Package for Hospitality Training

(Including Competency Standard, Teacher Focused & Student

Centered Materials and Assessment Tools)

Unit Title:
PREPARE SOUPS

Unit Code: ITHHBCMC05AEM

Acknowledgements

Writer:
Rama Indra, A.Ma, Lecturer, Tourism Academy Medan

Reviewed by:
Suntama Cendana, S.Pd., Lecturer, Trisakti Institute of Tourism Jakarta

Others:
Indonesian Hotels and Restaurant Association
Jakarta International Hotels Association
Ministry of Manpower and Transmigration
Ministry of National Education
Ministry of Culture and Tourism
Tourism Training Australia
Australian National Training Authority
Australian Agency for International Development

This package has been produced to provide information that can be used to
complement the materials that are already available. The package is not intended to
replace current resources.

Package for Hospitality Training – Prepare soups i

Glossary

Access and equity

Refers to the fact that training should be accessible to everyone regardless of age, gender,
social, cultural, religious or educational background.

Assessment
The formal process ensuring training meets the standards required by industry. This process
is performed by a qualified assessor within a nationally agreed framework.

Assessor
An assessor is a person who is certified by industry to assess whether a worker is competent
to undertake specific tasks.

Competent
Able to do the job and has all the necessary skills, knowledge and attitude to perform
effectively in the workplace, according to agreed standards.

Competency Based Training

Training that relates to what people must be able to do and measures performance against
agreed standards.

Critical aspects of assessment

Explains the central point of the assessment and the key points to look for when assessing.

Context of assessment
Specifies where, how and by what methods assessment should occur.

Elements
The skills, which make up a unit of competence.

Evidence guide
These are guidelines on how a unit should be assessed.

Fair
Does not disadvantage particular trainees or students.

Flexible
Acknowledges that there is no single approach to the delivery and assessment of
performance in a competency-based system.

Formative assessment
These are small assessment tasks done during training. They assist in making sure that
learning is taking place and also give the trainees or students feedback on their progress.

Key competencies
Competencies that underpin all work performance. These are collecting, analysing and
organising ideas and information, communicating ideas and information, planning and
organising activities, working with others and in teams, solving problems, using technology,
using mathematical ideas and techniques.

Package for Hospitality Training – Prepare soups ii

These competencies are graded in different levels.
Level of ability to be demonstrated in achieving the key competencies
Level Characteristics
1 Undertakes routine tasks within established procedures and is subject to
frequent progress checks by supervisor.
2 Undertakes broader and more complex tasks with increasing personal
autonomy for own work. Supervisor upon completion checks work.
3 Undertakes complex and non-routine activities, is self directed and responsible
for the work of others.

Linkages to other units

Describes the role of the unit and its place within the full set of competencies specified by
industry. It provides guidance as to which units may be assessed together.

National competency standards

Nationally agreed statements of the skills and knowledge that people need at work and the
standards of performance that are required.

Performance criteria
This is used to judge whether an individual has achieved competence in a unit.

Range of variables
This details the range of different contexts that may apply to a particular unit.

Reliable
Uses methods and procedures that confirm that the competency standards and their levels
are interpreted and applied consistently in all contexts and to all trainees or students.

Standards and certification institute

Ministry of Manpower and Transmigration (MOMT) has given authority to Indonesian Hotels
and Restaurants Association (PHRI) and Association of Indonesian Tours and Travel
Agencies (ASITA) to establish the Institute for the Standardisation and Certification of the
competency of Indonesian workers in the hospitality and tourism industry. The institute will
develop competency standards and information systems for the Standardisation and
Certification of competencies as well as administer competency tests and certify Indonesian
workers in the hospitality and tourism industry.

Summative assessment
The assessment done after training of the completed unit of competence to ensure that
trainees or students have achieved the performance criteria.

Trainee or student
A trainee or student is a person who is being taught knowledge or skills.

Trainer or teacher
A trainer or teacher is a person who facilitates learning.

Underpinning skills and knowledge

Defines the skills and knowledge required to be competent at the specified level.

Unit descriptor
A general description of the competency standard.

Valid
Judgement on the same evidence and criteria

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will produce the same assessment outcomes
from different assessors.

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 Table of Contents
1. Introduction to this guide
1.1 Introduction______________________________________________1
1.2 Time required to achieve competency__________________________1
2. Help for the trainer or teacher
2.1 The role of the trainer or teacher______________________________2
2.2 Delivery strategies_________________________________________2
2.3 Delivery requirements______________________________________2
2.4 Sources of additional information_____________________________2
3. The competency standard
3.1 Use of the competency standard______________________________3
3.2 Competency standard______________________________________3
4. Delivery strategy
4.1 The content plan__________________________________________5
4.2 How to teach the competency standard________________________7
4.3 Support materials (Overhead transparencies/Handouts)___________9
5. Assessment
5.1 Workplace assessment issues______________________________27
5.1.1 Workplace assessment.....................................................................27
5.1.2 Competent.........................................................................................27
5.1.3 Recognition of current competence...................................................27
5.1.4 Assessors..........................................................................................27
5.2 Underpinning skills and knowledge___________________________27
5.2.1 Assessment of underpinning skills and knowledge...........................27
5.2.2 Examples of assessment tasks.........................................................28
5.3 Suggested assessment for Prepare soups_____________________28

Appendices
1 Competency assessment result.
2 Group trainee or student assessment record.
3 List of overheads and handouts.
4 Trainee or student evaluation sheet.
5 Amendment list.
Section 1
Introduction to this guide
1.1 Introduction
Welcome to this guide.

This guide uses Competency Based Training to teach workplace skills. It is based on
competency standard that is a nationally agreed statement of the skills, attitude and
knowledge needed for a particular task. The major emphasis is on what an individual can do
as a result of training. One of the most important characteristics of Competency Based
Training is its focus on training individuals for actual jobs in the workplace.

This will help you teach the competency Prepare soups.

This guide deals with the skills and knowledge required to prepare various soups. This unit
equates to elements of the old unit THHBCC3A Prepare stocks, sauces and soups.

Linkages to other units:

1. It is recommended that this unit be either in conjunction with or after the following units:
1.1 ITHHBKTA01AES Organise and prepare food
1.2 ITHHBKTA02AES Present food
1.3 ITHHBKTA03AES Received and store stock
1.4 ITHHBKTA04AES Clean and maintain premises
1.5 ITHHBCMC03AES Prepare stocks and sauces

Care should be taken in developing training to meet the requirements of this unit. For general
and prevocational training, organisations providing training which takes into consideration the
full range of industry contexts, with no bias towards individual sectors. The Range of
Variables will assist in this regard. For sector-specific delivery, training should be tailored to
meet the needs of that sector.

Teachers and trainers should structure their sessions according to the:

 needs of their students/trainees
 requirements of their organisation
 time available for training
 training situation.

A delivery strategy has been provided for the teachers and trainers. The suggested content
gives an indication of what needs to be covered in the program to meet the competency
standard.

The delivery strategy used and assessment provided in this unit is not compulsory and should
be used as a guide. Teachers and trainers are encouraged to utilise their own industry
knowledge, experience, local examples and products to adapt the materials or develop their
own resources, in order to ensure the relevance of the training.

1.2 Time required to achieve competency

Under Competency Based Training, the focus should be on achieving competence, not on
fulfilling a particular time requirement, as different trainees may take different lengths of time
to be competent in a particular skill.

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Section 2
Help for the trainer or
teacher
2.1 The role of the trainer or teacher

One of your roles as a trainer or teacher is to ensure high standards of service through
effective training. To ensure that you are ready to start working on this competency with
trainees or students, consider the following questions:
How confident do you feel about your own knowledge and skills required to deliver each
element?
Is there any new information or laws that you may need to access before you start training?
Do you feel confident about demonstrating the practical tasks?
Will you be able to clearly explain the underpinning knowledge that your trainee or student will
need to do the job properly?
Are you aware of the scope of industry situations in which the competency may apply?
Are you aware of the language, literacy and numeracy skills your trainees or students need to
demonstrate competency in this standard?
Have you consider access and equity issues in planning the delivery of this training program?

2.2 Delivery strategies

The range of training activities that has been suggested for delivering this competency may
include:
 actual tasks
 projects and assignments
 case studies
 lectures
 videos and references
 group activities
 role plays and simulations.

Trainers or teachers should select training strategies that are appropriate for the competency
being taught, the situation and the needs of the learners. For example, if practising on-the-job
is not possible, varied simulations and role-plays may be appropriate.

2.3 Delivery requirements

Classroom space for delivery to trainees, whiteboard / blackboard, overhead projector,
overhead projector screen, flip chart, flip chart paper and multimedia.

2.4 Source of additional information

Sources of information may include some of the following categories:
 text books
 professional journals
 Tourism Training Australia website: www.tourismtraining.com.au
 Industry Associations – Indonesian Hotels and Restaurant Association (PHRI)
Jl. R.P Soeroso 27 GHI (Gondangdia Lama) Jakarta 10350
Phone: (021) 310 2922
 Teacher Associations – PPPG
Jl. Raya Parung KM.22-23 Bojongsari, Sawangan – Bogor
Phone: (021) 743 1271

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Section 3
The competency
standard
3.1 Use of the competency standard
In a training situation the competency standard assists the trainer or teacher to:
 identify what trainees or students have to do
 identify what trainees or students have already done
 check trainees’ or students’ progress
 ensure that all elements and performance criteria in training and assessing are
covered.

3.2 Competency standard

UNIT ITHHBCMC05AES PREPARE SOUPS

UNIT DESCRIPTOR This unit deals with the skills and knowledge required to prepare
various soups. This unit equates to elements of the old
Australian THHBCC3A Prepare stocks, sauces and soups.

ELEMENTS PERFORMANCE CRITERIA

01 Identify and classify 1.1 Various types of soups are identified and classified
types of soup into the following:
 clear
 thickened
 cream
 puree
 miscellaneous.
02 Prepare and store 2.1 The correct ingredients are compiled to produce
soups requires in soups. This includes stocks, and prepared
menu items garnishes.
2.2 A variety of soups are produced to enterprise
standards.
2.3 Clarifying and thickening agents are used where
appropriate.
2.4 Soups are stored correctly without compromising
quality.
03 Reconstitute soups 3.1 Soups are reconstituted to where necessary to
enterprise standard.

RANGE OF VARIABLES
1. This unit applies to all establishments where food is prepared and served.
2. Soups can include a range from varying ethnic and cultural origins.

EVIDENCE GUIDE
1. Underpinning skills and knowledge:
1.1 To demonstrate competence, evidence of skills and knowledge in the following
areas is required:
a. organisational skills and teamwork
b. safe work practices must be demonstrated, in particular in relation to
bending and lifting
c. principles of nutrition, in particular the effects of cooking on the nutritional
value of food
d. culinary terms commonly used in the enterprise
e. principles and practises of hygiene

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 f. logical and time efficient work flow
g. purchasing, receiving, storing, holding and issuing procedures.
2. Context of Assessment
2.1 This unit must be assessed through practical demonstration on-the-job or in a
simulated workplace environment where the preparation of soups can be
demonstrated.
3. Critical aspects of assessment
3.1 Evidence should include a demonstrated ability to efficiently and confidently
prepare and present the required food items for this unit the appropriate
context, and to a level acceptable by the enterprise.
4. Linkages to other units
4.1 It is recommended that this unit be either in conjunction with or after the
following units:
a. ITHHBKTA01AES Organise and prepare food
b. ITHHBKTA02AES Present food
c. ITHHBKTA03AES Received and store stock
d. ITHHBKTA04AES Clean and maintain premises
e. ITHHBCMC03AES Prepare stocks and sauces.

KEY COMPETENCIES IN THIS LEVEL KEY COMPETENCIES IN THIS LEVEL

UNIT UNIT

Collecting, Organising and 1 Using Mathematical Ideas and -

Analysing Information Techniques
Communicating Ideas and 2 Solving Problems 2
Information
Planning and Organising 2 Using Technology 1
Activities
Working with Others and in 2
Teams

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Section 4
Delivery strategy
4.1 The content plan
Note: In delivering the training below, teachers, trainers, trainees, students and assessors ensure compliance with full
details contained in the competency standard.
Element and Performance Range of Variables Additional Content Training Topics Activity Visual
Criteria
0.1 Identify and classify types of This unit applies to all
soup. establishments where food
prepared and served.
1.1 Various types of soups are Classification of soups Dis OHT 1
identified and classified into the OHT 2
following: OHT 3
 clear OHT 4
 thickened OHT 5
 cream OHT 6
 puree HO 1
 miscellaneous.

0.2 Prepare and store soup Popular cultural soups Dis OHT 7
requires in menu items. Q HO 2a-b

2.1 The correct ingredients are Soup can include a range Ingredients for making Dis OHT 8
compiled to produce soups. This from varying ethnic and and serving soups
includes stock and prepared cultural origin.
garnishes.
2.2 A variety of soup are produced to Identifying and producing Des HO 3
enterprise standard. soups from standard Dem
recipes PA

2.3 Clarifying and thickening agents Types of thickening Dis OHT 9

are used where appropriate. agents HO 4

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 Element and Performance Range of Variables Additional Content Training Topics Activity Visual
Criteria
2.4 Soups are stored correctly Temperature Storing soup: Dis OHT10
without compromising quality. Hygiene HO 5a-b
Storage equipment Temperature.

0.3 Reconstitute soups.

3.1 Soups are reconstituted to where Reconstituting soups Dis OHT 11

necessary to enterprise standard. Dem

Legend:
Brainstorm – B Guest Speaker – GS Project – Pro
Case Study – CS Handout – HO Questioning – Q
Demonstration – Dem Multimedia – MM Role Play – RP
Discussion – Dis Overhead Transparency – OHT Research – R
Excursion – Ex Practical Application - PA Simulation – S
Group Work – GW Presentation – Pre Video – V

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4.2 How to teach the competency standard

What skills, knowledge and How will I transfer the skills, knowledge and attitude to the trainee or student?
attitude do I want the trainee or
student to have?
Classification of Soups Trainer or teacher to show and discuss:
OHT 1 [Classification of soups]
OHT 2 [Clear soups]
OHT 3 [Thickened soups]
OHT 4 [Cream soups]
OHT 5 [Puree soups]
OHT 6 [Special soups].
Trainer or teacher to give Handout 1 [Special soups].
Trainees or students to take notes.

Popular cultural soups Trainer or teacher to show and discuss OHT 7a-b [Cultural/Ethnic soups].
Trainer or teacher to give Handout 2a-b [Cultural/Ethnic soups].
Trainees or students to take notes.

Ingredients for making and serving soups Trainer or teacher to show and discuss OHT 8 [Ingredients for making and serving soup].
Trainer or teacher to demonstrate ingredients if available.

Producing soup from standard recipes Trainer or teacher to give the Trainees or students Handout 3 [Sample standard recipes].
Trainees or students to add additional notes as appropriate to the recipes.
Trainer or teacher to demonstrate the making of a variety of different types of soups.
Trainees or students to demonstrate the making of a variety of different types of soups.

Types of thickening agents Trainer or teacher to show and discuss OHT 9 [Thickening agents].
Trainer or teacher to give Handout 4 [Thickening agents].
Trainer or teacher to demonstrate the making of the thickening agents.
Trainees or students to demonstrate the making of the thickening agents.

Storing soup: Trainer or teacher to show and discuss OHT 10 [Storing soup].
 hygiene Trainer or teacher to give Handout 5a-b [Storing soup].
 temperature. Trainer or teacher to question the Trainees or students on the key points of storing hygienically.

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 What skills, knowledge and How will I transfer the skills, knowledge and attitude to the trainee or student?
attitude do I want the trainee or
student to have?

Reconstituting Soups Trainer or teacher to show and discuss OHT 11 [Reconstituting soups].
Trainees or students to take notes.

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4.3 Support materials
(Overhead transparencies/
Handouts)
 OHT 1

Classification of soups

Soups can be divided into the following categories:

 clear
 thickened
 cream
 puree
 miscellaneous (special soup).

Most soups, regardless of their final ingredients are

based on the use of stock.
The quality of the soup will depend on the quality of
the base ingredients.
Chicken stock is most frequently used for the
production of soups.

Potage is a term sometimes associated with certain

thick, hearty soup but it is actually a general term
for soup. In French a clear soup is called a '‘potage
clair’.

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 OHT 2

Clear soups

These soups are all based on a clear, broth or

stock.
They may be served plain or garnished with
vegetables and or meat.
Broth and Bouillon are two terms used in many
different ways, but in general they both refer to
simple, clear soups without solid ingredients.
Vegetable soup is a clear, seasoned stock or broth
with the addition of one or more vegetables and
sometimes meat or poultry product and starches.
Consommé’ is a rich, flavourful stock or broth that
has been clarified to make it perfectly clear and
transparent, full flavour, strength, and body make it
a perfect starter for an elegant dinner.

Examples of popular clear soups:

 consommé’
 chicken broth
 ox-tail soup
 clear vegetables soup
 mushroom barley soup.

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 OHT 3

Thickened soups

Unlike clear soups, thickened soups are opaque

rather than transparent. They are thickened either
by adding a thickening agent such as a roux, or by
pureeing one or more of the ingredients to provide a
heavier consistency.

Examples of popular thickened soups:

 beef chowder

 cream of asparagus soup

 cream of mushroom soup

 puree of carrot soup

 cream of tomato soup.

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 OHT 4

Cream soups

Cream soups are soups that are thickened with

roux or other added thickening agents but with the
addition of cream. They are similar to the style of a
Veloute or Béchamel.

Cream soups are usually named after their major

ingredients:

 cream of chicken

 cream of asparagus

 cream of mushroom.

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 OHT 5

Puree soups

Purees are soups that are naturally thickened by

pureeing one or more of the ingredients.

They are not as smooth and creamy as a cream

soup.

They can be made from dried legumes e.g. Split

Pea Soup or fresh ingredients e.g. puree of Broccoli
Soup.

Purees may or may not contain milk or cream.

Puree soups include:
 pumpkin
 broccoli
 carrot
 green pea
 lentil
 white bean.

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 OHT 6

Special soups

Soups that can be classified as special soups:

 bisque of shrimp

 crustacean soup

 onion soup

 puree of game soup

 turtle soup

 gumbo soup

 peanut soup

 cold fruit soup.

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 HO 1

Special soups

The special soups include many of the culture or

ethnic soups that have become international.
Special soups also include soups that are made
from a variety of special ingredients and may be hot
or cold.

Special soups are those made with unusual

ingredient and or prepared by a distinctive method.

Popular cold soups, such as Jellied consommé,

Cold cream of cucumber soup and Vichyssoise
(Vee Shee Swahz) are simply cold soup versions of
basic clear and thick soups while some cold are
especially prepared with a variety of different
ingredients e.g. Cold and Fruit soups.

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 OHT 7

Cultural / Ethnic soups

Examples of cultural / ethnic soups:

 mulligatawny

 gazpacho

 boillabaisse

 tom yam gong

 habitant or pea soup

 cock a leekie

 minestrone soup

 chowder.

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 HO 2a

Cultural / Ethnic soups

Many soups that originated in different countries

and cultures have become internationally accepted
and appreciated. These soups are commonly found
on menus all over the world.

The following is examples of some of these soups:

 Mulligatawny (India):
Literally means ‘ pepper water’ which originated
in India. Chicken Broth with different vegetables
and diced chicken meat, raw grated apples and
curry give it a distinctive flavour.
 Gazpacho (Spain):
Is a refreshing Spanish soup made from raw,
chopped tomatoes and cucumber and served
chilled.
 Bouillabaisse (France):
Is a delightful soup, which originated in Marseille
and is an example of a heavy soup. Consist of 6
or 7 types of fish caught in the Rhone’s River
and the Mediterranean Sea. Bouillabaisse can
be adapted to local fish and seafood.

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 HO 2b

Cultural / Ethnic soups (cont’d)

 Tom Yam Gong (Thailand):

Is a traditional Thai soup consisting of prawns
and tomatoes, flavoured with lemon grass and
coriander leaves. Sour and hot is characteristic
of this soup.
 Habitant or Pea Soup (Canada):
Is made with yellow peas cooked with ham or
salt pork until tender and then pureed and
served with corn bread.
 Cock a Leekie (Scotland):
Is a traditional Scotch soup, consisting of
chicken and leeks.
 Minestrone Soup (Italy):
Is a traditional soup made with tomato
concasse, diced carrots, leeks, onion, celery,
zucchini, cabbage and beef with the additional
of pasta: - macaroni. The red colour is
characteristic of this soup that is usually finished
with a sprinkling of Parmesan cheese.
 Chowder (America):
Heavy soup usually including diced onion,
potatoes and bacon. Chowder means‘ Cooking
Kettle.
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 OHT 8

Ingredients for making and serving

soups

Ingredient Types
Chicken Fish
Stock Beef Vegetables
Lamb

Roux Flour Wash

Thickening Agent Arrowroot Cornstarch
Liason Buerre Manie

Chicken Powder Salt & Pepper

Seasoning Thyme Oregano
Beef Powder Fish Bouillon
Bay leaves Cloves

Carrots Potatoes
Leeks Onion
Vegetables Celery Cabbages

White Beans Corn Kernel

Dried Legumes Red beans Soy beans
Black Beans Peas

Chopped Cream
Garnishes Parsley Cheeses
Croutons

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 HO 3

Sample standard recipes

Consommé ‘

Yield: 1 gal (4 L) Portion: 16 – 20 Portion Size: (250L)

Ingredients:
500 g Lean beef, preferably shin
250 g Onion
125 g Celery
125 g Carrots
250 g Eggs white
250 g Canned tomatoes
6-8 Parsley steam chopped
Pinch Thyme
1 Bay leaf
2 Whole clove
2 ml Pepper corn, crushed
5l Cold beef stock (brown or white)

Method:
1. Minced the beef very finely.
2. Chopped the onions, celery and carrots finely [mirepoix]
3. Combine the beef, mirepoix, egg white, tomatoes, herbs
4. And spices add all
5. Add the cold stock and stir well
6. Be sure stock is well mixed with the other ingredients
7. Set the pot on a moderately low heat and very slowly
simmer for 1 ½ hour, do not stir while simmering. To
finish add seasoning to taste.

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 OHT 9

Thickening agents

 roux

 flour wash

 cornstarch

 liaison

 beurre manie

 arrowroot.

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 HO 4

Thickening agents

Name Ingredients and description

 Roux
Consist of: flour, butter
Equal amounts of shortening and flour cooked to a thick
consistency and to the appropriate colour blond or brown. The
prepared roux is then added to the soup
 Flour wash
Consist of: flour, water.
Flour and cold liquid are mixed together, and then added to the
soup to make flour wash.
 Cornstarch
Consist of: cornstarch, water
Cornstarch is mixed with cold liquid and then added to the
soup. It makes an almost clear soup popular in oriental and
other cooking.
 Liaison
Consist of: egg yolk and cream
Beat together the egg yolks and cream in a stainless steel
bowl. Very slowly add a little of the warm liquid of the soup to
the liaison, beating constantly. Then add slowly to the soup.
 Beurre manie
Consist of: flour, butter.
Is an equal soft, raw butter and flour worked together to form a
smooth paste. Then added to the soup
 Arrowroot
Consist of: Arrowroot, water.
Like cornstarch, but it gives an even clearer soup. Its use is
limited by its high cost.

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 OHT 10

Storing soup

Key points to remember:

a. Hygiene
Hygiene consist of:
 personal hygiene
 clean utensil and preparation area
 wash ingredients
 use fresh product.

b. Temperature
Relates to:
 direct use
 storing
 periodical use.

c. Shelf life

d. Equipment.

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 HO 5a

Storing soup

Key points Comments

Hygiene
It is essential to prepare a product that in To store the product hygienically
safe and hygienic if it is to be stored as use the appropriate storage
any contamination would only further equipment and utensil cover
develop product was store. stored items to protect from
To achieve this apply following; contamination with other product.
 personal hygiene Store at the appropriate
 clean utensil and preparation area temperature. Do not mix different
 wash ingredients batches of stored items.
 use fresh product.

Maintaining for Appropriate holding temperatures

direct use Hot 80c – 100c
Temperature
Storing Storing temperatures:
 Refrigerator 5c - 15c
 Freezer 0 c - -18 c.

Daily Direct use of the prepared soup

(hold in the Bain-Marie.)

Periodical Use Reconstitute only the required

quantity.
Portion soups in cooler for a’la
carte menu use.

Shelf Life Stored soups must be labelled

and dated to ensure that a soup
is used within the appropriate
shelf life of the product
Remembered the first in, first out
policy to ensure that the prepared
product is not left past its shelf
life.

Equipment Use the appropriate utensils and

equipment.
Do not use damaged utensil and
equipment.

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 HO 5b

Storing soup (cont’d)

Good hot soup should be served at the appropriate

temperature. The correct temperature also ensures
that the texture of the soups is as it should be.

When re-heating oven an open flame do not use a

high flame.

Never mix together old and new soups.

Always check the soup prior to service to confirm

that the reconstitution method has achieved the
correct temperature and texture.

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 OHT 11

Reconstituting soups

Strangely enough, some chef who take the greatest care

not to over cooks meats or vegetables will nevertheless
keep a large kettle of soup on the steam table all day.
Therefore it is best to chill the finished soup that has been
prepared in quantity and only reconstitute the required
amount as needed.

The following are points to be remembered:

Method Procedure
Over flame Simmer only never boil
Always cover while
reheating foods in the
microwave.
Microwave Use only microwave-
approved utensil.
Never use aluminium foil
as a covering.
Clay pot If over a flame always
simmer never boil.
Combi steamer Check the procedures, for
how to use a combie
steamer, and stick only to
the procedure for use.

Package for Hospitality Training – Prepare soups

26
Section 5
Assessment
5.1 Workplace assessment issues

5.1.1 Workplace assessment

Assessment is the process of collecting evidence and making judgements on progress

towards satisfying the performance criteria set out in the competency standard. At the
appropriate point, judgement is made as to whether competence has been achieved.
Assessment identifies the achievements of the trainee rather than relating the performance of
the trainee to other trainees.

5.1.2 Competent

Ask yourself the question, “what does an employee really need to be able to do?” The
answer to this question will tell you what we mean by the word “competent”. To be competent
in a work related skill implies that the person is able to:
 perform at an acceptable level of skill
 organise the required tasks
 respond and react appropriately when things go wrong
 fulfil a role in the scheme of things at work
 transfer skills and knowledge to new situations.

When you assess this competency you must take into account all of the above issues to
reflect the real nature of work.

5.1.3 Recognition of current competence

An integrated national assessment principle provides for the recognition of current

competencies regardless of where they have been acquired. Assessment recognises that
individuals can achieve competence in a variety of ways:
 prior qualifications
 informal learning.

Recognition of current competence gathers evidence to assess an individual against

competency standards in order to determine whether they have achieved the required
competence for a job role or for recognition for a formal qualification. The assessment of
recognition of current competence is undertaken by industry certified workplace assessor.

5.1.4 Assessors

In workplace situations, an industry certified assessor would determine whether a worker was
competent to undertake the tasks entailed by this unit of competency. If you are certified to
assess this unit, then you may choose from the methods offered in this guide, or develop your
own to conduct assessment. Assessors must look at the evidence guides in the competency
standards before arriving at the assessment methods to use.

5.2 Underpinning skills and knowledge

5.2.1 Assessment of underpinning skills and knowledge

Evidence should include a demonstrated ability to correctly explain and apply principles and
practices in the hospitality industry.

Package for Hospitality Training – Prepare soups 27

You must now assess your trainee’s or students’ underpinning skills and knowledge. This
section must be completed before you go on to the next section. Underpinning skills and
knowledge for competency standard are:
a. organisational skills and teamwork
b. safe work practices must be demonstrated, in particular in relation to bending and lifting
c. principles of nutrition, in particular the effects of cooking on the nutritional value of food
d. culinary terms commonly used in the enterprise
e. principles and practises of hygiene
f. logical and time efficient work flow
g. purchasing, receiving, storing, holding and issuing procedures.

Should your trainees or students not have the underpinning skills and knowledge required,
you must ensure that you deliver this material before you progress to the next section.

This training may be delivered through a variety of activities including:

 theory/practical session
 workplace observation
 workplace training
 questioning – oral/written
 role play
 project work/case study.

5.2.2 Examples of assessment tasks

Use these tasks to determine if your trainees have the necessary underpinning skills and
knowledge. The table below can be used to record the result of each student and what further
training is needed.

Assessment tasks Yes No Further training

needed

What piece of commercial kitchen equipment is

used for the preparation of a passed soup?

5.3 Suggested assessment for Prepare soups

The following pages list some of the methods that can be used to assess this competency.
The proposed assessments have been designed to address each element, performance
criteria and underpinning skills and knowledge for the competency.

Results of a successful
assessment should indicate
sufficient and relevant
knowledge and understanding to

Package for Hospitality Training – Prepare soups 28

be able to infer competence.
Therefore the trainee is assessed
as either competent /
competence to be achieved.
Examples of assessment results
sheets are included in Appendix
1 and 2.

Package for Hospitality Training – Prepare soups 29

 Evidence gathering methods

Assessment of practical demonstration in the workplace may include observation of the trainee:
 preparing clear soups
 preparing thickened soups
 preparing cream soups
 preparing pureed soups
 reconstituting soups
 garnishing soups
 storing soups.

Third party/documentary evidence may include:

 peer or supervisor report (written or oral)
 details of previous training, work experience
 relevant portfolio e.g.: photographs, video
 details of menus/menu items prepared by the candidate.

Oral questions or some form of written assessment/project would be useful to determine underpinning knowledge such as:
 principles and practices of hygiene
 safe work practices (bending and lifting)
 culinary terminology
 organisational skills.

In off-the-job assessment, simulated activities could be used to allow the trainee to provide evidence of skills through practical
demonstration:
 set up of a simulated workplace environment that allows the candidate to demonstrate the preparation of a variety soups e.g.: preparing soups for
an industry function.
 a presentation to other students on various classifications of soups and how they differ

Package for Hospitality Training – Prepare soups 31

 Sample methods On-the-Job Off-the-Job

1. In preparation for the soup of the day, you are required to select and prepare all ingredients to construct a cold 
Vichyssoise.

2. Your establishment provides itself on serving the best French onion soup this side of the Riviera! You are required to
select and prepare all ingredients to construct the appropriate garnish. 

3. A large pot of pumpkin soup needs to be pureed. Select the appropriate equipment, and proceed to perform the duty 
to the consistency required by the establishment. This example can also be used to assess unit ITHHBKTA01A
Organise and prepare food.

Questions On-the-Job Off-the-Job

Questioning should focus on:

1. Techniques and Processes
 Describe the technique used to prepare stock for a consommé. 
2. Organisation and planning
 What time management issues need to be considered when constructing bisque?

3. Communication with other
 Explain borsch to a member of the waiting staff. 
4. Problem solving
 Respond to a situation where you discover that your soup base has been spoiled.


5. Health and safety

 Explain how you would safely lift a 50-litre pot of soup. 

Package for Hospitality Training – Prepare soups 32

Package for Hospitality Training – Prepare soups 33
Appendices
 Appendix 1

Competency assessment result

Unit code: ITHHBCMC05AEA Title: Prepare soups

Trainee or student name:

Assessor name:

The Trainee was assessed as: Competent 

Competency to be achieved 

Feedback to trainee

Signatures

The trainee has been informed of Signature of assessor:

the assessment result and the
reasons for the decision

Date:

I have been informed of the Signature of trainee:

assessment result and the reasons
for the decision

Date:

Package for Hospitality Training – Prepare soups Appendix 1 - Page 1

 Appendix 2

Group trainee or student assessment record

Unit code: ITHHBCMC05AEA Title: Prepare soups

Group:

Assessor name:

Trainee name Competent Competency

to be
achieved

Package for Hospitality Training – Prepare soups Appendix 2 - Page 1

 Appendix 3

List of overheads and handouts

Overhead Handout Title

number number
(OHT) (HO)
1 Classification of soups

2 Clear soups

3 Thickened soups

4 Cream soups

5 Puree soups

6 1 Special soups

7 2a-b Cultural / Ethnic soups

8 Ingredients for making and serving

soups

3 Sample standard recipes

9 4 Thickening agents

10 5a-b Storing soup

11 Reconstituting soups

Package for Hospitality Training – Prepare soups Appendix 3 - Page 1

 Appendix 4

Trainee or student evaluation sheet

Unit code: ITHHBCMC05AEA Title: Prepare soups

Agree Don’t Disagree Doesn’t

The following statements are about the competency
know apply
you have just completed. Please tick the appropriate
box.
1. There was too much in this competency to
cover without rushing.    
2. Most of the competency seemed relevant to
me.    
3. The competency was at the right level for me.
   
4. I got enough help from my trainer.
   
5. The amount of activities was sufficient.
   
6. The competency allowed me to use my own
initiative.    
7. My training was well organised.
   
8. My trainer had time to answer my questions.
   
9. I understood how I was going to be assessed.
   
10. I was given enough time to practice.
   
11. My trainer feedback was useful.
   
12. Enough equipment was available and it
worked well.    
13. 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

Package for Hospitality Training – Prepare soups Appendix 4 - Page 1

 Appendix 5

Hotel and Restaurant Materials

Amendment List

Unit code: ITHHBCMC05AEM

Unit title: Prepare soups

Example:

No Amendment Version Page Line Amender Date

number number number initials completed

1. Replace ‘garish’ into ‘garnishes’ 34 5 WW 12 Mar. 02

No Amendment Version Page Line Amender Date

number number number initials completed

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Package for Hospitality Training – Prepare soups Appendix 5 - Page 1