HC3D3

SAMPLE ASSESSMENT
MATERIALS (SAMs)

HC3D3 - Level 3 Diploma in Professional Patisserie and

Confectionery
(601/6999/0)

Version 1

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HC3D3 - Level 3 Diploma in Professional Patisserie and

Confectionery
(601/6999/0)

Please write clearly in block capitals.

Centre number
Learner number
Surname
Other names
Learner signature
Date

SAMPLE EXAM QUESTIONS

Time allowed:

Instructions
 Use black ink.
 Answer all questions.
 You must answer questions in the spaces provided.
 Do all rough work in this book. Cross through any work you do not want to be marked.

Information
 There are two sections to this paper.
 Both sections should be attempted.
 The marks for the questions are shown in brackets.

Advice
 Please read each question carefully before answering.

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SECTION A – 14 Marks
Answer ALL questions. Write your answers in the spaces provided.

Pastry products can be finished off in their presentation by the use of different
types of glazes which enhance their appearance significantly.

1 (a) For the following pastry products suggest a suitable glaze which could be used
before or after cooking to enhance their final appearance.
(4 marks)

Name of product Suitable glaze used

Sweet pastry apple tart Apricot glaze - clear gel

Choux eclairs

Fruit barquettes

Bakewell tart

Pork pies

Total for Question 1 = 4 marks

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A customer has just eaten a fresh fruit tart in your restaurant. After twenty minutes
the customer becomes extremely ill and goes straight to the bathroom.

2 (a) From the list of options, select which form of food poisoning is most likely to
have occurred during the production of the food for this customer.
(1 mark)

A Allergenic

B Biological

C Chemical

D Physical

E Viral

Total for Question 2 = 1 mark

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‘Mise en place’ means to put in place your order of work. Your Head Chef has just
given you a briefing telling you what dessert he wants you to produce for an
evening wedding reception.

3 (a) From the list of options, select the best order of work that best suits the request
from the Head Chef.
(1 mark)

Collect the ingredients; follow the brief; read the recipe; collect the
A
equipment; turn the oven on; make the dessert.
Collect the ingredients; collect the equipment; turn the oven on; read the
B
recipe; make the dessert; follow the brief.
Follow the brief; read the recipe; turn the oven on; collect the equipment;
C
collect the ingredients; make the dessert.
Follow the brief; read the recipe; turn the oven on; collect the ingredients,
D
collect the equipment; make the dessert.
Read the recipe; turn the oven on; collect the equipment; collect the
E
ingredients; follow the brief; make the dessert.

Total for Question 3 = 1 mark

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The Commis Chef has been asked to make a batch of choux paste for a French
wedding cake ‘croquembouche’. The paste she makes looks as though it has
split.

4 (a) From the list of options, select why the paste has split from the following
options.
(1 mark)

A Insufficient flour in the recipe.

B The mixture has been overcooked.

C The mixture was undercooked.

D The egg was added too quickly.

E The eggs were not beaten into the mix correctly.

Total for Question 4 = 1 mark

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A chain of hotels carries out routine audits of hotel premises and their safe
working practices to prove their due diligence as a company.

5 (a) For the organisational processes stated below suggest and explain some
control measures that you would expect to find implemented for the following
regulations:
(3 marks)

H.A.C.C.P.

C.O.S.H.H.

Risk Assessment

Total for Question 5 = 3 marks

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Whilst working in a pastry department at a hotel, Gregg is asked to use some

short grain rice to make a rice pudding for a staff dessert. After opening the
product, Gregg discovers insects inside the packet (see Figure 1). He
immediately reports this to the Head Chef.
Figure 1

6 (a) List four strategies the Head Chef should implement for this occurrence to
never happen again in this establishment.
(4 marks)

Total for Question 6 = 4 marks

TOTAL FOR SECTION A = 14 MARKS

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SECTION B – 10 Marks
Answer ALL questions. Write your answers in the spaces provided.

Sugar paste products provide the platform for many specialised fruit tarts and
small individual tea pastries served for afternoon tea in many hotels across the
world.

7 (a) Compare and contrast the differences between the rubbing in method and the
creaming methods used in the making of sweet paste.
(6 marks)

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(b) Explain the reasons for resting the sweet paste before use.
(2 marks)

(c) Describe a perfectly lined tart case suitable for filling.

(2 marks)

Total for Question 7 = 10 marks

TOTAL FOR SECTION B = 10 MARKS

TOTAL FOR PAPER = 24 MARKS

END OF EXAM

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HC3D3 - Marking Guide

Section A

Pastry products can be finished off in their presentation by the use of different types of glazes which enhance their appearance
significantly.
Q1 (a) For the following pastry products suggest a suitable glaze which could be used before or after cooking to enhance their
final appearance.
UHC28M Total
Answer
LO1, LO2 marks

Award 1 mark per answer

Name of product Suitable glaze used
Example: Sweet pastry apple tart Apricot glaze - clear gel
Choux eclairs Fondant - chocolate 4 marks
Fruit barquettes Clear gel - apricot glaze
Bakewell tart Apricot glaze and water icing
Pork pies Egg wash

(Maximum = 4 marks)

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A customer has just eaten a fresh fruit tart in your restaurant. After twenty minutes the customer becomes extremely ill and
goes straight to the bathroom.
Q2 (a) From the list of options, select which form of food poisoning is most likely to have occurred during the production of the
food for this customer.
UHC11M
Multiple Choice Question Answer
LO1,LO2,LO5
Incorrect answer because serious
allergenic reactions occur almost
A Allergenic immediately if serious or have delayed
reactions to food usually after three to
four hours.
Incorrect answer because the
B Biological incubation period for bacteriological
illnesses start after 1-2 hours onwards.
Correct answer because after ingestion
the reaction for chemical food poisoning
C Chemical
is normally within 30 minutes whereas
allergenic is almost immediate.
Incorrect answer because this would
be found either in the food or have an
D Physical
effect similar to the prolonged ingestion
period of bacteriological poisoning.
Incorrect answer because viral is not a
E Viral
recognised food poisoning symptom.

Most correct answer Least correct answer

C A E B D

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‘Mise en place’ means to put in place your order of work. Your Head Chef has just given you a briefing telling you what dessert
he wants you to produce for an evening wedding reception.
Q3 (a) From the list of options, select the best order of work that best suits the request from the Head Chef.
UHC93M
Multiple Choice Question Answer
LO1, LO2
Collect the ingredients; follow the brief; read the recipe; collect the Incorrect answer because the brief
A equipment; turn the oven on; make the dessert. needs listening to before any instructions
can be carried out to perform a task.
Collect the ingredients; collect the equipment; turn the oven on; read the Incorrect answer because the brief
B recipe; make the dessert; follow the brief. needs listening to before any instructions
can be carried out to perform a task
Incorrect answer because ingredients
Follow the brief; read the recipe; turn the oven on; collect the equipment; have to be checked to see if commodities
C collect the ingredients; make the dessert. are ready to produce the dessert. Having
equipment and not the ingredients is a
time wasting issue.
Correct answer because the brief is
followed, instructions to the recipe are
Follow the brief; read the recipe; turn the oven on; collect the ingredients; read and the ovens are turned on to
D collect the equipment; make the dessert. facilitate the speed of making the
dessert. Ingredients are checked before
collection of equipment and the making
of the dessert.
Read the recipe; turn the oven on; collect the equipment; collect the Incorrect answer because the brief
E ingredients; follow the brief; make the dessert. needs listening to before any instructions
can be carried out to perform a task

Most correct answer Least correct answer

D C E A B

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The Commis Chef has been asked to make a batch of choux paste for a French wedding cake ‘croquembouche’. The paste she
makes looks as though it has split.
Q4 (a) From the list of options, select why the paste has split from the following options.
UHC28M
Multiple Choice Question Answer
LO1,LO2,LO3
Incorrect answer because this
A Insufficient flour in the recipe. would be an incorrect measurement
and ingredient failure.
Incorrect answer because this has
stated a method of cooking which
B Mixture has been overcooked.
would not have this effect on the
choux paste.
Incorrect answer because this
describes a method of cooking
C The mixture was undercooked.
which would not have this effect on
the choux paste.
Correct answer because it
recognises the effect on the process
D The egg was added too quickly. of the choux paste if the eggs are
added too quickly to the cooled
choux paste mix.
Incorrect answer because the
mixing of the eggs into the mixture
E The eggs were not beaten into the mix correctly. would not cause the split as it is the
process of adding the eggs quickly
that would cause the split of the mix

Most correct answer Least correct answer

D E C B A

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A chain of hotels carries out routine audits of hotel premises and their safe working practices to prove their due diligence as a
company.
Q5 (a) For the organisational processes stated below suggest and explain some control measures that you would expect to find
implemented for the following regulations:
UHC25M Total
Answer
LO1 marks

Award 1 mark for each recognition of a control measure and an example of a record or process
required to carry out this requirement to prove due diligence.

Candidates may discuss:

H.A.C.C.P. - is a Hazard Analysis Critical Control Point which is a recognised food safety management
system covering areas where hazards may occur in production and how to eliminate the dangers using
set procedures.
Records of the stages of production for specific items or dishes produced to highlight the potential
hazards and the critical control points used to reduce the chances of a potential food poisoning outbreak
- all records in place could include food temperatures, samples of food records, fridge records, suppliers’
records, delivery records and quality checks. 3 marks
(Critical Control Points) - HACCP need to be reviewed regularly and documentation kept for due
diligence.

C.O.S.H.H. - Control of Substances Hazardous to Health. Hazards of chemicals are highlighted by the
use of different symbols to make you aware of the danger of chemicals. Training on the use of chemicals
is mandatory and the need for a locked cupboard for storage of dangerous chemicals that pose a threat
has to be implemented in all work places.
Training records of training for specific chemicals must be kept up to date and chemical safety data
sheets kept for each chemical used in your work place in case of the event of unfortunate accidents.

Risk Assessment - Identify hazards in the workplace, decide who might be harmed, evaluate the risk
level and put in measure the precautions needed.

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Ensure staff are regularly involved/surveyed over their concerns of the working environment in relation to
safety in the work place.
Record your findings and implement any concerns highlighted and record these actions to prove
corrective course of action taken. Review and update risk assessment and change if necessary.

Do not award Recognition of the stated regulation and no further examples or explanation of what
marks for the records should entail.

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Whilst working in a pastry department at a hotel, Gregg is asked to use some short grain rice to make a rice pudding for a staff
dessert. After opening the product, Gregg discovers insects inside the packet (see Figure 1). He immediately reports this to the
Head Chef.
Q6 (a) List four strategies the Head Chef should implement for this occurrence to never happen again in this establishment.
UHC11M Total
Answer
LO3,LO4, LO5 marks

Award 1 mark for each recognition of a control measure.

Candidate may discuss:

1 mark – regular cleaning of premises.
1 mark – containers with lids for all stored products.
4 marks
1 mark – regular pest controlled contract.
1 mark – strict delivery checks.
1 mark – quarantine zones for new deliveries.
1 mark – efficient stock control – F.I.F.O (first in first out).

(Maximum = 4 marks)

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Section B

Sugar paste products provide the platform for many specialised fruit tarts and small individual tea pastries served for afternoon
tea in many hotels across the world.
Q7 (a) Compare and contrast the differences between the rubbing in method and the creaming methods used in the making of
sweet paste.
UHC 28M Total
Answer
LO1,LO2,LO3,LO4 marks

Award marks for the recognition of the following:

Rubbing in method (award up to 2 marks)
The flour and salt are sieved together and then the eggs and sugar are mixed together until dissolved.
The egg and sugar mix is added to the crumb mix of flour and butter in a well and the mix is gradually
incorporated together. The paste is then rested before use.

Creaming method- traditional French sugar paste method (award up to 2 marks)

The butter and sugar is added together and creamed. The eggs are then added gradually before adding
6 marks
the flour to create a smooth paste. The paste is rested before use.

Explanation of comparison in methods (award up to 2 marks)

Although the same ingredients are used the methods of production vary considerably. The creaming
method incorporates the butter and the sugar first whereas the rubbing in method incorporates the butter
and flour only. Eggs are added at the same time in both recipes before the flour except the rubbing in
method incorporates the sugar into the egg mix before adding this to the flour. The creaming method
differs as the egg is added to the butter and sugar compound before the flour is added gradually.

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Sugar paste products provide the platform for many specialised fruit tarts and small individual tea pastries served for afternoon
tea in many hotels across the world.
Q7 (b) Explain the reasons for resting the sweet paste before use.
UHC 28M Total
Answer
LO1,LO2,LO3 marks
Award 1 mark for each point:
 Relax the gluten. Sweet pastry needs to be chilled before use to relax the gluten
and make the paste easier to handle when rolling out.
 Easier to use. Paste used straight away will be difficult to handle and will tend to
2 marks
break up when being rolled out.
 Paste used straight away has a tendency to shrink back after cooking.

(Maximum = 2 marks)

Sugar paste products provide the platform for many specialised fruit tarts and small individual tea pastries served for afternoon
tea in many hotels across the world.
Q7 (c) Describe a perfectly lined tart case suitable for filling.
UHC 28M Total
Answer
LO3,LO4 marks
Award 1 mark for each point:
 Lining before cooking. The sides of the tart case should be straight and not
rounded at the bottom of the case. The tart mould should be trimmed neatly
with a knife and show no indentations, breaks or holes in the paste.
 After cooking. A perfectly lined and cooked tartlet case would have a golden 2 marks
crisp colour of paste, which is all the same thickness throughout the tart mould.
Usually 2-3 mm thick.

(Maximum = 2 marks)

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Internal Sample Assessment Material

Graded Synoptic Assessment – Assessor Pack

Qualification Level 3 Diploma in Professional Patisserie and

title Confectionery

Qualification
HC3D3
product code

Graded synoptic
HC3D3.SYN
assessment code

UH93M - Planning for preparing, cooking finishing

dishes
UHC11M - Food safety for catering
UHC21M - Development of working relationships in
Units hospitality
covered UHC25M - Supervise a safe working environment in
the hospitality industry
UHC26M - Produce hot, cold and frozen desserts
UHC31M - Produce fermented dough and batter
products

Series Sample

What is in this pack?

 Instructions for assessors
 Client requirements
 Marking pack

Instructions for assessors

1. The purpose of the graded synoptic assessment is for learners to demonstrate that
they can identify and use effectively, in an integrated way, an appropriate selection of
skills, techniques, concepts, theories, and knowledge from a number of units from
within the qualification.

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2. The graded synoptic assessment is set by VTCT and requires learners to plan,
prepare, cook and present pastry dishes to industry standard in a commercially
acceptable time frame. There are two parts to this assessment which include:

Part 1 - Planning how you will carry out the work (Work plan)
Part 2 - Preparing, cooking and presenting the dishes (Practical assessment)

3. It is expected that Parts 1 and 2 be separated by approximately two weeks.

4. The complete service must be completed in a commercially acceptable time frame.

5. The Learner Pack provides further information on the assessment briefs and includes
a set of tasks, which specify the activities that need to be demonstrated. In addition,
assessment briefs specify the units that contribute to the graded synoptic
assessment, and include the ingredients and techniques to be used. These will
change annually to reduce predictability and maintain the challenge of the
assessment.

6. This graded synoptic assessment has been designed with employers and
professional associations to reflect industry practice. It has also been informed by the
experience and assets of WorldSkills International.

7. The information in this pack should be read in conjunction with the Learner Pack, the
qualification specification and unit specifications, in particular the assessment
requirements and assessment guidance sections.

8. Centres should involve industry practitioners or employers in the synoptic

assessment process.

Scheduling the graded synoptic assessment

9. VTCT sets the graded synoptic assessment, which is changed annually. It is the
responsibility of the centre to internally assess and internally quality assure the
assessment, which is subject to external verification by VTCT.

10. Learners must complete the graded synoptic assessment towards the end of their
learning programme; this might be in the final term or last third of the qualification.

11. Assessments should be conducted only when learners are suitably prepared for
assessment. Centres may determine the precise timing of graded synoptic
assessments to suit local needs.

12. Centres must produce and maintain an assessment plan which includes the graded
synoptic assessment. VTCT EQAs will arrange with centres to conduct quality
assurance visits to observe graded synoptic assessments, to quality assure the
consistency of assessment decisions and that learner work is to the required national
standard. VTCT will also conduct targeted and unannounced spot-checking of
graded synoptic assessments.

Conducting the graded synoptic assessment

Part 1 - Planning how you will carry out the work (Work plan)
13. Time: Learners must be given a maximum of two hours to produce a work plan using
the ingredients and cooking methods specified by VTCT in Assessment brief – Part
1.

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14. Resources: Learners must be given access to a comprehensive range of resources

that they can use to produce their work plan. This should include access to the
internet, recipe books and sample menus, textbooks and any other resources
deemed appropriate by the centre. Learners are not permitted to access their email
accounts during this assessment.

15. Supervision/Authenticity: The assessment must be supervised at all times by an

assessor.

16. Collaboration: Learners must produce their work plan independently. This is an
assessment of individual learner performance and does not permit collaboration or
communication between learners.

17. Feedback: Learners must not be provided with feedback until after the practical
assessment (Part 2) and once overall results have been internally verified. The
centre must not release results or provide feedback to learners until they have had a
recent EQA visit, who has sampled work from both parts of the graded synoptic
assessment.

Part 2 - Preparing, cooking and presenting the dishes (Practical assessment)

18. Part two of the assessment should be conducted approximately two weeks after Part
1.

19. Time: Learners must be given a maximum of three hours to prepare, cook and
present their dishes. An additional 45 minutes will be given as a preparation period to
allow learners to interpret the assessment brief and to ‘set up’ their work area, which
should include checking of ingredients, preparing cooking and serving equipment and
weighing and measuring any ingredients. This time cannot be used to prepare raw
ingredients.

20. Environment: Assessments must take place in a real or realistic working environment
on a real client.

21. Resources: Learners must be given access to the full range of ingredients, tools and
equipment required to prepare, cook and present their dishes as detailed in their
work plans.

22. Supervision/Authenticity: The assessment must be supervised at all times by an

assessor.

23. Collaboration: Whilst learners can work in groups to practise and prepare for this
assessment, the practical assessment itself is an assessment of individual learner
performance and does not permit collaboration or communication between learners.

24. Reflective discussion: Reflective discussion provides a holistic approach to assessing

learners’ analytical and decision making abilities. VTCT will provide specific
questions for assessors which cover justification and evaluation of learner choices
and actions, and recommendations for future practices. Assessors must use these
questions to conduct a reflective discussion with learners on completion of their
practical assessment. Reflective discussions must be recorded. There are various
options for recording reflective discussions such as audio, video or paper-based
recording.

25. Feedback: Learners must not be provided with feedback until after the practical
assessment and once overall results have been internally verified. The centre must

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not release results or provide feedback to learners until they have had a recent EQA
visit, who has sampled work from both parts of the graded synoptic assessment.

Judging and grading the synoptic assessment

26. Learner performance must be internally assessed by centre staff.

27. The synoptic assessment is graded Fail, Pass, Merit or Distinction.

28. Assessors must observe learner performance and use the holistic rubric to assign a
single grade based on an overall judgement of the complete service provided.
Judgement is made against specified characteristics that define the Pass, Merit and
Distinction grades.

Assessors must not attempt to assign a grade to each and every task, instead they
must weigh up the strengths and weaknesses of the service provided as a whole and
decide on which grade best reflects the learners overall performance.

29. Assessors must use the marking grid to record assessment decisions which includes:

 the grade awarded

 justification for the grade awarded
 details of reference material or supporting evidence (i.e. work plans,
photographs of presented dishes etc)

Internal quality assurance of the graded synoptic assessment

30. Centres must ensure the internal quality assurance and quality control of all learner
assessment including reliability, validity, fairness and authenticity.

31. It is the responsibility of the centre to ensure that rigorous internal standardisation
has taken place to ensure:

 the correct procedures relating to the delivery of the graded synoptic

assessment are administered
 the grading criteria and standard of evidence required by grade, is clearly
understood
 assessment decisions taken by different assessors (across sites, where
applicable) are consistent, fair and reliable

32. Once learners have completed the graded synoptic assessment and grades have
been determined, centres must internally quality assure a suitable sample of learner
work. As a minimum, centre sampling must meet all criteria, which includes:

 a minimum sample of 20 or the square root (whichever is the largest), for

cohorts below 20, a 100% sample is required
 all assessors and internal verifiers, and all sites (where applicable).
 learner work at all grades, including learner work which has been given a Fail
grade

33. Centres must ensure that assessors have:

 been consistent in their application of the grading criteria

 applied grading criteria fairly and consistently across all learners

Internal quality assurance outcomes for the graded synoptic assessment, including
changes to learner grades must be recorded and made available to the EQA

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External quality assurance of the graded synoptic assessment

34. The graded synoptic assessment is subject to external quality assurance by VTCT.
EQAs will schedule visits to observe graded practical assessments.

35. On a centre visit an EQA will:

 verify that appropriate staff and sufficient resources are in place, and that the
centre is continuing to meet the criteria specified in the centre contract
 check that the centre’s policies and procedures, specifically those that relate
to internal standardisation and record keeping, continue to meet VTCT’s
requirements
 review the quality of meaningful employer involvement
 in line with VTCT’s sampling strategy, sample learner work to verify that it is
to the required standard for a given grade, this includes observation of graded
synoptic assessments
 review evidence of the activities that have been undertaken to standardise
assessments
 sample work and observe assessments at/from different sites if the centre
operates at more than one location, from different centres and IQAs and at
different stages of delivery. All samples are selected by the IQA

36. Centres must provide assessment plans to their EQA at the earliest possible
opportunity, so that the EQA can plan to undertake visits that coincide with any
practical assessments taking place at the centre, so that external verification can
take place.

37. Random sampling is arranged between the centre and the EQA. The EQA will
choose a sample of named learners to cover a variety of skills, knowledge, units and
assessors. Through the sampling process the EQA will seek to assure that all
assessment decisions made at the centre are consistent, fair, valid, and reliable. The
EQA will also seek to confirm that all assessments conducted meet national
standards.

38. Depending on their findings, the EQA may take different courses of action; including
agreeing an improvement plan and timeline for improvement with the centre,
increasing the sample size which may result in a further quality assurance visit
(chargeable to the centre) or sanctions may be applied in accordance with the VTCT
Sanctions Policy.

39. VTCT will conduct targeted and unannounced spot checks on centres. An EQA
independent of the centre may visit a centre without prior notice to sample learner
evidence, and observe graded synoptic assessments.

40. In addition to the two normal EQA visits per year, targeted and unannounced spot
checks of centres delivering this qualification will be undertaken as part of VTCT’s
formal quality assurance process. Spot checks are carried out by VTCT EQAs and
will interrogate the delivery, assessment and internal quality assurance of the graded
synoptic assessment.

The EQA conducting a spot check will:

 be independent of the centre

 ensure graded synoptic assessments are conducted appropriately and in line with
VTCT procedures

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 judge and grade learner performance in graded synoptic assessments alongside

centre assessors to ensure the national standard is being achieved
 compare judgements between assessors to ensure grading criteria and
characteristics are being consistently applied

VTCT will draw on centre assessment plans to conduct unannounced spot checks.
Submitting grades for the graded synoptic assessment
41. The centre should submit learner grades to VTCT using Linx2Online on the VTCT
website.

Retaking the graded synoptic assessment

42. Retakes for learners who have failed - Learners who fail to reach the required Pass
standard in the graded synoptic assessment, are permitted ONE retake opportunity
after feedback and appropriate tuition have taken place. The assessment retake
requires learners to produce a new mise en place work plan (with different dishes),
which will provide sufficient variation to the original assessment.

43. Retakes for underperforming learners - Learners who achieve the Pass standard or
above but are deemed to have underperformed in the graded synoptic assessment,
are permitted ONE retake opportunity. The assessment retake requires learners to
produce a new mise en place work plan (with different dishes), which will provide
sufficient variation to the original assessment.

Evidence of underperformance must be recorded and retained by centres. Evidence

may include grades achieved by learners in other assessments which demonstrate
comparative underperformance. This evidence must be made available for external
quality assurance.

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Marking pack

Learner name:

Date:

Graded synoptic
HC3D3.SYN
assessment code:

Series: Sample

Assessor name:

Instructions
You (the assessor) must observe learner performance and use the holistic rubric to assign a
single grade based on an overall judgement of the complete service provided.

You must not attempt to assign a grade to each and every task, instead you must weigh up
strengths and weaknesses as a whole and decide on which grade best reflects the learners
overall performance. Grade characteristics must not be used as a tick list.

You are required to justify the grade awarded.

Support and guidance

Prior to conducting graded synoptic assessments, you are strongly encouraged to attend an
‘Establishing the Standard’ workshop hosted by VTCT, to explore best practice in conducting
graded synoptic assessments and in particular, correctly using the grading rubric.

For more information, visit the VTCT website (www.vtct.org.uk).

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Holistic grading rubric

Use the grading rubric below, to award the learner a grade for the synoptic assessment.
All or most of the characteristics must be achieved to award the given grade
Characteristics of a Pass
The learner produced a sufficient work plan which satisfied the essential requirements of the
assessment brief. The learner prepared, cooked and presented dishes using suitable methods
and techniques, and complied with health, safety and hygiene regulations. The finished dishes
were of an acceptable standard for service. The learner presented a positive image and attitude,
wearing the correct uniform and using the correct personal protective equipment. The learner
prepared, cooked and presented dishes within the scheduled time, whilst maintaining a clean
and tidy work area.
The learner demonstrated sufficient knowledge and understanding throughout the assessment.
The learner explained some aspects of the service, with reasons for the decisions taken and
made suggestions for improvement to personal performance.
Characteristics of a Merit
The learner produced a detailed work plan which met all requirements of the assessment brief.
The learner systematically prepared, cooked and finished dishes which aligned with the work
plan and met employer expectations. The learner produced dishes of equally high quality, which
could be offered in a bakery or patisserie chain. The learner used a range of advanced
techniques proficiently which resulted in consistently uniform product. The learner presented a
positive image and attitude throughout, maintaining uniform standards and using the correct
personal protective equipment. The learner managed time, the work area and equipment
effectively whilst maintaining a safe working area. The learner demonstrated business
awareness taking steps to minimise waste. The learner demonstrated awareness of
environmental sustainability with some eco-friendly measures employed.
The learner demonstrated a broad and detailed knowledge and understanding throughout the
assessment.
The learner justified most aspects of the service, with reasons for the decisions and actions
taken. The learner identified key strengths, weaknesses and opportunities for improvement.
Characteristics of a Distinction
The learner produced a highly detailed and precise work plan which was professionally
formatted and presented to support practices in the kitchen. The learner systematically and
efficiently prepared, cooked and finished dishes, which fully aligned with the work plan and
exceeded employer expectations. The learner produced dishes that demonstrated equal mastery
in preparing, cooking and finishing, which could be offered in a high end patisserie or bakery.
The learner used a range of advanced techniques with a high degree of skill, accuracy and
confidence that resulted in a highly precise, consistent and measured product. The learner
produced dishes that demonstrated originality, creativity and innovation. The learner presented a
positive and exemplary image and attitude, maintaining impeccable uniform throughout and
using the correct personal protective equipment. The learner managed time, the work area, and
equipment for optimal health, safety, hygiene, efficiency and effectiveness. The learner
demonstrated a strong business focus, working efficiently and minimising waste. The learner
demonstrated commitment to sustainability, employing eco-friendly measures throughout.
The learner demonstrated a broad and comprehensive knowledge and understanding
throughout the assessment.
The learner reflected upon and justified all aspects of the service, covering the options available,
and the reasons for the decisions and actions taken. The learner explained strengths and
weaknesses, the benefit to the business, and identified opportunities for improvement; supported
by clear, self-planned actions to improve further.

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Grading decision
Duration of
assessment:

Grade
awarded:

Justification
for grade
awarded:

Reference
material /
supporting
evidence:

Assessor
name:

IQA name:

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 HC3D3

Graded Synoptic Assessment – Learner Pack

TO BE ISSUED TO LEARNERS AT THE START OF THE ASSESSMENT

Qualification Level 3 Diploma in Professional Patisserie and

title Confectionery

Qualification
HC3D3
product code

Graded synoptic
HC3D3.SYN
assessment code

Series Sample

What is in this pack?

 Instructions for learners
 Assessment brief – Part 1 (Work plan)
 Assessment brief – Part 2 (Practical assessment)

Instructions for learners

1. This graded synoptic assessment requires you to plan, prepare, cook and present
pastry dishes to industry standard in a commercially acceptable time frame. There
are two parts to this assessment which include:

Part 1 - Planning how you will carry out the work (Work plan)
Part 2 - Preparing, cooking and presenting the dishes (Practical assessment)

2. Planning how you will carry out the work (Work plan): Before you start your work plan
you will be issued with the document, ‘Assessment Brief – Part 1 (Work plan)’. This
provides information on the dishes you must produce, the ingredients available, and
the techniques/cooking methods to be used in your practical assessment. This
document also details the information that you must include in your work plan.

You will have two hours to produce a work plan to show how you will carry out the
practical assessment. You will be supervised by your assessor at all times and must
not work or talk with others in the group. You will have access to a range of
resources to help guide your work plan. Your practical assessment will be limited to
three hours so your work plan should be no longer than this.

Once you have completed and handed in your work plan, your centre will order the
ingredients for your practical assessment. Your centre will provide you with a copy of
your work plan on the day of your practical assessment.

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 HC3D3

Your practical assessment will take place approximately two weeks after you have
produced your work plan.

3. Preparing, cooking and presenting the dishes (Practical assessment): On the day of
your practical assessment your centre will provide you with the document,
‘Assessment Brief – Part 2 (Practical assessment)’. This document provides
information on the format of the practical assessment and the tasks that you must
carry out.

You will be required to prepare, cook and present the dishes in your work plan. You
will be given a period to ‘set up’ your work area and prepare cooking and serving
equipment prior to the assessment starting. Weighing and measuring can also be
carried out in advance, but preparation of raw ingredients is not permitted.

4. You will have access to the full range of ingredients, tools and equipment specified in
your work plan.

5. You will be supervised by your assessor at all times.

6. You must not communicate or collaborate with your peers at any time throughout the
assessment.

7. At the end of your assessment, your assessor will ask you a number of structured
questions. You will be required to justify and evaluate your choices and use of
products, tools, equipment and techniques used throughout the service.

8. Your assessor will make an overall judgement of your performance and will award
you with a grade of Fail, Pass, Merit or Distinction. You will not be issued with your
grade until a later time. This assessment is worth 20% of your overall qualification
grade.

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 HC3D3

Assessment brief – Part 1 (Work plan)

TO BE ISSUED TO LEARNERS UNDER SUPERVISED CONDITIONS,
TWO WEEKS PRIOR TO THEIR PRACTICAL ASSESSMENT

1. Dishes to be produced
You must plan, prepare, cook and present the following:

 From an enriched bun dough recipe produce eight Chelsea buns and
eight Swiss buns finished with a fondant glaze which may be flavoured.
You must only present six of each type of bun.

 Produce four and present two identical cold Bavarois desserts of your
choice and flavouring for presentation. This must include a suitable
garnish of your choice and a suitable accompanying coulis.

Dishes must be prepared, cooked and presented within three hours.

2. What you must do

You must produce a work plan to show how you will carry out your practical
assessment. Your work plan must include:

 the ingredients and recipes to be ordered (record of all ingredients in

the correct quantities)
 the techniques and methods to be used
 the order in which the work is going to be carried out
 a list of suitable equipment required
 the approximate timing for each activity (including cleaning down as
you go, washing up, and hygienic practices)
 the service time and completion time for each pastry product
 dish specification of how you intend to plate your chosen Bavarois (to
include the dishes or plates to be used, how plates will be presented on
the dish/plate, details of garnish or decoration, diagrams can be
included and are encouraged)

You must choose your ingredients and cooking methods from the list
provided. Your assessor will indicate whether any of the listed ingredients are
not available.

You have the option to include two further ingredients of your choice to
enhance your cold dessert. These must be agreed by your centre. You are
responsible for providing these ingredients on the day of your practical
assessment. Additional ingredients cannot be already made items such as
tuiles or tempered chocolate items.

You will also be able to select ingredients from a basic larder.

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 HC3D3

Your work plan must be handed in to the assessor and will be made available
to you on the day of your practical assessment.

3. List of ingredients, cooking methods and other dish requirements

Item 1 Item 2

Main ingredient Enriched bun dough Bavarois of learner’s

choice
x 6 Chelsea buns
x 6 Swiss buns

Cooking methods to be Baking Boiling, baking

used

Other dish requirements Chelsea buns finished Two identical, plated and
with bun wash presented Bavarois
desserts showing
Swiss buns finished with
individual perspectives for
fondant-flavouring
flavour and presentation
permitted

Other ingredients Strawberry Bitter Vanilla essence/

chocolate pods
Raspberries
couverture
Biscuit or
Bramley apple
Lime/ Lemon sponge base
Passion fruit
Ground ginger Isomalt
Flaked almonds
Golden syrup Demerara sugar
Arrowroot
Cinnamon sticks

4. Time
You have up to a maximum of two hours to produce a work plan.

5. Other information
You will be supervised at all times by your assessor.

You must work independently and not communicate or work with your peers.
Your work plan is an individual piece of work.

A range of resources will be made available to help you to produce your work
plan, these may include the internet, textbooks, recipe books and various
other forms.

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 HC3D3

Assessment brief – Part 2 (Practical assessment)

TO BE ISSUED TO LEARNERS AT THE START OF THEIR
PRACTICAL ASSESSMENT

1. What you must do

You must adhere to your work plan and prepare, cook and present:
 Eight Chelsea buns and eight Swiss buns. You must only present six of
each type of bun.

 Two identical cold Bavarois desserts of your choice and flavouring for
presentation. This must include a suitable garnish of your choice and a
suitable accompanying coulis.

You have a preparation period of 45 minutes to ‘set up and weigh ingredients’

and organise your own personal work area prior to the start of this
assessment. This time is in addition to your working time plan for the practical
assessment. Ensure you check your ingredients and equipment and weigh
and measure any further ingredients required for the garnish of your finalised
Bavarois dessert.

When preparing, cooking and finishing presented pastry products you must:

 carry out all of the Tasks detailed in this assessment brief

 adhere to your work plan
 maintain a clean and tidy work area as you go
 complete the service in a commercially acceptable time frame

At the end of the assessment, you will be required to justify and evaluate all
aspects of your service, identifying opportunities for improvement. This will
take the form of a reflective discussion with your assessor.

2. Time
You must complete the service in a commercially acceptable time frame. You
have up to a maximum of three hours to prepare, cook and present your
dishes.

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 HC3D3

3. Tasks
Throughout your service you must complete all tasks in the table below.

Tasks Links to units and (learning

outcomes)

1 Create a work plan which reflects the UHC93M (LO1, 2)

requirements of the professional patisserie
and confectionery assessment brief
(completed in the planning stage)

2 Adhere to food safety and hygiene UHC11M (LO1, 2, 3, 4, 5)

regulations throughout the assessment to
include working practices and correct
storage procedures

3 Follow your work plan to prepare, cook and UHC21M (LO1, 2)

present pastry dishes UHC25M (LO1, 2)
UHC31M (LO1, 2, 3, 4)
UHC26M (LO1, 2, 3)
UHC93M (LO1, 2)

4 Demonstrate effective time management UHC21M (LO1, 2)

and work organisational skills throughout UHC25M (LO1, 2)
UHC31M (LO1, 2, 3, 4)
UHC26M (LO1, 2, 3)
UHC93M (LO1, 2)

At the end of your assessment you will be required to justify and evaluate all
aspects of your service.

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