COMPETENCY - BASED

LEARNING MATERIAL

Sector

TOURISM
Qualification Title

BREAD AND PASTRY PRODUCTION

NCII
Unit of Competency
PRESENT DESSERTS
Module Title
PRESENTING DESSERTS

POLYTECHNIC COLLEGE OF DAVAO DEL SUR, INC.

Mc Arthur Highway, Brgy. Kiagot, Digos City
 HOW TO USE THIS COMPETENCY BASED LEARNING MATERIAL
Welcome to the module in BREAD AND PASTRY PRODUCTION NCII
QUALIFICATION. This module contains training materials and activities for you to
complete.

The unit of competency “Presenting Desserts” contains knowledge, skills and

attitude required for TRAINEES.

You are required to go through, a series of learning activities in order to complete

each learning outcome of the module. In each learning outcome are Information Sheet,
Self-Checks, Task Sheets and Job Sheets. The follow these activities on your own. If you
have questions, don’t hesitate to ask your facilitator for assistance.

The goal of this course is the development of practical skills in supervising work-
based training. Tools in planning, monitoring and evaluation of work-based training shall be
prepared during the workshop to support in the implementation of the training program.

This module is prepared to help you achieve the required competency, in “BREAD
AND PASTRY PRODUCTION NCII”.

This will be the source of information for you to acquire knowledge and skills in this
particular competency independently and at your own pace, with minimum supervision or
help from your facilitator.

Remember to:

 Work through all the information and complete the activities in each section.
 Read information sheets and complete the self-check. Answer keys are included in
this package to allow immediate feedback. Answering the self-check will help you
acquire the knowledge content of this competency.
 Perform the task sheets and job sheets until you are confident that your output
conforms to the performance criteria checklist that follows the sheets.
 Submit outputs of the task sheets and job sheets to your facilitator for evaluation and
recording in the Accomplishment Chart. Outputs shall serve as your portfolio during
the institutional competency evaluation.

A certificate of achievement will be awarded to you after passing the evaluation. You
must pass the institutional competency evaluation for this competency before moving to
another competency.
 BREAD AND PASTRY PRODUCTION NCII
105 Hours

Contents of this Competency – Based Learning Materials

No Unit of Competency Module Title Code

.

1 Prepare and Produce Bakery Preparing and Producing TRS741379

Products Bakery Products

2 Prepare and Produce Pastry Preparing and Producing TRS512317

Products Pastry Products

3 Prepare and Present Gateaux, Preparing and Presenting TRS512318

Tortes and Cakes Gateaux, Tortes and Cakes

4 Prepare and Display Petits Preparing and Display TRS512321

Fours Petits Fours

5 Present Dessert Presenting Desserts TRS741343

 MODULE CONTENT

Qualification: BREAD AND PASTRY PRODUCTION NCII

Unit of Competency: PRESENT DESSERTS

Module Title: Presenting Desserts

Introduction:

This unit covers the knowledge and skills in presenting the various and
specialized techniques of desserts presentation required by bakers and pastry
cooks (patissiers) in commercial food production environments and hospitality
establishments.

Nominal Duration: 11 Hours

Learning Outcomes:
At the end of this module you MUST be able to:

LO1 Present and Serve Plated Desserts

LO2 Plan, Prepare and present dessert buffet selection or
Plating
LO3 Store and Package Desserts
 Learning Outcome # 1 Presents and serve plated
Desserts

Contents:
1. Portion control and presentation of dessert
2. Steps in plating and decorating dessert

Assessment Criteria:
1. Desserts are used and prepared according to product items; occasion and enterprise
standards are procedures.
2. Desserts are plated and decorated in accordance with enterprise standards and
procedures.

Conditions:
 Measuring Devices
 Piping bags and attachment
 China ware
 Decorating materials

Methodology:
 Lecture/Discussion
 Demonstration/Application
 Oral Presentation

Assessment Method:
 Oral – Recitation
 Written examination
 Observation
 Learning Experiences / Activities

Learning Outcome # 1

Present and Serve Plated Desserts

Learning Activities Special Instructions

This Learning Outcome deals with the development

Read: Information Sheet 5.1-1
of the Institutional Competency Evaluation Tool
DEFINITION OF TERMS which trainers use in evaluating their trainees after
finishing a competency of the qualification.
INTRODUCTION
The Dessert in the Menu Go through the learning activities outlined for you on
the left column to gain the necessary information or
PLAN DESSERT DISPLAY knowledge before doing the tasks to practice on
1. Plan dessert display appropriate to location, performing the requirements of the evaluation tool.
The output of this LO is a complete Institutional
facilities and equipment Competency Evaluation Package for one
Competency of BREAD AND PASTRY
2. Plan appropriate amount and variety for event PRODUCTION NCII. Your output shall serve as one
and or service period of your portfolio for your Institutional Competency
Evaluation for Presenting Desserts.

Perform: Task Sheet 5.1-1 Feel free to show your outputs to your trainer as you
accomplish them for guidance and evaluation.

This Learning Outcome deals with the development

of the Institutional Competency Evaluation Tool
which trainers use in evaluating their trainees after
finishing a competency of the qualification.

Go through the learning activities outlined for you on

the left column to gain the necessary information or
knowledge before doing the tasks to practice on
performing the requirements of the evaluation tool.

After doing all the activities for this LO1: Presents

and Serve Plated Desserts; you are ready to
proceed to the next LO2: Plans prepare and
conduct a dessert trolley and presentation.
Definition of Terms
Term Explanation
Amaretto A liqueur from Italy, the primary flavour comes
from sweet and bitter almond.
Angelica Young leaf stalks of a plant which are candied
and used for decoration.
Anglaise Sauce Known as custard sauce, vanilla sauce or crème
Anglaise.
Arrowroot A kind of thickener, and it thickens at a lower
temperature than either cornstarch or flour
Aspic Savoury jelly.
Batter Soft completed cake mixture.
Baume Degrees on the scale of a saccharometer (sugar
hydrometer).
Bavarois Whipped cream and melted gelatine folded to a
custard sauce (also known as Bavarian Cream).
Beignets Fritters.
Blackjack Dark caramelized sugar syrup used for colouring
rich fruit cake mixing.
Bombe Mixture Made from egg yolks, sugar, and cream (similar
to a parfait)
Bombes A frozen dessert with a combination of either Ice
Cream, Sorbet, Sherbet and Bombe Mixture.
Boulangerie Bakery department.
Butterfmilk Is made from sweet (or sour) milk after it has
been churned to remove the Fat.
Calvados Apple brandy from France.
Candied Preserved by immersion in super-saturated sugar
solution.
Caramel Sugar solution boiled above 150 ºC until turns
golden brown.
Caramel Fruits Fruits dipped in Caramel.
Caramelize Sugar heated above its melting point.
Cassata An Ice cream and Parfait specialty.
 Term Explanation
Charlotte Moulded desserts typically made in a dome and
pail-shaped moulds.
Chocolate Vermicelli Polished granules of Chocolate used as a
decorations.
Compote stewed or boiled fruit.
Coulis cooked or raw fruit purees that are sweetened,
then used or served as sauces.
Coupe An individual serving bowl.
Cointreau A colourless French liqueur flavoured with peel
of curacao oranges.
Crême de Cacao A chocolate-flavoured liqueur.
Crême de Cassis liqueur made from Black currants.
Crêpes Thin pancakes
Crème Fraîche is a cultured cream made by adding an acid-
producing bacteria to pasteurized heavy cream.
Croquant Melted sugar with nuts or rice
Crystallization Formation of crystals deliberately in various
sugar boiling operations.
Dariole Special shape of mould.
Essences Compounds used for flavouring sweets and
confectionery.
Essential Oils Aromatic oils of fruit s, nuts, flowers extracted
and used as flavouring.
Flambee To set a liqueur or brandy alight during the
cooking process.
Framboise A liqueur distilled from raspberry juice
Frangelico Liqueur derived primarily from hazelnuts but
flavoured with berries and flowers as well.
Frappé Chilled
Friandise Petit Fours.
Galette a round and flaky pastry dough
Glacé Ice or Ice Cream.
 Term Explanation
Glaze To impart a gloss by coating with an agent such
as apricot purée/
Glaze Caramelizing sugar by the use of the oven,
salamander or blow-torch.
Gianduja a creamy chocolate confection flavoured with
toasted nut paste.
Grand Marnier Liqueur made with oranges and aged cognac.
Gratinate a dish coloured brown in an oven, salamander or
blow-torch.
Beurre Noisette known as brown butter or hazelnut butter
Kirsch – Liqueur made from cherries, also known as
kirschwasser.
Liqueurs – Spirits with an alcohol content of at least 30%
vol. sweetened with sugar and flavoured with
essences, essential oils or fruit juices.
Madiera A fortified sweet wine.
Maraschino Liqueur made from cherries and used for
flavouring.
Marsala an Italian dessert wine.
Mascarpone Cheese is made from fresh cream derived from cow’s
milk
Macerate To steep in a liquid to soften , generally applied
to fruit.
Mise en place Basic operations prior to the service.
Mousse A dish which is light in consistency, served
either hot or cold.
Mousseline Sauce sabayon mix fold into a whipped heavy cream.
Nibs Small fragments, such as almond or sugar nibs.
Nougat Mixture of melted sugar and almonds/hazelnut
ground to a paste and mix with chocolate.

Mixture of melted sugar and almonds known as

praline – croquant.

A confection made from sugar, honey, and egg

 Term Explanation
whites, with added Glacé fruits and nuts.
Parfait Frozen cream mixture made from syrup, egg
yolks, and cream, and frozen in moulds.
Praline Croquant which has been coarsely chopped or
milled into a smooth paste.
Pudding A soft mixture bake or steam in a basin or dish.
Purée Food passed through a sieve to make a thick
pulp.
Romanoff Sauce A mixture of whipped heavy cream and sour
cream.
Sabayon Sauce made from the yolks of eggs or either
water or wine and sugar, beaten over a double
boiler.
Saccharometer Special hydrometer for determining the density
of sugar solutions.
Saffron Dried stigmas of the saffron crocus.
Salamander A type of grill heated from above.
Tapioca Pearl Is derived from the root of the South American
cassava plant, it is available in several forms.
Tapioca must be soaked in water before cooking.
Zuppa Inglese a trifle with fresh fruit, served in a glass bowl

INTRODUCTION

The Dessert in the Menu

All good food affords pleasure; desserts are devised for pleasure alone.

At the end of the meal, when appetites are largely satisfied, the dessert restores
the palate and hints at sensuous luxury. It provides a vital structure and balance
to a restaurant’s menu.

Presentation of dessert is very important, first impression always an advantage

from a Chef points of view, it compliments the flavour of the food.

In this book the main concept of presenting desserts is to be presented on a

dining plate.

Mrs.Beeton (the 19th century culinary encyclopaedist) said once:

"If there is any poetry at all in meals or in the process of feeding, there is
poetry in desserts."

Although people have eaten various kinds of sweet dishes since earliest times,
the notion of a separate sweet course, at the end of a meal, is a relatively
modern idea.

As late as the 14th century, as one recorded Parisian menu reveals, a French
banquet might feature 'frumenty' (a kind of sweet grain porridge) as well as fruit
jellies and fritters, set alongside haunches of venison and platters of lampreys
and sturgeon, the guests helped themselves to whatever they fancied (These
days we call it buffet).
A table crowded with many different dishes, as it would bear, made an
impressive display.

At the same time, because sweetening was costly, a host who served sweet
dishes at every opportunity left his guests in no doubt that he was a man of
means.

Even when low priced sugar became widely available, the separation of dessert
into the final course of a meal took time.

Cooks were reluctant to abandon the grandiose table settings they had grown up
with, and it was not until the middle of the 19th century that the idea of
presenting foods in the order in which they should be eaten, so that each course
in turn was replaced with a subsequent course, won full acceptance.

Diners welcomed a new system; since they were at last able to eat all their food
while it was still at the correct temperature.

Cooks benefited because their creations would be enjoyed at their best.

At the same time, cooks had the pleasant challenge of developing a new and
demanding art form: THE MENU.
Because of its culminating position in the menu, the dessert must complement,
and even complete with, all that has gone before it.

In order to tempt the appetites of guests at the conclusion of a long meal;

‘the dessert presentation should be exciting and attractive.’

Indeed the art of dessert cookery is very much the art of temptation.

In the past dessert presentation owed as much to architecture as to cookery;

the Victorians favoured enormous, multi tiered centerpieces, vast and
fantastically assemblies decorated with spun sugar and gold leaf.

Few diners today would be impressed by such creations.

In fact, their very size often made them a poor way of appreciating them as food.
Immense jellies

For Example: they would only support their own weight if they contained so
much gelatine that the dessert's texture was almost chewy.

Nevertheless although the trend is towards relative simplicity, modern cooks

still enjoy making displays that demonstrate the beauty of their materials, and
since the materials for desserts are so varied and often so eye catching,
decorative presentation remains as attainable as ever.
 INFORMATION SHEET 5.1-1

PLAN DESSERT DISPLAY

1. Plan dessert display appropriate to location, facilities and

equipment

What is required on the dessert display?

It is nice to expect certain desserts to be
available for display but the dessert display is
restricted by the facilities that are
available.
Plan a dessert display appropriate to the
location.
 Is it to be in a fully equipped commercial
kitchen in a five star location?
 Is it to be at a tranquil picnic spot by the river 25 kilometres from the
place of production?
If there is no electricity then the possibilty of having ice cream is now
greatly diminshed and chilled cream cakes and desserts will not be on the
menu.
Facilities
 Electricity
 Working space
 Ability of the staff in the kitchen
 Ability of the staff front of house
 Quality of the equipment that is given to work with
 Preparation of the product can be conducted elsewhere.
All these possibilities need to be considered when planning the dessert
display.
This is of no concern to the public. This is the concern of the catering
business owner, the head chef and pastry chef and requirements for the
customer.
With possibilities being considered then comes the opportunity to produce
whatever the customer desires.

Desirable equipment for display

 Serving platters
 Sauce jugs
 Plates
 Cutlery
 Napkins
 Tongs
 Lifters
 Refrigerated cooling
 Hot display bain-marie.
What is needed for production, storage and service requirements?
After the product has been produced and stored, the equipment needed to
display and serve desserts need to be taken into consideration, as well as
where it is going to be served.
Choice of Location
Most establishments will be operating out of hotel and restaurant
kitchens that have all the equipment that is required.
Prudent management practices require a complete list of all equipment
that may be required to be taken 'off-site' for when customer desires a
function 'by the river' or 'in the park'.
Complexity of dessert
Some desserts are more complex than others to serve.
Hot souffle needs special consideration and
teamwork so it is not desirable to place on menu
for dessert display.
Cold souffle would be a better choice for a dessert
display. It will stand at room temperature for short
periods if required.
 2. Plan appropriate amount and variety for event and or service
period

Appropriate Amount

How much to produce has always been an issue in most restaurants

Keeping records of how much was produced against how many served
were sold is now much easier with computerisation.
In the past roecord that were kept were usually on scraps of paper or
notes in journals.
Computers can now keep records down to the minutest details.
Al a carte is just as hard to plan for as is buffet.
Buffet has a greater control over production planning but is no gaurantee
that the product will actually be consumed.
A dessert buffet for 100 people might have a choice of 8 or 15
dessertsdesserts.
Allowing for smaller portion sizes the kitchen might produce enough to
allow for each person to have 1 serve each.
Some customers would have more than one dessert each while others will
have no dessert.
So????? How much to produce??
8 desserts with 15 portions of each desserts gives a total of 120 serves of
desserts produced.
Averaging like this is the only way to ensure enough production is
available.
Of the 8 desserts produced there can be back-up in
coolroom if number produced is insufficient.
Some desserts will be more popular than others so
more of these desserts might be produced to allow
for customer choice.
Planning production is difficult and hard to predict.
Averaging is the only way to try and meet the requirements of the
customer.
With each dessert will be the requirement to produce a sauce and a
garnish.
It is bad planning to have the same chocolate garnish on all desserts
All this needs to be considered when planning the menu and production

Service Period
Is the function in the evening or in middle of the day, Some desserts are
more popular if served during day while other desserts served in evening
might be a better choice.
Day service lighter cooler desserts
Evening service warmer desserts can be more appropriate1.3
Garnishes.
 Chocolate motifs
 Chocolate curls
 Glace fruits
 Roasted nut slivers
 Tuilles
 Glass biscuits
 Brandy snap
 Florentine
 Almond bread
 Biscotti
 Praline.
Many a garnish can be produced for the elaborate decoration of dessert
creations
Rule No:1 If there are 100 desserts then 150 garnish pieces need to be
produced
Why?
 Fine delicate work sometimes breaks
 Workers handle too roughly causing breakages
 Dropped work.
Fine chocolate filigree and motifs need ot be stored in dry cool conditions.
It needs to be protected from damage.
Chocolate curls need to be contained in shallow containers that can be
lidded.
 Tuilles, glass biscuits and Florentines are high in sugar and if left out
they will soften as the sugar attracts moisture from the air
 Almond bread, biscotti will soften if exposed to the air for extended
period
 Roasted nut slivers keep fresh taste longer if kept in sealed container.
These should be roasted every two days to keep freshness. Roast in
small batches.

Hot sauces
 Butterscotch
 Anglaise sauce
 Starch thickened custards
 Chocolate.
Heat only what is required fro the service
period.
Anglaise and starch thickened sauces cannot be reheated after service
period.
Cold sauces
 Anglaise
 Burnt Orange
 Chocolate sauce
 Berry coulis
 Task Sheet 5.1-1
Title:

WORK PROJECT

Performance Objectives:
It is a requirement of this Unit you complete Work Projects as advised by your
Trainer.
You must submit documentation, suitable evidence or other relevant proof of
completion of the project by the agreed date with your Trainer.
Student needs to plan a dessert buffet for 100 people.
A report needs to be submitted to your Trainer and this report needs to include the
following information.This report will relate to this entire unit and will compliment
any practical assessment.
The dessert buffet will have a variety of desserts available from which to choose.
Some will be hot desserts, some that need to be served chilled and some served at
room temperature.
The buffet will be served in fully equipped building with inside and outside dining.
The report will cover 8 different desserts. The student needs to supply the
following.
Supplies:

Equipment:

NONE

Steps/Procedure:
The report will cover 8 different desserts. The student needs to supply the
following.
 Recipe for each dessert
 Yield expected from each recipe
 Portion size
 Cost of portion size
Include garnish cost for each dessert.

Assessment Mthod:

Use the Performance Criteria Checklist

Performance Criteria Checklist for

Task Sheet 5.1-1

Criteria YES NO

Plan dessert display

1.1 Plan dessert display:

 What desserts will be required

 Some hot, some cold, some served at room
temperature.

1.2. Plan appropriate amounts:

 How many of each will be produced

 Decide which will be more popular and allow for more
 of these to be produced
 Allow for smaller portion size
 Allow for possibility of more than one portion per
person.

1.3. Plan sauces and garnish for each.

 Decide sauce to be served with each dessert

 Decide on garnish to be used.

Learning Outcome # 2 Plan, Prepare and Present

Dessert Buffet Selection or
Plating

Contents:
1. Trolley services in preparation and presentation of dessert
2. Diagram presentation on how to arrange and prepare variety of dessert

Assessment Criteria:
1. Planned and utilized trolley services for dessert according to available facilities equipment and
customer/enterprise requirements.
2. Prepared and arranged variety of dessert in accordance with enterprise standards and procedures

Conditions:
 Measuring Devices
 China ware
 Decorating materials
 Packaging materials
 Trolley
Methodology:
 Lecture/Discussion
 Demonstration/Application
 Oral Presentation

Assessment Method:
 Oral – Recitation
 Written examination
 Observation

Learning Experiences / Activities

Learning Outcome # 2

Plan Prepares and Conduct a Dessert Trolley Presentation

Learning Activities Special Instructions

This Learning Outcome deals with the development

Read: Information Sheet 5.2-1
of the Institutional Competency Evaluation Tool
PRESENT PLATED DESSERTS which trainers use in evaluating their trainees after
finishing a competency of the qualification.
1. Portion Desserts
2. Plate and present and/or decorate desserts Go through the learning activities outlined for you on
the left column to gain the necessary information or
3. Control service temperature of desserts knowledge before doing the tasks to practice on
performing the requirements of the evaluation tool.
The output of this LO is a complete Institutional
Perform: Task Sheet 5.2-1 Competency Evaluation Package for one
Competency of BREAD AND PASTRY
PRODUCTION NCII. Your output shall serve as one
of your portfolio for your Institutional Competency
 Evaluation for Preparing and Display Petits Fours.

Feel free to show your outputs to your trainer as you

accomplish them for guidance and evaluation.

This Learning Outcome deals with the development

of the Institutional Competency Evaluation Tool
which trainers use in evaluating their trainees after
finishing a competency of the qualification.

Go through the learning activities outlined for you on

the left column to gain the necessary information or
knowledge before doing the tasks to practice on
performing the requirements of the evaluation tool.

After doing all the activities for this LO2: Plan,

Prepare and Present Dessert Buffet Selection
or Plating; you are ready to proceed to the next
LO3: Store and Package Desserts.

INFORMATION SHEET 5.2-1

PRESENT PLATED DESSERTS

1. Portion Desserts
Introduction
Portion sizes is to be considered when overall
return to the enterprise.
 What is the value of the ingredients used?
 How long does it take to produce the product?
Staff costs.
 What is to be the portion size served to the
customer?
 What are the expectations of the customer relative to the cost of the
portion size?
Example:
This is the story of two restaurants. Restaurant A and Restaurant B
 They both make the same size Apple pie
 They charge the same price per serve of apple pie
 Restaurant A cuts the pie into 10 portions
 Restaurant B cuts the pie into 12 portions
 Which restaurant is going to make the most profit from their Apple pie?
Why are the customers from Restaurant B happy to pay more for their
slice of the pie than Restaurant A customers?
 Does it taste better?
 Do they prefer the smaller portion size?
All things being equal then portion size and prices
would always be the same.
Buffet Service
Buffet service allows for smaller sizes to be served
giving greater array of choice for the customer.
These smaller serves can actually increase turnover
and be more profitable
Where 2 portions normal size becomes 4 serves on
buffet.
Buffet size price per unit is 70% of the normal size price then profit is
increased.

2. Plate and present and/or decorate desserts

Presenting Desserts for service

Dessert presentation is all about making the dessert look as attractive as
possible to the customer.
It does not involve the creation of ‘monuments’ on each plate, but rather
an attempt to create and present food to the best of its potential.
In an ever-changing world, food tastes have also changed. Pretentious
presentation has been overtaken by a simpler and cleaner style.
Dessert presentation, while an important part of an establishment, is only
part of the dining experience.
Other factors will also influence a customer’s
perception, including decor, comfort, friendliness
and the efficiency of staff.

Basic presentation principles

Colour
A chef who uses colour imaginatively can produce
very effective results. However, this must never be
at the expense of flavour, texture or balance.
For example, a piece of baked cheesecake may look
more effective when plated next to poached quince
instead of a strawberry. Unless this is deliberate there would be very little
contrast in colour or texture.
Plate selection
Plates come in many shapes, sizes, patterns and
colours.
Their primary role is to serve as a receptacle for
food, which needs to be transported from the place
of preparation (kitchen) to the customer (dining
area).
In this context, it could be argued that any container
could be used when serving food, but this is not so.
The reason: Presentation.
Positioning of food
Food is placed on the plate in specific positions. Which way is to face the
customer?
Freshness in foods
This is nearly always appreciated by customers, particularly if the
ingredients have been sensitively handled.
Garnishes
Food garnishes are decorations added to an
item for colour contrast and to provide visual
appeal and flavour.
Garnishes can be cooked or raw. Not only should garnishes be edible, but
appropriate to a particular dish.
For example, adding a candied lemon or orange zest with chocolate
mousse intead of strawberry is appropriate as their flavours are
compatible with that of the mousse and are a point of difference.
Traditional garnishes
Some dishes have become famous for their garnishes, and although
created many years ago, they are still in use today.
Example:
 Peach Melba: poached peach dessert with vanilla ice cream and
raspberry sauce.
Innovation
Innovation in commercial cookery involves the development of new ideas
or the further refinement of existing ones to suit changing tastes and
trends.
In Australia, it could be said that there has been dramatic innovation in
recent years.
This has been attributed to a number of factors
which include:
 Multi-culturalism
 New product availability
 Increased customer awareness and
expectations;
 The state of the economy (how much people
have to spend);
 Tastes and trends in cuisine.
As mass tourism takes effect around the world evolution in cuisines of all
countries will happen.
Portion control
Portion control means ensuring that the
right quantity of food is prepared and served
every time a customer orders a menu item.
Dishes can be served in different profile
 Single dessert: larger portion
 Buffet dessert: smaller portion.
Enterprises can present greater variety while maintaining cost control
and quality.
In other words, customers will consistently satisfied every time they visit.

3. Control service temperature of desserts

Introduction
The temperature at which desserts are served all affect the eating
sensation and overall customer satisfaction
Most people do not eat HOT desserts.
Define hot: it is not boiling.
Most people will eat food at at temperature of
approximately 45°C.
This is well with in the 'Danger zone'.
This is not normally a problem. It is the amount of
time that the food has been in this temperature
zone.
Hot food must be held at an internal temperature
above 60°C to be considered safe.
Food held at this temperature will deteriorate in quality very quickly.
Food Quality versus Food Safety
Food that is held at temperatures above 60°C will dehydrate quickly thus
making the food dry and less palatable.
When serving buffet it will be that food is withdrawn from from display
due to the fact that is not looking very good. This is well with in the two
(2) Four (4) hour rule.

Two - four hour rule

To be observed when preparing and serving food generally.
Reference:
Appendix 1, page 183 & 184, Safe Food Australia,
pages 26 & 62 of Standards & pages 10 to12 Food Safety: Skills and
knowledge for food businesses 2nd Edition, January 2001, FSANZ.
“Any ready-to-eat, potentially hazardous food, if it has been at
temperatures between 5C and 60C:
 For a total of less than 2 hours, must be refrigerated or used
immediately
 For a total of more than 2 hours but less than 4 hours must be used
immediately
 For a total of 4 hours or longer, must be thrown out.”
Poterntially hazardous foods found in desserts
High protien foods milk, cream, eggs
How many of these ingredients are going to be kept 'in the danger zone'?
Sauces: Anglaise; any starch thickened custard
Cold Desserts
Cream based desserts that are held in
suspension with gelatine need to be chilled
below 4°C to be stable.
As these desserts rise in temperature above
this temperature the visual aspect of the
dessert diminishes. The dessert will spread
because the cream warms and the gelatin looses stability causing the
dessert to spread.
Ultimately the dessert will collapse and sread over the plate. All before
the 'four hour' time has elapsed.
The four hour period is defined because it is the 'lag' period that bacteria
will go through before they start to multiply after being exposed to a new
environment.
Frozen Desserts
Frozen is defined as 'hard'.
Technically no desserts are sold hard.
Ice cream has come from the freezer where it is
held until required for service. Because there is
air incorporpated into the mixture when it is churned Ice cream will
contain a percentage (%) of air.
Parfaits are aerated and will quickly come to room temperature
Aerated desserts will soften quickly because of the air that is in the
mixture
These desserts will be stored for long periods at a temperture of 18°C but
when required for service they will be moved to a freezer that holds them
at a temperture of approximately minus 5°- minus 10°C.
This allows product to soften enough for the customer to enjoy the 'cold'
sensation of the 'frozen' dessert.
Frozen desserts ready for consumption will need to be held in a freezer of
approximatetly minus 5°-minus 10°C for short periods of time. 1 or 2 days.
Room Temperature Dessert
Desserts served at room temperaturewill be the
easiest to maintain temperature suitability.
These desserts need to be protected from outside
contamination and are stable at room temperature
for the day period.
This is due to the nature of the ingredients
 Low protein
 High sugar
 Low moisture.
Sauces
Sauces for desserts can be included in all the above categories.
Hot sauces need to be kept hot; excess should be
discarded at the end of service
Cold sauces need to be kept chilled
Excess sauce can be kept for the next service period
depending on style of sauce
Dairy based (egg ceam milk) or starch thickened
sauces would only have a life of 2 days if kept chiiled
so can be excess can be reserved for the next
service period if temperature has been maintained
below 4°C.
Never mix old and new sauces
High sugar sauces will have a life much longer time period. Clean excess
sauce from outside of containers.

Task Sheet 5.2-1

Title:

WORK PROJECT

Performance Objectives:
It is a requirement of this Unit you complete Work Projects as advised by
your Trainer.
You must submit documentation, suitable evidence or other relevant proof
of completion of the project by the agreed date with your Trainer.
Student needs to plan a dessert buffet for 100 people.
A report needs to be submitted to your Trainer and this report needs to
include the following information.This report will relate to this entire unit
and will compliment any practical assessment.
The dessert buffet will have a variety of desserts available from which to
choose.
Some will be hot desserts, some that need to be served chilled and some
served at room temperature.
The buffet will be served in fully equipped building with inside and outside
dining.
Supplies:

Equipment:

NONE
Steps/Procedure:
The report will cover 8 different desserts. The student needs to supply the
following.
 Recipe for each dessert
 Yield expected from each recipe
 Portion size
 Cost of portion size
Include garnish cost for each dessert.

Assessment Mthod:

Use the Performance Criteria Checklist

Performance Criteria Checklist for

Task Sheet 5.2-1

Criteria YES NO

Present Plated Dessert:

2.1 Define the portion size of each dessert:

 A standard recipe is involved with yield shown. A

buffet serve of same dessert will be proportionally
 smaller
 Show both.

2.2. Draw a plan for each of the desserts and how they
will be presented.

 Each dessert plated with both sauce and garnish.

2.3. Each dessert needs to be allocated to a temperature

control program.

 Hot Desserts: how are they going to be kept hot and

held for service period
 How quality is going to be addressed during that
service period
 Cold Desserts: how these will be held during service
period
 Room Temperature desserts: how is integrity going to
be controlled.

Learning Outcome # 3 Store and Package Desserts

Contents:
1. Temperature range in storing desserts
2. Packaging design techniques

Assessment Criteria:
1. Stored dessert in accordance with the required temperature and customer’s
specification
2. Package desserts in accordance with established standard and procedures
Conditions:
 Packaging materials
 Thermometer
 Display cabinets including temperature controlled cabinets
 Refrigerator
 Chillers
 Freezers
 Chinaware

Methodology:
 Lecture/Discussion
 Demonstration/Application
 Oral Presentation

Assessment Method:
 Oral – Recitation
 Written examination
 Observation

Learning Experiences / Activities

Learning Outcome # 3

Store and Package Desserts

Learning Activities Special Instructions
 This Learning Outcome deals with the development
Read: Information Sheet 5.3-1
of the Institutional Competency Evaluation Tool
PRESENT DESSERT DISPLAY which trainers use in evaluating their trainees after
finishing a competency of the qualification.
1. Portion, Decorate, arrange dessert display
2. Prepare dessert service equipment Go through the learning activities outlined for you on
the left column to gain the necessary information or
3. Control volume for quality during event knowledge before doing the tasks to practice on
and/or service period performing the requirements of the evaluation tool.
The output of this LO is a complete Institutional
Competency Evaluation Package for one
Perform: Task Sheet 5.3-1 Competency of BREAD AND PASTRY
PRODUCTION NCII. Your output shall serve as one
of your portfolio for your Institutional Competency
Evaluation for Preparing and Display Petits Fours.

Feel free to show your outputs to your trainer as you

accomplish them for guidance and evaluation.

This Learning Outcome deals with the development

of the Institutional Competency Evaluation Tool
which trainers use in evaluating their trainees after
finishing a competency of the qualification.

Go through the learning activities outlined for you on

the left column to gain the necessary information or
knowledge before doing the tasks to practice on
performing the requirements of the evaluation tool.

After doing all the activities for this LO1: Presents

and Serve Plated Desserts; you are ready to
proceed to the next LO2: Plans prepare and
conduct a dessert trolley and presentation.

INFORMATION SHEET 5.3-1

PRESENT DESSERT DISPLAY

1. Portion, Decorate, Arrange Dessert Display

Introduction
Using the template below, draw a plan of the dessert layout on the plate
 Slice of Apple Pie

Garnish

Sauce

Rules
Yes there are rules to plating food:
Place food on plate as you wish customer to see it
 Top of the plate is the farthest away from the customer
 Bottom of the plate is closest to the customer.
 Place the food on the plate to maximise
visual impact to the customer.
Show on the plate the following
 main portion of dessert
 sauce
 garnish
When designing layout shape, colour,
garnish and glaze all have visual impact on the customers mind.

2. Prepare dessert service equipment

Introduction
Equipment required to serve the dessert will depend on how it is to be
served.
 A la carte
 Buffet
 Counter service.
A la carte service
A la carte will only require the customer to be
supplied with the tools to consume the
dessert.
 Knives
 Spoons
 Forks
 Plates.
Other equipment that might be neede to placed on the table for customers
to use
 Sauce boats
 Condiment containers.
Buffet service
Buffet service will require equipment for the
customer to lift the product onto their plate.
 Tongs
 Cake lifters
 Service spoons.
Counter service
Counter service the equipment is required by
the service staff behind the bar who are
responsible
Other equipment that may be needed.
 Sauce pots or boats
 Squeeze bottles.
The style of service will be determined by the enterprise.
 An enterprise can have all 3 styles of service under their control
 Main dining room
  Function rooms
Coffee shop service.
Larger equipment required might be:
 Chilled refrigeration units for display of cold desserts
 Bain maries or chafing dishes for hot desserts
 Mobile trolleys required for display purposes.
Off site service
Will the service be held 'in premises' or 'off-site'?
When service is to be held away from the main place of business then
many other considerstions need to be looked at.
Guest facitlties
 Seating
 Toilets
 Washing facilities.
Service facilities
 Tables for guests
 Seating
 Refrigeration for food
 Electricity availability
 Water for human consumption,
(potable water)
 Garbage collection facilities
 Dishwashing facilities.
 3. Control volume for quality during event and/or service period
Introduction
Peaks and troughs of service
This only applies when a la carte service takes place or mutilple functions
are requitred at special times of the year like New Year celebrations.
 How many portions are needed each service
 How much product will be left over if too much is produced.
Action taken to minimise loss/wastage when displaying desserts for an
event or service:
 Place buffet items on smaller platters
 Use more decorations to make buffet table
look fuller
 Buffet tables are more compact
 Use different heights on same table.
Optimising display conditions:
How to make the display look full when stock is getting low towards the
end of service period
 Not to have platters 3/4 full
 Mix items on platters
 Use smaller patters.
Protecting items from contamination:
 Keep food covered until last minutes
 Use fans blowing over foods to keep flies
away.
Maintaining eye appeal and freshness:
 Mix colours to add interest
 Do not allow dryness to appear on surface
where possible
 Different height products on same platter.
Matching the amount of items displayed to number of customers and
usage rate:
 Use larger platters to start buffet and as numbers slow use smaller
platters during top ups.

Task Sheet 5.3-1

Title:

WORK PROJECT

Performance Objectives:
It is a requirement of this Unit you complete Work Projects as advised by
your Trainer.
You must submit documentation, suitable evidence or other relevant proof
of completion of the project by the agreed date with your Trainer.
Student needs to plan a dessert buffet for 100 people.
A report needs to be submitted to your Trainer and this report needs to
include the following information.This report will relate to this entire unit
and will compliment any practical assessment.
The dessert buffet will have a variety of desserts available from which to
choose.
Some will be hot desserts, some that need to be served chilled and some
served at room temperature.
The buffet will be served in fully equipped building with inside and outside
dining.
Supplies:

Equipment:

NONE
Steps/Procedure:
The report will cover 8 different desserts. The student needs to supply the
following.
 Recipe for each dessert
 Yield expected from each recipe
 Portion size
 Cost of portion size
 Include garnish cost for each dessert.

Assessment Mthod:

Use the Performance Criteria Checklist

Performance Criteria Checklist for

Task Sheet 5.3-1

Criteria YES NO
Present dessert display:

3.1 Draw plan for how desserts will be displayed:

Draw plate stencil and then show how desserts will

be positioned on plate
Define how many portions will be obtained from
recipe
Shape of dessert to be defined, height as well as.

3.2. Make a list of all equipment that may be required to

deliver service.

List equipment required in kitchen and also front of

house.

3.3. Define all temperature requirements for all desserts

on menu.

How long can theses desserts be held at these

temperature?
Why can they not be held for longer?
 Each sauce used needs to have a temperature control
program attached.

Recommended reading

Hanneman, LJ, 1993, Patisserie 2nd ed; Butterworth Heinemann

Small, M & Fance, WJ, The International Confectioner, 1981

Collister, L & Blake, A, The Baking Book, 1996, Conran Octopus, London

Christian Teubner, Sybil Grafin Schonfeldt, 1983, Desserts, Hamlyn Publishing

Group, Australia.

Michel Roux, 1996, Desserts, A Life Long Passion, Conran Octopus Limited,
London, United Kingdom

Bo Friberg, 2004, The Professional Pastrychef, 4th ed., Van Nostrand

Reinhold,New York, USA

Paula Figoni, How baking works. 2004, Exploring the fundamentals of baking
science
John Wiley and Sons Inc. New Jersey, USA

Michel Saus, Advanced bread and pastry, A professional approach, Delmare

Cengage Learning, New York, USA
Trainee evaluation sheet

The following statements are about the competency you have just completed.

Does
Don’t Do Not
Please tick the appropriate box Agree
Know Agree
Not
Apply

There was too much in this

competency to cover without
rushing.

Most of the competency seemed

relevant to me.

The competency was at the right

level for me.

I got enough help from my trainer.

The amount of activities was

sufficient.
The competency allowed me to use
my own initiative.

My training was well-organised.

My trainer had time to answer my

questions.

I understood how I was going to be

assessed.

I was given enough time to practice.

My trainer feedback was useful.

Enough equipment was available and

it worked well.

The activities were too hard for me.

The best things about this unit were:

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

The worst things about this unit were:

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

The things you should change in this unit are:

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________
 Demonstration with Questioning Checklist

Trainee name:
Trainer name:
Qualification: BREAD AND PASTRY PRODUCTION NC II
Unit of competency: Present Desserts
Date of assessment:
Time of assessment:
Instructions for demonstration
Given the necessary tools, the candidate will be able to demonstrate, Presenting Desserts
following standard procedures within 15 minutes.
 to show if
DEMONSTRATION evidence is
demonstrated

Yes No N/A
During the demonstration of skills, did the candidate:

 Demonstrated ability to produce a range of specialist bakery products,

both sweet and savory according to establishment standards and   
procedures.

 Demonstrated ability to produce a quantity of bakery products according   

to establishment standards and procedures.

 Demonstrated ability to store and package bakery products according to  

establishment standards and procedures.

 Demonstrated application of hygiene and safety principles according to

established standards and procedures.
 The candidate’s demonstration was:

Satisfactory  Not Satisfactory 

THIRD PARTY REPORT

Candidate name:
Name of third party: Contact no.
Position:
Relationship with □ employer □ supervisor □ colleague □ other
candidate:
Please specify
________________________________________________
Please do not complete the form if you are a relative, close friend or
have a conflict of interest]
Dates the candidate worked with you From: To:

Competency Standards: BREAD AND PASTRY PRODUCTION NCII

Unit of Competency: Presenting Desserts

The candidate is being assessed against the competency standards for

We are seeking your support in the judgment of this candidate’s competence. Please answer these
questions honestly as a record of the candidate’s performance while working with you. Thank you for
your time.
Comments regarding candidate performance and experience
I can verify the candidate’s ability to: Yes No Not Comments to support my
sure
(tick the correct response] responses:

 Check the availability of all resources required □ □ □

for training.
□ □ □
 Identify alternative resources for contingency
measures.
 Identify and arrange appropriate training □ □ □
locations according to training needs.

□ □ □

 □ □ □
Third party signature: Date:
Send to: