-module unit, the trainee should be able to:
a) state the classification of proteins
b) list sources of protein
c) state factors to consider when selecting protein food
d) explain the preparation of protein foods
e) outline the production method of protein dishes
f) prepare, produce and present protein dishes
g) describe the presentation methods of protein dishes
h) explain the qualities of a finished protein dish.

Unit Tasks:

Task 1: Classification of protein

 Animal (High biological value) proteins
 Plant (Low biological value) proteins

Task 2: Sources of protein

Animal proteins
- Red meats
 Beef
 Veal
 Mutton
 Lamb
 Pork
 Goat meat
 Offal – liver, kidney, sweet breads

32
  Game meat
- White meat
 Poultry – chicken, duck, goose, turkey, quails
 Fish – fresh water, salt water, sea fish, shell fish

Plant proteins
- Pulses
 Beans
 Soya beans (high biological value)
 Peas
 Lentils
 Greengrams
 Cowpeas
 Black beans e.t.c

- Nuts
 Ground nuts
 Peanuts
 Almonds
 Walnuts
 Chest nuts
 Hazel nuts

Task 3: Factors to consider when selecting protein food

Animal proteins
 Freshness – without unpleasant odour and the fluid should be watery not sticky
 Colour (dictated by the source of meat e.g. beef should be bright red)
 Buy from a clean well ventilated shop
 It should not have excessive fat and bone
 Texture should be firm and elastic
 The dish to be prepared
 The method of cooking

Plant proteins
 Clean and free from soil and stones
 Free from signs of pests and diseases
 Well shaped, firm and not damaged by harvesting equipment, and weather
 Time available for preparation
 Availability
 Season

Task 4: Preparation of protein foods

The following preparation methods can be used however, it depends on the type of dish to be
prepared
 Trimming  Larding
 Cutting  Trussing
 Deboning  Singeing
 Marinating  Sealing

33
  Barding  Sorting (applies to pulses)
 Carving  Soaking (applies to pulses)
 Tenderising

Task 5: Production method of protein dishes

The following cooking methods can be used however; it depends on the type of dish to be
prepared
 Boiling  Frying
 Stewing  Braising
 Roasting  Poaching (particularly for fish)
 Grilling  Steaming (particularly for fish)

Task 6: prepare, produce and present protein dishes

Suggested protein dishes
Plant proteins (curries, stews, goulash)
Animal proteins (curries, stews, goulash roasts and grills)

Task 7: Presentation methods of protein dishes

The following are guidelines for presentation of protein dishes
 Clean serving equipment
 Appropriate serving equipment
 Food should not overflow
 Use appropriate garnishes
 Serve food at the correct temperatures
 Portion sizes should be correct
 Serve with suitable accompaniments

Task 8: Qualities of a finished protein dish.

The following are guidelines for assessing the quality of finished protein dishes
 Doneness
 Colour
 Texture
 Flavour
 Temperature
 Accompaniment
 Presentation

LEARNING RESOURCES
 Text books
 Magazines
 Internet
 Food charts
 Food commodities
 Kitchen equipment

EVALUATION
1 describe the procedure of trussing poultry
2 discuss the cuts of beef available to a chef

34
3 explain five points to observe when buying plant proteins.
4 discuss points on storage of proteins

7.1.12 STARCHES

Theory

7.1.12 T Specific Objectives

By the end of this sub-module unit, the trainee should be able to:
a) define terms
b) state sources of starch used in food production
c) state factors to consider in selecting a starch food
d) explain preparation, production and presentation of a starch dish
e) prepare, produce and present hors d’oeuvres and starter dishes
f) explain the qualities of a finished starch dish.

Unit Tasks:
Task 1: Definition of terms
Starch is a type of carbohydrate. It is used as a staple food in the diet of most people and it makes
the bulk of a meal.
Task 2: Sources of starch used in food production
 Tubers
 Roots
 Cereals
 Farinaceous (rice and pasta)
 Plantains
Task 3: Factors to consider in selecting a starch food
 Clean and free from soil and stones
 Free from signs of pests and diseases
 Well shaped, firm and not damaged by harvesting equipment, and weather
 Time available for preparation
 Availability
 Season
 Personal preferences

Task 4: Preparation, production and presentation of a starch dish

Preparation
 Sorting  Dicing
 Peeling  Chipping
 Grating  Stalking
 Slicing
Production
The following cooking methods can be used however it depends on the type of dish to be
prepared
 Boiling  Frying
 Stewing  Baking
 Roasting  Braising
 Grilling  Baking

35
  Steaming

Methods of presenting starch dishes
The following are guidelines for presentation of starch dishes
 Clean serving equipment
 Appropriate serving equipment
 Food should not overflow
 Use appropriate garnishes
 Serve food at their correct temperatures
 Portion sizes should be correct
 Serve with suitable accompaniments

Task 5: prepare, produce and present starch dishes

Suggested starch recipes.
Rice (pilaf, braised, steamed, fried, risibisi, buttered)
Potatoes (mashed, sauté, croquette, maxim, chipped, parsley,irio)
Ugali balls
Chapati, pasta

Task 6: Qualities of a finished starch dish

 Doneness  Temperature
 Colour  Accompaniment
 Texture  Presentation
 Flavour

LEARNING RESOURCES
 Text books
 Magazines
 Food charts
 Internet
 Food commodities
 Kitchen equipment

EVALUATION
1 giving examples explain any three sources of starch in a diet
2 discuss the following processes used in preparation of starch dishes
a) Chipping
b) Peeling
c) Shredding
d) Stalking
e) Dicing
3 explain three qualities to look for in the evaluation of a finished starch dish

7.1.13 VEGETABLES

Theory

36
7.1.13 T Specific Objectives
By the end of this sub-module unit, the trainee should be able to:
a) define terms
b) classify vegetables
c) state factors to consider in selecting vegetables
d) explain methods of preparing vegetables
e) explain methods of producing vegetables
f) prepare, produce and present vegetable dishes
f) describe methods of presenting vegetables
g) explain the qualities of finished vegetable dishes

Unit Tasks:

Task 1: Definition of terms

The term vegetable includes any edible part of any plant.

Task 2: Classification of vegetables

1. Roots  Carrots
 Beetroots
 Onions
 Radishes
 Garlic
 Ginger
2. Tubers  Arrow roots
 Cassava
 Sweet potatoes
 Yams
3. Pods and seeds  Green peas
 French beans
4. Fruit vegetables  Tomatoes
 Cucumber
 Green pepper (Hoho)
 Hot paper
 Courghettes
 Pumpkins

5. Flower fruits  Cauliflower

 Broccoli
6. Leafy vegetables  Kales
 Spinach
 Cabbages
 Lettuce
 Amaranthus (Terere)
 Nightshade (Managu)

37
 7. Stems and shoots  Leeks
 Celery
 Asparagus
 Bean sprouts
8. Fungi  Mushrooms

Task 3: Factors to consider in selecting vegetables

 Clean and free from soil and stones
 Well shaped, firm and not damaged by harvesting equipment.
 Free from signs of damage, frost pests and disease
 Green vegetables should have crisp fresh leaves with a bright colour.
 Root vegetables should have unblemished skins free from spongy discolored patches
 Legumes should be firm crisp and not too big, pods should not be too full or the vegetable
may be coarse textured.
Task 4: Methods of preparing vegetables
 Cutting  Blanching
 Chopping  Refreshing
 Shredding  Dicing
 Slicing  Grating

Task 5: Methods of producing vegetables

 Steaming  Frying
 Braising  Sautéing
 Stewing  Stir-frying
 Baking  Boiling

Task 6: prepare, produce and present vegetable dishes

Suggested dishes
Braised red cabbage, sauté spinach, mixed vegetables, ratatouille, buttered baby marrow, stir
fried cabbage and carrots, Vichy carrots, steamed okra in cream.)

Task 7: Methods of presenting vegetables

The following are guidelines for presentation of protein dishes
 Clean serving equipment
 Appropriate serving equipment
 Food should not overflow
 Use appropriate garnishes
 Serve food at their correct temperatures
 Portion sizes should be correct
 Serve with suitable accompaniments

Task 8: Qualities of finished vegetable dishes

38
  Doneness
 Colour
 Texture
 Flavour
 Temperature
 Accompaniment
 Presentation

LEARNING RESOURCES
 Text books
 Magazines
 Internet
 Food charts
 Food commodities
 Kitchen equipment

EVALUATION
1 Discuss the use and versatility of vegetables in the diet
2 describe the method of storing vegetables in order to maintain their freshness
3 giving examples in each case explain the classes of vegetables
4 illustrate various cuts of vegetables

7.1.14 SALAD AND SALAD DRESSING

Theory

7.1.14 T Specific Objectives

By the end of this sub-module unit, the trainee should be able to:
a) define terms
b) identify types of salads and salad dressing
c) describe the preparation and production of salads and salad dressings
d) describe the presentation of salads.
e) prepare, produce and present salads and salad dressing
f) outline the qualities of salads and salad dressing

Unit Tasks:
Task 1: Definition of terms

A salad is any cold dish consisting of meat, poultry, fish, fruits, vegetables and grains or grain
products served singly or as a combination.

Salad dressings are used with most salads to add flavour improve palatability and sometimes bind
ingredients together

Task 2: Types of salads and salad dressing

Salads may appear on the menu in the following ways
 an appetizer
 accompaniment

39
  main course
 dessert
 for a buffet

Salad dressings
 French dressing
 Mayonnaise
 Vinaigrette

Task 3: Preparation and production of salads and salad dressings

 Select fruits and vegetables that are crisp fresh free from bruises or blemishes
 To maintain crispness stand fruits in ice cold water
 Ingredients washed or stood in water should be dried thoroughly to reduce the risk of the
salad being watered down.
 Select ingredients which compliment each other in flavour texture and colour.
 Use a dressing to enhance the flavour of a salad, do not dress the salad until just before
serving time
 Keep the arrangement of the salad simple.
 Ensure that the fruits are not overcooked
 Garnish should be designed to give contrast and eye appeal to the dish without being too
elaborate.

Task 4: Presentation of salads

 Clean serving equipment
 Appropriate serving equipment
 Salads should not overflow
 Use appropriate garnishes
 Serve salads at their correct temperatures
 Portion sizes should be correct
 Serve with suitable accompaniments

Task 5: Prepare, produce and present salads and salad dressing

Beetroot salad, cucumber, coleslaw, mustard and cress, potato, pineapple and carrot, tomato and
cucumber.
Task 6: Qualities of salads and salad dressing
 Should appear fresh
 Should be neatly arranged
 Should not be over garnished
 Should be eye appealing
 Should be appetizing
 Should be well chilled

LEARNING RESOURCES
 Text books
 food commodities
 kitchen equipment
 magazines
 food charts

40
EVALUATION
1 Discuss the guidelines for making salads
2 explain the value of salads and salad dressings
3 prepare produce and present various salads and salad dressings

7.1.15 FRUITS

Theory

7.1.15 T Specific Objectives

By the end of this sub-module unit, the trainee should be able to:
a) define terms
b) classify fruits
c) factors to consider in selecting fruits
d) explain methods of preparing fruits
e) explain methods of producing fruit dishes
f) describe methods of presenting fruit dishes
g) Prepare, produce and present fruit dishes
h) explain qualities of fruit dishes

Unit Tasks:
Task 1: Definition of terms
Fruit is the edible seed bearing portion of some cultivated or wild shrub, trees and plants. Fruits
can be eaten raw and served at the beginning and the end of a meal.

Task 2: Classification of fruits

CLASS EXAMPLE
1. Stone fruits  Avocado
Have a hard un edible  Plums
kennel inside the fruit  Peaches
 Cherrie
 Apricots
 Mangoes
 Grapes
2. Soft fruits fleshy  Strawberries
 Blackberries
 Paw paw
 Ripe bananas
 Water melons
 Sweet melons
3. Citrus fruits  Oranges
 Lemons

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  Lime
 Tangerine
4. Tropical  Passion fruits
 Yellow passion
 Guavas
 Tree tomato fruit
 Bananas
 pawpaw
5. Hard fruits  Apples
 Pears

Task 3: Factors to consider in selecting fruits

 Buy fruits in season
 Choose good quality fruit
 They should appear fresh and firm to the touch
 Should be clean free from disease or pest damage and un-bruised.
 They should be free from moulds, shriveling or wilting

Task 4: Methods of preparing fruits

 Cutting
 Slicing
 Dicing
 Peeling
 Coring

Task 5: Methods of producing fruit dishes

Fruits can be eaten:-
 Raw-salads, juices, snacks, garnishes, cocktails, platters.
 Cooked – jams, jellies, fritters, puddings, pastries, pies, cakes, syrups.

Task 6: Methods of presenting fruit dishes

 Clean serving equipment
 Appropriate serving equipment
 Fruit should not overflow
 Use appropriate garnishes
 Serve fruit dishes at their correct temperatures
 Portion sizes should be correct
 Serve with suitable accompaniments

Task 7: Prepare, produce and present fruit dishes

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Suggested recipes
Fruit fools, glazed, salads, compote, cocktail, juices.

Task 8: Qualities of fruit dishes

 Good flavour
 Appropriate temperature
 Good texture
 Have appropriate colour

LEARNING RESOURCES
 Text books
 Magazines
 Internet
 Food charts
 Food commodities
 Kitchen equipment
EVALUATION
1 explain the points to consider when buying fruits
2 discuss fault that often occur in preparation of fruits
3 explain measures taken to prevent loss of nutrients during preparation of fruits

7.1.16 PASTRY AND PASTRY PRODUCTS

Theory

7.1.16 T Specific Objectives

By the end of this sub-module unit, the trainee should be able to:
a) define terms
b) identify types of pastry and pastry products
c) describe the preparation and production of pastries and pastry products
d) describe the presentation of pastry products
e) Prepare, produce and present pastries and pastry products
f) outline qualities of pastries and pastry products
g) describe storage of pastry and pastry products.

Unit Tasks:

Task 1: Definition of terms

Pastry
A mixture of flour, fat, possibly egg and sugar, the fat usually dispersed as small solid globules
coated with flour and the whole brought together with liquid prior to shaping and baking. There
are many types of pastry.

Pastry board
A square or oblong board preferably marble but usually wood on which pastry is rolled out.

Pastry brake

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Opposed and contra-rotating rollers with a variable gap through which pastry can be worked and
reduced in thickness for commercial production. A very small version is used domestically for
pasta production.

Pastry case
An uncooked or blind baked pastry container used to hold savory or sweet mixtures.

Pastry cream
Confectioner’s custard. An egg and flour thickened custard made with sweetened milk flavored
with vanilla. Used as a filling for flans, cakes, pastries, tarts, etc. The flour prevents the egg from
curdling.

Pastry cutters
Various metal or plastic outlines of shapes, e.g. circles fluted circles, diamonds, ginger bread
men, etc. Sharpened on one edge and used to cut out corresponding shapes from biscuit, scone,
pastry, or cakes mixtures.

Task 2: Types of pastry and pastry products

Pâte à choux is a light pastry dough used to make profiteroles, croquembouches, eclairs, French
crullers, beignets. It contains only butter, water, flour, and eggs. Its raising agent is the high
moisture content, which creates steam during cooking, puffing out the pastry.
Phyllo (filo) pastry
Phyllo pastries are usually paper-thin and greatly stretched. They involve several stretched out
layers and are wrapped around a filling and brushed with butter. These pastries are very delicate
and can break easily.

Phyllo dough is paper-thin sheets of raw, unleavened flour dough used for making pastries like
samosa bags
In both sweetcrust and shortcrust pastry, care must be taken to ensure that fat and flour are
blended thoroughly before liquid is added - this ensures that the flour granules are adequately
coated with fat and are less likely to develop gluten. Overworking the dough is also a hazard.
Overworking elongates the gluten strands, creating a product that is chewy, as opposed to 'short',
or light and crumbly.

Flaky (or rough puff) pastry

The flaky pastry is a simple pastry that expands when cooked due to amount of layers. These are
perfect if you are looking for a crisp, buttery pastry. The “puff” is obtained by beginning the
baking process with a high temperature and lowering the temperature to finish.
Flaky pastry is similar to puff pastry, the difference being that large lumps of shortening are
mixed into the dough, which is then rolled and folded in a similar manner.
The chunks of fat keep the rolled particles of dough separate from each other so that when the
dough is baked, they become flakes. This creates a different texture from puff pastry where
rectangles of dough and fat are rolled and folded in such a way that sheets of pastry in uniform
layers result.

Puff pastry

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The puff pastry has many layers that cause it to expand or “puff” when being baked. Pastries are
made using flour, butter, salt, and water. It rises up due to the combination and reaction of the
four ingredients and also from the good amount of air that gets between the layers. Puff pastries
come out of the oven light, flaky, and tender.

Puff pastry is a light, flaky, unleavened pastry containing several layers of fat which is in solid
state at 20°C (68°F).
Puff pastry can also be leavened with baker's yeast to create croissants or Danish pastry, though
such doughs are not universally known as puff pastries.
In addition, since the process of making puff pastry is generally somewhat laborious and quite
time-intensive, faster recipes (known as "blitz" or "rough puff") are fairly common. Many of
these recipes combine the butter into the détrempe(mixture of flour and water) rather than adding
it in the folding process and are thus similar to a folded short crust.

Choux pastry
The choux pastry is a very light pastry that is filled with cream. The pastry is filled with various
flavors of cream and is often topped with chocolate. Choux pastries can also be filled with things
like cheese, tuna, or chicken to be used as appetizers.

Shortcrust pastry
The shortcrust, or short pastry is the simplest and most common pastry made. It is made with the
ingredients of flour, fat, salt, and water. The process of making pastry includes mixing of the fat
and flour, adding water, and rolling out the paste. It is cooked at 180°C and the result is a soft,
tender pastry. A related type is the sweetened sweet crust pastry.
It is based on a "half-fat-to-flour" ratio. Fat (lard, butter or full-fat margarine) is rubbed into plain
flour to create a loose mixture that is then bound using a small amount of ice water, rolled out,
then shaped and placed to create the top or bottom of a flan or pie.
Sweet crust pastry (sugar paste) is made with the addition of sugar, which sweetens the mix
and impedes the gluten strands, creating a pastry that breaks up easily in the mouth.

Task 3: Preparation and production of pastries and pastry products

 Short crust

This pastry is crispy, light and crumby

Basic recipe of short crust pastry
- ½ fat to flour (i.e. ratio of 0.5:1 fat to flour)
- ½ teaspoon of salt to each 200 gms of flour
- 2-5 tablespoons of water to each 400 gms of flour.

Method
- Sieve the flour and salt together
- Add the fat into lumps
- Cover the fat with flour before beginning to rub in
- Rub until there is no lump using finger tips to avoid melting fat and allowing aeration.
- Add water by sprinkling over the surface of the flour with a round ended knife until large
lumps are formed,

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- Draw together with the fingertips
- Knead on a board until the dough is smooth using fingertips
- Form into the required shape
- Roll out round the pastry so as to maintain the shape
- Place in the refrigerator or cool place

 Rough puff pastry

Ingredients
- flour
- teaspoon salt
- (butter/ margarine)
- fresh lemon juice
- Cold water (ice water will make good pastry)
- fat

Method
- Soft the flour and salt into a mixing bowl
- Chop butter/margarine into small pieces
- Add fat into the flour and add lemon juice
- Add a little cold water
- Use pastry knife to mix lightly until dough becomes stiff
- Press the pastry gently but do not kneed it
- On the floured board roll the dough lengthwise longer that width.
- Fold into 3 layers
- Wrap the pastry in greaseproof paper and cool in the fridge for 45 minutes
- Remove from fridge and prepare pastry like croissants

 Puff pastry
Ingredients
- Sifted flour - Sugar
- Salt - Salt
- Butter - Baking powder
- Iced water
- Lemon juice
Method
- Put sifted flour and salt in the mixing bowl and add small pieces of butter
- Use the rubbed in method of making pastry mixture
- Add iced water and lemon juice to make dough using pallet knife
- Knead the dough gently on a floured work surface (table, wooden kneading board)
- Make “flap” and roll then cut with a rolling pin
- Add more butter/ margarine and roll out again
- Cover in a cloth and leave in cool place for about 20 minutes
- Roll out 5 more times and fold
- Leave 30 minutes of chilling
- Shape and bake at 22°c

Flaky pastry

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 Sample recipe
Ingredients
- plain flour
- teaspoon salt
- butter
- fat
- teaspoon lemon juice
- Cold water (ice cold water will give better results)

Method
- Place butter and fat onto a plate and mix until soft
- Sift flour and salt into a large mixing bowl
- Using rubbed in method mix the fat (butter fat) until the mixture form crumbs
- Add lemon juice and cold water
- Roll the pastry out to form a shape longer in length than width
- Fold the 1/3 of the dough and apply the remaining dots of fat
- Fold the other ½ cup of the dough without fat
- Finely fold the remaining dough part
- Gently press with the rolling pin down on the sides of the pastry
- Repeat folding and doting with fat and rolling
- Wrap with grease proof paper and cool in the fridge of 45 minutes

Choux pastry

Method
- Melt butter/margarine milk and water in a saucepan
- Heat rapidly so that in bubbles
- Remove from the heat add flour and salt and stir to combine
- Cool pastry and add beaten eggs gradually (step by step)
Transfer the mixture using piping bag with nozzle onto a greased baking tray oven

Task 4: Presentation of pastry products

 In a hotel setting pastry products are presented in different meal times
- For breakfast
- As puddings
- As snack
- As accompaniment

 Breakfast pastry
- Butter croissant – mandazi
- Filled croissant
- Muffins
- Samosa

 Pudding pastry
- Jam pancake
- Jam filled pastry
- Honey/sweet fillet

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 Accompaniment Pastry
- Chapati
- Meat pie

Task 5: Prepare, produce and present pastry and pastry products

Suggested recipes
Meat pie, Sausage roll, Palmers, Cream buns, Éclairs, Cream horns, Jam turnovers.

Task 6: Qualities of pastries and pastry products

 They should be light golden brown
 They should cut easily with a fork and break readily when bitten
 The flakes should be thin and the blisters plentiful
 It should be crisp and not soggy
 Should have an acceptable flavour

Task 7 Storage of pastry and pastry products

 Pastry products should be eaten same day it is cooked unless stored in the freezer.

LEARNING RESOURCES

 Text books
 Food charts
 Internet magazines
 Food commodities
 Kitchen equipment

EVALUATION
1differentaiate the following types of pastry
a) Puff and rough puff
b) Short and choux
2 explain rules to observe when preparing pastry
3 explain the role of the following ingredients in pastries
a) Fat
b) Flour
c) Liquid

7.1.17 CAKES AND CAKE DECORATION

7.1.17 T Specific Objectives

By the end of this sub-module unit, the trainee should be able to:
a) define terms
b) explain the role of ingredients in cake making
c) describe the preparation and production methods of cakes
d) Prepare, produce and present cakes using different methods

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 e) outline the qualities of a well made cake
f) explain the importance of cake decoration
g) describe the types of cake decorations
h) identify equipment and tools used in cake decoration
i) decorate cakes using different methods
j) describe the methods of decorating cakes
k) describe the storage of cakes.

Unit Tasks:

Task 1: Definition of terms

Task 2: The role of ingredients in cake making

INGREDIENTS PHYSICAL USAGE

PROPERTIES FOR USE
Eggs  Fresh at room  Makes the texture light
temperature  Promotes leavening
 Binds the mixture
 Retains air
 Breaks down fats and oils
 Add food value
 Shorten cakes
Flour  Well sieved and whole  Add food value
 Provide the base of the cake
Sugar  Granulated  Sweetens the cake
 Fine crystals  Provide the base of the cake
 Brown
Fat  Solid  Makes cake “short” and rich
 Liquid  Give cake good flavour
Liquid  Water-at room  Helps in raising the mixture
temperature  Helps in raising the cake during
baking
Dried fruits  Whole  Keep the cake moist
 Sultanas  Chopped  Add flavour
 Raisin
 Red Cherries
 Currents
Essence  Liquid  Add flavour
 Solid  Some like lemon rind, orange
rind or others keep the cake moist
Dry powder  Solid  Add flavour
Flavouring  Add colour
 Cocoa

49
  Spices
 Coffee

Task 3: Preparation and production methods of cakes

Creaming

Ingredients
 Fat/butter
 Sugar which make the major component.
 Eggs enrich the cake, Improves colour, Moistens and tenderizes.

Procedure
 Weigh equal portions i.e.
 200 gms of fat and 200 gms of sugar
 Place in a mixing bowl and vigorously beating it against the wall of the bowl
 Use hands to mix large quantities
 Beat until the mixture turns white and fluffy.
 Beat the eggs a little at a time in the mixture of fat and sugar.
 Sift the flour directly in the creamed mixture until it is evenly mixed.
 Add other ingredients to the mixture such as fruits to complete the creamed mixture.

Rubbing in involves rubbing fat with flour to add air. Use a metal spoon or palette knife.

Rubbing in Procedure
 Weigh fat and flour e.g. 750 gms fat and 200 gms of flour
 Using fingertips lift the mixture above the mixing bowl to allow adding of air.
 Once the fat and flour is mixed well add other ingredients.

Suggested items which can be prepared using rubbing

(i) Large cakes e.g. chocolate cake
(ii) Small cakes
(iii) Rock, chocolate and coconut buns

Melting used to mix fat and flour using melted fat or oil.
Procedure:
Ingredients
Fat and flour in the ratio of 1:3 of fat and flour.
⅓ of sugar to flour.
⅓ : ⅔ syrup to flour.
Raising agent bicarbonate of soda alone
Using a metal spoon mix the ingredients to produce a cake mixture.

Whisking
Ingredients
Eggs

50
Plain flour
Essence
Hot water

Procedure
 Prepare two 15cm sand witch tins
 Heat the oven 190 0 c
 Sieve the floor
 Warm the floor
 Put the sugar into a large mixing bowl
 Break the egg separately and add to the sugar
 Stand the bowl in a basin of hot water
 With an egg beater whisk the eggs and sugar together until the mixture is white fluffy and
leaves a trail behind the whisk
 Remove the bowl from the saucepan and continue whisking until the trail left lasts for
three seconds
 Sieve the floor onto the surface of the mixture and fold the floor lightly onto the mixture
using s palette knife
 Add vanilla essence and hot water and continue folding in lightly
 Divide the mixture equally into the two tins and bake it until set and golden brown
 Remove from the oven stand it for a second on damp cloth and turn it out and cool

Task 4: Prepare, produce and present cakes using different methods

Suggested recipes
Fruit scones Cheese scones, Coconut scones, Rock buns, Victoria sandwich, Queen cakes,
Marble cakes, Madeline, Chocolate cakes, Ginger bread, Ginger biscuits, Swiss roll, Genoese
fancies.

Task 5: Qualities of a well made cake

 Be well risen and brown
 Slightly shrunken from the sides of the tin
 Firm to touch
 Produce no bubbling sound
 Smell cooked

Task 6: Importance of cake decoration

 Improve appearance
 Add flavour

Task 7: Types of cake decorations

Glace icing
Ingredients

 sifted icing sugar

 water
 lemon juice
 Flavouring and colouring essences as desired

Method:

51
 Sieve the icing sugar in a dry clean mixing bowl
 Make a well in the centre
 Add half of the water and mix with a wooden spoon from the centre outward into a smooth
consistency. Add the remaining water.
 Add flavoring and colouring essences.
 Cover with a damp cloth for a few minutes to let air bubbles bust before use
 Use immediately as it dries quickly and forms a brittle crust.

Butter icing

Ingredients
 butter or margarine.
 sifted icing sugar.
 Few drops of vanilla essence.
 Colouring as desired.
Method:
 Sieve the icing sugar preferably twice into a mixing bowl.
 Add soft butter or margarine and beat the two together using a wooden spoon until a soft
whitish consistency is obtained as desired.
 Add vanilla essence and colouring as desired

Application
 Place the cake on the cake board
 Put icing on top and spread evenly on top and sides of the cake as required. Smoothen out
with a pastry knife dipped in hot water.
 Pipe or decorate as required

NB: An interesting effect can be produced by simply running a fork dipped in hot water across
the cake to produce lines or work basket type of design on top. Pipe rosettes at the edge

Royal icing:
Ingredients

 sifted icing sugar

 egg whites
 lemon juice and few drops of glycerin

Method:
 Sift twice the icing sugar.
 Separate egg whites from egg yolk.
 Make a well in the centre of icing sugar and add egg whites.
 Mix with a wooden spoon from the centre outward into a smooth constituency.
 Add 1-3 teaspoon lemon juice to whiten.
 Add flavouring and colouring essence as desired
 Leave covered with a damp cloth for at least 30 minutes for air bubbles to bust.
 Apply e.g. coating, piping design, trells work.
 For making leaves and rosettes etc. The consistency will depend on the end use e.g. for roses
one needs a fairly stiff consistency.

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Task 8: Equipment and tools used in cake decoration

 Mixing equipment used for mixing ingredients.

Examples of mixing equipments
- Automated mixer.
- Improvised equipment (Bowl and wooden spoon)
 Piping and accessories – used for decorating the cake.
 Fine sieve - used for sieving icing sugar to remove any lumps and impurities.
 Small bowls for dividing a mixer when different colours are required.
 A jug.
 A set of knives e.g. palette and pastry knife.
 Spatula for scrapping or a serrated scraper.
 A cake king ruler – used for leveling.
 Cake rack – used for cooling of cakes after baking.
 Table spoon and wooden spoon - used for mixing, scooping.
 Cake icing syringe or bag and a set of nozzles (can be bought or improvised) - used for
decorating the cake.
 A cake stand or turntable – used for holding the cake during decoration.
 Cake board, stand – used for display of the cake.

Task 9: Methods of decorating cakes

 Icing
 Piping using icings or whipped cream
 Dusting/dredging
 Glacing
 Decorating with items such as grated chocolate, jelly, coloured sugar, nuts, dessicated
coconut, sweets, fruits, glaced cherries, moulded flowers,

Task 10: Decorate cakes using various methods

Task 11: Storage of cakes

Cakes once produced can be kept for different periods. Depending on the ingredients some go
bad quickly others will stay longer as they age.

Methods of storing include

 Room temperature storage for storage 3 to 4 days
 Fridge at a temperature of between 00 C and 80 C
 Freezer for longer period up to three months
Alcohol baked cakes stores up to 3 months at room temperature

LEARNING RESOURCES
 Text books
 Food commodities
 Kitchen equipment
 Internet
 Food charts

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 Magazines

EVALUATION
1. Explain three methods of making cakes
2. Discuss qualities of a well made cake
3. Differentiate the following
a) Glace and butter
b) Royal and fondant

7.1.18 YEAST PRODUCTS

Theory

7.1.18 T Specific Objectives

By the end of this sub-module unit, the trainee should be able to:
a) define terms
b) identify types of yeast products
c) explain the role of ingredients in yeast mixtures
d) describe the preparation and production of yeast mixtures
e) Prepare, produce and present yeast products
f) outline the qualities of yeast products
g) describe storage of yeast products.

Unit Tasks:

Task 1: Definition of terms

A commercial leavening agent containing yeast cells; used to raise the dough in making bread
and for fermenting beer or whiskey

Baker's yeast is the common name for the strains of yeast commonly used as a leavening agent in
baking bread and related products, where it converts the fermentable sugars present in the dough
into carbon dioxide and ethanol.

Task 2: Types of yeast products

 Lean dough products
A lean dough is one that is low in fat and sugar
Examples: breads, rolls, buns, doughnuts
 Rich dough products
Rich doughs are those that contain higher proportions of fat, sugar, and sometimes eggs.
Examples; croissants, Danish

Task 3: The role of ingredients in yeast mixtures

 Flour – has high gluten content that softens and stretches during fermentation
 Salt – flavours yeast products and prevents yeast from working too fast thus producing a
coarse texture
 Sugar – essential for the fermentation process

54
 Liquid – used to bind ingredients. Liquid used can be luke warm water, milk
 Fat – used to improve keeping qualities, flavour and to add nutritive value

Task 4: Preparation and production of yeast mixtures

A sample recipe for bread
Ingredients
Flour
Salt
Water
Dry yeast
Sugar
Margarine

Procedure
1) Mix the warm liquid and sugar, then add the yeast. Leave the mixture in a warm place for
yeast to grow
2) Sieve dry ingredients into a bowl.
3) Rub in fat
4) Using the yeast and the flour mixture, make a soft dough
5) Knead the dough well to distribute the yeast cells evenly
6) Place the dough in a greased bowl. Stand the bowl in a basin or sufuria of warm water
7) Cover the bowl with a damp cloth and leave the dough to rise until it has doubled its size
8) Turn the risen dough on a floured board and give it a thorough kneading to distribute
carbon dioxide and the yeast cells evenly.
9) Cut and shape the dough to the required shapes
10) Place on a greased loaf tin or baking sheet and leave it in a warm place to rise evenly(to
prove)
11) Brush with milk or beaten egg to add sheen when baked
12) Bake in a very hot oven (2300C; Gas No. 8) for the first five minutes to kill the yeast.
Reduce the temperature to 2000C; Gas No. 6 and continue baking until the loaf is cooked.
13) Remove from oven, test for readiness and turn on a cooling tray

Task 5: Prepare, produce and present yeast products

Suggested recipes
Danish pastry, Croissants, Bread, Dinner rolls, Doughnuts, Chelsea buns, Fruit buns, hot cross
buns.

Task 6: Qualities of yeast products

 A symmetrical shape
 A uniform golden brown to brown crust which is both thin and smooth
 Well risen but not over inflated
 A light texture with a moist and resilient crumb
 A good flavour without a taste of yeast or a sour taste
 A well rounded top especially for breads

Task 7: Storage of cooked yeast products

 Best eaten on the day of baking because they have a low keeping quality due to low
shortening and sugar content
 Store in suitable containers (sealed plastic bags or containers), at room temperature.

55
  For longer storage put in a freezer.
 Yeast products are softened by a damp environment and humid conditions.

Task 8: Presentation of yeast products

 In a hotel setting yeast products are presented at different meal times
- For breakfast
- As a snack
- As an accompaniment

 Breakfast
- Bread
- Buns
- Doughnuts

 Accompaniment
- Bread rolls
- Croutons

LEARNING RESOURCES
 Text books
 Food charts
 Food commodities
 Internet
 Kitchen equipment

EVALUATION
1. Explain the conditions necessary for the growth of yeast
2. Identify common faults and their remedies in yeast products

7.1.19 DESSERTS

Theory

7.1.19 T Specific Objectives

By the end of this sub-module unit, the trainee should be able to:
a) define terms
b) classify desserts
c) explain preparation methods of desserts
d) explain the production method of desserts
e) describe methods of presenting desserts
f) Prepare, produce and present desserts
g) describe the qualities of desserts

Unit Tasks:
Task 1: Definition of terms

56
Desserts are sweet dishes that can be served hot or cold depending on the type. They are served
after the main meal.

Task 2: Classification of desserts

 Suet mixtures e.g. Christmas pudding
 Rubbed-in mixtures e.g. pineapple crumble, cake
 Creamed mixtures e.g. banana upside down, cakes
 Milk puddings e.g. rice pudding
 Batters e.g. pancakes, fritters
 Pastry dishes e.g. fruit flans, pies and tarts
 Apple dishes e.g. baked apples
 Hot soufflés e.g lemon soufflés
 Sponges e.g. triffle
 Cold sweets e.g. jellies, creams, ice creams, yoghurt, fruit mixtures like fruit fool, fruit
salad, mousse

Task 3: Preparation methods of dessert

 Whisking
 Creaming
 Rubbing in
 Dicing
 Slicing

Task 4: Production method of desserts

 Baking
 Frying
 Steaming
 Chilling

Task 5: Methods of presenting desserts

 In coupes
 On dessert plates
 In salad bowls
 Multi-portion salad bowls
 On trays/ platters

Task 6: Prepare, produce and present desserts

Suggested recipes
Pineapple crumble, cake, banana upside down, cakes, rice pudding
Jellies, creams, ice creams, yoghurt, fruit mixtures like fruit fool, fruit salad, mousse, fruit flans,
pies and tarts, baked apples, lemon soufflés, trifle, pancakes, fritters

Task 7: Qualities of desserts

 They should have eye appeal
 They should conform to the requirements of their basic recipes
 Well garnished/decorated
 Served in appropriate dishes
 Presented at the right time and temperature
 The portions should be appropriate

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LEARNING RESOURCES
 Text books
 Food commodities
 Kitchen equipment
 Food charts
 Magazines
 Internet

EVALUATION
1. List different types of desserts
2. Discuss the role of desserts in a meal
3. Explain the factors to consider when choosing a suitable dessert for a given meal

7.1.20 SANDWICHES

Theory

7.1.20 T Specific Objectives

By the end of this sub-module unit, the trainee should be able to:
a) define terms
b) identify types of sandwiches
c) describe the preparation and production of sandwiches
d) describe the presentation of sandwiches
e) Prepare, produce and present sandwiches
f) outline the qualities of sandwiches
g) describe the storage of sandwiches

Unit Tasks:

Task 1: Definition of terms

Sandwiches may be made from every kind of bread , fresh or toasted , in a variety of shapes
and with an almost endless assortment of fillings. They may be garnished with potato or
vegetable crisps and a little salad

Task 2: Types of sandwiches

 Toasted sandwiches
 Club sandwich
 Bookmaker sandwich
 Double-decker/ Treble-decker sandwiches
 Open sandwiches/Scandinavian smorrebord
 Croque monsieur

Task 3: Preparation and production of sandwiches

 Toasted sandwiches: made by inserting a variety of savoury fillings between two slices of
hot, freshly buttered toast e.g. scrambled egg, bacon, fried egg, scrambled egg with

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 chopped ham, or by inserting two slices of buttered bread with the required filling into a
sandwich toaster
 Club sandwich: made by placing between two slices of hot buttered toast, a filling of
lettuce, grilled bacon, slices of hard boiled egg, mayonnaise and slices of chicken. The
sandwiches are usually held together with decorated cocktail sticks

 Bookmaker sandwich: this is a toasted sandwich with a cooked seasoned minute steak
(which is thinly cut from the sirloin) spread with mustard, cut into triangles and served
with parsley

 Double-decker/ Treble-decker sandwiches: toasted and untoasted bread can be made into
double-decker sandwiches, using three slices of bread with two separate fillings. Trebble
and quadro-decker sandwiches may also be prepared. They may be served hot or cold.

 Open sandwiches/ Scandinavian smorrebord: are prepared from buttered slice of any
bread garnished with any type of meat, fish, eggs, vegetables, salads e.t.c. The varieties of
open sandwiches can include some of the following:
-Smoked salmon, lettuce, potted shrimps, slices of lemon
-Cold sliced beef, sliced tomato, fans of gherkins
-Sredded lettuce, sliced hard-boiled egg, mayonnaise, cucumber
-Pickled herring , chopped gherkin, capers sieved, hard-boiled egg

 Croque monsieur: the filling for this sandwich is Gruyere cheese and ham enclosed with
two slices of bread and it is gently fried in clarified butter unti the cheese melts, then
garnished with parsley. This is sometimes cooked in a sandwich toaster.

Task 4: Presentation of sandwiches

 All spreads and fillings should be prepared and placed on plates ready for assembling
 All equipment and utensils including chopping boards must be ready/accessible
 Bread should be cut and buttered ready for passing along for the various fillings, finishing
with cutting and dressing onto dishes or platters
 Sandwiches may be cut into small cubes and a variety placed on a cocktail stick to
represent a mini kebab.
 When filled the crusts are removed and the sandwiches cut to fingers

Task 5; Prepare, produce and present sandwiches

Suggested recipes
Smoked salmon, lettuce, sliced beef, sliced tomato, sliced hard boiled eggs, cucumber, pickled
herrings.

Task 6: Qualities of sandwiches

 Should always be fresh
 Made to order for best results

Task 7: Storage of sandwiches

 Should be served fresh
 If made in advance they should be well covered with film and refrigerated

LEARNING RESOURCES

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 Text books
 Food commodities
 Kitchen equipment
 Magazines
 Internet

EVALUATION
1. List different types of sandwiches
2. Discuss the qualities of sandwiches
3. Explain the factors to consider when choosing a suitable sandwich for a given function

7.1.21 GARNISHES

Theory

7.1.21 T Specific Objectives

By the end of this sub-module unit, the trainee should be able to:
a) define terms
b) identify types of garnishes
c) explain the role of garnishes in food presentation
d) outline the qualities of garnishes
e) describe the preparation and production of garnishes
f) garnish food appropriately

Unit Tasks:

Task 1: Definition of terms

Garnishes are used for savoury dishes to make food look attractive and colourful

Task 2: Types of garnishes

 Raw garnishes; presented in their fresh raw form e.g. carrots, tomatoes, pepper, parsley,
lemons.
 Cooked garnishes: used on hot dishes e.g. grilled meat with grilled tomatoes
 Cold garnishes: used on cold dishes e.g. cherries on ice-cream, trifles

Task 3: The role of garnishes in food presentation

 To enhance eye appeal
 Give colour and flavour
 Add nutritional value e.g. tomatoes, pepper, carrots, parsley provide vitamins

Task 4: Qualities of garnishes

 The colour and design must harmonize with the food
 They must be edible
 Raw garnishes should be fresh and firm

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Task 5: Preparation and production of garnishes
 Slicing  Cutting
 Chopping  Dicing
 Shredding  Blanching
 Grating  Grilling

Task 6: garnish food appropriately

LEARNING RESOURCES
 Text books
 Food commodities
 Food charts
 Magazines
 Internet
 Kitchen equipment

EVALUATION
1. List different types of garnishes
2. Discuss the role of garnishes in a meal
3. Explain the factors to consider when choosing a suitable garnish for a given meal

7.1.22 BEVERAGES

Theory

7.1.22 T Specific Objectives

By the end of this sub-module unit, the trainee should be able to:
a) define terms
b) identify types of beverages
c) explain methods of preparing beverages
d) explain the presentation of beverages
e) prepare and present different beverages
f) explain the qualities of beverages
g) describe how to store beverages

Unit Tasks:

Task 1: Definition of terms

A beverage is basically a drink specifically prepared for human consumption. This does not
include water as it is a natural resource. Beverages almost always largely consist of water as their
main ingredient.

Task 2: Types of beverages

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There are different types of beverages but they are mainly classified based on their properties and
ingredients.

Broadly there are two types of beverages:

1. Alcoholic Beverages and
2. Non-Alcoholic Beverages

These two types of beverages can be then further classified as:

1. Hot Beverages and
2. Cold Beverages

Alcoholic Beverages

Wines are made from a variety of fruits, such as grapes, peaches, plums or apricots. The most
common wines are produced from grapes. The soil in which the grapes are grown and the
weather conditions in the growing season determine the quality and taste of the grapes which in
turn affects the taste and quality of wines. When ripe, the grapes are crushed and fermented in
large vats to produce wine.

Beer is also made by the process of fermentation. A liquid mix, called wort, is prepared by
combining yeast and malted cereal, such as corn, rye, wheat or barely. Fermentation of this liquid
mix produces alcohol and carbon dioxide. The process of fermentation is stopped before it is
completed to limit the alcohol content. The alcohol so produced is called beer. It contains 4 to 8
percent of alcohol.

Whisky is made by distilling the fermented juice of cereal grains such as corn, rye or barley.
Scotch whisky was originally made in Scotland. The word "Scotch" has become almost
synonymous with whisky of good quality.

Rum is a distilled beverage made from fermented molasses or sugarcane juice and is aged for at
least three years. Caramel is sometimes used for colouring.

Brandy is distilled from fermented fruit juices. Brandy is usually aged in oak casks. The colour
of brandy comes either from the casks or from caramel that is added.

Gin is a distilled beverage. It is a combination of alcohol, water and various flavours. Gin does
not improve with age, so it is not stored in wooden casks.

Liqueurs are made by adding sugar and flavouring such as fruits, herbs or flowers to brandy or
to a combination of alcohol and water. Most liqueurs contain 20-65 per cent alcohol. They are
usually consumed in small quantities after dinner.

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 Non-Alcoholic Beverages

A non-alcoholic beverage is a beverage that contains no alcohol. Non-alcoholic mixed drinks

(including punches, "virgin cocktails", or "mocktails") are often consumed by children, people
whose religion restricts alcohol consumption, recovering alcoholics, and anyone wishing to enjoy
flavorful drinks without alcohol. They are often available as alternative beverages in contexts
(such as bars) where the norm is to drink alcoholic beverages.

A non alcoholic beverage is also a drink that usually contains alcohol, such as beer and wine, but
contain less than .5% alcohol by volume. This category includes low-alcohol beer, non-alcoholic
wine, and apple cider.

Types of non-alcoholic beverages

 Soft drinks
The name "soft drink" specifies a lack of alcohol by way of contrast to the term "hard drink" and
the term "drink", the latter of which is nominally neutral but often carries connotations of
alcoholic content. Beverages like colas, sparkling water, iced tea, lemonade, squash, and fruit
punch are among the most common types of soft drinks, while hot chocolate, hot tea, coffee,
milk, tap water, alcohol, and milkshakes do not fall into this classification. Many carbonated soft
drinks are optionally available in versions sweetened with sugars or with non-caloric sweeteners.

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 A carbonated beverage Fruit juice

Hot beverages

Coffee-based beverages , Cappuccino Coffee Espresso Café au lait Frappé , Flavored coffees (mocha
etc.) Latte

Hot chocolate ,Hot cider ,Mulled cider,Tea-based beverages ,Flavored teas (chai etc.)

Green tea ,Pearl milk tea ,Tea ,Herbal teas

Yerba Mate Roasted grain beverages ,Sanka

Some substances may be called either food or drink, and accordingly may be eaten with a spoon
or drunk, depending upon their thickness and solid ingredients.
Buttermilk
Soup
Yoghurt

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Task 3: Methods of preparing beverages

Task 4: Presentation of beverages

Task 5: prepare and present beverages
Task 5: Qualities of beverages
Task 6: Storage of beverages

LEARNING RESOURCES
 Text books
 Food commodities
 Kitchen equipment
 Internet

EVALUATION
1. List different types of beverages
2. Discuss the qualities of well made beverages
3. Explain the preparation procedure for various beverages

7.1.23 MENU PLANNING

Theory

7.1.23 T Specific Objectives

By the end of this sub-module unit, the trainee should be able to:
a) define terms used in menu planning
b) state the importance of menu planning
c) identify types of menu
d) explain factors to consider when planning menus
e) explain factors to consider when compiling menus
f) explain how to cost and price menus
g) prepare a time plan for production of a menu.

Unit Tasks:

Task 1: Definition of terms used in menu planning

Menu is a list of dishes to be served in a given meal.

Task 2: Importance of menu planning

 Customer satisfaction
 Facilitating costing
 Facilitating pricing
 Reference by customer and management
 Guide production
 Facilitate evaluation and improvements
 Facilitate ordering

65
 Plan storage
 Guides the catering staff on how to prepare dishes
 Help the catering staff to prepare in terms of attitudes, skills ordering etc.
 Some menu requires special preparation like decorations and equipments therefore menu will
help in availing the necessary.

Task 3: Types of menu

1. Table d’hôte
A set menu forming a complete meal at a set price A choice of dishes may be offered at all
courses. Choice and number of courses is limited to two, three or four.

2. A La Carte
Menu with all the dishes individually priced.
Customers compile their own menu from the list.
The meal is cooked to order.
The customer should be prepared to wait for this service.

3. Party/function Menus
Menu for banquets or functions of all kinds.
All guests start the meal at the same time.
Seasonable foods must be available if the menus are printed well in advance to avoid
embarrassments.

4. Ethnic/Specialty menus
Can be al carte or table d’hôte specializing in the food or religion of the country or in a
specialized food itself e.g.

a) Ethnic: - Chinese, Indian, Kosher, Kenyan, African etc

b) Specialty: - steak, fish, pasta, vegetarian etc
Kitchen staff must know how to obtain and use the ingredients.
The ambience (mood) of the restaurant must reflect the menu.

5. Hospital menus/Institutional menus.

It’s a form of a menu given to the patient. The day before service the patient ticks his/her
preferences.
A dietician is usually involved with menu compilation to ensure nothing is given to the patients
that would be detrimental to their health.
The patient’s meals are usually 2-3 courses.

6. Menu for people at work

Menus served to people at the work place.
They vary in standard and extent from one employer to another depending on the company
policy.
They are usually served in staff canteens or cafeteria.
Some companies charge for the meals and some ask for a token sum and offer meals at a
subsidized price/rate.
The menu offers 2 or 3 course meal with a selection of items.

7. Traditional menus/Ethnic menus

Traditional recipes form a sound foundation of knowledge for the chef/caterer.

66
However fashions in food change and customers look for new dishes, different combinations of
food, fresh ideas on menu etc
Some of the most successful menus contain a sensible balance of traditional and contemporary
dishes.

8. Menu for children

They emphasize on healthy eating and a balanced diet in schools.
Schools with children from different cultural and religious backgrounds should have appropriate
items available o the menu.
Most establishments provide special children’s menus which concentrate on favorite foods.

Task 4: Factors to consider when planning menus

Several factors direct what kind of menu to make
1. Nutrition requirements
- Proteins
- Starches
- Vitamins
- Fats
- Mineral salts

2. Health consideration
- Sickness
- Deficiencies like scurvy, diabetes, kwashiorkor

3. Availability of foodstuffs
- Seasonal foods like
- Fruits
- Vegetables
4. Number of courses
- Appetizer
- Main dish
- Dessert
5. Sequence of courses

6. Nutritional balance
- Proteins
- Vitamins
- Minerals
- Water
- Roughage – acts as a “broom” along the digestive system.
- Fats and oils

7. Occasions
- Funerals - National holiday celebration
- Wedding - Festivities like
- Birthday - Christmas
- Graduation Ceremony - Ramadhan

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- Easter holiday

Task 5: Factors to consider when compiling menus

 Pricing policy based on cost
 Clientele
 Staff capability
 Facilities for cooking and service
 Balance
 Business promotion and marketing
 Availability and season of supplies

Task 6: Costing and pricing menus

When costing include the following
 Cost of individual ingredients in a recipe
 Cost of each recipe
 Total cost of each dish
 Total cost of the whole meal
 Profit margin and price per portion

Task 7: Preparation of a time plan for production of a menu

A production time plan should include the following
 Menu
 Food order list
 Costing
 Timed order of work
 Presentation and garnishing

LEARNING RESOURCES
 Text books
 Internet
 Price lists
 Recipes

EVALUATION
1 explain the factors to consider when planning menus for different function
2 plan and cost a meal for a given function.
3 discuss the different types of menu

7.1.24 MEAL PRODUCTION PROCEDURE

Theory

7.1.24 T Specific Objectives

By the end of this sub-module unit, the trainee should be able to:
a) explain factors to consider when selecting ingredients for different dishes
b) describe preparation of ingredients for different dishes
c) describe the production of different dishes

68
 d) explain the presentation of different dishes
e) outline the quality of a given dish
f) explain the post production tasks in meal production procedure.

Unit Tasks:

Task 1: Factors to consider when selecting ingredients for different dishes

 balance -the ingredients should contain all the food nutrients in correct amounts
 Individual requirements - the nutritional needs of individual members depending on the
body size, occupation, age, state of health, sex.
 Foods in season-they are cheaper and fresh.
 Money available-the food budget should be within financial means
 time available for cooking
 individual preferences- personal likes and dislikes
 cooking facilities and equipment available

Task 2: Preparation of ingredients for different dishes

 Sorting
 Peeling
 Grating
 Slicing
 Dicing
 Chipping
 Stalking

Task 3: Production of different dishes

The following cooking methods can be used however it depends on the type of dish to be
prepared

69
  Boiling
 Stewing
 Roasting
 Grilling
 Frying
 Baking
 Braising
 Baking
 Steaming

Task 4: Presentation of different dishes

general presentation
 the meal should look attractive
 well garnished
 the correct temperature
 food should be served on clean dishes
 edges of the dishes should be free from smudges

Task 5: Quality of a given dish

 Attractive
 Well flavoured
 Served at the correct temperature
 Balanced
 variety of texture, colour, cooking methods
 correct portion sizes

Task 6: Post production tasks in meal production procedure

This includes the following task
 cleaning pots ,pans, and other equipment
 cleaning the worktops, sinks, cookers, fridges and floor
 arranging equipment in the store
 emptying washing and disinfecting dustbins
 washing and disinfecting kitchen cloths

LEARNING RESOURCES
 Text books
 Internet
 Price lists
 Recipes
 Food commodities
 Kitchen equipment

70
EVALUATION

1. plan prepare and produce a three course menu for ten delegates attending a syllabus workshop
at the special institute.

7.1.25 FUNCTION MENUS

Theory

7.1.25 T Specific Objectives

By the end of this sub-module unit, the trainee should be able to:
a) define terms
b) identify types of function menus
c) explain factors to consider when planning for a function menu
d) plan menu for different functions.

Unit Tasks:
Task 1: Definition of terms
 Function menu is simply a menu in which is served at a occasion e.g. Wedding in which
alternate meals may be served between people.
Task 2: Types of function menus
 birthday parties
 wedding parties
 Christmas
 family get together
Task 3: Factors to consider when planning for a function menu
 number of guests
 the menu to be prepared
 the venue
 method and style of service
 type of foods
 serving equipment
Task 4: Menu for different functions
 rice pilau
 stewed meats
 vegetable salads
 fruit salads or whole fruits
 irio\ mukimo
 cold drinks
 roast meats and chicken
Task 5: Prepare and present meals for different functions

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LEARNING RESOURCES
 Text books
 Internet
 Price lists
 Recipes
 Food commodities
 Kitchen equipment

EVALUATION
[Link] the steps to follow when running a catering function
2. plan prepare produce and present a meal for fifty birthday celebrants

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7.1.26 LOCAL DISHES

Theory

7.1.26 T Specific Objectives

By the end of this sub-module unit, the trainee should be able to:
 identify different types of local dishes
 explain the methods of preparation and production of local dishes
 describe the presentation of local dishes.
Unit Tasks:

Task 1: Types of local dishes

 western-chicken stew, omusenye, brown ugali
 central-irio,njahi
 riftvalley-roast meat, murusik
 coast-biriani, pilau, chicken curry
 eastern-mukimo, muthokoi, nzuu
 nyanza- omena, whole fish, ugali

Task 2: Methods of preparation and production of local dishes

 Sorting
 Peeling
 Grating
 Slicing
 Dicing
 Chipping
 Stalking
Production methods
 Boiling
 Stewing
 Roasting
 Grilling
 Frying
 Baking
 Braising
 Baking
 Steaming

Task 3: Presentation of local dishes.

general presentation
 Clean serving equipment
 Appropriate serving equipment
 Food should not overflow
 Use appropriate garnishes
 Serve food at their correct temperatures

73
  Portion sizes should be correct
 Serve with suitable accompaniments
 Should reflect the theme of the meal

LEARNING RESOURCES
 Internet
 Price lists
 Recipes
 Food commodities
 Kitchen equipment

EVALUATION
1. Plan prepare produce and present a three course menu for twenty luo elders negotiating
dowry for your sister.

7.1.27 INTERNATIONAL DISHES

Theory

7.1.27 T Specific Objectives

By the end of this sub-module unit, the trainee should be able to:
a) identify international dishes
b) describe the preparation and production of international dishes
c) describe the presentation of international dishes.

Unit Tasks:

Task 1: international dishes

4. Caribbean
-avocado soup, baked bananas in tamarin, fish fritters, ham in coconut milk
5. Asia and the Far East
-stir-frys and curries
6. France and other European countries
- fish ,noodles,ratatouille,
7. Japanese
-sushi, deep fried dishes, barbecued chicken skewers
8. North American countries
- salmon, corned beef, marple baked beans, pizza, pies hotdogs

Task 2: preparation and production of international dishes

 Sorting
 Peeling
 Grating
 Slicing

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  Dicing
 Chipping
 Stalking
Production methods
 Boiling
 Stewing
 Roasting
 Grilling
 Frying
 Baking
 Braising
 Baking
 Steaming

Task 3: presentation of international dishes.

General presentation
 Clean serving equipment
 Appropriate serving equipment
 Food should not overflow
 Use appropriate garnishes
 Serve food at their correct temperatures
 Portion sizes should be correct
 Serve with suitable accompaniments
 Should reflect the theme of the meal

LEARNING RESOURCES
 Text books
 Internet
 Price lists
 Recipes
 Food commodities
 Kitchen equipment

 Food Style: the Art of Presenting Food Beautifully,

Molly Siple and Irene Sax

EVALUATION

Plan prepare produce and present a three course menu for thirty Asians students visiting your
institution on an exchange programme

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