Product produce cakes
As long as you use the correct ingredients and follow the recipe, the cake you bake at home is pretty much guaranteed to be moist and delicious. Cake products that are produced for sale in grocery stores, convenience stores, and vending machines have to survive the rigors of industrial processing and packaging, shipping, and shelf life. Some are packaged and sold as ready-to-eat products while others are baked and frozen. Product developers have to choose the appropriate ingredients and combine them to develop appealing products that can meet the demands of food processing. The information in this article will mostly discuss some of the top concerns that product developers of cake applications have, such as reducing eggs, removing gluten, and replacing sugar and partially hydrogenated oils, and the ingredients that provide function in these circumstances.VIDEO ON THE TOPIC: Vinrane Cake Products
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Cakeline: All Round and Square Cake production line
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This unit describes the performance outcomes, skills and knowledge required to produce cakes, pastries and breads in a commercial kitchen following standard recipes. It requires the ability to select, prepare and portion ingredients; and to use relevant equipment a range of cookery methods to make and decorate cakes, pastries and breads, and food storage methods.
It does not cover the specialist skills used by patissiers to produce specialist patisserie products. The unit applies to hospitality and catering organisations that produce and serve cakes, pastries and breads, including hotels, restaurants and patisseries. It applies to individuals who work under the guidance of more senior chefs. They demonstrate autonomy and judgement to complete routine activities and take limited responsibility in known and stable contexts within established parameters.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
However, the options available as listed under the knowledge evidence, which are used as the basis for assessing competence in the unit under the performance evidence, contain many examples that are specialist skills used by patissiers and are not items usually made by commercial cooks.
For example. These items should be changed to reflect pastry and bread items that are made in commercial kitchens. I think if we asked industry and see how many of these items are actual made in industry nowadays, reduce the list required simplify the products listed so leaners have a better understanding of the production. At this level the Knowledge is not clear as auditors are saying we have to cover every point of classical and contemporary and currently this unit list 24 items to talk about with a heading just stating classical and contemporary?
Again, this to open for interpretation need more clarification what industry would like a leaner at this level Cert III to know. Patisserie courses have these units seperate and are there for more in-depth learning so if this unit is a taster or for basic items used in cafes, rest.
Elements describe the essential outcomes. Performance criteria describe the performance needed to demonstrate achievement of the element. With Performance elements 5. Suggest removing Role play from unit as it is difficult to pretend to create a product. Use cookery methods for cakes, pastries and breads and sweet and savoury fillings to achieve desired product characteristics. Enhance appearance and taste of cakes, pastries and breads using suitable fillings, icings and decorations, according to standard recipes.
Comments: Breads are not decorated so remove this from PC ". The unit would benefit in 10 more hours in delivery time to allow for modern techniques of overnight chilling if blast chiller is not available correct resting times and practice of more precise skills.
This unit requires more finesse in presentation and cooking techniques and therefore that practice time is required for better honing of skills. The students are not receiving hours for theory due to the requirements listed in the PC and PE and are expected to complete several tasks in session to be assessed on them in the next session. Students are not receiving sufficient time to make further attempts if mistakes are made which put pressure on the student from the start.
Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement. Specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts are included.
Range is restricted to essential operating conditions and any other variables essential to the work environment. Food quality adjustments must involve consideration of factors relating to:. Adjusting presentation must involve consideration of:. Environmental conditions must ensure appropriate:. Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:.
Breads are not decorated so remove this comment. The amount is not clear enough. Is it for portions of each 12 portions or four products from each list 12 products, 3 from each list or four of each product listed 21 products 3. Wording could read: Follow standard recipes to produce four product varieties from the cake, pastries and sweet and savoury products listed in the knowledge evidence Performance Evidence: responding to special customer requests and dietary requirements.
This is too broad and could read: Adjust one product in listed in the knowledge evidence for cakes, pastries and Sweet and Savoury Breads to reflect an appropriate dietary requirement adjustment.
Performance criteria is very demanding but there is no mention of "quality produce according to industry standards". Unit definitely needs to be upgraded to have a more efficient purpose with the students. Within a training environment, it is logistically difficult for candidates to prepare and bake 4 of each product, especially if they are large items. Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:.
The need to know the types, culinary characteristics and use of 21 products is excessive and unnecessary. Re word the requirements to have knowledge of 3 types of savoury fillings, 3 types of sweet fillings and 3 types of decorations. Knowledge evidence: mise en place requirements for producing cakes, pastries and breads and fillings Comments: This is only one sentence in the knowledge evidence but is an excessive amount of information and needs to be removed. The unit would be better written to allow more flexibility in being assessed against current contemporary products instead of the list of very old classical products.
More relevance would be to remove the products listed in the knowledge evidence and re write the performance evidence to include the product. The products listed in the knowledge evidence are classical only so the wording of contemporary should be reduced. If one can appreciate that each time Classical and Contemporary is referenced this double the knowledge evidence required of the learner and is not relevant to the industry outcomes of the unit.
Suggest to remove this wording and have a dot point in the knowledge evidence that states "Difference between a classical and contemporary cake, pastry or bread product". This would be far more relevant. Modern day cooks need to have the skill knowledge in how to produce basic pastry items in order to translate the skills across various savory and dessert cookery and preparation and require enough time to practice and learn from errors.
Therefore keep it simple This allows more scope for delivery of modern and classical skills. Trainers can diversify by teaching a range of employable skills that will allow a trainee to be confident in a dessert section and have the skills to make items from scratch if the situation arises..
In addition, in assessment conditions, a marble slab is not required at this level. The way this has been written is very confusing- what is the difference between a genoise and basic aerated sponge? This needs to be stripped right back to basics and candidates must be allowed time to practice skills through repetition, rather than 'knocking' out the extensive list of products that would not be produced in most establishments. To reduce unnecessary clutter that is not relevant to the PCs of the unit including, mise en place, bi products and the continual reference to decoration of breads.
What needs to be achieved vs the hours offered is not enough! Students are being pushed through to get everything done. And most of the time, they need a second attempt to have it produced correctly. I agree some items could be left out, but some are also doubling up. Eg bread and sweet dough, very similar?!?! It is not often that Commercial cooks will be expected to produce puff pastry, Danish pastry, Croissants, breads or strudel in industry as most establishments buy these products in from Patisserie shops or bakeries as they are specialty products.
By including these products we are compromised in actually teaching the important basics that are the building blocks for all students to develop their skills and knowledge to progress in industry.
I think that to have four products in each category is hard enough and there is too many products to answer knowledge on. I would recommend reducing it to a variety of 3 from the list in each category.
Some products are not even made in a commercial kitchen and are more specific to a Patisserie Certificate IV qualification, such as Danish pasties and croissants. Baguette is also a specialty bread and this could just be removed and replaced with bread. This Unit is for Commercial cookery students and most Industry work places do not produce some of the products listed as they are bought in.
It needs to begin with the basics. Having this throughout all units is misleading and causes problems when audited by a non trade person". Also the use of Classical and contemporary wording in the knowledge evidence is far too extensive and is asked in too many sections. Nutritional value of savoury and sweet fillings is too extensive and product list should be reduced for sweet and savoury filling characteristics. I would like to see the knowledge made more specific to actual skills and techniques used for making cakes, pastries and breads at the basic level as this is not a Patisserie certificate.
Skills must be demonstrated in an operational commercial kitchen. This can be:. There is many pieces of equipment listed that aren't required.
Change to physical conditions: a workplace or an environment that accurately represents workplace conditions resources, equipment and materials required to facilitate recipes as stated in performance evidence: personal protective clothing and equipment ingredients, utensils and equipment to be used for preparation of food products as stated in performance evidence recipes cleaning procedures, materials and equipment specifications: work procedures, including advice on safe work practices, food safety, quality and environmental requirements.
They would be in best position to assess this as it is their core trade craft. The dessert unit does not contain this requirement, so this unit should not either. This can be: an industry workplace a simulated industry environment, such as a training kitchen servicing customers.
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Formulating the Perfect Piece of Cake
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Cookery Draft 1
Кроме того, она понимала, что времени почти не оставалось. Стратмор сидел наверху с береттой в руке. Он перечитал свою записку и положил на пол возле. То, что он собирался сделать, несомненно, было проявлением малодушия.
Нам придется ее отложить.
Но вот туфли - совсем другое. Даже во время учебы в колледже она старалась покупать самую лучшую обувь. Нельзя дотянуться до звезд, если чувствуешь себя ущемленной, - сказала как-то ее тетушка.
- И если уж попала туда, куда стремилась, постарайся выглядеть на все сто.
Biscuits, cakes and crackers
Она поправила прическу. - Ты же всегда стремился к большей ответственности. Вот. Он печально на нее посмотрел.
Не знаю, о ком вы говорите, - поправил его Беккер, подзывая проходившую мимо официантку. Он купил две бутылки пива и протянул одну Двухцветному. Панк изумленно взглянул на бутылку, потом отпил изрядный глоток и тупо уставился на Беккера. - Чего вы от меня хотите, мистер. Беккер улыбнулся: - Я ищу одну девушку. Двухцветный громко рассмеялся.
Unit of competency details
- Может, вы знаете имя этой женщины. Клушар некоторое время молчал, потом потер правый висок. Он был очень бледен. - Н-нет… Не думаю… - Голос его дрожал. Беккер склонился над. - Вам плохо.
Загруженная громадным количеством информации программа создавала паутину относительных величин - гипотетическую модель взаимодействия политических переменных, включая известных политиков, их штабы, личные взаимоотношения, острые проблемы, мотивации, отягощенные такими факторами, как секс, этническая принадлежность, деньги и власть.
Пользователь имел возможность создать любую гипотетическую ситуацию, и Мозговой штурм предсказывал, как эта ситуация повлияет на среду. Коммандер относился к этой программе с религиозным трепетом, но использовал ее не в политических целях: она служила ему для расчета времени, оценки информации и схематического отображения ситуации, выработки сложных стратегических решений и своевременного выявления слабых мест.
Сьюзан не оставляло подозрение, что в компьютере шефа кроется нечто, чему в один прекрасный день суждено изменить весь мир. Да, я была с ним слишком сурова, - подумала Сьюзан.
Он прислушался. Голоса звучали возбужденно. - Мидж.
Беккер был доволен. Ложь подействовала: бедняга даже вспотел. - Че-че-го же вы хотите? - выдавил он заикаясь. - Я ничего не знаю.
Есть какие-нибудь сведения о номере? - выпалил он, прежде чем телефонистка успела сказать алло.
Мидж, во-первых, там есть резервное электроснабжение. Так что полной тьмы быть не. Во-вторых, Стратмор гораздо лучше меня знает, что происходит в шифровалке в данный момент. Почему бы тебе не позвонить. - Потому что дело именно в .
Этот человек сломал запястье, у него травма головы. Он был принят сегодня утром. Его карточка должна лежать где-то сверху. Беккер еще больше усилил акцент, но так, чтобы собеседница могла понять, что ему нужно, и говорил слегка сбивчиво, подчеркивая свою крайнюю озабоченность. Люди часто нарушают правила, когда сталкиваются с подобной настойчивостью.
Я готов заплатить. Очень. Двухцветный застыл на месте и зашелся в истерическом хохоте.