Package for Hospitality Training

(Including Competency Standard, Teacher Focused & Student

Centered Materials and Assessment Tools)

Unit Title:
PREPARE AND MODEL MARZIPAN

Unit Code: ITHHAPAT05AEM

Acknowledgements
Writer:
Erfin Roesfian, Lecturer, STP Bandung

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

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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.

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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______________________________4
3.2 Competency standard______________________________________4
4. Delivery strategy
4.1 The content plan__________________________________________6
4.2 How to teach the competency standard________________________8
4.3 Support materials (Overhead transparencies/Handouts)__________11
5. Assessment
5.1 Workplace assessment issues______________________________36
5.1.1 Workplace assessment.....................................................................36
5.1.2 Competent.........................................................................................36
5.1.3 Recognition of current competence...................................................36
5.1.4 Assessors..........................................................................................36
5.2 Underpinning skills and knowledge___________________________36
5.2.1 Assessment of underpinning skills and knowledge...........................36
5.2.2 Examples of assessment tasks.........................................................37
5.3 Suggested assessment for Prepare and model marzipan__________37

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 and model marzipan.

This guide deals with the skills and knowledge required to the preparation, handling and
modelling of marzipan and with the decorating, colouring and presentation of modelled items.
This unit applies to various establishments where marzipan is prepared and used.

Linkages to other units:

This unit must be assessed in the workplace or simulated environment where adequate and
appropriate equipment and materials are provided.

Care should be taken in developing training to meet the requirements of this unit. For general
and prevocational training, organisations providing training must take into consideration the
full range of industry contexts, with no basis 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:
- Ignace Proot., Marzipan, Hugo Matthaes, Druckerei und Verlag GMBH & Co. kg
Stuttgart
- Elaine Mac Gregor., A Step by Step Guide To Making Traditional & Fantasy
Cakes Cake Decorations, Crescent Books New York, 1990
- Lucy Poulton., Sylvia Coward, A Step by Step Guide To Cake Decorations From
Australia, Merchurst Press, 1988
- Wayne Gisslen., Professional Baking John Wiley & Sons, USA, 1985

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 - Wilfred J. Fance F. Inst, B.B., The New International Confectioner, Virtue &
Company Limited. London and Coulsdon, England, 1981
 professional journals
 Tourism Training Australia website: www.Tourismtraining.com.au
 Industry Associations – Indonesian Hotels and Restaurants 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 ITHHAPAT05AES PREPARE AND MODEL MARZIPAN

UNIT DESCRIPTOR This unit deals with the preparation, handling and
modelling of marzipan and with the decorating, colouring
and presentation of modelled items. This unit applies to
various establishments where marzipan is prepared and
used.

ELEMENTS PERFORMANCE CRITERIA

01 Prepare modelling 1.1 Ingredients are selected, weighed ad worked
marzipan together to achieve desired composition and
characteristics of quality modelling marzipan.
1.2 Potential problems are identified and appropriate
preventive measures are taken to maintain
desired characteristics and to eliminate risks
concerning hygiene.
02 Prepare moulded and 2.1 Marzipa
modelled shapes n is moulded or modelled to achieve a variety of
figures, shapes and flowers.
2.2 Colour,
decorations and coating agents are applied to
enhance presentation and to suit the purpose.
2.3 Finished shapes are sealed to preserve freshness
and eating quality.
03 Store marzipan 3.1 Product
products s made from marzipan are stored at the correct
temperature and condition to avoid excessive
crust formation and drying out and to maintain
maximum eating quality.
04 Manipulate marzipan 4.1 Marzipan is rolled out to specified size and
to cover cakes, thickness.
gateaux, torten and 4.2 Surface of item to be covered is prepared to be
petits fours level and smooth.
4.3 Covering technique applied to resalt in smooth
seamless finish.

RANGE OF VARIABLES
1. Preparing marzipan refers to combining manufactured
marzipan paste, pure icing sugar and glucose syrup to a smooth paste of a
consistency best suited for its intended purpose.
2. The handling of marzipan includes:

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 2.1 modelling into shapes, figures or flowers
2.2 covering cakes, gateaux, torten and petits fours with a pinned out layer of
marzipan.
3. Establishments using marzipan include:
3.1 patisseries and pastry shops
3.2 coffee shops
3.3 hotels
3.4 restaurants
3.5 brasseries, bistros and cafes
3.6 commercial catering operations
3.7 function facilities.

EVIDENCE GUIDE
1. Evidence is required of knowledge and understanding of the principles and
requirements of the related legislation relating to:
1.1 Occupational Health and Safety
1.2 Hygiene.
2. Demonstration of competence includes knowledge and understanding of:
2.1 identifying, handling and storing of marzipan and marzipan products and
recognising factors affecting their quality
2.2 hygiene requirements relating to possible spoilage by bacteria or mould
during preparation, handling and storage of marzipan.
3. Artistic skills and creativity must be demonstrated.
4. Demonstration of competence must include the production of a range of marzipan
products with consistency in quality and appearance.
5. This unit must be assessed in the workplace or simulated environment where
adequate and appropriate equipment and materials are provided.

KEY COMPETENCIES IN THIS LEVEL KEY COMPETENCIES IN THIS LEVEL

UNIT UNIT

Collecting, organising and 2 Using mathematical ideas and 1

analysing information techniques

Communicating ideas and 1 Solving problems 2

information

Planning and organising activities 2 Using technology 1

Working with others and in teams 2

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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 Prepare modelling marzipan. Preparing marzipan refers to combining Marzipan identification Identifying marzipan Dis OHT 1
manufactured marzipan paste, pure B
icing sugar and glucose syrup to a
smooth paste of a consistency best
suited for its intended purpose.
1.1. Ingredients are selected, weighed Ingredients recipes Almond Identifying, selecting Dis OHT 2
and worked together to achieve Sugar ingredients needed HO 1a-b
desired composition and Water for marzipan
characteristics of quality Varieties of modelling paste Cold method Dem V-1
modelling marzipan. Cooked method SP-1

1.2. Potential problems are identified Identifying of Dis OHT 3 &

and appropriate preventive potential problems HO 2
measures are taken to maintain HO 3
desired characteristics and to
eliminate risks concerning
hygiene.

0.2 Prepare moulded and modelled Identifying Dem OHT 4

shapes. composition and
characteristics of HO 4
quality modelling
marzipan
2.1. Marzipan is moulded or modelled Variety of figures Flowers Identifying the OHT 4a-b
to achieve a variety of figures, Animals techniques used in
shapes and flowers. Clown moulding or
modelling a variety
of figures

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 Element and Performance Range of Variables Additional Content Training Topics Activity Visual
Criteria
2.2. Colour, decorations and coating Colouring Enhancement of Dem OHT 5
agents are applied to enhance presentation: HO 5
presentation and to suit the  colouring
purpose. marzipan HO 6a-c
 guidelines for OHT 6
covering cake HO 7
with marzipan
2.3. Finished shapes are sealed to Sealing to ensure Dis OHT 7
preserve freshness and eating freshness
quality.

03. Store marzipan products. Identifying the Dis OHT 8

3.1. Products made from marzipan are correct temperature
stored at the correct temperature for storage
and condition to avoid excessive
crust formation and drying out
and to maintain maximum eating
quality.

04. Manipulate marzipan to cover Application Dem HO 8

cakes, gateaux, torten and
petits fours.
4.1. Marzipan is rolled out to specified HO 9a-b
size and thickness.
4.2. Surface of item to be covered is Refer to
prepared to be level and smooth. HO 8
4.3. Covering technique applied to HO 10a-c
result in smooth seamless finish.

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Legend:
Brainstorm – B Guest Speaker – GS Project – Pro
Case Study – CS Hand Out – 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
attitude do I want the trainee or
student to have?
What is marzipan?
Identifying, selecting ingredients needed
for marzipan
Identifying potential problems
Identifying composition and
characteristics of quality modelling
marzipan
Identifying the techniques used in
moulding or modelling a variety of figure
Enhancement of presentation
Sealing to ensure freshness
Package for Hospitality Training – Prepare and model Marzipan
How will I transfer the skills, knowledge and attitude to the trainee or student?
Trainees in small groups to brainstorm the definition of marzipan.
Small groups to present their list/opinion.
Trainer or teacher to show and discuss OHT 1 [Identifying marzipan].
Trainer or teacher to explain and discuss the recipe OHT 2 [Recipe of Almond paste and marzipan].
Trainer or teacher to give Handout 1a-b [Different recipe of marzipan].
Trainer or teacher to explain OHT 3 and Handout 2 [The sequence of marzipan processing].
Trainer or teacher to discuss each type of marzipan and its characteristics.
Trainees or students to list the names and descriptions of marzipan on the hand out.
Trainer or teacher to give Handout 3 [Potential problems in handling marzipan].
Trainer or teacher to explain OHT 4 [Moulding or modelling techniques for variety of figures].
Trainees or students to take notes.
The trainer or teacher to explain characteristics of good modelling marzipan OHT 3.
The trainer or teacher to give Handout 4 [Characteristic of good modelling marzipan].
The trainer or teacher to demonstrate how to make a good consistency of modelling marzipan.
The trainer or teachers explain OHT 4a-b [Modelling techniques].
The trainer or teacher to demonstrate how to make different kinds of figure.
Trainer or teacher to demonstrate how to colour modelling marzipan suitable for producing moulded flowers
OHT 5 [Enhancement of presentation] explain the colour mixing and how to colour marzipan
The trainer or teacher to give Handout 5 [Enhancement of presentation].
Trainer or teacher to explain the step by step in flower making
The trainer or teacher to give Handout 6a-c [Step by step flower making] and discuss the making of each
Trainer or teacher explains guidelines for covering cake with marzipan OHT 6 [Guidelines for covering. cake
with marzipan] and to gives OHT 6 and Handout 7 [Guidelines for covering cake with marzipan].
The trainer or teacher to explain OHT 7 [To keep freshness of marzipan product].
9
 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?

Identifying the correct temperature for The trainer or teacher to explain OHT 8 [How to store marzipan almond paste].
storage

Application The trainer or teacher to explain and demonstrate Handout 8 [How to prepare surface item to be covered
level and smooth].
The trainer or teacher to explain and demonstrate Handout 9a-b [How to roll – out marzipan to specific size
and thickness].
The trainer or teacher to explain and demonstrate the technique of covering, Handout 10a-c [Technique of
covering].

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4.3 Support materials
(Overhead transparencies/
Handouts)
 OHT 1

Identifying marzipan

Definition of marzipan:

Marzipan is a paste made of almonds and sugar

that is worked to a plastic consistency. Its texture
allows it to be rolled out with a rolling pin like dough
or to be modelled into the shapes of fruits, animals,
flowers and so forth.

Marzipan should contain two parts almonds and

one part sugar, ground together and cooked. It is
known as “Raw marzipan”.

Almond paste or almond icing should contain one

part almond and two parts sugar, together with
sufficient egg or glucose to make a pliable paste.

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 OHT 2

Recipe of almond paste & marzipan

Pastry chefs and confectioners once had to grind

almonds in order to make marzipan, but today the
ready availability of almond paste or marzipan
makes the job much easier.

Method use for making:

a. Almond paste:

 all in process method

 boiled method.

b. Marzipan:

 boiled method

 using almond paste as a base.

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 HO 1a

Different recipe of marzipan

Ingredients Almond paste I

Ground almonds 500 gr
Castor sugar 500 gr
Icing sugar 500 gr
Egg yolks 150 gr (approx)
Orange flower water 60 gr

Method:
Combine all ingredients and making into a pliable paste.

Ingredients Almond paste II – Boiled

Ground Almonds 500 gr
Granulated sugar 1 kg
Water 300 gr
Glucose 60 gr
Orange flower water 60 gr

Method:
1. Boil the water and sugar to 115° C and stir in the
glucose and the orange flower water.
2. Finally add the ground almonds.

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 HO 1b

Different recipe of marzipan (cont’d)

Ingredients Marzipan I
Blanched almonds 1050 gr
Sugar 1500 gr
Glucose 75 gr
Water 500 gr

Method:
1. Shred the almonds after blanching and dry them a
little.
2. Boil the sugar, water and glucose to 117,5° C and
pour over the almonds. Mix and allow cooling. Grind
to a fine paste.

Ingredients Marzipan II
Almond Paste 500 gr
Glucose (Corn Syrup) 90 gr
Powder sugar, sifted 500 gr

Method:
Blend the almond paste and glucose (using the paddle
attachment), until smooth. Add sifted icing powder sugar,
a little at a time, as fast as it is absorbed until the desired
consistency is reached. It should be stiff but workable and
not too dry.

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 OHT 3 & HO 2

The sequence of marzipan processing

1. Selecting ingredients.

2. Roasting almond.

3. Sugar cooking.

4. Combining.

5. Cooling the mixture.

6. Grinding/store grinding.

7. Storing.

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 HO 3

Potential problems in handling

marzipan

In order to preserve the colour of marzipan, be sure

that all equipment, including bowls, mixer
attachments, and work surfaces, are very clean.

Use stainless steel rather than aluminium mixing

bowls, since aluminium will discolour the marzipan.

Marzipan dries quickly when exposed to air and

forms a crust on the surface.

Keep unused portions in a bowl covered with a

damp cloth.

To store marzipan, keep it wrapped or covered in

an airtight container.

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 OHT 4

Moulding or modelling techniques for

variety of figures

Basic rules of modelling marzipan:

 keep marzipan 24 to 48 hours at 21° C

 knead and worked marzipan into a fine and shiny

paste

 constant practice is required, plus patience and a

relaxed mood.

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 HO 4

Characteristic of good modelling

marzipan

 pliable, good elasticity

 good taste and odour

 white colour

 smooth texture

 not too oily when kneading.

When marzipan is kneaded and worked, the oil

content (from almonds) comes to the surface and
makes the marzipan sticky. To avoid this, dust the
work surface lightly with confectioner’s sugar.

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 OHT 4a

Modelling techniques

Basic Principle

With these step-by-step basic techniques are required for

handling, modelling and working with marzipan.

1. With both palms roll the

marzipan into a nice
round, shiny ball.
It is better to hold the
marzipan in a horizontal
position.

2. Using the base of the

palm we can control the
pressure in rounding the
marzipan.

3. Place the ball between

palms and make anew
form with the bottom part
of the palm.

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Package for Hospitality Training – Prepare and model Marzipan 20
 OHT 4b

Modelling techniques (cont’d)

4. With the bottom part of the

palm we can press
simultaneously to form a
slight curve.

5. After the marzipan forms a

curve, form into pear
shape.

6. Continue gently pressing

the marzipan to keep it in
a round form.

7. Continue modelling the

marzipan form it into an
elephant head shape.

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 OHT 5

Enhancement of presentation

Colouring marzipan:

 Colour mixing:

- pistachio green

- mokka brown

- light brown

- chocolate brown

- egg yellow.

 How to colour marzipan.

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 HO 5

Enhancement of presentation
Colouring marzipan
It is easier to colour white marzipan than the commercially
produced yellow variety.
The artificial yellow colouring distorts some food colours, in
particular purple, which tends to become a dull brown colour.

 Colour mixing
- Pistachio green: green + citron yellow
- Mokka brown: mocha + citron yellow + chocolate
- Light brown: light red + citron yellow + green
- Chocolate brown: cocoa powder + light red + citron
yellow
- Egg yellow: citron yellow + light red

 How to colour modelled or marzipan figure.

Colouring can be done in two ways:
1. Start with tinted marzipan – green for apples and pears,
yellow for bananas, peaches, and lemons, and so on.
Apply food colour with a brush to colour in highlights
and markings, such as the brown streaks and dots on
bananas, the red blush on apples and peaches, and so
on.

2. Alternatively start with untainted marzipan. Colour the

finished fruit with background colours, using either a
brush or a sprayer. Let the colour dry, then colour in the
highlights.

Add a very small amount of liquid or food paste colour to white

marzipan.
Dip a wooden stick in the food colour and streak the marzipan.
Knead the marzipan thoroughly until the colour is evenly
distributed-with practice you will soon be able to judge how much
colour needs to be added to produce a particular shade.

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 HO 6a

Step by step flower making

Modeling a marzipan
Rose and leaves

1. Roll a piece of prepared

marzipan to a tapered shape.
Lightly oil the marble slab.

2. Mould a sharp pointed cone

for the centre of the rose.
From the tapered end of the
marzipan press out a petal
with a palette knife.

3. Make sure the edge of each

petal is very thin.

4. Cut off the end

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 HO 6b

Step by step flower making (cont’d)

5. Roll the petal into a curve

6. Make other petals in the

same way, making a
depression with the finger to
form the concave centre

7. Carefully attach the first petal

to the cone leaving one side
free

8. Attach the second petal by

first inserting one side under
the free side of the first. Bring
both together and gently turn
down the thin top edges with
the fingers the centre bud is
now complete

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 HO 6c

Step by step flower making (cont’d)

9. Make more slightly larger petals.
Always work with an uneven
number of petals three for the
bud, followed by three, a little
larger for a medium size rose:
five more will make a large
rose

10. Attaching the individual petals

11. The finished rose off the base

12. For the leaves, pin out

marzipan thinly and cut out
oval shapes

13. Press gently into a leaf mould,

or with the help of a knife mark
each piece to make a leaf
pattern

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 OHT 6

Guidelines for covering cake with

marzipan

 as a covering paste

 covering a round cake

 coating the sides of cake

 other method of coating.

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 HO 7

Guidelines for covering cake with

marzipan
1. Make a sheet of marzipan work in the hands to make it pliable. Using
confectioners sugar to dust the bench and rolling pin, and roll the
marzipan out into a thin sheet as though you are rolling out pastry.

2. If the marzipan is to be on the outside of the cake (that is, not covered with
icing), the sheet can be textured with a ridged rolling pin. Roll the ridged
pin over the sheet of marzipan once to make a ridged texture. To make a
checked or dimpled texture, roll the pin across the sheet a second time
at a right angle to the first.

3. For a round layer cake, it is easiest to coat only the top with marzipan.
Before putting the top layer on the cake, brush it with apricot coating so
that the marzipan will stick. Place it upside-down on a sheet of marzipan
and press on it lightly. Trim off the excess marzipan.

The sides of the cake can be iced in a conventional manner.

4. To coat the sides of a round layer cake after coating the top, first ice the
sides so that the marzipan will stick. Roll out a strip of marzipan as wide
as the cake is high and three times as long as.

The coat the circumference of the cake, roll the strip up loosely, and then
unroll it against the side of the cake.

The cake can now be coated with fondant or another light icing.

5. An alternative method for coating a cake is to roll out a sheet of marzipan

large enough to cover the top and sides. Lift it with the rolling pin and
drape it over the cake. The hands, carefully mold the marzipan against
the sides of the cake.

This method produces a seamless coating for the cake, unlike the
method above, it is difficult to do. The sides must be moulded very
carefully so that there are no ripples or folds in the marzipan.

6. To cover a strip cake or a sponge roll (Swiss roll) with marzipan, roll out a
sheet of marzipan large enough to cover the strip or roll. Brush it with
apricot glaze. Set the cake on marzipan at one edge and roll it up in the
sheet.

As an alternative, you can first coat the cake with the apricot glaze,
rather than brushing the glaze onto the marzipan.

Package for Hospitality Training – Prepare and model Marzipan 28

 OHT 7

To keep freshness of marzipan product

Finished product can be wrapped either in clear

cellophane or clear glass jars.

Marzipan varnish can also be bought from

manufactures of confectionery colours and

flavours. It should be used only for display

work.

Package for Hospitality Training – Prepare and model Marzipan 29

 OHT 8

How to store marzipan – almond paste

Things to remember when storing marzipan – almond

paste:
 Marzipan dries quickly when exposed to air and
forms a crust on the surface.
 It is not advisable to store uncooked marzipan for
more than two or three days before use.
 Cooked marzipan is a quick – drying paste that is
not oily. It has a longer shelf life.
 To avoid marzipan from becoming dry and a crust
forming on the surface, keep unused portions in a
bowl covered with a damp cloth.
To store marzipan, keep it wrapped or covered in an
airtight container. It will keep indefinitely if protected
from air. If left uncovered, it will eventually become
hard as a rock.
 Uncooked marzipan, if a traditional marzipan, tends to
be oily and crumbly. When it has to be stored, put it in
a cool part of the refrigerator, it also can be put in a
freezer for up to six months.
 Cooked marzipan-almond paste keeps well for several
weeks in the refrigerator, but if possible, make it about
24 hours before it is required. Store it in an airtight
container or a double wrapping of plastic wrap.

Package for Hospitality Training – Prepare and model Marzipan 30

 HO 8

How to prepare surface item to be

covered level and smooth

1. Turn the cake upside down,

so that the flatter surface
becomes the top.
Trim the unnecessary part on
top and side of the cake

2. Brush or cover thinly with the

jam or lightly beaten egg
white by using a palette knife.

Package for Hospitality Training – Prepare and model Marzipan 31

 HO 9a

How to roll out marzipan to specific

size and thickness

1. Before you start working

with the marzipan,
measure the distance over
the cake with a length of
string or a tape measure.
Starting at the base
against the board,
measure up one side of
the cake, across the top
and then down to the
board on the other side.
Knot the string to mark the
correct length.

2. Measure and weigh the

amount of marzipan
required for your cake.
Knead the marzipan
thoroughly. Before rolling it
out, sprinkle a little corn
flour on the pastry board
or sheet.

Package for Hospitality Training – Prepare and model Marzipan 32

 HO 8b

How to roll out marzipan to specific

size and thickness (cont’d)

3. Give the marzipan a good

“polish” with your hand by
rubbing in a circular
motion until it feels and
looks like satin. Measure
the marzipan with your
piece of string to make
sure it is the right size

4. Cut out the marzipan you

have rolled to size: you
may allow an extra 3 cm
all around if you wish.

Package for Hospitality Training – Prepare and model Marzipan 33

 HO 10a

Technique of covering

1. Place your long rolling pin over

the top of the marzipan and roll
some of it onto the pin. Working
from the top to about halfway
down. Lift the marzipan up with
the rolling pin. Place the lower
edge of the marzipan against the
cake so that the marzipan is
being held over the middle of the
cake and just touching the base
of the board. Unroll the marzipan,
allowing it to fall gently onto the
cake as you move the rolling pin
gradually across it. Ensure that
the marzipan will cover all of the
cake. If it becomes apparent that
you have misjudged the placing
of your marzipan, pull it off the
cake, re-knead and try again. Any
traces of egg white will work back
into the marzipan.
2. Now that the marzipan is on the
cake work quickly but with care.
Gently roll over the top of the
cake with your rolling pin to
improve the finish. Ease the
marzipan against the sides all
around the cake, starting with the
corners if the cake is square. Do
not press pleats or folds into the
icing. Gently press the marzipan
with the palms of the hands. Be
firm, but at the same time do not
press too hard with your fingers,
otherwise you will find the
marzipan has finger marks and
thin patches.
Package for Hospitality Training – Prepare and model Marzipan 34
 HO 10b

Technique of covering (cont’d)

3. Press the marzipan around the

sides of the cake gradually,
working down all sides at the
same time. In this way there is a
minimum of pull from the weight
of excess marzipan. This is
especially important to reduce
crease and fold marks. Once the
marzipan has been worked down
to the base of the cake and
excess is resting on the board,
trim this away either with a knife
or scrapers. Do not cut the
marzipan right to the edge of the
cake, because it is easy to cut off
too much. Start by allowing an
extra centimetre, and then
gradually works back to about 2
or 3 mm. Finally press this against
the edges of the cake with your
knife.

4. Be careful not to allow too much

excess marzipan to remain at the
base. Otherwise you will have a
bulge at the bottom. Sides should
be smooth and even, at right
angles to the board.

Package for Hospitality Training – Prepare and model Marzipan 35

 HO 10c

Technique of covering (cont’d)

5. With both hands, rub gently

around the cake and then, using
one hand, rub in a circular motion
on the top. Do this until the
marzipan feels and looks like
satin, but do not press too hard
as this may result in thin patches.

8. If you have both heavy and light scrapers available, or perhaps

metal and pliable plastic ones, use both sets to achieve a good
finish to your cake. Heavy or metal scrapers allow you to press
more firmly to remove any marks.

9. Before you finish off the sides of the cake, place a spirit level
across the top to ensure that it is still perfectly even. If it is not,
use your rolling pin gently to roll out any unevenness in the
marzipan. This will also ensure the marzipan has no finger
marks.

10. Using both sets of scraper press around the sides of cake until
all marks have gone. Start with your heavy scrapers first-the soft
pliable scrapers may then be bent to run gently over the edges
and corners of the cake to give it a soft even finish. Should air
bubbles have formed, prick them with a sewing needle, but
insert the needle at such an angle that when you rub the
marzipan, the prick mark disappears.

Package for Hospitality Training – Prepare and model Marzipan 36

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 a workplace situation, 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 and model Marzipan 36

You must now assess your trainees 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. occupational health and safety
b. hygiene.

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

Explain the importance of cleanliness of materials

and equipment used in sugar work.

5.3 Suggested assessment for Prepare and model

marzipan
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
be able to infer competence.
Therefore the trainee is assessed
Package for Hospitality Training – Prepare and model Marzipan 37
as either competent /
competence to be achieved.
Examples of assessment results
sheets are included in Appendix
1 and 2.

Package for Hospitality Training – Prepare and model Marzipan 38

 Evidence gathering methods

Assessment of practical demonstration in the workplace may include observation of the trainee:
 producing quality modelling marzipan
 covering cakes and petit fours as required by the establishment
 preparing moulded and modelled shapes and figures etc are required by the enterprise
 presenting modelled marzipan.

Third party/documentary evidence may include:

 peer or supervisor report (written or oral)
 a relevant portfolio i.e.: photo, video
 certificates, awards
 details of previous training, work experience.

Oral question or some form of written assessment/project would be useful to determine underpinning knowledge such as:
 hygiene requirements relating to possible spoilage by bacteria or mould during preparation, handling and storage of marzipan
 identification, handling and storage of marzipan
 uses of marzipan
 factors that may affect the quality of marzipan.

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 work environment that allows the candidate to demonstrate the preparation and modelling of marzipan, eg: for use on a
menu at an industry promotion/graduation ceremony.

Package for Hospitality Training – Prepare and model Marzipan 39

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

1 Your establishment is hosting a party for twenty-four underprivileged children. You are required to prepare ü
and model one marzipan animal figure for each child to receive as a moment of this occasion.

2 After a rather lengthy telephone conversation, it has been decided upon that the bride and groom would like
flowers, identical to the bridal bouquet, as the decorations on their three-tiered wedding cake. A meeting has ü
been arranged for three weeks time and although the exact colour of the flower has yet to be determined, you
have been requested to present various examples of flower formation that are proposed for use.

3 A neighbourly gesture, your establishment has offered to cover prepared Christmas cakes for the local Country ü
Women’s Association. The President wants to learn this technique. Demonstrate the procedure on a 24 cm
round cake.

Questions On-the-Job Off-the-Job

Questioning should focus on:

1. Technique and processes ü ü
 How is marzipan made?
 How can it be coloured?
2. Organisation and planning
 What time issues need to be considered when preparing petit fours with marzipan? ü ü
3. Communication with others
 Describe three uses of marzipan to a colleague in the workplace. ü
4. Problem solving
 Can marzipan be restored if it becomes dry? How? ü
5. Health and safety
 What is suitable and safe ‘food glue’ for use in marzipan figure construction? ü

Package for Hospitality Training – Prepare and model Marzipan 40

Package for Hospitality Training – Prepare and model Marzipan 41
Appendices
 Appendix 1

Competency assessment result

Unit code: ITHHAPAT05AEA Title: Prepare and model
marzipan

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 the Signature of assessor:

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 and model Marzipan Appendix 1 - Page 1
 Appendix 2

Group trainee or student assessment record

Unit code: ITHHAPAT05AEA Title: Prepare and model
marzipan

Group:

Assessor name:

Trainee name Competent Competency

to be
achieved

Package for Hospitality Training – Prepare and model Marzipan Appendix 2 - Page 1
 Appendix 3

List of overheads and handouts

Overhead Handout Title

number number
(OHT) (HO)
1 Identifying marzipan
2 Recipe of almond paste and
marzipan
1a-b Different recipe of marzipan
3 2 The sequence of marzipan
processing
3 Potential problems in handling
marzipan
4 Moulding of modelling techniques
for variety of figures
4 Characteristic of good modelling
marzipan
4a-b Modelling techniques
5 5 Enhancement of presentation
6a-c Step by step flower making
6 7 Guidelines for covering cake with
marzipan
7 To keep freshness of marzipan
product
8 How to store marzipan-almond
paste
8 How to prepare surface item to be
covered level and smooth
9a-b How to roll out marzipan to
specific size and thickness
10a-c Technique of covering

Package for Hospitality Training – Prepare and model Marzipan Appendix 3 - Page 1
 Appendix 4

Trainee or student evaluation sheet

Unit code: ITHHAPAT05AEA Title: Prepare and model

marzipan

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 and model Marzipan Appendix 4 - Page 1
 Appendix 5

Hotel and Restaurant Materials

Amendment List

Unit code: ITHHAPAT05AEM

Unit title: Prepare and model marzipan

Example:

No Amendment Version Page Line Amender Date

number number number initials completed

1. Replace ‘garish’ into ‘garnishes’ A 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 and model Marzipan Appendix 5 - Page 1