FOOD PRODUCTION (Code No.

809)
JOB ROLE: TRAINEE COMMIE
SESSION 2019-2020
CLASS XI
1. Introduction

The Hospitality service industry is fast growing and evolving. The development of Catering Institutions has
closely followed the changes in food habits of people. Food changes are determined by socio-economic
conditions and demographic shifts. Industrialization, Migration and International trade have resulted in
greater employment for both men and women worldwide. This led to increased need for people to
depend on various food services operational for their meals outside their homes.

The course intends to introduce you to the basics of cooking food coupled with the scientific approach
by trying to understand the basic commodities utilized in preparation of food.

Cooking of food is a skill based education that requires both the style of art and the method of science.
Describe kitchen operations including culinary terminology, operational software, cooking methods, and
basic food handling skills: such as food safety and food quality. Demonstrate proper kitchen
management systems, such as cost control, labour control, inventory control, production scheduling,
sales history, menu development, and forecasting.

2. Course Objectives
The Skill Course in "Food Production" is designed with the following objectives:
1. To develop skills of entrepreneurship in the Industry.
2. To find employment as food production personnel and assistant manager in small scale food
service unit.
3. The course enables the students to establish and manage a small scale food service unit. It
provides them with the necessary knowledge and skill to run and control all operations in the unit.
4. It also equips the student to find employment in canteens, restaurants, hostel, railway catering and
mobile catering.
5. It also helps to develop culinary skills.
6. The course can attain its objective only if it is taught by skilled teacher and the prescribed
infrastructure provided by the school.
7. The school should also negotiate with neighbourhood food service units for on-the-job training.
3. Curriculum
This course is a planned sequence of instructions consisting of Units meant for developing employability
and Skills competencies of students of Class XI opting for Skills subject along with general education
subjects.

Theory 60 marks

Practical 40 marks

Total Marks 100 marks

 The unit-wise distribution of Periods and marks for Class XI is as follows:

CLASS XI (SESSION 2019-2020)

No. of Periods for Max.
Units Theory and Practical Marks for
260 Theory
and
Practical
100
Part A Employability Skills
Unit 1: Communication Skills-III 10
Unit 2: Self-Management Skills-III 10
Unit 3: Information and Communication Technology Skills 10
Unit 4: Entrepreneurial Skills-III 15 10
Unit 5: Green Skills-III 05
Total 50 10
Part B Skills Theory Practical
Unit 1: Hospitality Industry as a Career 08 05 03
Unit 2: The Food Production department 09 07 05
Unit 3: Uniform, Safety and Hygiene in kitchen 09 06 05
Unit 4:Kitchen Equipments / Appliances 09 05 04
Unit 5:Kitchen Commodities 20 05 07
Unit 6:Storage of Commodities 13 06 04
Unit 7:Techniques for Pre-preparation 14 12 05
Unit 8:Methods of Cooking 11 10 05
Unit 9:Salads 09 12 04
Unit 10:Soups 09 12 04
Unit 11: Egg Cookery 09 10 04
Total 120 90 50
Part C Practical Work
Practical Examination 15
Written Test 10
Viva Voce 05
Total 30
Part D Project Work/field Visit
Practical File/Student Portfolio 10
Total 10
Grand Total 100
4. CONTENTS
CLASS XI (SESSION 2019-2020)
PART A: EMPLOYABILITY SKILLS
UNITS
1. Communication Skills – III
2. Self-management Skills – III
3. Information and Communication Technology Skills-III
4. Entrepreneurial Skills – III
5. Green Skills – III
Detailed curriculum of Employability Skills is available separately

PART B: SKILLS

Topic Sub-topic
1 Hospitality Industry as a Career Introduction – Scope of hospitality industry
Core and allied areas
Career opportunities in hospitality industry
Qualities required in a personnel willing to join
hospitality Industry
2 The Food Production department Introduction
Sections in a kitchen
Knowledge, Skill and Attitude development
Kitchen Organizational Structure
Duties and responsibilities
3 Uniform, Safety and Hygiene in Uniform & protective clothing
kitchen General safety precautions
Maintaining hygiene –
1. Personal
2. Workplace
3. Safe food handling
4 Kitchen Equipments / Appliances Classification of equipment
Care of equipment& appliances
Kitchen knives & their maintenance
Safety procedures in handling equipment& appliances
5 Kitchen Commodities Plant origin:
1. Cereal
2. Pulses
3. Fruits
4. Nuts
5. Vegetables
6. Spices / Herbs
7. Oil
8. Sugar
Animal origin:
9.Dairy products
10.Eggs
 11.Meats
12.Fish & other Seafood
13.Fats
Others
14. Salt
6 Storage of Commodities Perish ability of a commodity
Storage techniques
Stock Levels
Maintaining records of storage and issues
1. Goods received book
2. Bin card
7 Techniques for Pre-preparation Techniques of pre-preparation
Using knives
Vegetable and fruits cuts
8 Methods of Cooking Aims and objectives of cooking food
Classification:
1. Dry
2. Moist
3. Medium of fat
Effect of heat on vegetables and fruits
Tips for preservation of nutrients while processing fruits
and vegetables
Applying simple methods of cooking-(For Practical)
1.Boiling (Beans/Rice/Beetroot)
2.Grilling (Bell pepper/ Zucchini/Potato)
3.Blanching Tomatoes
4.Broiling (Cumin seed)
5.Frying (Potatoes)
9 Salads Classification of a salad
Parts of Salads-
1. Base
2. Body
3. Dressing
4. Garnish
Recipes for-(For Practical)
1. Salad Waldorf
2. Salad Nicoise
3. Grilled chicken salad or Sprouts salad
4. Pasta salad
Importance of salads in diet
10 Soups Definition
Classification of soups
Recipes for-(For Practical)
1. Cream of Tomato soup
2. Puree of Carrot soup
3. Cold soup – Gazpacho
4. Chicken veloute
Importance of soups in diet
11 Egg Cookery Structure of an egg
Gradation of eggs
Storage of eggs
Selection of eggs
 Uses of eggs
Methods of cooking egg

5. TEACHING ACTIVITIES

The teaching and training activities have to be conducted in classroom, laboratory/ workshops and field
visits. Students should be taken to field visits for interaction with experts and to expose them to the
various tools, equipment, materials, procedures and operations in the workplace. Special emphasis
should be laid on the occupational safety, health and hygiene during the training and field visits.

CLASSROOM ACTIVITIES

Classroom activities are an integral part of this course and interactive lecture sessions, followed by
discussions should be conducted by trained teachers. Teachers should make effective use of a variety of
instructional or teaching aids, such as audio-video materials, colour slides, charts, diagrams, models,
exhibits, hand-outs, online teaching materials, etc. to transmit knowledge and impart training to the
students.

PRACTICAL WORK IN LABORATORY/WORKSHOP

Practical work may include but not limited to hands-on-training, simulated training, role play, case based
studies, exercises, etc. Equipment and supplies should be provided to enhance hands-on learning
experience of students. Only trained personnel should teach specialized techniques. A training plan that
reflects tools, equipment, materials, skills and activities to be performed by the students should be
submitted by the teacher to the Head of the Institution.

SKILL ASSESSMENT (PRACTICAL)

Assessment of skills by the students should be done by the assessors/examiners on the basis of practical
demonstration of skills by the candidate, Practical examination allows candidates to demonstrate that
they have the knowledge and understanding of performing a task. This will include hands-on practical
exam and viva voce. For practical, there should be a team of two evaluators. The same team of
examiners will conduct the viva voce.

Project Work (individual or group project) is a great way to assess the practical skills on a certain time
period or timeline. Project work should be given on the basis of the capability of the individual to
perform the tasks or activities involved in the project. Projects should be discussed in the class and the
teacher should periodically monitor the progress of the project and provide feedback for improvement
and innovation. Field visits should be organised as part of the project work. Field visits can be followed
by a small-group work/project work. When the class returns from the field visit, each group might be
asked to use the information that they have gathered to prepare presentations or reports of their
observations. Project work should be assessed on the basis of practical file or student portfolio.

Student Portfolio is a compilation of documents that supports the candidate’s claim of competence.
Documents may include reports, articles, photos of products prepared by students in relation to the unit
of competency.

Viva voce allows candidates to demonstrate communication skills and content knowledge. Audio or
video recording can be done at the time of viva voce. The number of external examiners would be
decided as per the existing norms of the Board and these norms should be suitably adopted/adapted as
per the specific requirements of the subject. Viva voce should also be conducted to obtain feedback on
the student’s experiences and learning during the project work/field visits.

6. ORGANISATION OF FIELD VISITS

In field visits, children will go outside the classroom to obtain specific information from experts or to
make observations of the activities. A checklist of observations to be made by the students during the
field visits should be developed by the Teachers for systematic collection of information by the students
on the various aspects. Principals and Teachers should identify the different opportunities for field visits
within a short distance from the school and make necessary arrangements for the visits. At least three
field visits should be conducted in a year.

7. LIST OF EQUIPMENT AND MATERIALS

(For a batch of 20 students)

Name of the Equipment Qty.

Kitchen
1. Gas Cooking Range with oven and grill. 3 nos.
2. Two gas burners (double). 7 nos.
3. Stainless steel sinks (double with drains board). 3 nos.
4. Mixer e.g. Sumeet. 1 no.
5. Refrigerator (double door). 290 ltr. 2 nos.
6. Pressure Cooker. 7.5 ltr.1 no.
7. Weighing scale. (app. 5 kg.) 1 no.
8. Heavy duty pot with lid (S.S.). 20 litres 1 no.
9. Pastry cutter (set). 2 nos.
10. Palette knife (set). 5 nos.
11. Patty tins. 20 nos.
12. Tablespoons (S.S.). 20 nos.
13. Forks (S.S.). 20 nos.
14. Cake Tins (Assorted). 20 nos.
15. Cooling Racks. (S.S. 25 cm × 20 cm. )10 nos.

Small Equipment
Measuring Jug (S.S.).1 ltr. 2 nos
S.S. Basin.30 cm. 10 nos.
Soup stainers (stainless steel). 10 nos.
Brass or heavy gauze (Al. pan with lid 25 cm dia.). 10 nos.
Brass or heavy gauze (Al. pan with lid 20 cm dia.). 10 nos.
Rolling pins.35 cm 10 nos.
Flat spoons.30 cm 10 nos.
Frying spoons.30 cm 10 nos.
Round spoons.30 cm 10 nos.
Wooden spoons.30 cm 10 nos.
Aluminium pie dish.20 cm × 15 cm 20 nos.
S.S. Mugs.500 ml 20 nos.
Jelly moulds. 500 ml 10 nos.
Karahi (Black iron).20 cm 10 nos.
Fry pan (aluminium).20 cm 10 nos.
Iron tawa. 25 cm 10 nos.
Thalis (S.S.). 30 cm 20 nos.
Nylocast chopping board.45 × 30 × 2.5 cm 10 nos.
Stainless steel graters. 10 nos.
Al. stock pot with lid.20 lts. 2 nos.
Atta sieve 30 cm dia. 5 nos.
Stainless steel trays.60 × 60 cm 5 nos.
Lime squeezer (aluminium). 6 nos.
Piping bags with star nozzle. 10 nos.
Garbage bins with lid (syntex medium size). 4 nos.
Potato peeler. 10 nos.
Egg beater (S.S.). 10 nos.

Furniture
1. Demonstration S.S. table with shelve one locking drawer for one set of small.1 no.
equipment 180 × 990 cm.
2. Working table for general use, storage of equipment stainless steel. 10 nos.
tops 75 × 75 × 80 cm.
3. Work table with Cupboard for storing equipment and general use. 2 nos.
4. Black Board 180 × 120 cm. 1 no.
5. Grinding stones. 2 Nos.