A chef de partie is responsible for running a specific section of the kitchen. This type of chef usually manages a small team of workers, which they must keep organised so that dishes go out on time and the work area remains clean and orderly. However, in smaller kitchens a chef de partie may work independently as the only person in their section. Also known as a station or section chef, the chef de partie reports to the senior chef and has a very important role in any kitchen. This framework will be delivered as an apprenticeship. It must include and record genuine learning and development activities, primarily off-job, of at least 400 hours which can comprise a mix of organisation specific and provider delivered content. It is anticipated that those in an employed route (of at least 30 hours per week) will typically reach competence in 18-24 months, trainees who excel may complete in as little as 12 months. Culinary Knowledge and Understanding (Know it) Skills (Show it) Behaviours (Live it) Identify how industry and food trends, customer preferences, seasonality, provenance and global environmental factors influence the development of dishes and menus Support the development of and contribute to reviewing and refreshing menus and dishes in line with business requirements and influencing factors Is proactive in researching and developing own skills and knowledge of industry and food trends and other influencing factors Determine how technology supports the development and production of dishes and menu items in own kitchen Understand the principles of food preparation and cooking; traditional and modern cuisine; taste; allergens; diet and nutrition to produce dishes and menu items that meet business and customer requirements Understand, for each of the food groups below, the preparation, cooking and finishing methods used to produce advanced dishes. Preparation, cooking and finishing methods to include (appropriate to the food group) construction, traditional, classical and modern skills and techniques, culinary science and contemporary styles, including the effects of preparation, cooking and finishing methods on the end product. meat, poultry and game dishes fish and shellfish dishes vegetable and vegetarian dishes Use available technology in line with business procedures and guidelines to achieve the best result Demonstrate a range of advanced craft preparation and cooking skills and techniques to develop and produce quality dishes and menu items in line with business requirements Demonstrate advanced skills and techniques in producing the following to dish and / or recipe specifications, utilising food in season and sourced locally wherever possible and appropriate to the organisation: meat, poultry and game dishes fish and shellfish dishes vegetable and vegetarian dishes Soups, stocks and sauces dough and batter products Use technology and equipment responsibly following reporting procedures and use training and supervision to ensure safe use of equipment Show commitment to developing skills and knowledge; trying and improving new ingredients and dishes; practicing and reflecting on a different preparation and cooking techniques Produce dishes and associated products that show skills, imagination and flair
Food safety People Chef de partie occupational framework standard Knowledge and Understanding (Know it) Skills (Show it) Behaviours (Live it) Soups, stocks and sauces hot, cold and frozen desserts dough and batter products biscuits, cakes and sponges hot, cold and frozen desserts paste and patisserie products biscuits, cakes and sponges paste and patisserie products Identify how to maximise yield and quality, and minimise wastage of ingredients and other resources Develop and use effective plans which reflect the most appropriate methods for maximising yield and minimising waste when producing quality dishes and menu items in line with Promote efficient ways of working to team Know how to produce dishes and menu items to standard whilst working in a challenging, time-bound environment Know the food safety practices and procedures to ensure the safe preparation and cooking of food Know what to look for in ingredients and how to handle and store them to maintain quality, in line with food safety legislation Know how to brief, coach and motivate others positively to deliver high quality dishes and menu items Understand own role in building teams and inter-team relationships, and how to influence behaviours of team members both back and front of house Understand how to work with people from a wide range of backgrounds and cultures and recognise how local business requirements Work methodically handling many tasks at once, directing others as appropriate, and ensuring they are completed at the right moment and to the required standard Prepare, cook and present food to agreed food safety practices and guidelines, ensuring a clean and hygienic kitchen environment is maintained at all times and food safety management procedures followed and recorded. Ensure ingredients are stored, prepared, cooked and presented to deliver a quality product that is safe for the consumer Brief, coach and motivate others to produce high quality dishes and menu items which are delivered on time and to standard Maintain harmony across the team and with colleagues in other parts of the organisation, identifying and dealing with problems constructively to drive a positive outcome Use effective methods of communication and operate in a fair and empathic manner that Remain calm under pressure to deliver the required outcome Take responsible decisions that support high standards of food safety practices Use a considered approach to managing ingredients to maintain their quality and safety Challenge personal methods of working and seek methods for improvement, recognising the impact that personal performance has on achieving efficient and effective results Be solution focussed to achieve the required outcome and support positive, open communications that help achieve the best result for colleagues, customers and the business Promote a fair, non-discriminatory and equal working environment, actively listen and empathise with other peoples point of view and respond politely
Knowledge and Understanding (Know it) Skills (Show it) Behaviours (Live it) demographics may impact on the product range of the business achieves the desired result and demonstrates a flexible customer centric culture Understand the methods available and importance of training and development to maximise the performance of self and team Actively develop own skills and knowledge, and those of the team, through training and experiences Take ownership and responsibility for own learning and development, as well as that of the team, provide, welcome and act on feedback to improve Business Identify how the business strategy, customer profile, culture and constraints influence the development of creative, profitable and competitive menus Use techniques that help improve competitiveness, business performance, revenue, profit margins and customers experience own performance Demonstrate a keen business sense, producing dishes and menu items in line with business and customer requirements Understand the principles of profit and loss, and recognise how to support the overall financial performance of the business through operating efficiently to reduce wastage and deliver profit margins Understand the principles of supply chain management, sustainable procurement and working practices in the kitchen Recognise and understand legislative responsibilities and the importance of protecting peoples health, safety and security Know the principles of risk assessment and how to identify, plan for and minimise risks to the service and operation Contribute to the costing of dishes, monitor the use of ingredients and other resources, yield, wastage and portion sizes to control costs Use sustainable working practices and encourage and support others to do the same Comply with legal requirements and inspire confidence by maintaining the safety and security at all times Risk assess situations, identifying and isolating matters of concern, by establishing the cause and intervening accordingly to minimise any risk to people and comply with legislation Be financially aware in approach to all aspects of work Keep waste to a minimum, promote initiatives to improve sustainability in the kitchen Advocate the importance of working safely and legally in the best interest of all people Think and act promptly to address problems as they arise and keep customers satisfied and operations flowing smoothly
Enhancements to the learning: The following short courses and industry content, as a minimum, should be delivered to each apprentice during their time on programme: Qualifications A one day customer service course, such as World Host Level 3 food safety in catering Level 3 HACCP management (Implementing food safety management) Industry content Visits to producers, such as farmers, fishers, growers and chocolatiers Demonstrations on kitchen equipment from suppliers, such as combination ovens Optional: visit to an abattoir Qualification specification: The qualification is structured around the National Occupational Standards listed below. Modules must be designed to assess in proportion to the time on programme, for example at the beginning on short, specific tasks and towards the end overall assessments of synoptic performance. Assessments should be around dish styles and methods, but not specific dishes to allow flexibility to incorporate an employer s style, e.g. a braised dish rather than a chicken chasseur, in line with the organisation s style, but incorporating wider food groups and food styles for transferability of skills of the apprentice. Building on current good practice and existing qualification structure, the new qualifications to underpin this framework should incorporate skills and knowledge based assessment in a controlled environment (such as in the VRQ/chef diploma) but also incorporate assessment in the role, using the principles of assessment of an NVQ. This allows smaller, more focussed assessments at the start of the programme building to more holistic assessments towards the end. The final part of the assessment for the qualification will be the end point assessment. This should be conducted by someone independent from the trainee s learning and development journey and, wherever possible, should be conducted by an industry professional with the support of an education and training professional. Assessment should be ongoing from commencement of the apprenticeship informally, but apprentices should have the first three months free from formal assessment to allow them to settle into the programme. Assessment must also include assessment in the workplace. Realistic Working Environments cannot be utilised for this purpose, but only with an industry standard ratio of customers to students, and not for end point assessment.
NOS Unique Reference Number NOS title Indicative timing PPLHSL Set objectives and provide support for team members 0-6 months PPLHSL2 Develop productive working relationships with colleagues ongoing PPLHSL4 Maintain the health, hygiene, safety and security of the working environment ongoing PPLHSL3 Contribute to the control of resources PPLHSL9 Contribute to the development of recipes and menus PPLHSL30 Ensure food safety practices are followed in the preparation and serving of food and drink PPLHSL24 Provide learning opportunities for colleagues PPLHSL7 Supervise food production operations PPL3PC26 Maintain sustainable practise in commercial kitchens PPL3PC2 Prepare fish for complex dishes PPL3PC6 Prepare meat for complex dishes PPL2PC5 Prepare shellfish for basic dishes PPL2PC11 Prepare game for basic dishes PPL3PC8 Prepare poultry for complex dishes PPL2PC13 Prepare offal for basic dishes PPL3PC3 Cook and finish complex fish dishes PPL3PC7 Cook and finish complex meat dishes PPL2PC6 Cook and finish basic shellfish dishes PPL2PC12 Cook and finish basic game dishes PPL3PC9 Cook and finish complex poultry dishes PPL2PC14 Cook and finish basic offal dishes PPL3PC1 Cook and finish complex vegetable dishes PPL3PC12 Prepare, cook and finish complex hot sauces PPL3PC13 Prepare, cook and finish complex soups PPL3PC16 Prepare, cook and finish complex, cakes, sponges, biscuits and scones PPL3PC23 Prepare, cook and finish complex hot desserts PPL3PC24 Prepare, cook and finish complex cold desserts PPL3PC17 Prepare, cook and finish complex pastry dishes PPL3PC15 Prepare, cook and finish complex bread and dough products
Transversal skills Transversal skills are cross-economy skills. They are an important part of any role, particularly within the hospitality sector, to ensure that competencies are integrated into a apprentice s day to day activities. It is important that these skills, embedded into the learning journey, progress throughout the apprenticeship. The initial, interim and final transversal skills for the chef de partie framework are listed below: Transversal skill Initial Within the first three months I. Self management Ask for direction from Head chef or Sous Chef. Work safely at all times II. Working with others III. Citizenship/participating in society IV. Work professionalism Establish effective working relationships with all stakeholders. Display support and empathy with colleagues and staff you are responsible for. Understand the basic profiles of customers and colleagues. Respect the differences of individuals including, disability, ethnicity, background, gender, sexuality and religion in own and other teams Display good time keeping, always wear clean correct uniform and arrive at work with all required knives and equipment V. Problem solving and decision making Identify when a problem needs to be solved and seek the required assistance. Interim By the end of the first 12 months Plan and monitor asks within own work sections to meet the needs of the business. Undertake any learning required for own self development. Collaborate on tasks and show understanding of others viewpoints. Liaise with other chef de parties working on different sections where necessary as well as senior chef de partie/sous chef/head chef. Deputise where necessary for colleagues. Understanding how individuals differences including disability, ethnicity background, gender, sexuality and religion impact up on the way the organisation develops, offers and produces the menus and styles of service. Ensure any colleagues working for or with you follow organisational standards of appearance and professionalism. Report confidently issues with ingredients and deliveries that don t meet the required standard. Learn from past mistakes and those of others to improve performance of self and team. Take action without being given step Final By the end of the apprenticeship Commit to self- development plan, reflect and identify areas for improvement. Be aware of emerging food trends in ingredients, styles of eating and types of eateries in Northern Ireland. Work effectively with colleagues, line manager and other stakeholders to ensure all objectives are met as a team and customer satisfaction is gained. Contribute to the development of menus, dishes and styles of eating that reflect the community as a whole. Challenge own perceptions and your colleagues of individual needs. Lead by example at all times and uphold the values of the organisation. Promote your organisation positively when discussing it externally. Be flexible in your attitude to working where necessary and as he business dictates. Think laterally in proposing solutions to problems with dishes, ingredients or equipment affecting work. Be confident in making decisions about changes or improvements.
VI. Numeracy and use of data VII. Digital literacy VIII. Literacy and communication Chef de partie occupational framework standard by step instructions and develop decision Ensure your section has the right amount of ingredients to service the level of business expected. Conduct self in a professional manner when on personal social media/digital accounts Communicate clearly to colleagues and managers. Ensure all written communications are legible and follow organisational guidelines for example ordering, H&S related documentation and stock sheets. making skills within your role. Look to maximise resources at all times. Work out ratios of dishes when completing mise en place tasks. Know how to work out GP on dishes. Use software within the organisation effectively, efficiently and according to organisational procedures. Communicate with other teams effectively as well as suppliers and other stake holders in the most appropriate method. Utilise knowledge of prices of ingredients to work efficiently. Be able to cost a dish and the GP where requested. Suggest new technology to managers where appropriate to assist in the running of the kitchen. Build on communication skills and be able to adapt level of language, type of communication method and content according to your audience.
End point assessment: The end point assessment is an opportunity to see the apprenticeships impact on overall performance in the workplace. It is structured in the same way an interview for a chef de partie position may be, comprising a professional discussion with an employer, including a review of the log of dishes prepared throughout the apprenticeship, and a trade test in the kitchen environment. It is the final piece of assessment to achieve the underpinning qualification and the apprenticeship framework. It should be conducted, wherever possible, by an industry professional, with the support of an education and training professional: Professional discussion: 90 minute structured meeting Led by the independent end assessor, involving the apprentice and employer (e.g. line manager) Focusing on the log of recipes produced to demonstrate competence across the culinary range FULL DETAILS LOCATED IN ANNEX A Practical observation: 3 hour observation of the apprentice in the working environment Time may be split to cover preparation and service Shows apprentice working in an operational kitchen environment to produce food to standard FULL DETAILS LOCATED IN ANNEX B Grading: The apprenticeship will be graded overall as Pass / Distinction / Fail. The overall grade will be established by combining the individual performance in the mandated qualification and end point assessment. Entry Employers / providers will set their own entry requirements in order to start on this apprenticeship. It is recommended apprentices should have completed a level 2 in professional cookery / traineeship for commis chef, or equivalent Progression Progression from this apprenticeship is expected to be into a sous chef or senior chef de partie role. Level This apprenticeship standard is set at level 3. Renewal March 2021, unless there is evidence of significant industry change which employers agree warrants earlier amendment.
Annex A: Practical observation specification Key facts: 3 hour observation of the apprentice in the workplace Must include observation of preparation and service in a working kitchen Provides excellent opportunity to assess the apprentice synoptically working in line with requirements for health, safety and hygiene whilst also demonstrating culinary skills. Must maximise the apprentice s opportunity to demonstrate competence across a range of food groups, preparation and cooking methods. This assessment brings together all aspects of the standard. The practical assessment is an observation of the apprentice in the kitchen environment. During the three hour observation the apprentice should have the opportunity to demonstrate competence in preparation, cooking service of dishes in order to best demonstrate how they have applied their knowledge, skills and behaviours in a real-work environment to achieve genuine and demanding work objectives. There is no set list of dishes, ingredients or preparation methods; however the employer and assessor must ensure the range covered is appropriate to the level of the apprentice and time allocated. The practical observation provides the opportunity for substantial synoptic assessment against the relevant elements of the standard. The observation must be scheduled when the apprentice will be working in their normal place of work, or an organisation identified as suitable by the assessor. It cannot be completed in a RWE and will also: Be conducted at a time which reflects typical working conditions and avoids seasonal periods of low levels of trading Allow the apprentice to demonstrate all aspects of the standard being observed (e.g. the apprentice must be able to prepare and cook sufficient food groups, preparation and cooking methods) Take a synoptic approach to observing the overall competence The apprentice and employer are required to provide a two week working schedule, including business levels, for the independent end assessor to determine when to carry out observations. The independent end assessor will plan the observation in conjunction with the apprentice and employer and use the assessment tools and procedures that are set by the awarding organisation, which will be subject to internal and external quality assurance. It is permissible to split the observation into two sections to allow best observation of preparation and cooking, although this will normally be carried out on the same day. Observations must be planned in advance to allow for quality assurance activity. Awarding organisations will produce templates for assessors to utilise during the end point assessment, clearly setting out the requirements that must be achieved by the trainee based on the overviews in Annex C.
Annex B: Recipe log and professional discussion specification Key facts: 90 minute discussion between the apprentice and the independent end assessor (review of recipe log) Log of dishes prepared in the workplace with accurate recipes and time plans to be referenced throughout the discussion providing evidence of range of competence and application of other areas of the standard, such as dish evaluation Will include areas of the standard not seen in the observation Planned in advance to allow the apprentice to prepare fully for the discussion The professional discussion is a structured discussion between the apprentice and their independent end assessor. The independent end assessor conducting the professional discussion should normally be the same person who conducted the practical observation. It allows the independent end assessor to ask the apprentice questions in relation to: The period of learning, development and continuous assessment Coverage of the standard Personal development and reflection The apprentice will be informed of the requirements prior to the discussion at least five days in advance and may bring additional materials to assist them to demonstrate their competence. The discussion must be appropriately structured to draw out the best of the apprentice s energy, enthusiasm, competence and excellence. The professional discussion will be conducted in a controlled environment i.e. a quiet room, away from the normal place of work. If for any reason it is not possible for all involved to meet in the same place end assessors must ensure adequate controls are in place to maintain fair and accurate assessment. The professional discussion may be conducted using technology, as long as fair assessment conditions can be maintained. Acceptable means of remote assessment include video conferencing / video calling and must include a two way visual and audio link. A standard template, provided by the assessment organisation, which can be contextualised will be used, to ensure that standards are secure but interviewers are able to focus on key areas for confirmation of performance and effective appraisal of the evidence base. This will ensure that consistent approaches are taken and that all key areas are appropriately explored. The professional discussion will be planned in advance to allow for quality assurance activity. The professional discussion will recognise areas which have already been covered in the observation so as not to re-assess an area in which the apprentice has already demonstrated competence. The professional discussion will typically last 90 minutes and will be scored by the independent assessor using the standard template. The template will record full details of all marks applied (and evidence referenced) by the assessor. Log of dishes: Commonly at a job interview chef applicants will present a log of their previous achievements, often including the range of dishes they have previously prepared. This assessment aims to replicate this industry practice and develop it so that the independent end assessor can assess the apprentice s performance over a range of food groups, preparation and cooking methods to build on what is seen in the observations. The log of dishes is the apprentice s opportunity to present the variety of dishes they have prepared, with full recipes, time plans, food safety controls and photos. Employer endorsement of the quality of the finished dish on each recipe should be sought. The log is to reflect dishes produced, not to record individual stages of preparation and cooking, for example a steak pie would be a valid inclusion, diced beef would not. The log
must cover the following minimum range from the list in the related NOS. At least seven food groups must be covered in the log of dishes from the eight listed below, which must include both of the first two food groups: Food group Group range Preparation methods Cooking and finishing methods meat, poultry and game dishes 2 meat 2 poultry 1 game 15 10 fish and shellfish dishes vegetable and vegetarian dishes Soups and sauces dough and batter products hot, cold and frozen desserts biscuits, cakes and sponges Paste and patisserie products 2 fish 5 shellfish 9 10 6 vegetables 5 preparation methods 10 3 vegetable protein 3 other ingredients 4 soup 10 4 sauces 3 6 5 4 cold 2 hot 7 12 3 biscuits 10 3 6 cakes / sponges / scones 5 9 6 Awarding organisations will produce templates for assessors to utilise during the end point assessment, clearly setting out the requirements that must be achieved by the trainee based on the overviews in Annex C.
Annex C: Grading The apprenticeship includes Pass and Distinction grades with the final grade based on the apprentice s combined performance in each assessment activity and the mandated qualification. In order to pass the apprentice is required to pass each of the assessments. In order to achieve a distinction the apprentice needs to gain the required number of points as set out in the table. In order to pass: In the practical observation the apprentice must demonstrate competence against all of the assessment criteria set out by the awarding organisation. Any assessment criteria in the pass section not covered in the observation need to be covered in the professional discussion. The apprentice will perform each task required to the correct standard in a logical order adhering to food safety and organisational requirements. In the professional discussion the apprentice must demonstrate competence against all of the assessment criteria in the pass section, unless they have previously been covered in the observations. The apprentice will explain, and provide requested evidence to prove, how they have met the relevant assessment criteria. In order to achieve a distinction: In the practical observation the apprentice must demonstrate excellence in their approach, working efficiently and effectively, prioritising tasks and using appropriate communication. Food preparation, cooking and finishing tasks will be executed to an excellent standard, dishes will be accurately presented and flavour / taste profile fully to the required standard. The apprentice must adhere to food safety and organisational requirements throughout. In the professional discussion the apprentice must demonstrate competence against all of the assessment criteria in the pass and distinction sections and will explain, and provide requested evidence to prove, how they have met the relevant assessment criteria, including effective communication, team work, self-evaluation and the detailed behavioural elements of the standard. Section A: Grade Score (Pass=1, Distinction=3) Mandated qualification Total section A: Section B: Grade Score (Pass=1, Distinction=2) Practical observation Professional discussion: Total section B: If any assessment activity is failed it must be retaken. Apprentices cannot achieve the apprenticeship without gaining at least a pass in every assessment method. Once the apprentice has achieved at least a pass in each assessment activity the final grade will be calculated as follows: Total score Overall grade 3-5 Pass 6+ Distinction