Plan, prepare and produce complex, refined patisserie in a variety of establishments.
This occupation is found in the hospitality industry, largely in fine dining restaurants and hotels in the pastry section and in artisan patisseries.
The broad purpose of the occupation is to plan, prepare and produce complex, refined patisserie in a variety of establishments. Pastry Chefs will plan, prepare, cook and finish advanced patisserie, using a range of refined techniques, tools and specialist equipment. Patisserie includes; dough, batters, confectionery, chocolates, biscuits, pastes, pastry, decorative work including sugar, chocolate, nougatine and pastillage and hot, cold and frozen desserts. Pastry Chefs will demonstrate expertise in a range of pastry activities producing a wide range of refined products and will be required to have excellent skills in following recipes, attention to detail, and knowledge of food production methods They will work, largely, indoors and usually operate varying shifts, including early mornings and some evenings.
In their daily work, a pastry chef interacts with internal customers, such as staff from across the wider organisation, other chefs, pastry chefs, bakers, junior members of the kitchen and people from other teams and functions. Other teams and functions may include front of house, maintenance, quality, warehousing, distribution and retail sections. They will have direct and indirect contact with a wide range of customers and may interact with stakeholders such as suppliers, auditors and regulators.
An employee in this occupation will be responsible for planning and producing a range of patisserie to organisational specifications using specialist equipment, meeting quality, deadlines, productivity, hygiene, financial and environmental requirements, ensuring customer complaints and compliments are handled correctly and contributing to contingency planning and new product ideas. They will ensure safe production of food and a safe working environment for themselves and colleagues. Typically, they report to a senior/line manager or head chef but often work alone or head up a section and will contribute to product development, improvement, adapting and contingency planning. They must also apply legislation to their workplaces related to food safety as well as general Health and Safety. They may take a supervisory role for other staff on their section.
This is a summary of the key things that you – the apprentice and your employer need to know about your end-point assessment (EPA). You and your employer should read the EPA plan for the full details. It has information on assessment method requirements, roles and responsibilities, and re-sits and re-takes.
An EPA is an assessment at the end of your apprenticeship. It will assess you against the knowledge, skills, and behaviours (KSBs) in the occupational standard. Your training will cover the KSBs. The EPA is your opportunity to show an independent assessor how well you can carry out the occupation you have been trained for.
Your employer will choose an end-point assessment organisation (EPAO) to deliver the EPA. Your employer and training provider should tell you what to expect and how to prepare for your EPA.
The length of the training for this apprenticeship is typically 18 months. The EPA period is typically 4 months.
The overall grades available for this apprenticeship are:
When you pass the EPA, you will be awarded your apprenticeship certificate.
The EPA gateway is when the EPAO checks and confirms that you have met any requirements required before you start the EPA. You will only enter the gateway when your employer says you are ready.
The gateway requirements for your EPA are:
Practical assessment with questions
You will be observed by an independent assessor completing a set of tasks. It will last 5 hours. They will ask you at least 5 questions.
Multiple-choice test
You will complete a multiple-choice test. It will be closed book, meaning you will not have access to any books or reference materials.
The test will have 30 multiple-choice questions. You will have 60 minutes to complete it.
Professional discussion underpinned by a portfolio of evidence
You will have a professional discussion with an independent assessor. It will last 90 minutes. They will ask you at least 16 questions. The questions will be about certain aspects of your occupation. You need to compile a portfolio of evidence before the EPA gateway. You can use it to help answer the questions.
The EPAO will confirm where and when each assessment method will take place.
You should speak to your employer if you have a query that relates to your job.
You should speak to your training provider if you have any questions about your training or EPA before it starts.
You should receive detailed information and support from the EPAO before the EPA starts. You should speak to them if you have any questions about your EPA once it has started.
If you have a disability, a physical or mental health condition or other special considerations, you may be able to have a reasonable adjustment that takes this into account. You should speak to your employer, training provider and EPAO and ask them what support you can get. The EPAO will decide if an adjustment is appropriate.
This occupation is found in the hospitality industry, largely in fine dining restaurants and hotels in the pastry section and in artisan patisseries.
The broad purpose of the occupation is to plan, prepare and produce complex, refined patisserie in a variety of establishments. Pastry Chefs will plan, prepare, cook and finish advanced patisserie, using a range of refined techniques, tools and specialist equipment. Patisserie includes; dough, batters, confectionery, chocolates, biscuits, pastes, pastry, decorative work including sugar, chocolate, nougatine and pastillage and hot, cold and frozen desserts. Pastry Chefs will demonstrate expertise in a range of pastry activities producing a wide range of refined products and will be required to have excellent skills in following recipes, attention to detail, and knowledge of food production methods They will work, largely, indoors and usually operate varying shifts, including early mornings and some evenings.
In their daily work, a pastry chef interacts with internal customers, such as staff from across the wider organisation, other chefs, pastry chefs, bakers, junior members of the kitchen and people from other teams and functions. Other teams and functions may include front of house, maintenance, quality, warehousing, distribution and retail sections. They will have direct and indirect contact with a wide range of customers and may interact with stakeholders such as suppliers, auditors and regulators.
An employee in this occupation will be responsible for planning and producing a range of patisserie to organisational specifications using specialist equipment, meeting quality, deadlines, productivity, hygiene, financial and environmental requirements, ensuring customer complaints and compliments are handled correctly and contributing to contingency planning and new product ideas. They will ensure safe production of food and a safe working environment for themselves and colleagues. Typically, they report to a senior/line manager or head chef but often work alone or head up a section and will contribute to product development, improvement, adapting and contingency planning. They must also apply legislation to their workplaces related to food safety as well as general Health and Safety. They may take a supervisory role for other staff on their section.
Duty | KSBs |
---|---|
Duty 1 Produce patisserie, confectionery, desserts, and bakery products to meet recipe specifications and organisational standards |
K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 |
Duty 2 Oversee the quality of finished products against recipe specifications |
|
Duty 3 Contribute to the planning and allocation of daily tasks, including proactive contingency planning and adapting plans where needed |
|
Duty 4 Communicate with the head chef, team, organisation or client with regard to the pastry offer and specific briefs |
|
Duty 5 Ensure the safe and correct use and preventative maintenance of specialist equipment |
|
Duty 6 Maintain a hygienic and efficient working environment |
|
Duty 7 Apply health and safety and food safety legislation and regulations |
|
Duty 8 Contribute to new product development and product improvement based on trends, seasonality, availability and feedback |
|
Duty 9 Take action based on errors or efficiencies arising in production and any internal and external feedback eg team member, head chef, customer |
|
Duty 10 Contribute ideas and suggestions to continually improve the efficiency and effectiveness of processes and ways of working |
|
Duty 11 Produce products that can be effectively presented, held, served and or transported to customers on and off-site. |
|
Duty 12 Monitor and manage the quantity and quality of ingredients and commodities according to business need |
|
Duty 13 Responsible for own personal development and keeping abreast of trends and techniques |
K1: Culinary science for the production of refined dough and batter products including yeast feeding, bread improving, gluten, CO2 fermentation, combination cooking, Maillard reaction, types of grain and how their different reactions, and gluten free doughs.
Back to Duty
K2: Culinary science for the production of refined confectionery and chocolate products including tempering and crystallization.
Back to Duty
K3: Culinary science for the production of refined paste products including fat to flour ratios, gluten viscosity, aeration types, emulsification, stabilisation and water holding capacity.
Back to Duty
K4: Culinary science for the production of refined fruit and sugar products including inversion, caramelisation, crystallisation, uses of pectin, aeration, and enzyme breakdown.
Back to Duty
K5: Culinary science for the production of refined biscuit and sponge products including sugar ratios, sponge emulsifiers, effects of raising agents, fat to flour ratios, and gluten and starch in flour.
Back to Duty
K6: Culinary science for the production of refined hot, cold and frozen desserts including freezing points, ice crystal formation, speed of freezing, taste profiling, use of stabilisers, and the art of plating.
Back to Duty
K7: Culinary science for the production of refined fillings including stabilisers, emulsification, gelling agents, and finishes including glazes, sauces, coulis, and icing.
Back to Duty
K8: Culinary science of ingredient functionality and how to reformulate recipes to make them plant based or free from gluten and allergens.
Back to Duty
K9: Design and construction considerations for refined, filled patisserie.
Back to Duty
K10: Design and construction considerations for small display pieces and decorative items
Back to Duty
K11: Quality indicators in ingredients and common defects
Back to Duty
K12: Seasonal ingredients commonly used in producing pastry products
Back to Duty
K13: Ingredient specifications, ratios and balance needed to achieve intended quality standards
Back to Duty
K14: How to manage time, cooking temperature, and environment, i.e. temperature of room and humidity, when preparing and cooking refined products
Back to Duty
K15: Signs of common errors in production and how to rectify
Back to Duty
K16: Quality indicators related to size, texture, flavour, consistency and appearance in finished products
Back to Duty
K17: How to design products so they can be effectively presented, held, served and or transported to customers on and off site without negative impact on the finished product.
Back to Duty
K18: Functions, use and preventative maintenance of specialist equipment and technologies used by a pastry chef.
Back to Duty
K19: Control of Substances Hazardous for Health (COSHH) legislation in the context of a commercial kitchen
Back to Duty
K20: Food Safety legislation including labelling and packaging in the context of a commercial kitchen
Back to Duty
K21: Health and Safety legislation including stress mitigation in the context of a commercial kitchen
Back to Duty
K22: Principles of Hazard Analysis and Critical Control Points (HACCP) in the context of a commercial kitchen
Back to Duty
K23: Methods of planning for daily production demand using data such as customer numbers
Back to Duty
K24: The principles of profit and loss and how to achieve targeted gross profit.
Back to Duty
K25: Sources of information about current trends in pastry products and techniques
Back to Duty
K26: Common product improvements to maximise profitability and popularity.
Back to Duty
K27: Stock control; ordering, storage, rotation to maximise sustainability and support planned operations
Back to Duty
K28: Principles of controlling waste and sustainability
Back to Duty
K29: Communication styles and methods, verbal, digital and written, in the context of a commercial kitchen.
Back to Duty
K30: Equality Act 2010, equality, diversity and inclusion in the workplace, including physical and mental wellbeing of self and others and how to access sources of help and advice.
Back to Duty
S1: Use professional production methods to create refined, finished dough products including fermented yeast, non-fermented, laminated, enriched and hand-shaped doughs
Back to Duty
S2: Use professional production methods to create refined, finished batter products including separated egg, creamed, whisked whole egg, yeasted and French, Swiss, and Italian meringue mix sponges.
Back to Duty
S3: Use professional production methods to create refined, finished confectionery and chocolate products including honeycomb or cinder toffee, marshmallow, caramel mou, caramelised nuts, nougat, macaron, Florentine, moulded and dipped bon bons, piped truffle, pate de fruit, and chocolate decorations.
Back to Duty
S4: Use professional production methods to create refined, finished paste products using choux, sweet, short or brise, inverse and classic puff, and sable pastries.
Back to Duty
S5: Use professional production methods to create refined, finished fruit products including poached, roasted, baked, confit, conserves, compotes, fillings, and curd.
Back to Duty
S6: Use professional production methods to create refined, finished biscuit products including hollandaise and a la poche sable, Breton, cookies, and tuille.
Back to Duty
S7: Use professional production methods to create refined, finished hot, cold and frozen desserts including starch and non-starch based souffles, fondants, tarts, ice creams, sorbets, parfaits, granites, dacquoise, set creams (anglaise, ganache, meringue) and sabayon mousse.
Back to Duty
S8: Use professional production techniques to create refined fillings including ganache, crémeux, frangipane, praline, crème pat, diplomat and mousseline, meringue, chiboust butter cream, bavorois, sec, savoury, baked custard, and gels and inserts.
Back to Duty
S9: Use professional production techniques to create refined finishes including glazes, sauces, coulis, and icing
Back to Duty
S10: Use professional production methods to create refined, filled, constructed patisserie products including opera, éclair, St Honore, chocolate, fruit and meringue tarts, millefeuille, fraisier, black forest gâteaux, mont blanc, paris brest, pithivier or galette, petit and large entremets.
Back to Duty
S11: Use professional production methods to create small decorative display work including nougatine, pastillage, cooked sugar and chocolate which can be in combination.
Back to Duty
S12: Reformulate recipes to produce plant-based, gluten free and allergen free alternatives.
Back to Duty
S13: Use sensory and related to methods to ensure ingredients are the right quality.
Back to Duty
S14: Interpret specifications to achieve intended quality standards
Back to Duty
S15: Manage time, temperature and environment when preparing and cooking refined products
Back to Duty
S16: Identify and resolve errors during the production process
Back to Duty
S17: Apply quality standards related to size, texture, flavour, consistency, and appearance to finished products.
Back to Duty
S18: Design products to ensure they can be effectively presented, held, served and or transported to customers on and off site without negative impact on the finished product
Back to Duty
S19: Select and use specialist pastry equipment and technology to make refined finished products
Back to Duty
S20: Prepare, check, clean, and maintain specialist pastry equipment
Back to Duty
S21: Proactively maintain a safe, clean and hygienic working environment to manage compliance with all food safety and health and safety legislation
Back to Duty
S22: Plan to meet daily demand, allocating resources and proactively managing risk to production.
Back to Duty
S23: Prepare mise en place lists
Back to Duty
S24: Adapt plans according to variable internal and external factors
Back to Duty
S25: Improve or develop new products considering customer, profit, standards and brand fit
Back to Duty
S26: Adopt sustainable working practices to minimise waste and maximise yield for product batches
Back to Duty
S27: Use professional communication styles and methods relevant to a commercial kitchen.
Back to Duty
S28: Observe professional standards for teamwork, including equity, diversity and inclusion, and act to support the wellbeing and professional development of self and colleagues.
Back to Duty
B1: Be solution focused with the attention to detail that consistently achieves expected outcomes
Back to Duty
B2: Promote an efficient, professional, calm and supportive environment
Back to Duty
B3: Be commercially aware and customer focused in all aspects of work
Back to Duty
B4: Reflect on own and team health, wellbeing and professional development, seeking and offering support when appropriate
Back to Duty
Apprentices without level 2 English and maths will need to achieve this level prior to taking the End-Point Assessment. For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3. A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.
V1.0
This document explains the requirements for end-point assessment (EPA) for the pastry chef apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Pastry chef apprentices, their employers and training providers should read this document.
A full-time pastry chef apprentice typically spends 18 months on-programme. The apprentice must spend at least 12 months on-programme and complete the required amount of off-the-job training in line with the apprenticeship funding rules.
The EPA should be completed within an EPA period lasting typically 4 months.
The apprentice must complete their training and meet the gateway requirements before starting their EPA. The EPA will assess occupational competence.
An approved EPAO must conduct the EPA for this apprenticeship. Employers must select an approved EPAO from the apprenticeship provider and assessment register (APAR).
This EPA has 3 assessment methods.
The grades available for each assessment method are below.
Assessment method 1 - simulated practical with questions:
Assessment method 2 - knowledge test:
Assessment method 3 - professional discussion underpinned by a portfolio of evidence:
The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
On-programme - typically 18 months
|
The apprentice must:
|
---|---|
End-point assessment gateway
|
The apprentice’s employer must be content that the apprentice has attained sufficient KSBs to complete the apprenticeship. The apprentice must:
For the professional discussion underpinned by a portfolio of evidence, the apprentice must submit a portfolio of evidence.
Gateway evidence must be submitted to the EPAO along with any organisation specific policies and procedures requested by the EPAO. |
End-point assessment - typically 4 months
|
The grades available for each assessment method are below
Simulated practical with questions:
Knowledge test:
Professional discussion underpinned by a portfolio of evidence:
Overall EPA and apprenticeship can be graded:
|
Re-sits and re-takes
|
|
The EPA is taken in the EPA period. The EPA period starts when the EPAO confirms the gateway requirements have been met and is typically 4 months.
The EPAO should confirm the gateway requirements have been met and start the EPA as quickly as possible.
The apprentice’s employer must be content that the apprentice has attained sufficient KSBs to complete the apprenticeship. The employer may take advice from the apprentice's training provider, but the employer must make the decision. The apprentice will then enter the gateway.
The apprentice must meet the gateway requirements before starting their EPA.
They must:
Portfolio of evidence requirements:
The apprentice must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should only contain evidence related to the KSBs that will be assessed by this assessment method.
It will typically contain 16 discrete pieces of evidence. Evidence must be mapped against the KSBs. Evidence may be used to demonstrate more than one KSB; a qualitative as opposed to quantitative approach is suggested.
As the apprentice, their employer and training provider will be unaware of the exact nature of the questions that form the basis of the professional discussion in advance of that assessment it is vital that apprentices are proficient in all relevant knowledge, skills and behaviours listed within the occupational standard.
In addition to evidence related to all KSBs mapped to the professional discussion, apprentices must include evidence of a range of finished pastry products. Apprentices should have knowledge and skills across a full range of products. The evidence for the portfolio should include, as a minimum, the following:
Dough. Provide evidence of 1 finished product from each of the following categories:
Paste. Provide evidence of 1 complete finished product using paste from each of the following categories. At least 1 finished product must be savoury and 1 finished product must be sweet:
Fruit. Provide evidence of 1 finished product that incorporates fruit as the main element from each of the following lists:
Decorative display work. Provide evidence of 1 small decorative display piece from the list below:
Evidence sources may include:
This is not a definitive list; other evidence sources can be included.
The portfolio of evidence should not include reflective accounts or any methods of self-assessment. Any employer contributions should focus on direct observation of performance (for example, witness statements) rather than opinions. The evidence provided should be valid and attributable to the apprentice; the portfolio of evidence should contain a statement from the employer and apprentice confirming this.
The EPAO should not assess the portfolio of evidence directly as it underpins the discussion. The independent assessor should review the portfolio of evidence to prepare questions for the discussion. They are not required to provide feedback after this review.
The apprentice must submit the gateway evidence to their EPAO, including any organisation specific policies and procedures requested by the EPAO.
The assessment methods can be delivered in any order.
The result of one assessment method does not need to be known before starting the next.
In a simulated practical assessment with questions, an independent assessor observes the apprentice completing a task or series of tasks set by the EPAO. The EPAO decides where the simulated practical takes place. The assessment environment must closely relate to the apprentice’s natural working environment. The simulated practical will assess a subset of the methods, techniques and products listed in the KSBs. The simulated practical gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method, via the creation of a subset of pastry products, based on an assessment brief created by the EPAO.
As the apprentice, their employer and training provider will be unaware of the exact nature of the tasks required for the simulated practical assessment prior to receiving the brief it is vital that the apprentice is proficient in all relevant knowledge, skills and behaviours listed within the occupational standard.
This assessment method is being used because:
The simulated practical with questions must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
An independent assessor must conduct and assess the simulated practical with questions.
The independent assessor must only observe a maximum of five apprentices at a time to ensure quality and rigour. They must be as unobtrusive as possible.
The EPAO must give an apprentice 15 days' notice of the . simulated practical with questionsThe assessment brief must be shared with the candidate, provider and employer 15 working days prior to the EPA.
For the simulated practical with questions 5 hours must be made available.
The independent assessor can increase the time of the simulated practical with questions by up to 10%. This time is to allow the apprentice to complete a task or respond to a question if necessary.
The simulated practical with questions cannot be split, other than for comfort breaks or to allow apprentices to move from one location to another. Where breaks occur, they will not count towards the total EPA time.
The EPAO must manage invigilation of the apprentice during the assessment, to maintain security of the EPA, in line with their malpractice policy. This includes breaks and moving between locations.
The independent assessor must explain to the apprentice the format and timescales of the simulated practical with questions before it starts. This does not count towards the assessment time.
The independent assessor must observe the following during the practical assessment:
It is not expected that apprentices will present, hold, serve or transport their completed product during the simulated practical, but they must have taken into consideration the information about presentation, holding, and serving or transporting provided in the brief in their decisions about their approach to producing their product.
These activities provide the apprentice with the opportunity to demonstrate the KSBs mapped to this assessment method.
The independent assessor must ask questions.
The purpose of the questions is to clarify further, any elements of a KSB, so as to allow the candidate to demonstrate their full comprehension of the theme being performed..
Questioning must occur during the practical assessment. The time for questioning is included in the overall assessment time.
The independent assessor must ask at least 5 questions during the practical assessment. To remain as unobtrusive as possible, the independent assessor should ask questions during natural breaks in work rather than disrupting the apprentice’s flow. The independent assessor must use the questions from their EPAO’s question bank or create their own questions in line with the EPAO’s training.
The independent assessor can ask follow-up questions to clarify answers given by the apprentice. These questions are in addition to the above set number of questions for the simulated practical with questions.
The independent assessor must make the grading decision. The independent assessor must assess the practical assessment and responses to questions holistically when deciding the grade.
The independent assessor must keep accurate records of the assessment. They must record:
The simulated practical with questions must take place in a simulated environment selected by the EPAO for example, the EPAO’s or employer’s premises. The simulated environment must relate to the apprentice’s natural work environment. Equipment and resources needed for the simulated practical with questions must be provided by the EPAO, who can liaise with the employer to provide these.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must develop a purpose-built set of simulated practical briefs. These must include the following:
These must include the following:
1. Which product will be produced from each of the following categories:
2. The quantity or how many servings where appropriate.
3. The brief must indicate how 1 of the 3 products should be presented, held, and served or transported, for example the biscuits will be packaged for postage or the black forest gateaux will be on a buffet for 1 hour.
4. The brief must indicate that the apprentice is expected to work to recipes that are sourced in their place of employment or recipes they have sourced themselves, although the origin of these must be stated.
5. The expectation that during the assessment the apprentice will brief the independent assessor on the tasks to be undertaken to achieve expected results.
The EPAO must ensure that the apprentice has a different set of tasks and questions in the case of re-sits and retakes, to minimise predictability.
The EPAO must produce the following materials to support the simulated practical with questions:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
In the knowledge test, the apprentice answers questions in a controlled and invigilated environment. It gives the apprentice the opportunity to demonstrate the knowledge mapped to this assessment method.
This assessment method is being used because.
The knowledge test must be structured to give the apprentice the opportunity to demonstrate the knowledge mapped to this assessment method to the highest available grade.
The test will consist of 30 multiple-choice questions.
Multiple-choice questions must have four options, including one correct answer.
The apprentice must be given at least 2 weeks’ notice of the date and time of the test.
The apprentice must have 60 minutes to complete the test.
The test is closed book which means that the apprentice cannot refer to reference books or materials whilst taking the test.
The test must be taken in the presence of an invigilator who is the responsibility of the EPAO. The EPAO must have an invigilation policy setting out how the test must be conducted. It must state the ratio of apprentices to invigilators for the setting and allow the test to take place in a secure way.
The EPAO must verify the apprentice’s identity and ensure invigilation of the apprentice for example, with 360-degree cameras and screen sharing facilities.
The EPAO is responsible for the security of the test including the arrangements for on-line testing. The EPAO must ensure that their security arrangements maintain the validity and reliability of the test.
The test must be marked by an independent assessor or marker employed by the EPAO. They must follow a marking scheme produced by the EPAO. Marking by computer is allowed where question types support this.
A correct answer gets 1 mark.
Any incorrect or missing answers get zero marks.
The EPAO is responsible for overseeing the marking of the test.
The apprentice must take the test in a suitably controlled and invigilated environment that is a quiet room, free from distractions and influence. The EPAO must check the venue is suitable.
The test can take place remotely if the appropriate technology and systems are in place to prevent malpractice.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO should maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the test:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
In the professional discussion, an independent assessor and apprentice have a formal two-way conversation. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence.
The professional discussion underpinned by a portfolio of evidence will assess a subset of the methods, techniques and products listed in the relevant KSBs.
This assessment method is being used because:
The professional discussion must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
An independent assessor must conduct and assess the professional discussion.
The following themes will be covered in the professional discussion.
The EPAO must give an apprentice 2 weeks' notice of the professional discussion.
The independent assessor must have at least 2 weeks to review the supporting documentation.
The apprentice must have access to their portfolio of evidence during the professional discussion.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence however, the portfolio of evidence is not directly assessed.
The professional discussion must last for 90 minutes. The independent assessor can increase the time of the professional discussion by up to 10%. This time is to allow the apprentice to respond to a question if necessary.
The independent assessor must ask at least 16 questions. The independent assessor must use the questions from the EPAO’s question bank.
The independent assessor must make the grading decision.
The independent assessor must keep accurate records of the assessment. They must record:
The professional discussion must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises.
The professional discussion can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The professional discussion should take place in a quiet room, free from distractions and influence.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the professional discussion underpinned by a portfolio of evidence:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
Fail - does not meet pass criteria
Theme
KSBs
|
Pass
Apprentices must demonstrate all of the pass descriptors
|
Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
|
---|---|---|
Producing quality refined patisserie products
K2 K5 K6 K7 K9 K11 K13 K14 K15 K16 S2 S3 S6 S7 S8 S9 S10 S13 S14 S15 S16 S17 S21 S26 B1 |
Use professional production methods and principles of culinary science to produce refined, filled and constructed patisserie products or plated desserts, chocolate or confectionery, and biscuit or sponge products, showing consideration for design and construction, whilst maintaining the quality standards of finished products. (K2, K5, K6, K9, K16, S2, S3, S6, S7, S10, S17) With attention to detail produce refined fillings and finishes applying professional methods and principles of culinary science, remaining focused when identifying and resolving errors during the production process. (K7, K15, S8, S9, S16, B1) Manage time, temperature, and environment effectively when preparing and cooking refined products to achieve expected results (K14, S15) Proactively maintain a safe, clean, and hygienic working environment in full compliance with food safety and health and safety, and act to minimise waste and maximise batch yield. (S21, S26) Use sensory and related methods to ensure the quality of ingredients, avoiding common defects. (K11, S13) Interpret specifications demonstrating attention to ratios and balance in order to achieve expected standards. (K13, S14) |
Precisely and consistently uses professional methods to create highly refined, filled and constructed patisserie or plated dessert, chocolate or confectionery, and biscuit or sponge products, creatively considering innovative design, construction and fillings. (K9, S3, S6, S8) Maximises batch yield, and minimises waste, by accurately interpreting specifications managing time, temperature and environment. (S14, S15, S26)
|
Communicating plans and actions
S23 S27 B2 |
Prepare clear mise en place that supports calm and efficient production of refined products. (S23, B2) Use professional communication styles and methods to brief assessor on the tasks to be undertaken and expected results. (S27) |
None |
Presenting, holding, and serving finished products
K17 S18 |
Consideration, of presentation, holding, transportation and service requirements clearly evidenced in the product design. (K17, S18) |
Creatively adapts a product design to achieve optimum presentation, holding or transportation and service of products. (K17, S18) |
Using and maintaining pastry equipment
K18 S19 S20 |
Select, prepare, check and use appropriate specialist pastry equipment and technology to make refined finished products. Clean the equipment appropriately and undertake or indicate steps for good preventative maintenance. (K18, S19, S20) |
None |
Fail - does not meet pass criteria
Theme
KSBs
|
Pass
Apprentices must demonstrate all of the pass descriptors
|
Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
|
---|---|---|
Creating refined finished pastry products
K1 K3 K4 K10 S1 S4 S5 S11 |
Describes the professional methods and principles of culinary science used to create refined finished dough and batter products. (K1, S1) Describe professional production methods and principles of culinary science used to create refined, finished paste products. (K3, S4,) Describe professional methods and principles of culinary science used to create refined, finished fruit and sugar products. (K4, S5) Describe professional methods and design and construction considerations used to create small, refined, decorative display work. (K10, S11) |
Explain chosen design and construction choices linking justifications to culinary science (K10, S11)
|
Recipe reformulation
K8 S12 |
Explains culinary science reformulation functionality and how it is used to reformulate recipes for plant based or free from gluten and other allergen free products. (K8, S12) |
Justifies reformulation decisions in the production of plant based or free from gluten or other allergens. (K8, S12) |
Planning for daily demand
K23 S22 S24 |
Explain how data is used to plan effectively for daily demand allocating human and other resources appropriately and proactively managing risk to production. (K23, S22) Explain how plans have been adapted to accommodate variable internal and external factors. (S24) |
Justify decisions made when adapting plans to accommodate complex variable factors: higher demand, alternative ingredients, staff shortages. (S24) |
Stock Control, purchasing, and sustainability
K27 K28 |
Describe effective and sustainable stock control including ordering, storage and rotation to support planned operations and minimise waste. (K27, K28) |
Explain how to minimise waste and maximise sustainability to alleviate the environmental impact of goods and ingredients. (K28) |
Product Improvements
K26 S25 B3 |
Describe new products and product improvements that have been designed to maximise profitability and popularity, adhere to standards and brand fit. (K26, S25, B3)
|
Interpret brand, customer, and commercial needs to develop new products. (S25) |
Professional standards for teamwork and personal development
K30 S28 B4 |
Explain how actions support effective teamwork by maintaining professional standards for equity, diversity and inclusion, and improve own and team health, wellbeing and professional development. (K30, S28, B4) |
None |
Grade | Minimum marks required | Maximum marks required |
---|---|---|
Fail | 0 | 19 |
Pass | 20 | 30 |
Performance in the EPA determines the overall grade of:
An independent assessor must individually grade the simulated practical with questions and professional discussion underpinned by a portfolio of evidence in line with this EPA plan.
The EPAO must combine the individual assessment method grades to determine the overall EPA grade.
If the apprentice fails one assessment method or more, they will be awarded an overall fail.
To achieve an overall pass, the apprentice must achieve at least a pass in all the assessment methods. Apprentices who fail one or more assessment methods will be awarded an overall 'fail' grade. In order to achieve an overall merit apprentices must achieve two passes and a distinction. In order to achieve an overall distinction apprentices must achieve a distinction in at least two assessment methods.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
Simulated practical with questions | Knowledge test | Professional discussion underpinned by a portfolio of evidence | Overall Grading |
---|---|---|---|
Fail | Pass | Any grade | Fail |
Any grade | Fail | Any grade | Fail |
Any grade | Pass | Fail | Fail |
Pass | Pass | Pass | Pass |
Distinction | Pass | Pass | Merit |
Pass | Pass | Distinction | Merit |
Distinction | Pass | Distinction | Distinction |
If the apprentice fails one assessment method or more, they can take a re-sit or a re-take at their employer’s discretion. The apprentice’s employer needs to agree that a re-sit or re-take is appropriate. A re-sit does not need further learning, whereas a re-take does. The apprentice should have a supportive action plan to prepare for a re-sit or a re-take.
The employer and the EPAO should agree the timescale for a re-sit or re-take. A re-sit is typically taken within 1 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 4 months of the EPA outcome notification.
Failed assessment methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full.
Re-sits and re-takes are not offered to an apprentice wishing to move from pass to a higher grade.
The apprentice will get a maximum EPA grade of if pass they need to re-sit or re-take one or more assessment methods, unless the EPAO determines there are exceptional circumstances.
Roles | Responsibilities |
---|---|
Apprentice |
As a minimum, the apprentice should:
|
Employer |
As a minimum, the apprentice's employer must:
|
EPAO |
As a minimum, the EPAO must:
|
Independent assessor |
As a minimum, an independent assessor must:
|
Training provider |
As a minimum, the training provider must:
|
Invigilator |
As a minimum, the invigilator must:
|
Marker |
As a minimum, the marker must:
|
The EPAO must have reasonable adjustments arrangements for the EPA.
This should include:
Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Special considerations
The EPAO must have special consideration arrangements for the EPA.
This should include:
Special considerations must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Internal quality assurance refers to the strategies, policies and procedures that an EPAO must have in place to ensure valid, consistent and reliable EPA decisions.
EPAOs for this EPA must adhere to the requirements within the roles and responsibilities table.
They must also appoint independent assessors who:
Affordability of the EPA will be aided by using at least some of the following:
This apprenticeship is not aligned to professional recognition.
Knowledge | Assessment methods |
---|---|
K1
Culinary science for the production of refined dough and batter products including yeast feeding, bread improving, gluten, CO2 fermentation, combination cooking, Maillard reaction, types of grain and how their different reactions, and gluten free doughs. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K2
Culinary science for the production of refined confectionery and chocolate products including tempering and crystallization. Back to Grading |
Simulated practical with questions |
K3
Culinary science for the production of refined paste products including fat to flour ratios, gluten viscosity, aeration types, emulsification, stabilisation and water holding capacity. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K4
Culinary science for the production of refined fruit and sugar products including inversion, caramelisation, crystallisation, uses of pectin, aeration, and enzyme breakdown. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K5
Culinary science for the production of refined biscuit and sponge products including sugar ratios, sponge emulsifiers, effects of raising agents, fat to flour ratios, and gluten and starch in flour. Back to Grading |
Simulated practical with questions |
K6
Culinary science for the production of refined hot, cold and frozen desserts including freezing points, ice crystal formation, speed of freezing, taste profiling, use of stabilisers, and the art of plating. Back to Grading |
Simulated practical with questions |
K7
Culinary science for the production of refined fillings including stabilisers, emulsification, gelling agents, and finishes including glazes, sauces, coulis, and icing. Back to Grading |
Simulated practical with questions |
K8
Culinary science of ingredient functionality and how to reformulate recipes to make them plant based or free from gluten and allergens. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K9
Design and construction considerations for refined, filled patisserie. Back to Grading |
Simulated practical with questions |
K10
Design and construction considerations for small display pieces and decorative items Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K11
Quality indicators in ingredients and common defects Back to Grading |
Simulated practical with questions |
K12
Seasonal ingredients commonly used in producing pastry products Back to Grading |
Knowledge test |
K13
Ingredient specifications, ratios and balance needed to achieve intended quality standards Back to Grading |
Simulated practical with questions |
K14
How to manage time, cooking temperature, and environment, i.e. temperature of room and humidity, when preparing and cooking refined products Back to Grading |
Simulated practical with questions |
K15
Signs of common errors in production and how to rectify Back to Grading |
Simulated practical with questions |
K16
Quality indicators related to size, texture, flavour, consistency and appearance in finished products Back to Grading |
Simulated practical with questions |
K17
How to design products so they can be effectively presented, held, served and or transported to customers on and off site without negative impact on the finished product. Back to Grading |
Simulated practical with questions |
K18
Functions, use and preventative maintenance of specialist equipment and technologies used by a pastry chef. Back to Grading |
Simulated practical with questions |
K19
Control of Substances Hazardous for Health (COSHH) legislation in the context of a commercial kitchen Back to Grading |
Knowledge test |
K20
Food Safety legislation including labelling and packaging in the context of a commercial kitchen Back to Grading |
Knowledge test |
K21
Health and Safety legislation including stress mitigation in the context of a commercial kitchen Back to Grading |
Knowledge test |
K22
Principles of Hazard Analysis and Critical Control Points (HACCP) in the context of a commercial kitchen Back to Grading |
Knowledge test |
K23
Methods of planning for daily production demand using data such as customer numbers Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K24
The principles of profit and loss and how to achieve targeted gross profit. Back to Grading |
Knowledge test |
K25
Sources of information about current trends in pastry products and techniques Back to Grading |
Knowledge test |
K26
Common product improvements to maximise profitability and popularity. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K27
Stock control; ordering, storage, rotation to maximise sustainability and support planned operations Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K28
Principles of controlling waste and sustainability Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K29
Communication styles and methods, verbal, digital and written, in the context of a commercial kitchen. Back to Grading |
Knowledge test |
K30
Equality Act 2010, equality, diversity and inclusion in the workplace, including physical and mental wellbeing of self and others and how to access sources of help and advice. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
Skill | Assessment methods |
---|---|
S1
Use professional production methods to create refined, finished dough products including fermented yeast, non-fermented, laminated, enriched and hand-shaped doughs Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S2
Use professional production methods to create refined, finished batter products including separated egg, creamed, whisked whole egg, yeasted and French, Swiss, and Italian meringue mix sponges. Back to Grading |
Simulated practical with questions |
S3
Use professional production methods to create refined, finished confectionery and chocolate products including honeycomb or cinder toffee, marshmallow, caramel mou, caramelised nuts, nougat, macaron, Florentine, moulded and dipped bon bons, piped truffle, pate de fruit, and chocolate decorations. Back to Grading |
Simulated practical with questions |
S4
Use professional production methods to create refined, finished paste products using choux, sweet, short or brise, inverse and classic puff, and sable pastries. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S5
Use professional production methods to create refined, finished fruit products including poached, roasted, baked, confit, conserves, compotes, fillings, and curd. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S6
Use professional production methods to create refined, finished biscuit products including hollandaise and a la poche sable, Breton, cookies, and tuille. Back to Grading |
Simulated practical with questions |
S7
Use professional production methods to create refined, finished hot, cold and frozen desserts including starch and non-starch based souffles, fondants, tarts, ice creams, sorbets, parfaits, granites, dacquoise, set creams (anglaise, ganache, meringue) and sabayon mousse. Back to Grading |
Simulated practical with questions |
S8
Use professional production techniques to create refined fillings including ganache, crémeux, frangipane, praline, crème pat, diplomat and mousseline, meringue, chiboust butter cream, bavorois, sec, savoury, baked custard, and gels and inserts. Back to Grading |
Simulated practical with questions |
S9
Use professional production techniques to create refined finishes including glazes, sauces, coulis, and icing Back to Grading |
Simulated practical with questions |
S10
Use professional production methods to create refined, filled, constructed patisserie products including opera, éclair, St Honore, chocolate, fruit and meringue tarts, millefeuille, fraisier, black forest gâteaux, mont blanc, paris brest, pithivier or galette, petit and large entremets. Back to Grading |
Simulated practical with questions |
S11
Use professional production methods to create small decorative display work including nougatine, pastillage, cooked sugar and chocolate which can be in combination. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S12
Reformulate recipes to produce plant-based, gluten free and allergen free alternatives. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S13
Use sensory and related to methods to ensure ingredients are the right quality. Back to Grading |
Simulated practical with questions |
S14
Interpret specifications to achieve intended quality standards Back to Grading |
Simulated practical with questions |
S15
Manage time, temperature and environment when preparing and cooking refined products Back to Grading |
Simulated practical with questions |
S16
Identify and resolve errors during the production process Back to Grading |
Simulated practical with questions |
S17
Apply quality standards related to size, texture, flavour, consistency, and appearance to finished products. Back to Grading |
Simulated practical with questions |
S18
Design products to ensure they can be effectively presented, held, served and or transported to customers on and off site without negative impact on the finished product Back to Grading |
Simulated practical with questions |
S19
Select and use specialist pastry equipment and technology to make refined finished products Back to Grading |
Simulated practical with questions |
S20
Prepare, check, clean, and maintain specialist pastry equipment Back to Grading |
Simulated practical with questions |
S21
Proactively maintain a safe, clean and hygienic working environment to manage compliance with all food safety and health and safety legislation Back to Grading |
Simulated practical with questions |
S22
Plan to meet daily demand, allocating resources and proactively managing risk to production. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S23
Prepare mise en place lists Back to Grading |
Simulated practical with questions |
S24
Adapt plans according to variable internal and external factors Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S25
Improve or develop new products considering customer, profit, standards and brand fit Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S26
Adopt sustainable working practices to minimise waste and maximise yield for product batches Back to Grading |
Simulated practical with questions |
S27
Use professional communication styles and methods relevant to a commercial kitchen. Back to Grading |
Simulated practical with questions |
S28
Observe professional standards for teamwork, including equity, diversity and inclusion, and act to support the wellbeing and professional development of self and colleagues. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
Behaviour | Assessment methods |
---|---|
B1
Be solution focused with the attention to detail that consistently achieves expected outcomes Back to Grading |
Simulated practical with questions |
B2
Promote an efficient, professional, calm and supportive environment Back to Grading |
Simulated practical with questions |
B3
Be commercially aware and customer focused in all aspects of work Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
B4
Reflect on own and team health, wellbeing and professional development, seeking and offering support when appropriate Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
---|---|---|---|
Producing quality refined patisserie products
K2 K5 K6 K7 K9 K11 K13 K14 K15 K16 S2 S3 S6 S7 S8 S9 S10 S13 S14 S15 S16 S17 S21 S26 B1 |
Culinary science for the production of refined confectionery and chocolate products including tempering and crystallization. (K2) Culinary science for the production of refined biscuit and sponge products including sugar ratios, sponge emulsifiers, effects of raising agents, fat to flour ratios, and gluten and starch in flour. (K5) Culinary science for the production of refined hot, cold and frozen desserts including freezing points, ice crystal formation, speed of freezing, taste profiling, use of stabilisers, and the art of plating. (K6) Culinary science for the production of refined fillings including stabilisers, emulsification, gelling agents, and finishes including glazes, sauces, coulis, and icing. (K7) Design and construction considerations for refined, filled patisserie. (K9) Quality indicators in ingredients and common defects (K11) Ingredient specifications, ratios and balance needed to achieve intended quality standards (K13) How to manage time, cooking temperature, and environment, i.e. temperature of room and humidity, when preparing and cooking refined products (K14) Signs of common errors in production and how to rectify (K15) Quality indicators related to size, texture, flavour, consistency and appearance in finished products (K16) |
Use professional production methods to create refined, finished batter products including separated egg, creamed, whisked whole egg, yeasted and French, Swiss, and Italian meringue mix sponges. (S2) Use professional production methods to create refined, finished confectionery and chocolate products including honeycomb or cinder toffee, marshmallow, caramel mou, caramelised nuts, nougat, macaron, Florentine, moulded and dipped bon bons, piped truffle, pate de fruit, and chocolate decorations. (S3) Use professional production methods to create refined, finished biscuit products including hollandaise and a la poche sable, Breton, cookies, and tuille. (S6) Use professional production methods to create refined, finished hot, cold and frozen desserts including starch and non-starch based souffles, fondants, tarts, ice creams, sorbets, parfaits, granites, dacquoise, set creams (anglaise, ganache, meringue) and sabayon mousse. (S7) Use professional production techniques to create refined fillings including ganache, crémeux, frangipane, praline, crème pat, diplomat and mousseline, meringue, chiboust butter cream, bavorois, sec, savoury, baked custard, and gels and inserts. (S8) Use professional production techniques to create refined finishes including glazes, sauces, coulis, and icing (S9) Use professional production methods to create refined, filled, constructed patisserie products including opera, éclair, St Honore, chocolate, fruit and meringue tarts, millefeuille, fraisier, black forest gâteaux, mont blanc, paris brest, pithivier or galette, petit and large entremets. (S10) Use sensory and related to methods to ensure ingredients are the right quality. (S13) Interpret specifications to achieve intended quality standards (S14) Manage time, temperature and environment when preparing and cooking refined products (S15) Identify and resolve errors during the production process (S16) Apply quality standards related to size, texture, flavour, consistency, and appearance to finished products. (S17) Proactively maintain a safe, clean and hygienic working environment to manage compliance with all food safety and health and safety legislation (S21) Adopt sustainable working practices to minimise waste and maximise yield for product batches (S26) |
Be solution focused with the attention to detail that consistently achieves expected outcomes (B1) |
Communicating plans and actions
S23 S27 B2 |
None |
Prepare mise en place lists (S23) Use professional communication styles and methods relevant to a commercial kitchen. (S27) |
Promote an efficient, professional, calm and supportive environment (B2) |
Presenting, holding, and serving finished products
K17 S18 |
How to design products so they can be effectively presented, held, served and or transported to customers on and off site without negative impact on the finished product. (K17) |
Design products to ensure they can be effectively presented, held, served and or transported to customers on and off site without negative impact on the finished product (S18) |
None |
Using and maintaining pastry equipment
K18 S19 S20 |
Functions, use and preventative maintenance of specialist equipment and technologies used by a pastry chef. (K18) |
Select and use specialist pastry equipment and technology to make refined finished products (S19) Prepare, check, clean, and maintain specialist pastry equipment (S20) |
None |
KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
---|---|---|---|
Creating refined finished pastry products
K1 K3 K4 K10 S1 S4 S5 S11 |
Culinary science for the production of refined dough and batter products including yeast feeding, bread improving, gluten, CO2 fermentation, combination cooking, Maillard reaction, types of grain and how their different reactions, and gluten free doughs. (K1) Culinary science for the production of refined paste products including fat to flour ratios, gluten viscosity, aeration types, emulsification, stabilisation and water holding capacity. (K3) Culinary science for the production of refined fruit and sugar products including inversion, caramelisation, crystallisation, uses of pectin, aeration, and enzyme breakdown. (K4) Design and construction considerations for small display pieces and decorative items (K10) |
Use professional production methods to create refined, finished dough products including fermented yeast, non-fermented, laminated, enriched and hand-shaped doughs (S1) Use professional production methods to create refined, finished paste products using choux, sweet, short or brise, inverse and classic puff, and sable pastries. (S4) Use professional production methods to create refined, finished fruit products including poached, roasted, baked, confit, conserves, compotes, fillings, and curd. (S5) Use professional production methods to create small decorative display work including nougatine, pastillage, cooked sugar and chocolate which can be in combination. (S11) |
None |
Recipe reformulation
K8 S12 |
Culinary science of ingredient functionality and how to reformulate recipes to make them plant based or free from gluten and allergens. (K8) |
Reformulate recipes to produce plant-based, gluten free and allergen free alternatives. (S12) |
None |
Planning for daily demand
K23 S22 S24 |
Methods of planning for daily production demand using data such as customer numbers (K23) |
Plan to meet daily demand, allocating resources and proactively managing risk to production. (S22) Adapt plans according to variable internal and external factors (S24) |
None |
Stock Control, purchasing, and sustainability
K27 K28 |
Stock control; ordering, storage, rotation to maximise sustainability and support planned operations (K27) Principles of controlling waste and sustainability (K28) |
None |
None |
Product Improvements
K26 S25 B3 |
Common product improvements to maximise profitability and popularity. (K26) |
Improve or develop new products considering customer, profit, standards and brand fit (S25) |
Be commercially aware and customer focused in all aspects of work (B3) |
Professional standards for teamwork and personal development
K30 S28 B4 |
Equality Act 2010, equality, diversity and inclusion in the workplace, including physical and mental wellbeing of self and others and how to access sources of help and advice. (K30) |
Observe professional standards for teamwork, including equity, diversity and inclusion, and act to support the wellbeing and professional development of self and colleagues. (S28) |
Reflect on own and team health, wellbeing and professional development, seeking and offering support when appropriate (B4) |
Contact us about this apprenticeship
Version | Change detail | Earliest start date | Latest start date | Latest end date |
---|---|---|---|---|
1.0 | Approved for delivery | 30/04/2024 | Not set | Not set |
Crown copyright © 2024. You may re-use this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. Visit www.nationalarchives.gov.uk/doc/open-government-licence