Home Food Processing and Preservation has been Identified as a Priority Food

Nutritional Safety Issue for any Nation!

Experiential Leaning Mode Learning:

The Experiential Leaning Mode Learning by doing engages the learner, encouraging him/her to think more, work hard, and
ultimately learn more thoroughly than with traditional teaching methods. Experiential learning is more than just doing activi ties. It
involves discussing the activity, drawing conclusions from the activity, and applying them to the real world. The experiential m odel and
its five steps are used in each activity in this guide as a means to help you gain the most from the learning experiences.

How Experiential Learning Works

Do
1. Experience – Begin with a concrete experience. This can be an individual or group activity that involves “doing something.”
Reflect.
2. Share – Next get the group or individual to talk about what they experienced when they were doing the activity. Share reactions
and observations. Talk freely.
Sharing questions:
 What did you do?
 What happened?
 How did you feel to…?
 What was the most difficult? Easiest?
3. Process – Discuss how questions are created by the activity. Processing questions (use information generated from sharing
questions):
  What problems or issues seemed to occur over and over?
 What similar experience(s) have you had?
Apply
4. Generalize – Find general trends or common lesson in the experience. Identify the important points that apply to the real world.
Generalizing questions:
 What did you learn about yourself through this activity?
 What did you learn about making decisions (or other life skills)?
 How do the major themes or ideas relate to real life and not just the activity?
 How did you go about making your decision?
5. Apply – Talk about how the new information can be applied to every- day life or sometime in the future.
Applying questions:
 How can you apply what you learned to a new situation?
 How will the issues raised by this activity be useful in the future?
 How will you act differently in the future as a result of this activity?

Interactive Demonstration: An interactive demonstration is a fun way to share what you have learned with others. The key is
getting the audience involved in doing what they are doing, not just showing them. You can give an interactive demonstrat ion at
anywhere a lot of people gather. You can choose almost any topic in the Foods curriculum.
Here are some questions to ask when choosing a topic:
 Is it something that can be done in three to five minutes?
 Is it something other people might like to learn about?
 Is there something hands-on for the audience to do?
 Can the supplies for the hands-on activity be used over and over again, or do they have to be replaced every time?
 Having to replace them adds to the cost.

A demonstration should last about three to five minutes, and you need to be able to do it over and over again with different
people. You should have a conversation with the people you are demonstrating to. The goal is to involve the audience. Y ou can do this
by having audience members do what they are doing, play a game, answer questions, or do a hands -on activity. Some example: how to
use a measuring cup or measuring spoon, or how to find things on a Nutrition Facts label.
Everyone Needs Nutrients.
Nutrients are the special substances that your body gets from the food you eat. Your body needs many different nutrients,
because each nutrient does a certain job for your body. You need a lot of some nutrients and not as much of others. Your b ody is an
amazing machine that knows how to handle all the nutrients you give it. There are five important food groups: fruits, vegeta bles, grain,
protein, and dairy. Each of these food groups contains a different set of nutrients. When you eat foods from every food group every day,
you are sure to get all the nutrients your body needs.

Good sources of Vitamin A: Sweet Potatoes, Carrots, Spinach, Kale and other Dark Green Leafy Vegetables, and Winter Squash.
Carbohydrates Helps you see in the dark
Protein Builds and repairs muscles and other parts of your body.
Good sources of Vitamin C: Bell Peppers, Broccoli, Brussels Sprouts, Strawberries, Pineapple, Oranges, Kiwi- Fruit, Cantaloupe, and
Cauliflower.
Fat gives you energy to Grow, Move, and Do Things.
Water Helps your Blood Carry Oxygen to all Parts of your Body—even your Toes!
Good sources of calcium: Dairy Products including Milk, Yogurt, and Cheese; Dark Green Leafy Vegetables; and Salmon.

Nutrients: How do I get them?

How do you know what foods to eat to get all the nutrients your body needs to stay healthy? There’s an easy way to check.
Make half your plate fruits and vegetables, choose a lean protein and a whole grain, and add a glass of milk or c up of yogurt, and you’ll
be on your way to a healthy life.
 CURRICULUM SALIENT POINTS:
Main Features of the Curriculum:
1. Title of the Course: Diploma Course in Food Preparation, Processing & Preservation.
2. Duration of the Course: 3-Months
3. Type of the Course: Full Time Institutional.
4. Entry Qualification: Matric.
5. Total Training Hours: 300-Hours.
6. Training Hours per day: 5-Hours.
7. Training Hours per week: 25 Hours.
8. Training Methodology: 85 % Practical 15 % Theory
TRAINING AIMS & OBJECTIVES:
This course also aims at imparting practical skills and theoretical knowledge of different food preservation techniques to the
trainees & introduce the principles of food safety. The major objectives of this course are to: Enable the trainees to make the trainees
skilled in food preparation; preservation and capable of identifying new opportunities in this field.
MINIMUM QUALIFICATION OF TEACHERS:
3-year D.D.M from Polytechnic Institute with 2–Years Teaching Experience.
OR
F.A plus Two year Food Preservation experience.
OR
Graduate from Technical Training Institutes in Food Preservation.
OR
4-years experience of Food Preservation.
EMPLOYABILITY OF PASS OUTS:
The pass-outs of this course may work in the following sectors / areas and positions:
1. They can work at home for domestic purpose as well as cottage industry.
2. Pass outs may join any food preservation industry with further training in entrepreneurial skills.
3. Pass-outs can become entrepreneurs.
4. Pass-outs can become Teachers in Vocational/ Technical Training Institutes.
After completion of this course a trainee know:
KNOWLEDGE PROFICIENCY DETAILS:
1. Understand and explain Food Safety Regulations.
2. Describe various types/ techniques of Food Preservation.
3. Fully conversant with Nutritional Food Security.
4. Practically prepare and preserve all types of Food.
5. Plan; develop and prepare nutritionally complete food plans.
 SKILL PROFICIENCY DETAILS: After completion of this course, a trainee should be able to:
1. Use skills regarding preparation and preservation of various food items.
2. Make different food preserves.
3. Can Foods Hygienically.
4. Develop the ability to create nutritional secure food plans.
5. Deal with market stakeholders; produce; inputs and equipment.
6. Handle sophisticated tools; equipment and instruments.

DETAILS OF COURSE CONTENTS

# Main Subject Topic Sub Topic

1 Introduction to Instructors/ Students/ Course.
2 Safety Precautions in the Kitchen.
3 Fire Fighting. Mock Drill for Fire Fighting.
4 First Aid.
5 Ethics & Discipline at Work.
6 Importance of Food Preservation Technology.
7 Common terms used in Food Processing.
8 Categorization of Food:
9 Technology.
Principles of Food Preservation:
10
Drying/ Dehydration of Fruits & Vegetables:
11
12 Canning Fruits & Vegetables:
A
B
Food groups on the basis of pH value.
Physiology changed conditions.
Principle of Preservation.
Different Food Preservation Techniques.
Principle of Food Drying/ Dehydration
General Process of Fruit Drying.
General Process of Vegetable Drying.
General Methods of Food Drying Dehydration.
Sun Drying.
Mechanical Drying.
Types of Dryers.
Quality Characteristics of Dried Fruits and Vegetables.
Treatments prior to Drying.
Canning Process Flow Diagram for Fruits & Vegetables.
 Pretreatments.
Canning Machinery.
Knowledge of Chemicals Required.
Canning of Fruits & Vegetables.
13 Jam, Jelly and Marmalade: Principle of Jam and Jelly Preparation.
Flow Diagram for Preparation of Jam and Jellies.
Test of Pectin for Jam and Jelly Preparation.
14 Preparation of Different Freezer Fruit Jams:
15 Preparation of Seasonal Fruits.
16 Caning of Seasonal Fruits & Vegetables.
17 Different Types of Tomato Products Preparation of Tomato products.
Ketchup, Sauce. Principle and Preparation Methods of Tomato Ketchup.
Sauce.
Puree.
Paste.
18 Production of Different Types Achaars/ Pickles, Principle of Achaar/ Pickle Production.
Chutneys & Kasundis. Theory of Different Types Achaar/ Pickle Production.
Fermented.
Oil.
Vinegar Pickles.
19 Fruit Preserves: Glazed Fruits,
Fruit Bar and Toffees.
Principle and Methods for Production of Glazed Fruits.
Candy.
Fruit Bar and Toffees.
21 Preparation of Reduced-Sugar Fruit Spreads:
25 Vinegar Production: Principle of Vinegar Production.
Different Types of Vinegars.
Factors Involving Good Quality Vinegar.
26 Wastes: Utilization from Fruit and Vegetables.
Wastes from Fruits and Vegetables.
Processing Techniques for Proper Utilization of Wastes from Fruits and
Vegetables.
27 Quality Control: Quality Factors in Fruit and Vegetable Processing & Preservation.
28 Nutritional Qualities and Composition of Fruits and Vegetables:
29 Analytical Methods for Evaluation of Chemical and Nutritional Composition of Fruits and Vegetables.
30 Storage and Packaging: Need and Importance of Storage and Packaging Methods.
Storage Techniques for Fruits, Vegetables and Grains.
Cold Storage/ Refrigeration.
Packaging Materials Used/ Selection of Appropriate Packing Method.

# Food Preservation Practicals: Sub Topic Sub Topic

1 Identification of Different Food Products Available in the Market.
2 Categorize the Food Items Based on Properties.
3 Principle of Preservation.
4 Different Food Preservation Techniques.
5 Using Dryers Dry Fruits & Vegetables.
6 Carry out Treatment Prior to Drying.
7 Testing of Pectin in Fruits.
8 Testing of End Point in Jam and Jelly.
9 Preparation of Different Fruit Jams: Mango.
Apple.
Pineapple.
Banana.
Amla.
Guava.
Papaya.
Peach.
Strawberry.
Pear-Apple.
Blueberry-Spice.
Mixed Fruit.
10 Preparation of Different Freezer Fruit Jams: Apricot-Pineapple.
Blueberry-Peach.
Strawberry-Peach.
Strawberry-Raspberry.
11 Preparation of Jelly from Fruits. Mango.
Apple.
Pineapple.
Banana.
 Amla.
Guava.
Papaya.
Grape.
Grape-Plum.
Strawberry.
Golden Pepper.
Orange.
Mixed Fruit.
Apple Freezer Jelly
12 Preparation of Jam and Jelly Marmalades.
13 Preparation of Glazed Fruits. Candy.
Fruit Bar and Toffees.
15 Production of Different Types Achaars/ Pickles, Oil. Mango
Chutneys & Kasundis. Lemon
Green Peppers
Beans
Mixed
Fermented. Mustard Kasundi.
Eggplant Kasundi.
Hot Tomato Kasundi.
Vinegar Pickles from Fruits Onion.
and Vegetables. Hot Peppers.
Jalapeño Pepper Rings.
Yellow Pepper Rings.
Sweet Green Tomatoes.
Baby Carrots.
Dilled Okra.
Peppers.
Bell Peppers.
Marinated Whole Mushrooms.
Beans.
Lemon.
Mango.
 Amla.
Asparagus.
Beets.
Cauliflower or Brussels Sprouts.
Dill pickles.
Sauerkraut.
Cucumber Pickles.
Bread-and-butter pickles.
Quick fresh-pack dill pickles.
Quick sweet pickles.
14-day Sweet Pickles.
Sweet Gherkin Pickles.
Mixed Pickles. Mixed Fruit.
Mixed Vegetables.
Pickled Foods for Special No Sugar Added Pickled Beets.
Diets. No Sugar Added Sweet Pickle.
Cucumber Slices.
Reduced-Sodium Sliced Dill Pickles.
Reduced-
Sodium Sliced Sweet Pickles,
Pickled Vegetable Relishes. Pear Relish.
Piccalilli.
Pickled Corn Relish.
Pickled Green Tomato Relish.
Pickled Pepper-Onion Relish.
Tangy Tomatillo Relish.
Chutneys. Mango.
Apple.
Amla.
Green Peppers.
Peppermint.
Walnuts.
Carrot and Turmer ic Chut ney.
16 Preparation of Tomato Products and Sauces: Tomato. Ketchup.
 Blender Ketchup.
Country Western Ketchup.
Sauce. Easy Hot Sauce.
Mexican Tomato Sauce.
Cold sauces
Mango Sauce
Cayenne Pepper Sauce.
Puree.
Paste.
Spaghetti Sauce without Meat.
Spaghetti Sauce with Meat.
17 Preparation of Seasonal Fruits.
18 Operation of Canning Machinery.
19 Canning Operations.
20 Caning of Seasonal Fruits & Vegetables.
21 Canning Fruit and Fruit Products. Apple Butter.
Apple Juice.
Apples—Sliced.
Applesauce.
Spiced Apple Rings.
Spiced Crab Apples.
Apricots—Halved or Sliced.
Berries—Whole.
Berry Syrup.
Cantaloupe Pickles.
Cantaloupe Pickles, no Sugar Added.
Cherries—Whole.
Cranberry Orange Chutney.
Figs.
Fruit Purees.
Grapefruit and Orange Sections.
Grape Juice.
Grapes—Whole.
Mango Chutney.
Mango Sauce.
 Mixed Fruit Cocktail.
Nectarines—Halved or Sliced.
Peaches—Halved or Sliced.
Pears—Halved or Sliced.
Pineapple.
Plums—Halved or Whole.
22 Canning Vegetables and Vegetable Products. Asparagus—Spears or Pieces.
Beans or Peas—Shelled, Dried.
Beans, Baked.
Beans, Dry, with Tomato or Molasses Sauce.
Beans, Fresh Lima—Shelled.
Beans, Snap and Italian—Pieces
Beets—Whole, Cubed, or Sliced.
Carrots—Sliced or Diced.
Corn—Cream Style.
Corn—Whole Kernel.
Mixed Vegetables.
Mushrooms—Whole or Sliced.
Okra.
Peas, Green or English—Shelled.
Peppers.
Potatoes, Sweet—Pieces or Whole.
Potatoes, White—Cubed or Whole.
Pumpkins and Winter Squash—Cubed.
Soups.
Spinach and other Greens.
Squash, Winter—Cubed.
Ground or Chopped Meat.
Strips, Cubes, or Chunks of Meat.
Meat Stock (Broth).
Fish in Pint Jars.
Fish in Quart Jars.
Smoked Fish.
Tuna.
23 Preparation of Synthetic Vinegar.
24 Preparation of Fermented Vinegar.
25 Preparation of Different Fruit Vinegar, Flavored Vinegars.
26 Preparation of Products from Wastes: Vinegar from Pineapple Waste.
Pectin from Citrus Fruits Wastes, Vinegar and Protein.
Isolate Mango Kernel Starches.
27 Tests for Quality Evaluation.
28 Analysis of Fruits and Vegetables for their Quality.
29 Pack the given Food Products and Seal.
30 Quality control and its importance in food industry.
31 Introduction to Basic Method Study in Industrial Work Station Study.
Production. Quality Levels, Time Study and Production Control.
Manufacturing Process.
Cost Analysis.
Job Opportunities.
32 Final Test.

SCHEME OF STUDIES
Food Preservation:

Module Module Title: Theory Practical Total

# Hours Hours Hours
1 Module 1: 4 6 10
Introduction & Course Outline:
2 Module 2:
Accidents & Emergencies; Safety; Hygiene; Food 16 19 35
Borne Illness and Injury; Cleaning & Sanitizing;
Pest Control; Safe Water Use.
3 Module 3:
Food Protection; Hazardous Foods; Raw Materials;
Processing & FIFO; Contamination; Freezing/ 12 13 25
Thawing; Microbial Growth; Healthy Behavior;
Introduction to Kitchen Organization; Equipment
and Utensils; Kitchen Commodities.
 4 Module 4:
Basic Skills for Food Preparation; Food
Preparation; Evaluating Fats; Basic Skills for
Freezing; Planning.
Basics of Safe Home Canning; Ensuring High
Quality/ Safe Canned Foods; Jars and Lids; 12 13 25
Using Pressure Canners; Selecting, Preparing, &
Canning Fruit & Fruit;
Vegetables & Vegetable Products;
Tomatoes & Tomato Products; Poultry, Red Meats,
and Seafood.
5 Module 5:
Methods of Making Jams & Jellies with and
without Added Pectin; Tested Jam/ Jam Freezer
Recipes; Pickles and Pickled Products;
Pickled Vegetable Relishes; Preparation of
Achaars; Fermented Foods; Preparation of 1 64 65
Kasundis; Preparation of Desi Sweetmeats;
Chutney; Stock; Sauces, Syrups & Flavored Oils;
Fruit Spreads; Salsa; Vinegar Production;
Utilization of Wastes; Fruit Leather;
Drying of Food at Home.
6 Module 6: 0 125 125
Finishing/Quality Control.
7 Module 7: 4 1 5
Preserved Food Production System.
8 27 35
Grand Total: 45 255 300
Percentage 15% 85% 100%
Targeted Project/Life Skills.
 Healthy Food Selection.
 Smart Food Purchasing.
 Food Safety and Science.
 Food Preparation.
 Food Preservation.
 Careers and the Food Industry.
Overall Objective of the Course:
The objectives of this course are:
 Understand the science of food preservation
 Identify recommended safe food preservation practices
 Practice the process of safely preserving high-acid foods using the water bath canner
 Understand the key ingredients needed to make high quality jams and jellies
 Practice the process of safely preserving jams and jellies using the water bath canner
 Describe the processes for preserving acidified foods.
 Identify the ingredients and equipment recommended for pickling.
 Process a pickled product in the water bath canner.
 Identify low-acid foods
 Learn the science behind pressure canning
 Understand the different types and parts of the pressure canner
 Practice pressure canning including tomatoes.

The Curriculum includes Seven Teaching Modules on the following Topics:

Food Processing & Preservation:
MODULE ITEM
#
1 Introduction/ Outline; History and Overview.
2 Accidents & Emergencies; Safety; Hygiene; Food Borne Illness and Injury;
Cleaning & Sanitizing; Pest Control; Safe Water Use.
3 Food Protection; Hazardous Foods; Raw Materials; Processing & FIFO;
Contamination; Freezing/ Thawing; Microbial Growth; Healthy Behavior;
Introduction to Kitchen Organization; Equipment and Utensils; Kitchen
Commodities.
4 Basics of Safe Home Canning; Ensuring High Quality/ Safe Canned Foods;
Jars and Lids; Using Pressure Canners; Selecting, Preparing, &
Canning Fruit & Fruit; Vegetables & Vegetable Products; Tomatoes & Tomato
Products; Poultry, Red Meats, and Seafood.
5 Methods of Making Jams & Jellies with and without Added Pectin; Tested Jam/
Jam Freezer Recipes; Pickles and Pickled Products; Pickled Vegetable Relishes;
Preparation of Achaars; Fermented Foods; Preparation of Kasundis; Preparation
of Desi Sweetmeats; Chutney; Stock; Sauces, Syrups & Flavored Oils;
Fruit Spreads; Salsa; Vinegar Production; Utilization of Wastes; Fruit Leather;
 Drying of Food at Home.
6 Finishing/Quality Control.
7 Preserved Food Production System.
Equipment and Utensil List:
# Tools
1 roll Paper Towels.
1-2 Paring Knives.
1 Tongs.
1-2 Slotted Spoons.
1-3 Stainless Steel Bowls of Different Sizes.
1 Ladles.
Optional Kitchen Shears.
1 Jar Lifter.
1 Funnel.
1 Lid Wand.
1 Bubbler Remover.
1 Timer.
1 Colander.
1 set Measuring Spoons.
1 set Measuring Cups (for Dry and Liquid Ingredients).
1-2 Stock Pots.
2 Saucepans with Lids.
1 Water Bath Canners/ Pressure Canner (1 Dial Gauge; 1 Weighted Gauge).
1 Steamer/ Blanching Pot.
2 Pressure Canners
1-3 Dish Towels.
1-2 Cutting Boards.
Oven Mitts and Pot Holders.
Sharpie (For Dating Jars).
Canning Jars, Lids and Rings.
8-12 Paring Knives.
4-5 Peelers.
Canning Class Inventory for Educators:

Sr. Additional Equipment

1 Tablecloth for Projector Table .
2 Extension Cord.
3 Projection Screen.
4 Clickers.
5 Magic Markers.
6 Chart Paper and Easel.
7 Participant Materials.
8 Practice Jars for Lid Tightening Exercise.
9 InFocus Projector.
10 Power Strip.
11 Laptop and Projection Mouse.
12 Name Tents or Tags.
13 Paper Lunch Bags.
14 Pens, Pencils and Sharpies.
15 Sample Jars of Home-Canned Foods.

Sr. Equipment, Machine & Tools Quantity

No. Item/ Specification: Proposed for a Batch of 25 trainees
1 Cabinet Dryer (Electrical). 01
2 SS Trays. As required
3 Lemon Squeezer. 06
4 Bottle Washer. 02
5 Crown Corking Machine (Hand Operated/ Pedal Operated). 01
6 Baby Fruit Pulper. 02
7 Mixer-Grinder/Food Processors. 04
8 Water Purifier. 02
9 Sulfuring Chamber. 01
10 Blancher Cum Sterilizer. 01
11 Oven: 5 KW. 01
12 Hand / Table Model Refractometer : Abbes Type, 0-32; 28-70. 58-90 of 0- 02
 100 (Bench Type).
13 Storage Bins of Different Capacity. As required
14 Electronic Balance. 01
15 Electric Oven : For Moisture Determination, 0-250 °C, Digital Display, 02
2’x2’x2’
16 Moisture Box: Aluminum, 100 g Capacity Cylindrical. 02
17 Vinegar Generator. 01
18 Fermenter. 01
19 Vegetable Slicing Machine. 01
20 Automatic Pouch Machine/ Filler Sealer Machine: including a Batch Coding, 01
Perforation and Notching Unit.
21 Pulping Machine for Fruits and Vegetables. 01
22 Fruit Mill. 01
23 Gel Meter. 01
24 Auto Clave: For Sterilization of Cans. 01
25 Vacuum Pan. 01
26 Vernier Caliper: 15 cm. 0.01 mm LU 08
27 Screw Gauge: Micrometer. 0.00 1 mm LU, 10 cm Cap. 08
28 Steel Scale: 12” Standard Steel. 08
29 Steel Tape : Scales I Meter, and of 50 ft Weight Box: For Balances. 08
30 Weight box : For Balances. 01
31 Cutting Equipments: Different Knives, Cutters For fruits / Vegetables. 08 sets
32 Sinks: Standard Size. 02
33 Hot Plate: Electrical 2 KW. 02
34 Pickle Mixer: Rotary Type, Contact Parts of SS. 02
35 Heat Sealing Machine: Hand / Pedal Operated. 01
36 Tank SS: 50 Liters Capacity, Cylindrical with Cap. 01
37 Syrup Tanks: 50, 100 Liters Capacity SS. 01
38 Pressure Cooker : 5 Kg and 10 Kg SS. 01 each
39 Liquid Filling Machine: 200 ml; 500 ml; 1000 ml Manual. 01 each
40 SS Filter: Sieve Type Cloth Filter, Hydraulic. 01
41 Sugar Coating Pan: SS. Revolving Type with Speed Control. 01
42 Bottle Opener: Heavy Duty, Stainless Steel. 06
43 Burette: 50 ml Digital Automatic, Ordinary Glass. 06
44 Pipette : 5-50 ml Capacities. 06
 45 Lab Glass Ware: Different Sizes and Types. As required
46 Working Tables: Stainless Steel Size 6’ x 3’. 01
47 Improved Stoves: Made of MS with Proper Safety Measures. 02
48 Stainless Steel! Aluminum Pots : Different Capacities. As required
49 Stainless Steel Knives : 12-15 cm Blade. As required
50 Spoons : Stainless Steel, Various Shapes and Sizes. As required
51 Household Sieves Stainless Steel. As required
52 Wooden Spoons Different Sizes. As required
53 Hand Operated Pulp Extractor: Made of Stainless Steel. 01
54 Solar Dryer (Cabinet Type) : Complete with Solar Box, Size Approx 6’ x 3’. 01

# ITEM Quantity
1 Class Room.
 Instructor Chair & Table. 01
 Dual Desk. 13
2 Workshop/Lab.
 Suitable Work Tables. 08
 Stools. 25
 Discussion Table. 01
3 Tool Cabinet. 01
4 Trainees Locker with Space for Documents. 01
5 First Aid Box. 01
6 Book Shelf (Glass Panel). 01
7 Storage Rack. 01

Each module is designed to take approximately 3.5 to 4.5 hours and is divided into two main sections: The first classroom
section is devoted to learning basic steps and safety principles. The second section consists of a hands -on activity where participants
have the opportunity to practice what they learned and can a particular food using either pressure or water -bath canning.
guideline to follow for the water- bath canning workshop is to allow: a. approximately 2 to 2.5 hours for the first part of the educational
component and supplemental activities; b. 1 to 1.5 hours for the hands-on-canning portion; and c. 30 to 60 minutes for the remainder of
the slide presentation, questions, clean up and review.
Gas stoves work better for your canning workshops but you can use electric stoves as we ll. Smooth cook-tops are not
recommended kitchen that has a water supply, sink and plenty of counter space to accommodate the hands-on activity.
Keep your class size manageable (15 to 25 participants)
The Curriculum combines the delivery of new information with practical opportunities to apply the knowledge.
Activities Introduction
Activity
Have each participant introduce themselves and relate their experiences with canning and why they are interested in taking th e class.
Regardless of experience levels of participants, reassure everyone that this class is appropriate for all levels.
Jars Pass around examples of a commercial glass jar (mayonnaise, peanut butter or spaghetti sauce), a regular canning jar a nd canning
lids. Have participants compare the width of the sealing surfaces with the width of the sealing compound on the lid. Point out that many
commercial products previously packaged in glass jars are now plastic.
Utensil Kit Show kit contents; all tools will be used during the hands-on activity.
Filling Jars Have several practice jars with lids available for participants to practice “finger tip tight .
Raw Pack Hot Pack This slide is animated. Let participants guess the type of pack indicated by each picture. Mouse click ag ain, and
you will be able to see the titles of the picture.
Let’s Review the Steps Let the participants identify the steps and describe how the tools are used.
Identifying Parts Set up stations around the room with disassembled pressure canners available f or inspection at each station. Divide
participants into small groups and hand out a copy of Presto’s Parts of a Pressure Canner handout. Ask the small groups to id entify each
part on the list. If you have a combination of weighted gauge and dial gauge canners, rotate the groups so that everyone has a chance to
inspect both kinds of canners.
Provide each participant a pipe cleaner to use for checking vent pipes.
Jams and Jellies:
Write the following questions on a flip chart.
 What’s your favorite jam, jelly, etc.?
 What questions do you have about making jams and jellies?
 When making jams and jellies what problems have you experienced?
 What do you hope to learn today?
Take a few minutes to discuss participants’ responses.
Jellied Products:
Provide six samples of jellied products such as jelly, jam, marmalade, fruit butter, and preserves to taste and identify.
You may want to include one sugar-free product for comparison.
Have participants do a blind taste test.
List all the sample products on a flip chart and have participants identify each.
Testing for Seals:
Have some sealed and unsealed jars of food.
Let participants practice checking for seals.
What to Do…? Solutions to many of the common problems.
List a variety of problems encountered when making jellied products on index cards.
Hand out one card to each person and ask them to research the problem, the causes and the remedies.
This can be done individually and/or in small groups.
Have everyone report their findings to the entire group.
This exercise can help participants become more familiar with the contents of their r esource book.
Scenarios:
Write the following scenarios on index cards and ask for volunteers to read each one.
After reading aloud, ask participants to spend about 3-5 minutes discussing with the person next to them what was done
correctly/incorrectly and how the problem can be remedied, if necessary. Share responses.
1. Auntie is preparing her famous apple jelly recipe. She pours the jelly into 6 sterilized jars, using all recommended canning
procedures. She has enough left over for an additional jar. She washes a new jar in hot soapy water and pours the rest of the
jelly into the jar. She has just enough jelly for the additional jar, leaving ¼ inch headspace. The processing time for this recipe is
12 minutes. Is Auntie’s last jar of jelly safe to eat? Why or why not?
(Answer: Yes, it is safe to eat. The jar was washed according to recommendations and the processing time is greate r than 10 minutes so
the jar will be sterilized during the canning process.)
2. Mr. A has a large garden. This year, he has a bumper crop of green beans and today he has decided to can a dozen pint jars of
beans. He blanches his beans and pours them into 7 pint jars in his water-bath canner. He sets the timer for 40 minutes. Is he
following the correct procedure? Why or why not?
(Answer: No, he is not following the correct procedure and his beans will not be safe to eat. Beans are a low -acid food and MUST be
canned in the pressure canner. If he followed a tested recipe, it would specify that green beans must be pressure canned.)
3. S is diabetic. She has decided to make strawberry jam using her own recipe that requires half of the sugar of the recipe from S o
Easy to Preserve, which calls for only sugar and strawberries. She is freezing her jam. Will the product be safe? What might yo u
recommend as an alternative to S’s method?
(Answer: As long as S freezes her jam, it will be safe to eat; however, the jam will most likely be very runny because sugar is a
necessary part of the gelling process. If S wants to reduce the sugar in her jam, she could use a recipe for strawberry jam with pectin
and artificial sweetener.)
Summary:
Major food preservation methods and their relationship to the conditions that encourage or inhibit growth of microorganisms.
Students will discuss the principles of food microbiology.
Why Preserve Food? -
Instructional Procedures:
The students will participate in a Pre-assessment to determine their current knowledge about food preservation and production by
interviewing at least five students in class concerning home vegetable gardening and home food storage using the questions. Discuss
the findings of the interviews as a class.
Canning:
The students will complete the Food Preservation - Canning, Introduction, and Basic Information worksheet utilizing a textbook and/or
teacher discussion.
proper sanitation and control of microorganisms in food preservation.
Have groups of students summarize the presentation by making a chart showing specific steps taken to control microorganisms in food
preservation and consequences which would occur if these steps were not followed.
 The students will watch a demonstration on blanching vegetables and take notes on the procedure. Vegetables must be blanched to
destroy enzymes that deteriorate the quality of vegetables-frozen or canned.
The students will watch a demonstration on treating fruit with an antioxidant to prevent enzyme deterioration.
The students will participate in a canning lab to practice proper canning methods using fruit(s) in season. (See FOOD
PRESERVATION - CANNING.)
The students will participate in a lab illustrating that acids are a factor in inhibiting growth of microorganisms.
CAN whole tomatoes. Refer to PREPARING AND PROCESSING TOMATOES. The tomatoes can be used in lasagna or another
recipe during the course.
OR
CAN USDA SALSA - HOT TOMATO-PEPPER SAUCE. A pint of salsa could be given to each student to take home if he/she want to
bring an empty canning jar from home. Or, it can also be utilized in a recipe later in the course. FREEZING:
The teacher will discuss the worksheet on FOOD PRESERVATION - FREEZING, INTRODUCTION AND BASIC INFORMATION
as the students complete it. The students will participate in a lab illustrating that temperature is a way of inhibiting growth of
microorganisms.
FREEZE peaches, apples, strawberries (whichever is in season). The peaches or apples can be used in pie later in the course. The
peaches or apples could also be canned. Refer to FOOD PRESERVATION - FREEZING.
As a homework assignment, prepare a FREEZER STORAGE CHART to show what is put into your freezer, when it was put in, and
the date by which it should be removed. Post the chart by the freezer and encourage everyone to help keep the chart up to date.
NOTE TO TEACHER: Options 11-13 are from a Jam and Jelly Unit by MCP Pectin as a way to demonstrate that sugar inhibits the
growth of microorganisms.
The students will complete the FOOD PRESERVATION - JAMS AND JELLIES worksheet as the teacher discusses
INTRODUCTION AND BASIC INFORMATION ON FREEZER JAMS AND JELLIES.
During the lecture, the teacher may wish to emphasize the BULLETIN BOARD IDEA (POSTER).
Other teacher resources for the making of jams and jellies included in the guide are:
 ADDITIONAL POINTS TO EMPHASIZE
 JAM AND JELLY INGREDIENTS AND THEIR FUNCTIONS
 DIFFERENCE BETWEEN COOKED AND UNCOOKED (FREEZER) JAMS AND JELLIES The teacher will demonstrate a
freezer jam recipe. For content, refer to:
o PREPARATION OF FREEZER JAMS AND JELLIES
o PREPARATION STEPS FOR FREEZER METHODS
Recipes to choose from include:
 APRICOT-PINEAPPLE FREEZER JAM
 BLUEBERRY-PEACH FREEZER JAM
 STRAWBERRY-PEACH-KIWI FREEZER JAM
 STRAWBERRY-RASPBERRY FREEZER JAM
 APPLE FREEZER JELLY
 While the pectin and fruit are sitting for 30 minutes as called for in the recipes, the teacher will help the students plan a work schedule
for the comparison lab to follow.
NOTE TO TEACHER: If any jams or jellies form crystals, save the product for a result demonstration t o be used in the unit on
CRYSTALLIZATION in this guide.
The students will prepare one cooked jam or jelly recipe and an uncooked jam or jelly recipe in a lab experience.
Recipes to choose from include:
 STRAWBERRY JAM
 PEACH JAM
 GRAPE JELLY
 ORANGE JELLY
After the recipes are completed, properly store the jams and jellies to cool. They will be compared and evaluated in a later class time.
After the teacher reviews how to use COMPARISON SCORECARD, the students will complete their scorecard.
The students will taste test their uncooked jams and jellies using a bread product (toast, hot bread, etc). They will then complete
SCORE YOUR JAM and SCORE YOUR JELLY worksheets. The remainder of the jam and/or jelly can then be utilized for other food
classes during the course.
As class time permits, option 13 can be repeated using different recipes. DRYING
The students will participate in a lab illustrating that water and moisture removal are factors to inhibit growth of microorg anisms.
DRY fruit leather. Refer to FRUIT DRYING.
In groups of four, the students will brainstorm on paper the advantages and disadvantages of each preservation method. The st udents
will share the lists with the class and check against resources. Ask students if there may be circumstances under w hich a method might
be impossible or impractical to use.
NOTE TO TEACHER: Be sure that the students connect preservation methods to microorganisms control.
Upon completion of this unit on food preservation, the students will take a UNIT TEST discussing the common problems of canning,
their causes, and solutions. The teacher will discuss the test with the students.
Moisture and temperature are the two critical factors in optimal food storage.
Moisture - the humidity in the storage environment should be low. If dried foods pick up moisture from the storage area, molds and
bacteria can grow. This can lead to spoilage and illness. Moisture can also lead to the breakdown of some packaging materials (paper
degradation and metal rusting). In areas of high environmental humidity a dehumidifier may be needed.
Temperature - The optimal temperature range is in the cool to moderate range, approximately 40 - 70 degrees F. Research at Brigham
Young University (Ref. 1.) on long term storage has shown that wheat retained a n acceptable quality for 25 years stored cold
(basement) and only 5 years stored hot (garage or attic). Grain germination rates will decline and vitamin breakdown rates in all stored
foods will increase as the temperature increases. Canned foods should no t be allowed to freeze. Freezing will bulge cans and may
cause seam failures leading to a potential for foodborne illness. Dry fo ods can freeze without concern.
Other factors - Direct sunlight is detrimental to foods. It can speed deterioration of both the food and the packaging. The heat from
sunlight can also speed deterioration. Always store foods off the floor. Flooring materials, especially concrete can leech ch emicals into
stored foods. These chemicals can pass through plastics and can cause rust to form on metal.
Intended Learning Outcomes:
If students can preserve food utilizing a variety of methods and science principles, they will be better prepared to keep saf e and have
more alternatives when planning and preparing meals.
Caution:
It is essential that you wear flat shoes with a closed toe – this is for your safety and comfort, we will be on our feet most of the time.

Program Overview– 3-Months Curriculum for Food Preservation:

Week Module Title and Aim Learning Units Theory1 Workplace2
Days/hours Days/hours
Module 1:
1 Introduction/ Outline LU 1- Introduction & Course Outline. 2 3
Aim: LU 2- Experiential Leaning Mode
 To introduce Students and Staff. Learning by doing; Interactive
 To make the Class aware about the entire Course. Demonstration and Nutrients. 2 3
 To discuss and develop Work Ethics. History/ Overview: Canning; Freezing;
Jams; Jellies; Preserves; Conserves;
Total Hrs. 04 Hrs 06 Hrs
Module 2:
Kitchen Accidents & Emergencies. LU 3- Accidents & Emergencies I.
Aim: Accident prevention & action for
 To demonstrate awareness of the principles of emergencies.
health and safety and safety practices in the Food 1. Accidents defined.
Handling/ Processing workplace in order to enable 2. The cause of accidents (human hazards &
students to follow health & safety procedures. environmental hazards).
3. Preventing cuts & lacerations Preventing 2 3
 To enable students to identify hazards, emergencies
burns.
and accidents at workplace.
4. Preventing falls & other common
 To enable students deal with first aid and fire
injuries.
fighting.
5. Fire safety.
 To introduce food related workers about food 6. First aid in emergencies (choking & heart
contamination; its sources; harms; observation

1
Learning hours in training provider premises
2
Training workshop, laboratory and on-the-job workplace
 techniques and precautionary measures to prevent it attack).
 To outline personal hygiene and dress code. 7. Procedure for bomb scares.
8. Safe lifting & carrying techniques.
Safety Regulations. LU 4- Safety Regulations.
Aim: 1. Government Agencies responsible for
 To make the students aware of the importance and Food Safety Regulations.
prevalence of Food Safety Laws and Regulations 2. Food Safety in Pakistan
prevailing in Pakistan. 3. Safe Drinking Water Act (SDWA).
4. Laws Dealing with Food Safety in
 To explain the Purpose and Scope of Good
Pakistan.
Manufacturing Practices.
5. Pakistan Hotels and Restaurant Act,
1976.
6. Federal Agency that Regulates
Pesticides, Sanitizers, and Water
3 2
Quality.
7. The Cantonment
8. The purpose and scope of Good
Manufacturing Practices
9. Guidelines for GMPs
10. What to do and what not to do when an
inspector arrives at your processing
establishment.
11. Pure Food Act, 1966 (Pakistan)
12. General Licensing and Food Safety
Guidelines.
Hygiene. LU 5- Worker Hygiene That Cause Food
Aim: Contamination.
 To explain the importance of Worker Hygiene 1. What is Hygiene
and the causes of Food Contamination. 2. What is Food Contamination
3. Symptoms and conditions that would
 To show the methods of ensuring Worker
exclude a person from working with
Hygiene. 2 3
food.
 To detail the Six Stages of cleaning.
4. Personal hygienic practices that
employees who handle food should
follow at home to maintain overall
cleanliness on the job.
5. When and how to wash hands correctly.
 6. When and where to use disposable hand
gloves Waste disposal.
7. Reporting procedures;
8. Bad habits and hygiene practices;
9. Reportable illnesses and infections;
10. Carriers;
11. Fit for work;
12. Six stages of cleaning.
Food Borne Illness and Injury. LU 6- Food Borne Illness and Injury.
2 Aim: Introduction What does food borne illness
 To introduce the meaning of Food Borne Illness. mean.
A- Microbial, chemical, and physical
 To explain the various types of hazards and the
hazards and the types of illness or injury
illness or injury they cause.
they cause.
B- Others (glass, plastic, metal shreds etc.)
Food borne disease intoxication vs. 2 3
infections.
C- Common symptoms of microbial food.
D- Populations particularly susceptible to
food borne disease
E- Food allergies and intolerances
F- Foods that account for 90% of known
food allergenic reactions.
Cleaning & Sanitizing. LU 7- Kitchen Cleaning & Sanitizing.
Aim: 1. Objectives
 To explain the procedure for cleaning counters, 2. Calibrating a pocket thermometer
sinks and non cooking equipment. 3. Cleaning schedule
4. Factors in cleaning process
 To demonstrate the Factors in cleaning process
5. Cleaning agents
and explain the various cleaning agents used in
6. Kinds of sanitizers
the Kitchen. 2 3
6. Manual cleaning & sanitizing
 To teach the students the 5 steps for cleaning and
7. Cleaning surfaces & stationary
sanitizing and the goal of each.
equipment
 To explain Cleaning in Place (CIP). 8. Storing chemicals.
 To ensure that the students understand how to 9. Procedure for cleaning counters, sinks
handle waste. and non cooking equipment
10. Setting up three post sink
 11. To understand how to handle waste
12. Cleaning frequency
13. Cleaning in place (CIP)
14. The 5 steps for cleaning and sanitizing
and the goal of each
15. Summary of chemical sanitizing agents
16. Why it is necessary to thoroughly clean
a surface before sanitizing it.
Pest Control. Chemical Sanitizing.
Pest Control
Aim:
1. Detecting & preventing cockroaches &
 To teach the method of detecting & preventing flies infestation
cockroaches & flies infestation. 2. Signs of rats & mites infestation
 To explain the signs of rats & mites infestation. 3. Preventing & controlling rodents
 To show the students how to prevent & control 4. Birds
rodents and birds. 5. Pesticides.
 To teach the safe use of Pesticides.
Safe Water Use. LU 8- Safe Water Use.
Aim: 1.Characteristics and use of
 To ensure water quality use and methods. 1. Potable water in processing plants
2. Decision tree for assessing the suitability
 To explain the characteristics and use of Potable
of water for its intended use
water in processing plants.
3. Assurance of water quality
 To make the students aware of when water should
4. Risks associated with municipal,
be tested.
ground, and surface water. 3 2
5. When water should be tested
6. Back flow prevention devices and how
they work.
7. Situations in which aerosols and floor
splash can cause food contamination
8. Examples of a direct/ indirect cross
connections.
LU 9- Unit Review/ Evaluation. 2 3
Total Hrs 16 Hrs 19 Hrs
Module 3:
Food Protection. LU 10- Hazardous Foods.
4 1
1. Definition and examples of potentially
Aim: hazardous food
At the end of this session the student must be aware 2. What is food protection?
of the hazardous food and the agent causing these 3. What is TDZ, temperature danger Zone
hazards. The whole procedure of packaging and all and how is it affecting the processed for
the ingredients used in this process, their affects and at different temperatures?
their conditions which are necessary to be maintained 4. Situations in which raw materials,
for this purpose. To have a complete know how of ingredients or processed food products
the post processing harms. are exposed to TDZ temperatures.
5. To provide basic knowledge of possible
hazards in food and techniques to
eliminate these hazards.
To produce hazards free food under safe
working environment for community.
Contamination.
1. Methods to store food
2. Storage conditions that prevent food
contamination
3. Ways to avoid food contamination
4. Causes, and effects of food
contamination.
Contamination. Microbial Growth.
Aim: 1. Preventing post-processing contamination
To teach the students the various ways to avoid food and microbial growth
contamination and the causes, and effects of food 2. Hazards associated with reduced oxygen
contamination. packaging ROP
To explain the methods to Food storage under What is vacuum packaging?
conditions that prevent food contamination.
Microbial Growth.
Aim:
 To explain the hazards associated with reduced
oxygen packaging (ROP).
 To teach the prevention of post-processing
contamination and microbial growth.
 To explain what is vacuum packaging.
Raw Materials; Processing & FIFO. LU 11- Introduction to Raw Materials;
Processing & FIFO; Freezing & 2 3
Aim:
 To explain the definition of raw material and Thawing and Kitchen Organization.
teach the various types of raw materials used in 1. Raw material definition and types of raw
the Food Processing and Preservation Industry. materials used in the industry
 To teach the students how raw materials for food 2. How is food processed?
preservation processed. The “First in First out “(FIFO) system and
 To explain “First in First out “(FIFO) system and how it helps to maintain safe food.
how it helps to maintain safe food.
Freezing/ Thawing. Freezing/ Thawing.
1. Safe thawing of frozen food and
Aim: ingredients
 To teach the students what can be frozen and 2. Frozen Food and Power Outages: When
what cannot. to Save and When to Throw Out
 To show safe thawing of frozen food and 3. How defrost the food safely?
ingredients. 4. What can be frozen and what cannot?
 To teach how to defrost food safely.
To show when to save and when to throw out
processed and preserved food.
Kitchen Organization. Kitchen Organization.
Aim: Structure of Kitchen organization.
 To clarify the concept of organization in the 1. The Professional Cookery.
Kitchen and the students responsibilities and 2. Kitchen Management Staff.
duties. 3. Planning for Food Production.
 To introduce planning for food production. 4. Kitchen Sections.
5. Food Stations and Cooks Duties.
Kitchen Terminology, Equipment & Use. LU 12- Introduction to Kitchen
Aim: Terminology & Equipment
1. Introduction to Kitchen Terminology.
 To introduce Kitchen Terminology and translation 2. Translation of English Terminology to
from English to Urdu Language.
Urdu Language.
 To teach how to select correct and safe use of the 3. Correct use of Kitchen Terminology
Equipment including handling of knives and other while preparing food 2 3
cutting equipment. 4. Select correct and safe use of the
Equipment.
5. Handling of knives and other cutting
Equipment and Utensils/ equipment.
Aim: Design, Use, and Maintenance of
Equipment and Utensils
 To teach how a preventative maintenance, repair, 1. Definition and examples of a food
and calibration program impacts food safety. contact and non-food contact surfaces.
 To show desirable characteristics of materials used 2. Desirable characteristics of materials
as food contact surfaces. used as food contact surfaces.
 To teach the students the definition of and provide 3. How proper placement of equipment
examples of food contact and non-food contact minimizes food safety risks.
surfaces and how proper placement of equipment 4. How a preventative maintenance, repair,
minimizes food safety risks. and calibration programs impact food
safety.
Kitchen Commodities. LU13- Introduction to Kitchen
Aim: Commodities.
 Introduction of local herbs, spices meat, fish and. 1. Introduction of local herbs, spices and
poultry. and their uses and identification of fruits their uses.
and vegetables used in both local & other cuisines. 2. Identification of fruits and vegetables
Their buying & storage qualities. used in both local & other cuisines.
2 3
Their buying & storage qualities.
 Storage uses and buying qualities of various food
3. Introduction to meat, fish and. poultry.
products used in the kitchen and bakery.
Their buying & storage qualities
Storage uses and buying qualities of
various food products used in the kitchen
and bakery.
LU 14- Unit Review/ Evaluation. 2 3
Total Hrs 08 Hrs 12 Hrs
Module 4:
Basic Skills for Food Preparation. LU 15- Basic Skills for Food
Aim: Preparation.
 To teach the use of cutting boards, Knife 1. Use of cutting boards
essentials and how to carve. 2. Knife essentials
3. How to carve
 To explain method of de-boning a chicken and
4. De-boning a chicken 5
how to clean & fillet a fish.
5. How to clean & fillet a fish
 To teach the students how to wash; rinse &
6. How to Chop, Slice, Dice & Shred,
Blanche; chop; slice; dice & shred; trimming;
Trim, Peel, Core, Pit.
peeling; coring; pitting and mixing of Food
including: Stirring; Whisking; Whipping;
Beating; Folding and Blending.
  Meat Grinding Procedure.
 Basic Cuts of Vegetables.
 Measuring & Conversions.
Basics of Safe Home Canning LU 16- Basics of Safe Home Canning
4 Aim: 1. Why can foods?
To learn why we can food and the various methods 2. How canning preserves foods.
and details of safe canning. 3. Vacuum Seal Canning Method.
4. Acid Foods pH # 4.6 (measure of
acidity/ alkalinity).
5. Low Acid Foods pH > 4.6
6. Mixtures of acid and low acid foods.
7. Temperatures for Food Preservation.
8. Food Acidity.
9. Acidification.
10. Preventing Browning.
11. Process times for some acid foods in di
al gauge pressure canner.
12. Process times for some acid
13. foods in weighted gauge pressure
1 4
canner
14. Two Approved Methods of Canning
Foods At Home
A) Boiling Water Canning (212°F at
sea level)
Used for acid foods
B) Pressure Canning (at least 240°F)
Ensuring High-Quality/ Safe Canned
Used for low acid foods (and mixtures of
Foods acid and low acid foods).
Aim: Ensuring High Quality/ Safe Canned
To explain the whole procedure of canning and all Foods.
the ingredients used in this process, their affects and Recommended Canning Practices.
their conditions which are necessary to be maintained 1. Maintaining color and flavor in canned
for this purpose. food.
2. Advantages of hot packing.
3. Controlling headspace.
Jars and Lids: LU 17- Jars and Lids.
Aim: 1. Preparing Jars for Canning.
To teach the preparation of jars and lids and 2. Preparing Lids for Canning.
procedures for cooling preserved food and filling of 3. Utensil Kit.
jars. 4. Jar cleaning
5. Sterilization of empty jars.
6. Lid selection, preparation and use
7. Cooling jars
8. Filling Jars.
9. Hot Pack.
10. Raw Pack. 5
11. Testing jar seals
12. Reprocessing unsealed jar
13. Storing canned food
14. Identifying and handling spoiled canned
food.
Using Pressure Canners:
Using Pressure Canners. 1. Selecting the correct processing time.
Aim: 2. Example of using tables for
To introduce the students to the use of Pressure Determining proper process time.
Canners. 3. Signs of Spoilage.
Selecting, Preparing, & LU 18- Selecting, Preparing, &
Canning Fruit and Fruit Canning Fruit and Fruit
Products I.
Products. 1. General
Aim: 5
2. Apple butter
To learn how to select, prepare and can various Fruits 3. Apple juice
and Fruit Products. 4. Apples—sliced
5. Figs.
LU 19- Selecting, Preparing, &
Canning Fruit and Fruit
Products II.
1. Fruit Purees.
5
2. Grapefruit and Orange Sections
3. Grape Juice.
4. Grapes—Whole.
5. Mango Chutney.
 6. Mango Sauce.
LU 20- Selecting, Preparing, &
Canning Fruit and Fruit
Products III.
1. Applesauce.
2. Spiced apple rings.
3. Spiced crab apples. 5
4. Apricots—halved or sliced
5. Berries—whole
6. Berry syrup
7. Cantaloupe pickles
8. Cantaloupe pickles, no sugar added.
LU 21- Selecting, Preparing, &
5 Canning Fruit and Fruit
Products IV.
1. Cherries—whole
2. Cranberry orange chutney.
3. Mixed fruit cocktail
5
4. Nectarines—halved or sliced
5. Peaches—halved or sliced
6. Pears—halved
7. Pears, Asian–halved or sliced
8. Pineapple
9. Plums—halved or whole.
Selecting, Preparing, & LU 22- Selecting, Preparing, &
Canning Vegetables & Canning Vegetables &
Vegetable Products I.
Vegetable Products.
1. Asparagus - spears or pieces.
Aim: 2. Beans or peas - shelled, dried.
To learn how to select, prepare and can various 3. Beans, fresh lima - shelled.
Vegetables and Vegetable Products. 5
4. Beans, baked.
5. Beans, dry, with tomato or molasses
sauce.
6. Beans, snap and Italian - pieces.
7. Beets whole, cubed, or sliced.
8. Carrots—sliced or diced.
 LU 23- Selecting, Preparing, &
Canning Vegetables &
Vegetable Products II.
1. Peppers.
2. Potatoes, sweet—pieces or whole.
3. Corn—cream style. 5
4. Corn—whole kernel.
5. Mixed vegetables.
6. Mushrooms—whole or sliced
7. Okra.
8. Peas, green or English—shelled.
LU 24- Selecting, Preparing, &
Canning Vegetables &
Vegetable Products III.
1. Potatoes, white cubed or whole.
5
2. Pumpkins and winter squash—cubed.
3. Soups.
4. Spinach and other greens.
5. Squash, winter—cubed.
Selecting, Preparing, & Canning Tomato LU 25- Selecting, Preparing, &
es & Canning Tomatoes & Tomato
Products I.
Tomato Products.
1. General
Aim: 2. Tomato juice
To learn how to select, prepare and can Tomatoes 3. Tomato and vegetable juice blend
and Tomato Products. 4. Tomatoes—crushed
5. Standard tomato sauce.
6. Tomatoes
5
whole or halved (packed in water)
7. Tomatoes—
whole or halved (packed in tomato juic
e)
8. Tomatoes—
whole or halved (packed raw without
added liquid)
9. Tomatoes with okra or zucchini
10. Tomatillos
 11. Spaghetti sauce without meat.
12. Spaghetti sauce with meat.
LU 26- Selecting, Preparing, &
6 Canning Tomatoes & Tomato Products
II.
1. Mexican Tomato Sauce.
2. Easy Hot Sauce. 5
3. Cayenne Pepper Sauce.
4. Tomato Ketchup.
5. Country Western Ketchup.
6. Blender Ketchup.
LU 27- Unit Review/ Evaluation. 5
Total Hrs 01 Hrs 64 Hrs
Module 5:
Methods of Making Jams & Jellies. LU 28- Methods of Making Jams &
Aim: Jellies. Equipment & Supplies.
To learn how to prepare and preserve jams and 1. Jam and Jelly Ingredients and their
jellies. Functions.
2. Jams and jellies with reduced sugar
3. Preventing spoilage
4. Preserves.
5. Marmalades.
6. Conserves. 5
7. Other Products.
8. Making Jelly without Added Pectin
9. Extracting Juices and Making Jelly.
10. Preparing and Canning Jams and
Jellies;
11. Jellied Products.
12. Jam Comparison: Cooked Versus
Uncooked.
 LU 29- Methods of Making Jams &
Jellies.
1. Preserving Jelly Products Safely.
2. Ingredients.
3. Remaking Soft Jellies.
4. Making and Storing Freezer Jam.
5. Preparation of Freezer Jams and Jellies.
6. Preparation Steps for Freezer Methods. 5
7. Canned Foods for Special
8. Diets.
9. Canning without Sugar.
10. Canning without Salt
11. (Reduced Sodium).
12. Canning Fruit-Based Baby Foods.
13. How much should you can?
Tested Jam Recipes. LU 30- Tested Jam Recipes.
Aim: 1. Strawberry Jam.
To teach and practice jam making. 2. Peach Jam.
3. Grape Jelly.
4. Orange Jelly.
5
5. Apricot-Pineapple Freezer Jam.
Tested Freezer Jam Recipes. 6. Blueberry-Peach Freezer Jam.
Aim: 7. Strawberry-Peach-Kiwi Freezer Jam.
To learn how to make freezer jams. 8. Strawberry-Raspberry Freezer Jam.
9. Apple Freezer Jelly.
Making Jam without Added Pectin. LU 31- Making Jam without Added
7 Aim: Pectin
To learn how to make jam without added Pectin. 1. Pear-Apple Jam.
2. Strawberry-Rhubarb Jelly. 5
3. Blueberry-Spice Jam.
4. Grape-Plum Jelly.
5. Golden Pepper Jelly.
Preparing Pickles & Pickled Products.. LU 32- Pickles and Pickled Products.
Aim: 1. What are Pickles?
To learn about Pickling and various Pickled 2. Preparing and Canning
Products 3. Fermented Foods and Pickled
Vegetables.
4. Selection of fresh cucumbers.
5. Low- temperature
Pasteurization treatment.
6. Suitable containers, covers, and weights
for fermenting foods.
7. Salts used in pickling.
Pickling Ingredients.
1. Produce.
2. Salt.
3. Vinegar.
4. Sugar.
5. Spices.
5
6. Water.
7. Firming agents
Preparing Fermented Foods
1. Ingredients.
Preparing Fermented Foods. 2. Pickles with reduced salt content.
Aim: 3. Firming agents.
To learn about fermentation and why it is so 4. Preventing Spoilage,
beneficial for our health. Types of Pickles I.
1. Preserving Pickles Safely.
2. Dill Pickles.
3. Sauerkraut.
4. Cucumber Pickles.
5. Bread-and-Butter Pickles.
6. Quick Fresh-Pack Dill Pickles.
Types of Pickles. 7. Sweet Gherkin Pickles.
Aim: 8. 14-day Sweet Pickles.
To learn how to make various Pickles. 9. Quick Sweet Pickles.
LU 33- Fermented Foods.
1. Equipment. 5
2. Processing Pickles.
 3. Fermenting & Brining.
4. Pickling Best Practices.
5. Checking the Seals.
6. Signs of Spoilage.
7. Pickled Asparagus.
8. Pickled Dilled Beans.
9. Pickled Three-Bean Salad.
10. Pickled Beets.
11. Pickled Cauliflower or
12. Brussels Sprouts.
13. Pickled Carrots.
14. Pickled Hot Peppers.
15. Pickled Jalapeño Pepper Rings.
16. Pickled Yellow Pepper Rings.
17. Pickled Sweet Green Tomatoes.
18. Pickled Mixed Vegetables.
19. Pickled Bread-and-Butter Zucchini.
Vegetable Pickles. LU 34- Other Vegetable Pickles II.
Aim: 1. Pickled Baby Carrots.
To learn how to make various Vegetable Pickles. 2. Marinated Whole Mushrooms.
3. Pickled Dilled Okra. 5
4. Pickled Pearl Onions.
5. Marinated Peppers.
6. Pickled Bell Peppers.
Special Diets Pickled Foods. LU 35- Pickled Foods for Special
Aim: Diets.
To learn about special diets Pickled Foods and how 1. No Sugar Added Pickled Beets.
to make them. 2. No Sugar Added Sweet Pickle. 5
3. Cucumber Slices.
4. Reduced-Sodium Sliced Dill Pickles.
5. Reduced- Sodium Sliced Sweet Pickles.
Preparation of Desi Achaars. LU 36- Desi Achaars.
8 Aim: 1. Amla. 5
To learn how to make Desi Achaars. 2. Assorted.
LU 37-38 Desi Achaars.
10
1. Carrot.
 2. Garlic.
3. Green Chili.
4. Onion.
5. Mango.
Preparation of Kasundis. LU 39-40 Kasundis.
Aim: 1. Eggplant Kasundi (Brinjal Kasundi).
To learn how to make Kasundis. 2. Mango Kasundi (Aam Kasundi).
10
3. Mustard Kasundi.
4. Hot Tomato Kasundi (Gujarati Kasundi
or Tamtar Kasundi).
Pickled Vegetable Relishes. LU 41- Pickled Vegetable Relishes I.
9 Aim: 1. Pear Relish.
To learn how to make various Vegetable Relishes. 2. Piccalilli. 5
3. Pickle Relish.
4. Pickled Corn Relish.
LU 42- Pickled Vegetable Relishes II.
1. Pickled Green Tomato Relish.
2. Pickled Horseradish Sauce. 5
3. Pickled Pepper-Onion Relish.
4. Tangy Tomatillo Relish.
Chutney. LU 43-44 What is Chutney?
Aim: Key Components of Producing
To learn about Chutneys and how to make them. Seasonal Chutneys;
1. What helps preserve the chutney?
2. What problems could arise from
improper preparation and processing of
chutney?
3. Preparing and Canning Chutneys
10
4. How do I know when the chutney is
ready?
Skills:
1. How to test when the chutney is ready to
pot.
2. Making canapés with chutney.
3. Potting chutney and safe storage.
4. Preparing ingredients.
 5. Selecting and safe use of equipment.
6. Slow-cooking method.
How to make:
1. Carrot and Turmer ic Chut ney
2. Mango Chutney
3. Apple Chutney
4. Tomato-Apple Chutney Drying.
Stock; Sauces & Syrups; Flavored Oils. LU 45- Preparation of Different Type of
Aim: Stock & Sauces.
To learn how to prepare Stocks; Sauces; Syrups and Stock.
Flavored Oils. 1. Definition of Stock and Sauces.
2. Care in the Preparation of Stock.
3. Types of Stocks and their Uses (White,
Brown & Fish Stock).
4. Thickening Agents.
Sauces. 5
1. Classification & Use of Sauces.
2. Mother Sauces and their Derivatives.
3. Preparing Sauces.
4. Cold Sauces.
5. Mango Sauce.
6. Easy Hot Sauce.
7. Preparing and using syrups.
8. Flavored oils.
Fruit Spreads. Lu 46- Making Reduced-
10 Aim: Sugar Fruit Spreads
To learn how to make Fruit Spreads. 1. Peach-Pineapple Spread
2. Refrigerated Apple Spread 5
3. (Made with Gelatin).
4. Refrigerated Grape Spread
5. (Made with Gelatin).
Salsa. LU 47- Salsa Recipes.
Aim: 1. Selection and preparation of
To learn how to prepare various types of Salsa. 2. Ingredients.
5
3. Chile Salsa (Hot Tomato
Pepper Sauce).
4. Chile Salsa II.
 5. Tomatillo Green Salsa.
6. Tomato Salsa Using Paste
7. Tomatoes.
8. Tomato Salsa Using Slicing
9. Tomatoes.
10.Tomato/ Green Chile Salsa
11.Tomato/Tomato Paste Salsa.
12.Tomato Taco Sauce.
LU 48 Fruit Salsas.
1. Spicy cranberry Salsa.
2. Mango Salsa. 5
3. Peach Salsa.
4. Peach Apple Salsa.
Drying of Food at Home. LU 49- How Does Drying Preserve
Aim: Food?
To learn about drying food at home. 1. Nutritional Value of Dried Fruits and 5
Vegetables.
2. Yields.
Fruit Leather. LU 50-
Aim: Sources of Fruit Leather.
To learn about Fruit Leather and how to prepare 1. Preparation. 5
various Fruit Leathers. 2. Sun Drying.
3. Oven Drying.

11 LU 51-
Fruit Leathers From Fresh Fruit.
1. Leathers from Canned or Frozen Fruit.
` 2. Preparing the Trays. 5
3. Pouring the Leather.
4. Drying the Leather.
5. Spices, Flavors and Garnishes.
LU 52- Unit Review/ Evaluation 5
Total Hrs 00 Hrs 125 Hrs
Module 6:
Finishing/Quality Control LU 53- Quality Control and its
Aim: To understand basic concept of quality control Importance in the Food Industry. 4 1
and its importance in food industry to attain
 maximum output.

Total Hrs 04 Hrs 01 Hrs

Module 7:
Preserved Food Production System LU 54- Introduction to Basic Method
2 3
Aim: Study in Industrial Production.
Understanding of industrial production system in LU 55- Work Station Study. 2 3
LU 56-Quality Levels, Time Study and
12 detail.
Attain maximum knowledge of process Production Control. Manufacturing 2 3
manufacturing and structure of work Organization Process.
LU 57-59 Revisions. 15
L U 60- Final Test. 2 3
Total 08 Hrs 27 Hrs
Grand Total Hrs 36 Hrs 204 Hrs
Total Hrs 240 15% 85%

Food Preservation Curriculum Contents ( Teaching and Learning Guide)

Module1:
Objective of the Module:
To make the student behave as a responsible individual within The Food Industry with comprehensive knowledge and skill.
Objectives
• Understand the science of food preservation
Processing information
Planning ahead
Demonstrating the action of preservatives
Reading and understanding basic components of the Nutrition Facts label
Checking freezer packaging material
Preserving produce
Making a food handler chain mobile
Processing Information
Module 1:
Objectives of the Module:

Learning Unit Learning Outcomes Learning Elements

LU1- Introduction; Course Outline & Work Behave as a responsible individual Basic skills to compete for jobs in Home
Ethics: within food with comprehensive kitchen; food processing plants; and catering
knowledge and skill. industry.
LU2- Experiential Leaning Mode: Learning by 1. Ability to use scientific methods. 1. Work Ethics/ Ethical Values.
doing; Interactive Demonstration and Nutrients. 2. Able to Process Information. 2. Canning History.
History/ Overview: Canning; Freezing; Jams; 3. Management of resources. 3. Course Contents.
Jellies; Preserves; Conserves; Pickles; Chutneys; 4. Practice creativity.
Spreads; Fruit Leathers; Aromatic Oils; Sauces 5. Demonstrate personal skills.
and Drying. 6. Understand the Science of Food
Preservation.
7. Mastering Technology.
8. Explain methods and varieties of
Food Preservation.

Module 2:
Objectives of the Module:

Learning Unit Skill Proficiency Details Knowledge Proficiency Details

LU 3- Accidents & Emergencies. 1. Describe Basic First Aid. Knowledge of:
Accident prevention & action for emergencies 2. To Prevent and Act as First 1. Cause of Accidents (Human Hazards &
1. Accidents defined Responders to Accidents and Environmental Hazards).
2. The cause of accidents (human hazards & Emergencies. 2. Fire Safety.
environmental hazards) 3. Identify Hazards and Causes of 3. First Aid and Terms.
3. Respond to emergencies. Accidents at Workplace. 4. First Aid in Emergencies (Choking &
4. Preventing cuts & lacerations 4. Respond to Emergencies. Heart Attack).
5. Preventing burns 5. Prevent/ Treat Cuts & Lacerations. 5. First Aid Responsibility.
6. Preventing falls & other common injuries 6. Prevent Burns. 6. Safe Lifting & Carrying Techniques.
7. Basic first aid and safety 7. Prevent Falls & Other Common 7. Food Poisoning.
8. First aid and terms. Injuries. 8. Food Hygiene.
9. First aid in emergencies (choking & heart 8. Apply Basic First Aid and Safety. 9. Procedure for Bomb Scares.
attack) 9. Apply Basic Treatment of Wounds.
10. First aid responsibility. 10. Apply Basic Treatment of Minor
11. Basic treatment of wounds. Burns.
12. Basic treatment of minor burns. 11. Apply Basic Treatment of Electrical
13. Basic treatment of electrical injury. Injury.
14. Basic treatment of stings and bite. 12. Apply Basic Treatment of Stings and
15. Safe lifting & carrying techniques Bite.
16. Fire safety 13. Safely Lift & Carry Victims.
17. Procedure for bomb scares 14. Apply Procedure for Bomb Scares.
LU 4- Safety Regulations & Safety. 1. Demonstrate awareness of Health and 1. Importance of Food Safety.
1. Government agencies responsible for food the principles of Health and Safety in 2. Food hygiene.
safety regulations. Safety Practices in the Processing & 3. Safety practices and kitchen cleanliness.
2. Food Safety in Pakistan Preserving Workplace. 4. Importance of Food Safety.
3. Safe Drinking Water Act (SDWA) 2. Store Food Safely. 5. Health and Safety Awareness.
4. Laws Dealing with Food Safety in Pakistan 3. Prepare, Cook and Serve Food Safely. 6. Importance of safety rules.
5. Pakistan Hotels and Restaurant Act, 1976 4. Follow Health & Safety Procedures.
6. Federal agency that regulates pesticides, 5. Explain Safe Food Handling, how to
sanitizers, and water quality. Avoid Food from being
7. Pure Food Act, 1966 (Pakistan) Contaminated.
8. General Licensing and Food Safety 6. Utilize Food Safety Principles
Guidelines Managing HACCP System.
9. The Cantonment 7. Define Safety Practices.
10. The purpose and scope of Good 8. Use Health and Safety Practices,
Manufacturing Practices Principles and can apply them to
11. Guidelines for GMPs attain the Highest Standard of
12. What to do and what not to do when an Kitchen Cleaning and Sanitation.
inspector arrives at your processing 9. To make the Students aware of the
establishment. importance of Food Safety in Safety
Procedures.
10. Define Safety Practices.
11. Utilize Food Safety Principles
Managing HACCP System.
12. Use Safety Practices and Kitchen
Cleanliness Principles.
13. Safety Rules of Handling Kitchen
Equipment.
1. Apply Knowledge to attain the
Highest Standard of Kitchen Cleaning
and Sanitation.
LU 5-Worker Hygiene That Cause Food 1. Describe kitchen sanitation. 1. Kitchen Sanitation.
Contamination. 2. Explain Personal Hygiene appearance 2. Personal Hygiene appearance and
1. What is hygiene? and grooming. grooming.
2. What is basic food hygiene? 3. Understand & adopt the practices 3. Costs of poor hygiene.
3. Costs of poor hygiene. maintaining good personal hygiene 4. What is basic food hygiene?
4. What is food contamination?
5. Symptoms and conditions that would 4.
exclude a person from working with food.
6. Personal hygienic practices that employees 5.
who handle food should follow at home to
maintain overall cleanliness on the job.
7. When and how to wash hands correctly.
8. When and where to use disposable hand
gloves Waste disposal.
9. Reporting procedures.
10. Bad habits and hygiene practices.
11. Biggest source and carrier of bacteria in 1.
kitchen.
12. Reportable illnesses and infections.
13. Carriers.
14. Fit for work.
15. How to ensure personal conditions and
working environment to be hygienic and
cleanliness.
16. Six stages of cleaning.
LU 6- Food borne Illness and Injury.
Introduction What does food borne illness mean
G- Microbial, chemical, and physical hazards 2.
and the types of illness or injury they cause.
H- Others (glass, plastic, metal shreds etc.) 3.
Food borne disease intoxication vs.
infections.
I- Common symptoms of microbial food
poisoning.
J- Populations particularly susceptible to food 6.
borne disease.
K- Food allergies and intolerances.
L- Foods that account for 90% of known
food allergenic reactions.
LU 7- Kitchen Cleaning & Sanitizing/ Pest 1.
Control.
1. Objectives.
and grooming.
Explain Personal Hygiene appearance
and grooming.
Adopt personal hygiene and
grooming.
6. Ensure personal conditions and
working environment to be hygienic
and cleanliness along with ethical
values.
7. Keep the working area clean &
hygienic.
Explain safe food handling how to
prevent food from being
contaminated.
1. Describe what food borne illness 1. Meaning of food borne illness.
means. 2. Microbial, chemical, and physical
Define populations particularly hazards and the types of illness or injury
susceptible to food borne diseases. they cause.
Identify Food allergies and 3. Food borne disease intoxication vs.
intolerances. infections.
4. Avoid foods that account for 90% of 4. Common symptoms of microbial food
known food allergenic reactions. poisoning.
5. Understand how food spoils. 5. Populations particularly susceptible to
Explain safe food handling. food borne disease.
7. Prevent food from being 6. Food allergies and intolerances.
contaminated. 7. Foods that account for 90% of known
food allergenic reactions.
Use Safety Practices and Kitchen 1. Safety Practices and Kitchen Cleanliness.
Cleanliness. 2. Good Storage Practices.
2. Keep the Working Area Clean & 3. Preparation of High Standard Food.
2. Calibrating a pocket thermometer. Hygienic. 4. Detecting & Preventing Cockroaches &
3. Cleaning schedule. 3. Identify Good Storage Practices. Flies Infestation.
4. Factors in cleaning process. 4. Attain Knowledge, which is required 5. Signs of Rats & Mites Infestation.
5. Cleaning agents. for Preparation of High Standard 6. Preventing & Controlling Rodents.
6. Kinds of sanitizers. Food. 7. Birds.
7. Cleaning the kitchen and preparing for 5. Able to Safely Control Pests in the 8. Pesticides.
work. Kitchen.
8. Manual cleaning & sanitizing. 6. Detect & Prevent Cockroaches &
9. Cleaning of floors, walls, counters drains, Flies Infestation.
garbage drums, exhaust fans etc. 7. Detect Signs of and Prevent Rats &
10. Cleaning surfaces & stationary equipment Mites Infestation.
11. Step by step procedure for cleaning of all 8. Prevent Infestation & Control
areas and items. Rodents.
12. Storing chemicals. 9. Avoid Birds.
13. Procedure for cleaning counters; sinks and 10. Safely use Pesticides.
non cooking equipment.
14. Setting up three post sink.
15. To understand how to handle waste.
16. Cleaning frequency.
17. Cleaning in place (CIP).
18. The 5 steps for cleaning and sanitizing and
the goal of each.
19. Summary of chemical sanitizing agents.
20. Why it is necessary to thoroughly clean a
surface before sanitizing it.
Chemical Sanitizing.
Pest Control.
1. Detecting & preventing cockroaches & flies
infestation.
2. Signs of rats & mites infestation.
3. Preventing & controlling rodents.
4. Birds.
5. Pesticides.
LU 8- Safe Water Use. 1. Fully conversant with Safe Water 1. Characteristics and use of Potable water
1. Characteristics and use of Potable water in Characteristics. in processing plants.
processing plants. 2. Use of safe water. 2. Assessing the suitability of water for its
2. Decision tree for assessing the suitability of 3. Ability to assess suitability of water intended use.
 water for its intended use.
3. Assurance of water quality.
4. Risks associated with municipal, ground, 5. Avoid Food Contamination.
and surface water.
5. When water should be tested.
6. Back flow prevention devices and how they
work.
7. Situations in which aerosols and floor
splash can cause food contamination.
8. Examples of a direct/ indirect cross
connections.
LU 9- Unit Review/ Evaluation.
for intended use. 3. Water quality.
4. Know when water should be tested. 4. Risks associated with municipal,
ground, and surface water.
5. When water should be tested.
6. Back flow prevention devices and how
they work.
7. Situations in which aerosols and floor
splash can cause food contamination.
8. Direct/ indirect cross connections.
1. Able to Prevent Accidents take 1. Accident Prevention & Action for
Action for Emergencies. Emergencies.
2. Understand the Cause of Accidents 2. Cause of Accidents (Human Hazards &
(Human Hazards & Environmental Environmental Hazards).
Hazards) and Apply this Knowledge 3. Fire Safety.
in the Workplace . 4. First Aid in Emergencies.
3. Able to ensure Fire Safety. 5. Aware of the importance of Food Safety
4. Can provide First Aid in in Safety Procedures.
Emergencies. 6. Identifying Food Safety Issues.
5. Aware of the importance of Food 7. Food Hygiene.
Safety in Safety Procedures. 8. Importance of Food Safety.
6. Can Identify Food Safety Issues. 9. Making Healthy Lifestyle Choices.
7. Good Knowledge of Food Hygiene. 10. Kitchen Sanitation.
8. Aware of the Importance of Food 11. Personal Hygiene, Appearance and
Safety. Grooming.
9. Able to Make Healthy Lifestyle 12. Understand how Food Spoils.
Choices. 13. Explain Safe Food Handling how to
10. Complete Knowledge of Kitchen avoid Food Contamination.
Sanitation. 14. Food Allergies and Intolerances.
11. Good Personal Hygiene, Appearance 15. Meaning of Food Borne Illness.
and Grooming. 16. Fully Conversant with Safe Water
12. Understand how Food Spoils. Characteristics.
13. Can Explain Safe Food Handling 17. Know when Water should be Tested.
and how to avoid Food 18. Safety Practices and Kitchen Cleanliness.
Contamination. 19. Good Storage Practices.
14. Aware of Food Allergies and 20. Preparation of High Standard Food.
 Intolerances. 21. Detecting & Preventing Cockroaches &
15. Know the Meaning of Food Borne Flies Infestation.
Illness. 22. Signs of Rats & Mites Infestation.
16. Fully Conversant with Safe Water 23. Preventing & Controlling Rodents.
Characteristics.
17. Know when Water should be Tested.
18. Know Safety Practices and Kitchen
Cleanliness.
19. Know Good Storage Practices.
20. Can Prepare High Standard Food.
21. Can Detect & Prevent Cockroaches
& Flies Infestation.
22. Know all Signs of Rats & Mites
Infestation.

Module 3:
Objective of the Module:

Learning Unit Skill Proficiency Details Knowledge Proficiency Details

LU 10- Hazardous Foods.
1. Definition and examples of potentially
hazardous food
2. What is food protection?
3. What is TDZ, temperature danger Zone and
how is it affecting the processed for at
different temperatures?
Situations in which raw materials, ingredients
or processed food products are exposed to 4.
TDZ temperatures
Contamination.
1. Methods to store food
2. Storage conditions that prevent food 6.
contamination
3. Ways to avoid food contamination
Causes, and effects of food contamination
Microbial Growth.
1. Production of hazards free food under 1.
safe working environment for
community.
2. Storage uses and buying qualities of
various food products used in the
kitchen and bakery.
3. To understand correct storage and
temperatures for various food products.
Prevent Microbial Growth Food
Contamination.
5. Differentiate between Reduced Oxygen
Packaging and associated hazards.
Able to use Vacuum Packing..
Definition and examples of potentially
hazardous food.
2. What is food protection?
2. What is TDZ, temperature danger Zone
and how is it affecting the processed for at
different temperatures?
3. Situations in which raw materials,
ingredients or processed food products are
exposed to TDZ temperatures.
4. To provide basic knowledge of possible
hazards in food and techniques to
eliminate these hazards.
5. Correct storage and temperatures for
various food products.
6. Storage uses and buying qualities of
various food products used in the kitchen
and bakery.
1. Preventing post-processing contamination
and microbial growth.
2. Hazards associated with reduced oxygen
packaging ROP.
4. What is vacuum packaging?
LU 11- Raw Materials; Processing & FIFO. 1.
1. Raw material definition and types of raw
materials used in the industry. 2.
2. How is food processed? 3.
The “First in First out “ (FIFO) system and
how it helps to maintain safe food 4.
Freezing/ Thawing.
1. Safe thawing of frozen food and ingredients
2. Frozen Food and Power Outages: When to 5.
Save and When to Throw Out
3. How defrost the food safely? 6.
4. What can be frozen and what cannot? 7.
Introduction to Kitchen Organization.
1. Structure of Kitchen organization.
2. The Professional cookery.
3. Kitchen management staff, their
responsibilities and duties.
4. Kitchen departments/ sections.
5. Food stations and cooks duties.
6. Planning for food production.
LU 12- Introduction to Kitchen Terminology 1.
& Equipment.
1. Introduction to kitchen terminology.
2. Translation of English terminology to Urdu
Language. 2.
3. Correct use of kitchen terminology while
preparing food
4. Select correct and safe use of the equipment. 3.
Handling of knives and other cutting equipment.
Design, Use, and Maintenance of Equipment 4.
Identify raw materials used in the Food
Industry.
Safe Food Freezing/ Defrosting.
Developing basic knowledge and
understanding of the workplace.
Developing the concept of, the
organization their responsibilities and
duties.
Revealing the structure of kitchen
organization.
Fulfill Responsibilities and duties.
Describe & Identify and kitchen
departments.
To enable the candidate to develop
knowledge and skills of a range of
equipment & utensils used in a
kitchen.
To select correct and safe use of the
equipment in order to apply this skill 4.
to professional working practices.
To ensure correct and safe handling of
knives and other cutting equipment. 5.
To understand the terminology used in
7. Preventing post-processing contamination
and microbial growth.
8. Hazards associated with reduced oxygen
packaging ROP.
1. Types of raw materials used in the
industry.
2. How food is processed.
3. “First in First out “(FIFO) system and how
it helps to maintain safe food.
4. When to Save and When to Throw Out
5. How defrost the food safely.
6. What can be frozen and what cannot.
7. Kitchen layout and its organization.
8. Responsibilities and duties.
9. The structure of kitchen organization.
10. Identify different kitchen departments.
1. To understand the terminology used in the
kitchen and their correct pronunciation.
2. Apply correct terms while preparing food.
3. Translate English terms into Urdu / local
language.
Introduce & understand French
Terminology & translate the same into
English.
Large and small items of equipment and
utensils.
and Utensils. the kitchen. 6. Appropriate equipment and utensils for
1. Definition and examples of a food contact 5. Apply correct terms while preparing various purposes.
and non-food contact surfaces. food. 7. Introduction to kitchen tools & equipment
2. Desirable characteristics of materials used 6. Translate English terms into Urdu. 8. Basic knowledge of kitchen tools
as food contact surfaces. 7. Understand French Terminology & 9. Handling of Equipment.
3. How proper placement of equipment translate the same into English. 10. Different kitchen tools & equipments &
minimizes food safety risks. 8. Use large and small items of their use.
5. How a preventative maintenance, repair, equipment and utensils. 11. Principles of preventive maintenance of
and calibration programs impact food 9. To select appropriate equipment and equipment.
safety. utensils for various purposes.
10. Clean hygienically all used equipment.
11. Correct handling of knives.
12. Selection of knives for various food
items.
13. Identity different kitchen tools &
equipments & use them.
14. Apply Principles of preventive
maintenance of equipment.
15. Use large and small items of
equipment and utensils.
16. To select appropriate equipment and
utensils for various purposes. Clean
hygienically all used equipment
17. Correct handling of knives. Selection
of knives for various food items.
LU 13- Introduction to Kitchen 1. Recognize and correctly use the various 1. Kitchen Commodities.
Commodities. spices, herbs and other products used in 2. Various spices, herbs and other products
2. Introduction of local herbs, spices and their preparing food. used in preparing food.
uses. 2. Storage uses and buying qualities of 4. Storage uses and buying qualities of
3. Identification of fruits and vegetables used various food products used in the various food products used in the kitchen
in both local & other cuisines. Their buying kitchen and bakery. and bakery.
& storage qualities. 3. Ability to determine suitable 5. Suitable combination of various food
4. Introduction to meat, fish and. poultry. combination of various food products, products, its flavor and taste.
Their buying & storage qualities its flavor and taste.
5. Storage uses and buying qualities of various
food products used in the kitchen and
bakery.
LU 14- Unit Review/ Evaluation 1. Production of hazards free food under 1. Definition and examples of potentially
safe working environment for the hazardous food.
community. 2. To provide basic knowledge of possible
1. Identify raw materials used in the hazards in food and techniques to
Food Industry. eliminate these hazards.
2. Identify raw materials used in the 3. “First in First out “(FIFO) system and how
Food Industry. it helps to maintain safe food.
3. Storage uses and buying qualities of 4. Correct storage and temperatures for
various food products used in the various food products.
kitchen and bakery. 5. When to Save and When to Throw Out.
4. To understand correct storage and 6. How defrost the food safely.
temperatures for various food 7. What can be frozen and what cannot.
products. 8. Hazards associated with reduced oxygen
5. Safe Food Freezing/ Defrosting. packaging ROP.
6. Prevent Microbial Growth Food 9. Preventing post-processing contamination
Contamination. and microbial growth.
7. Differentiate between Reduced 10. Appropriate amounts from each food
Oxygen Packaging and associated group required every day.
hazards. 11. Balancing caloric intake with caloric
8. Able to use Vacuum Packing. expenditure.
9. Preventing illness. 12. Kitchen layout and its organization.
10. Appropriate amounts from each food 13. Responsibilities and duties.
group every day.
11. Variety of foods within each food
group every day.
12. Fruits and vegetables every day.
13. Whole grain products and fat-free or
low fat milk or milk products.
14. Variety of foods from the protein
Foods group each week.
15. Limiting foods and beverages high in
added Sugars; Salt; Fat, and sodium.
16. Healthy snacks.
17. Preparing food in healthful ways.
18. Balancing caloric intake with caloric
expenditure.
19. Following an eating plan for healthy
 growth and development.
20. Supporting others to eat health fully.
21. Choose to eat whole grain products
and fat-free or low fat milk or milk
products.
22. Limit foods and beverages high in
added Sugars; Salt; Fat, and sodium.
23. Eat healthy snacks.
24. Prepare food in healthful ways.
25. Support others to eat health fully.
26. Developing basic knowledge and
understanding of the workplace.
27. Developing the concept of, the
organization their responsibilities and
duties.
28. Revealing the structure of kitchen
organization.
29. Fulfill Responsibilities and duties.
30. Describe Identify and kitchen
departments.

Module 4:
Objective of the Module:
Objective of the Module:
1. To learn how canning preserves foods.
2. Vacuum Seal Canning Method.
3. Temperatures for Food Preservation.
4. Boiling Water Canning
5. Pressure Canning
6. Recommended Canning Practices.
7. Preparing Jars for Canning.
8. Preparing Lids for Canning.
9. Using Pressure canners.

Learning Unit Learning Outcomes Learning Elements

LU 15- Basic Skills for Food Preparation. 1. Expert use of cutting boards. 1. Use of cutting boards.
1. Use of cutting boards 2. Handling Knives Safely. 2. Knife essentials.
2. Knife essentials 3. How to carve. 3. How to carve.
3. How to carve 4. How to de-bone a chicken. 4. De-boning a chicken.
4. De-boning a chicken 5. How to clean & fillet a fish. 5. Cleaning & filleting a fish.
5. How to clean & fillet a fish 6. How to chop, slice, dice & shred. 6. Chopping, slicing, dicing & shredding.
6. How to chop, slice, dice & shred 1. Expert at trimming, peeling, coring, Trimming, peeling, coring, pitting.
7. Trimming, peeling, coring, pitting pitting. 7. Basic cuts of vegetables
8. Cutting of meats, fish etc. required for 2. How to make basic cuts of vegetables. 8. Portioning cuts
cooking any dish 3. Portioning cuts. 9. Meat grinding procedure
9. Basic cuts of vegetables 4. How to grind Meat. 10. Grating food
10. Portioning cuts 5. Method of grating food. 11. Washing, rinsing & blanching
11. Meat grinding procedure 6. Washing, rinsing & blanching. 12. Measuring & conversions
12. Grating food 7. How to measure & conversions. 13. Mixing food
13. Washing, rinsing & blanching 8. Expert at Mixing food. 14. Detailed knowledge of Food Boiling;
14. Measuring & conversions  Stirring Poaching; Steaming.
15. Mixing food  Whisking
 Stirring  Whipping
 Whisking  Beating
 Whipping  Folding
 Beating  Blending
 Folding 15. Food Boiling; Poaching; Steaming.
 Blending 16. Implement standards for cold & hot
16. Learning what to do when the refrigerator food preparations.
and freezer stops.
17. Understanding the action of yeast.
18. Food Boiling; Poaching; Steaming.
19. Standards for cold & hot food preparations.
20. Basic cooking.
21. Different cooking methods.
22. Select appropriate equipment for preparing
and cooking food by all the above
mentioned cooking methods.
LU 16- Basics of Safe Home Canning. 1. Able to Process and Preserve Low & 1. Processing and Preserving Low & High
Why can foods? How canning preserves foods High Acid Foods through various types Acid Foods through various Canning
Vacuum Seal Canning Method of Canning Methods. Methods.
Acid Foods pH # 4.6 (measure of acidity/ 2. Able to Maintain High Quality and 2. Know how to maintain High Quality
alkalinity). Safely Can Foods. Foods and Can them Safely.
Low Acid Foods pH > 4.6
Mixtures of acid and low acid foods
Temperatures for Food Preservation.
Food Acidity.
Acidification.
Preventing Browning.
Process times for some acid foods in dial
gauge pressure canner
Process times for some acid foods in
weighted gauge pressure canner
Two Approved Methods of Canning Foods At
Home
1) Boiling Water Canning (212°F at sea level)
• Used for acid foods
2) Pressure Canning (at least 240°F)
Used for low acid foods (and mixtures of acid
and low acid foods).
Ensuring High Quality/ Safe Canned Foods.
Recommended Canning Practices.
1. Maintaining color and favor
2. in canned food
3. Advantages of hot packing
4. Controlling headspace
LU 17- Jars and Lids. Able to Prepare Lids and Jars for Safe Know how to prepare lids and jars for Safe
Preparing Jars for Canning. Canning. Canning.
Preparing Lids for Canning.
Utensil Kit.
1. Jar cleaning
2. Sterilization of empty jars
3. Lid selection, preparation and use
4. Cooling jars
5. Filling Jars.
6. Hot Pack.
7. Raw Pack.
8. Testing jar seals
9. Reprocessing unsealed jars
10. Storing canned food
11. Identifying and handling spoiled
12. canned food
Using pressure canners
1. Selecting the correct processing time
2. Example of using tables for determining
proper process time
3. Signs of Spoilage.
LU18-21 Selecting, Preparing, & Canning Able to properly Select, Prepare and Can Know how to properly Select, Prepare and
Fruit and Fruit Products. Fruit and Fruit Products. Can Fruit and Fruit Products.
1. General
2. Apple butter
3. Apple juice
4. Apples—sliced
5. Applesauce
6. Spiced apple rings
7. Spiced crab apples
8. Apricots—halved or sliced
9. Berries—whole
10. Berry syrup
11. Cantaloupe pickles
12. Cantaloupe pickles, no sugar
13. added
14. Cherries—whole
15. Cranberry orange chutney
16. Figs
17. Fruit purees
18. Grapefruit and orange sections
19. Grape juice
20. Grapes—whole
21. Mango chutney
22. Mango sauce
23. Mixed fruit cocktail
24. Nectarines—halved or sliced
25. Peaches—halved or sliced
26. Pears—halved
27. Pears, Asian–halved or sliced
28. Pineapple
29. Plums—halved or whole
LU 22-24 Selecting, Preparing, & Canning Able to properly Select, Prepare and Can Know how to properly Select, Prepare and
Vegetables & Vegetable Products. Vegetables and Vegetable Products. Can Vegetables and Vegetable Products.
1. Asparagus—spears or pieces
2. Beans or peas—shelled, dried
3. Beans, baked
4. Beans, dry, with tomato or
5. molasses sauce
6. Beans, fresh lima—shelled
7. Beans, snap and Italian—pieces
8. Beets—whole, cubed, or sliced
9. Carrots—sliced or diced
10. Corn—cream style
11. Corn—whole kernel
12. Mixed vegetables
13. Mushrooms—whole or sliced
14. Okra
15. Peas, green or English—shelled
16. Peppers
17. Potatoes, sweet—pieces or whole
18. Potatoes, white—cubed or whole
19. Pumpkins and winter squash—cubed
20. Soups
21. Spinach and other greens
22. Squash, winter—cubed
LU 25-26 Selecting, Preparing, & Canning Able to Select; Prepare and Can Tomatoes Methods of Selecting; Preparing and
Tomatoes & Tomato and Tomato Products. Canning Tomatoes and Tomato Products.
Products I.
1. General
2. Tomato juice
3. Tomato and vegetable juice blend
4. Tomatoes—crushed
5. Standard tomato sauce
6. Tomatoes-
whole or halved (packed in water)
7. Tomatoes—
whole or halved (packed in tomato juice)
8. Tomatoes—
whole or halved (packed raw without
added liquid)
9. Tomatoes with okra or zucchini
10. Tomatillos
11. Spaghetti sauce without meat
12. Spaghetti sauce with meat
LU 27- Unit Review/ Evaluation.
1. Basics of Safe Home Canning.
2. Ensuring High Quality/ Safe Canned Foods.
3. Safely Preparing Jars and Lids for Canning.
4. Using Pressure Canners Safely.
5. Selecting, Preparing, &
Canning Fruit and Fruit Products.
6. Selecting, Preparing, &
Canning Vegetables & Vegetable Products.
7. Selecting, Preparing, &
8. Canning Tomatoes & Tomato Products.
9. Preparing and Canning Poultry, Red Meats, 5.
and Seafood.
1. Able to Process and Preserve Low &
High Acid Foods through various types of
Canning Methods. Able to Maintain High
Quality and Safely Can Foods. Able to
Prepare Lids and Jars for Safe Canning.
2. Able to use Pressure Canners Safely to
Preserve Foods.
3. Able to properly Select, Prepare and Can
Fruit and Fruit Products.
4. Able to properly Select, Prepare and Can
Vegetables and Vegetable Products.
Able to Select; Prepare and Can
Tomatoes and Tomato Products.
6. Able to Prepare and Can Poultry; Red
Meats and Sea Food.
1. Processing and Preserving Low & High
Acid Foods through various Canning
Methods.
2. Know how to maintain High Quality
Foods and Can them Safely.
3. Know how to prepare lids and jars for
Safe Canning. Know how to use Pressure
Canners Safely.
4. Know how to properly Select, Prepare
and Can Fruit and Fruit Products.
5. Know how to properly Select, Prepare
and Can Vegetables and Vegetable
Products.
6. Methods of Selecting; Preparing and
Canning Tomatoes and Tomato Products.
7. Preparation and Canning Methods for
Poultry; Red Meats and Sea Foods.

Module 5:
To teach the Students How to Make:
1. Jams/ Jellies and Freezer Jams/Jellies with and without Added Pectin.
2. Reduced Sugar Jams and Jellies.
3. Tested Jam Recipes.

Learning Unit Learning Outcomes Learning Elements

LU 28-29 Methods of Making Jams& 1. Able to Safely Prepare and 1. Awareness of Healthier Food.
Jellies. Can Jams and Jellies with 2. Identify the Need for Special Diets.
1. Equipment & Supplies. Added Pectin. 3. Understand Special Methods of Cooking to
2. Jam and Jelly Ingredients and their 2. Able to Prepare and Can Preserve Food Value.
Functions. Freezer Jams. 4. Preparation of Menus considering Special Diets
3. Jams and jellies with reduced 3. Able to Prepare and Can for People Suffering from Various Diseases.
4. sugar Jams and Jellies for Special
5. Preventing spoilage Diets.
6. Preparing and Canning Jams and 4. Able to Prepare and Can
7. Jellies; Fruit-Based Baby Foods.
8. Jellied Products.
9. Preserves.
10. Marmalades.
11. Conserves.
12. Other Products.
13. Making jelly without added pectin
14. Extracting juices and making jelly
15. Jam Comparison: Cooked Versus Uncooked
16. Preserving Jelly products safely.
17. Ingredients.
18. Remaking soft jellies.
19. Making and Storing Freezer Jam.
20. Preparation of Freezer Jams and Jellies.
21. Preparation Steps for Freezer Methods.
22. Canned foods for special diets
23. Canning without sugar
24. Canning without salt (reduced
25. sodium)
26. Canning fruit-based baby foods
27. How much should you can?
LU 30- Tested Jam Recipes. Able to make various Jams/ Know how to make various Jams/ Jellies and
1. Strawberry Jam Jellies and Freezer Jams/ Jellies. Freezer Jams/ Jellies.
2. Peach Jam
3. Grape Jelly
4. Orange Jelly
5. Apricot-Pineapple Freezer Jam
6. Blueberry-Peach Freezer Jam
7. Strawberry-Peach-Kiwi Freezer Jam
8. Strawberry-Raspberry Freezer Jam
9. Apple Freezer Jelly
LU 31 Making Jam without added Pectin. Able to Make Jams/ Jellies Know how to make Jams Jellies without Added
1. Pear-apple jam without Added Pectin. Pectin.
2. Strawberry-rhubarb jelly
3. Blueberry-spice jam
4. Grape-plum jelly
5. Golden pepper jelly
LU 32- Preparing Pickled & Fermented Able to Prepare Pickled and Know How Pickled and Fermented Foods are Made.
Foods. Fermented Foods.
 Ingredients
 Pickles with reduced salt content
 Firming agents
 Preventing spoilage
Pickles and Pickled Products.
 What are pickles?
 Preparing and Canning Fermented
 Foods and Pickled Vegetables
 Selection of fresh cucumbers
 Low- temperature pasteurization treatment
 Suitable containers, covers, and weights for
fermenting foods
 Salts used in pickling
Pickling Ingredients.
• Produce
• Salt
• Vinegar
• Sugar
• Spices
• Water
Fermented Foods.
Equipment.
Processing Pickles.
Fermenting & Brining.
Pickling Best Practices.
Checking the Seals.
Signs of Spoilage.
Types of Pickles.
. Preserving Pickles Safely.
. Dill pickles
. Sauerkraut
. Cucumber Pickles
. Bread-and-butter pickles
. Quick fresh-pack dill pickles
. Sweet gherkin pickles
. 14-day sweet pickles
• Quick sweet pickles
Firming agents
LU 33- Fermented foods Able to Make Fermented Foods. Knowledge of Fermented Foods.
1. Equipment.
2. Processing Pickles.
3. Fermenting & Brining.
4. Pickling Best Practices.
5. Checking the Seals.
6. Signs of Spoilage.
7. Pickled Asparagus.
8. Pickled Dilled Beans.
9. Pickled Three-Bean Salad.
10. Pickled Beets.
11. Pickled Cauliflower or
12. Brussels Sprouts.
13. Pickled Carrots.
14. Pickled Hot Peppers.
15. Pickled Jalapeño Pepper Rings.
16. Pickled Yellow Pepper Rings.
17. Pickled Sweet Green Tomatoes.
18. Pickled Mixed Vegetables.
19. Pickled Bread-and-Butter Zucchini.
LU 34- Other Vegetable Pickles II. 1. Able to Preserve Pickles 1. Know How to Preserve Pickles.
. Pickled Baby Carrots. Safely. 2. Know How to Make Various Pickles.
. Marinated Whole 2. Able to Make Various
Mushrooms. Pickles.
. Pickled Dilled Okra.
. Pickled Pearl Onions.
. Marinated Peppers.
. Pickled Bell Peppers.
LU 35-38 Pickled Foods for Special Able to Make Pickled Foods for Knowledge of Making Pickled Foods for Special
Diets. Special Diets. Diets.
1. No Sugar Added Pickled Beets.
2. No Sugar Added Sweet Pickle.
3. Cucumber Slices.
4. Reduced-Sodium Sliced Dill Pickles.
5. Reduced- Sodium Sliced Sweet Pickles.
6.
LU 36-38 Desi Achaars. Ability to Make Desi Achaars. Knowledge of Making Desi Achaars.
1. Amla.
2. Assorted.
3. Carrot.
4. Garlic.
5. Green Chili.
6. Onion.
7. Mango.
LU 39-40 Kasundis. Ability to Make Kasundis. Knowledge of Making Kasundis.
1. Eggplant Kasundi (Brinjal Kasundi).
2. Mango Kasundi (Aam Kasundi).
3. Mustard Kasundi.
4. Hot Tomato Kasundi (Gujarati Kasundi or
Tamtar Kasundi).
LU 41- Pickled Vegetable Relishes. Able to Make Pickled Knowledge of Making Pickled Vegetable Relishes.
1. Chayote and Pear Relish. Vegetable Relishes.
2. Piccalilli.
3. Pickle Relish.
4. Pickled Corn Relish.
5. Chayote and Pear Relish.
6. Piccalilli.
7. Pickle Relish.
8. Pickled Corn Relish.
9. Pickled Green Tomato Relish.
10. Pickled Horseradish Sauce.
11. Pickled Pepper-Onion Relish.
12. Tangy Tomatillo Relish.
LU 43- What is Chutney?
Key Components of Producing
Seasonal Chutneys;
1. What helps preserve the chutney?
2. What problems could arise from improper
preparation and processing of chutney?
3. Preparing and Canning Chutneys
4. How do I know when the chutney is ready?
Skills:
1. How to test when the chutney is ready to pot.
2. Making canapés with chutney.
3. Potting chutney and safe storage.
4. Preparing ingredients.
5. Selecting and safe use of equipment.
6. Slow-cooking method.
How to make:
1. Carrot and Turmer ic Chutney
2. Mango Chutney
3. Apple Chutney
4. Tomato-Apple Chutney Drying.
LU 44- Preparation of Kasundis. Ability to Make Kasundis. Knowledge of Making Kasundis.
1. Eggplant Kasundi (Brinjal Kasundi).
2. Mango Kasundi (Aam Kasundi).
3. Mustard Kasundi.
Hot Tomato Kasundi (Gujarati Kasundi or
Tamtar Kasundi).
LU 45- Preparation of Different Type of 1. Able to Identify Basic Liquid 1. Knowledge of the Methods of Production Quality
Stock & Sauces. and Sauces Preparation used Features of Raw Ingredients & Finished Products,
Stock. in the Kitchen. Cooking Times, Care and usage.
1. Definition of Stock and Sauces. 2. Skilled in the Preparation of 2. Explain the Terms Stock and Sauces.
2. Care in the Preparation of Stock. Stock & Sauces which are
3. Types of Stocks and their Uses (White, the basis of Continental,
Brown & Fish Stock). Chinese Foods.
4. Thickening Agents. 3. Able to Prepare fish, beef
Sauces. and chicken stocks correctly.
1. Classification & Use of Sauces. 4. Able to Prepare Mother
2. Mother Sauces and their Derivatives. Sauces and their Derivatives.
3. Preparing Sauces. 5. Able to Prepare various
4. Cold Sauces. Thickening Agents.
5. Mango Sauce. 6. Able to identify commodities
6. Easy Hot Sauce. used.
7. Preparing and using syrups.
8. Flavored oils.
Lu 46- Making Reduced- Sugar Fruit Ability to Make Reduced-Sugar Knowledge of Making Reduced-Sugar Fruit Spreads.
Spreads Fruit Spreads.
1. Peach-Pineapple Spread
2. Refrigerated Apple Spread
3. (Made with Gelatin).
4. Refrigerated Grape Spread
5. (Made with Gelatin).
LU 47- Salsa Recipes. Able to Prepare and Preserve Knowledge of Making and Preserving Salsas.
Selection and preparation of Ingredients. Salsas.
1. Chile Salsa (Hot Tomato Pepper Sauce).
2. Chile Salsa II.
3. Tomatillo Green Salsa.
4. Tomato Salsa Using Paste
5. Tomatoes.
6. Tomato Salsa Using Slicing
7. Tomatoes.
8. Tomato/ Green Chile Salsa
9. Tomato/Tomato Paste Salsa.
10. Tomato Taco Sauce.
LU 48 Fruit Salsas. Ability to Make Fruit Salsas. Knowledge of the Methods of Making Fruit Salsas.
1. Spicy cranberry Salsa.
2. Mango Salsa.
3. Peach Salsa.
4. Peach Apple Salsa.
LU 49- How Does Drying Preserve Ability to Dry Foods. Knowledge of Food Drying.
Food?
Nutritional Value of Dried
Fruits and Vegetables.
Yields.
LU 50- Sources of Fruit Leather.
1. Preparation.
2. Sun Drying.
3. Oven Drying.
LU 51-
Fruit Leathers From Fresh Fruit.
1. Leathers from Canned or Frozen Fruit.
2. Preparing the Trays.
3. Pouring the Leather.
4. Drying the Leather.
5. Spices, Flavors and Garnishes.
LU 52- Unit Review/ Evaluation.
1. Methods of Making Jams & Jellies.
2. Making Jam/ Jellies without Added Pectin.
3. Tested Jam Recipes.
4. Preparing Pickled & Fermented Foods.
5. Pickled Foods for Special Diets.
6. Pickled Vegetable Relishes.
7. Desi Achaars.
8. Fermented Foods.
9. Kasundis.
10. Desi Sweetmeats.
11. What is Chutney?
12. Preparation of Different Types of Stock;
Sauces; Syrups and Flavored Oils.
13. Making Reduced-Sugar Fruit Spreads.
14. Salsa Recipes.
15. Fruit Salsas.
16. Vinegar Production.
17. Utilization of Kitchen Wastes.
18. Method of Preparing Fruit Leather.
19. How Does Drying Preserve Food?
Able to Prepare Fruit Leathers.
Able to Prepare Fruit Leathers.
1. Able to Safely Prepare and
Can Jams and Jellies with
Added Pectin.
2. Able to Prepare and Can
Freezer Jams.
3. Able to Prepare and Can
Jams and Jellies for Special
Diets.
4. Able to Prepare and Can
Fruit-Based Baby Foods.
5. Able to Make Jams/ Jellies
without Added Pectin.
6. Able to make various Jams/
Jellies and Freezer Jams/
Jellies.
7. Able to Prepare Pickled and
Fermented Foods.
8. Able to Preserve Pickles
Safely.
9. Able to Make Various
Pickles.
10. Able to Make Vegetable
Pickles.
11. Able to Make Pickled Foods
for Special Diets.
12. Able to Make Pickled
Knowledge of the Method of Preparing Fruit
Leathers.
Knowledge of the Method of Preparing Fruit
Leathers.
1. Awareness of Healthier Food.
2. Identify the Need for Special Diets.
3. Understand Special Methods of Cooking to
Preserve Food Value.
4. Preparation of Menus considering Special Diets
for People Suffering from Various Diseases.
5. Know how to make Jams Jellies without Added
Pectin.
6. Know how to make various Jams/ Jellies and
Freezer Jams/ Jellies.
7. Know How Pickled and Fermented Foods are
Made.
8. Know How to Preserve Pickles.
9. Know How to Make Various Pickles.
10. Knowledge of making Vegetable Pickles.
11. Knowledge of Making Pickled Foods for
Special Diets.
12. Knowledge of Making Pickled Vegetable
Relishes.
13. Knowledge of Making Desi Achaars.
14. Knowledge of Fermented Foods.
15. Knowledge of Making Kasundis.
16. Knowledge of Making Chutneys. Knowledge of
the Methods of Production Quality Features of
Raw Ingredients & Finished Products, Cooking
Times, Care and usage.
 Vegetable Relishes. 17. Explain the Terms Stock and Sauces.
13. Ability to Make Desi 18. Knowledge of Making Reduced-Sugar Fruit
Achaars. Spreads.
14. Able to Make Fermented 19. Knowledge of Making and Preserving Salsas.
Foods. 20. Knowledge of the Methods of Making Fruit
15. Ability to Make Kasundis. Salsas.
16. Able to Make Chutneys. 21. Know how to Make Vinegar.
17. Able to Identify Basic Liquid 22. Knowledge of recycling Kitchen Wastes.
and Sauces Preparation used 23. Knowledge of the Method of Preparing Fruit
in the Kitchen. Leathers.
18. Skilled in the Preparation of 24. Knowledge of Food Drying.
Stock & Sauces which are
the basis of Continental,
Chinese Foods.
19. Able to prepare fish, beef
and chicken stocks correctly.
20. Able to Prepare Mother
Sauces and their Derivatives.
21. Able to Prepare various
Thickening Agents.
23. Able to identify
commodities used. Ability
to Make Reduced-Sugar
Fruit Spreads.
24. Able to Prepare and
Preserve Salsas.
25. Ability to Make Fruit
Salsas.
26. Ability to Make Vinegar.
27. Able to utilize Kitchen
Waste.
28. Able to Prepare Fruit
Leathers.
29. Ability to Dry Foods.
Module 7:
Food Preservation Production System:
 Objective of the Module:
 Understanding of industrial production system in detail.
 Attain maximum knowledge of process manufacturing and structure of work organization
Learning Unit Learning Outcomes Learning Elements
LU203-205 Quality control and its Control food for quality according to time Quality standards, Time Study and
Importance in Food Industry. in production process. Processes in Production.
Community Service. How to Maintain Quality Control.
Application of Methods for Better Quality. Methods for Obtaining Better Quality

Module 8:
Finishing/ Quality Control:
Objective of the Module:
To understand basic concept of quality control and its importance in the Food industry to attain maximum output.
This Course Aims at Imparting Practical Skills and Theoretical Knowledge for Developing Adequately Trained Cooks with a view to
Satisfy the Manpower Requirements of this Category in the Home Kitchen or any other Food Production Unit.
Learning Unit Learning Outcomes Learning Elements
LU206- Introduction to Basic Method Conversant in Basic Method Study in Basic Method Study in Industrial Production.
Study in Industrial Production. Industrial Production. Understand different Methods of Industrial
Production.
LU 207- Work Station Study. Know Finishing Processes. Workstation Study.
How to Make Proper Workstation Plans. Workstation Plans.
LU 208-Quality Levels, Time Study Check for Quality Levels. Know the importance of Quality Levels.
and Production Control. Keep Quality Levels. Know Importance of different Labeling.
Label the Tags.
LU209-210- Manufacturing Process. Make Charts for Manufacturing. Know Manufacturing Processes.
Do Final Packaging. Making Charts for Manufacturing.
Know Finishing.
Know Packaging.

LU 211- Cost Analysis. Cost Analysis. Comparing Costs of Convenience Foods.

Determine if Quantity Purchasing is a better Comparing Costs of different Brand-Name Foods.
Deal.
LU 212- Job Opportunities. 1. Basic Skills to compete for Job in Food 1. Careers in the Food Industry and Dietetics.
 Processing Plants and Catering Industry. 2.
2. Candidates will be able to identify Staffing
Structures for the different types of
Catering Establishments, Job Roles, Types
of Qualification, Training & Experience
and Employment Rights and
Responsibilities.
3. Report on the different Job Opportunities
available and the Training and
Qualification Required within the Food
Processing and Preserving Sectors.
4. Work for some Food Processing Company
or be Self-Employed.
5. Help in or Establish Cottage Industry.
Staffing Structures for the different types of
Catering Establishments, Job Roles, Types of
Qualification, Training & Experience and
Employment Rights and Responsibilities.
3. Theoretical Knowledge for developing
adequately Trained Cooks with a view to
satisfy the Manpower Requirement of this
Category in the Home Kitchen or any other
Food Production Unit.

LU 213-239 Revisions.
LU 240- Final Test. 1. Develop Time Management Skills. 1. Time Management Skills.
2. Work Effectively in a Team. 2. Working Effectively in a Team.
3. Deal Effectively with Customers. 3. Various Cooking Methods.
4. Understand the Various Cooking Methods. 4. Preparation of High Standard Food.
5. Cook Food Items according to Dish 5. Alternatives when planning and preparing
Specification, Monitoring Quality at all Meals.
Stages. 6. Methods and Scientific Principles of Food
6. To Finish & Present the Product in Time Preservation..
with Dish/ Customer Requirements. 7. Science of Food Preservation.
7. Produce Variety of Dishes Cooked with the
Different Methods of Cooking.
1. Practical Skills and Theoretical Knowledge
for Developing adequately Trained Cooks
with a view to satisfy the Personnel
Requirements of this Category in the Home
Kitchen or any other Food Production Unit.
2. Attain Knowledge required for Preparation
of High Standard Food.
3. Better Prepared to keep Food Safe and
have more alternatives when planning and
preparing Meals.
 4. Understanding Good Bacteria.
5. Preserve Food utilizing a variety of
Methods and Scientific Principles.
6. Understand the Science of Food
Preservation.

Overall Objective of the course:

The objectives of this course are:

 Understand the science of food preservation

 Identify recommended safe food preservation practices
 Practice the process of safely preserving high-acid foods using the water bath canner
 Understand the key ingredients needed to make high quality jams and jellies
 Practice the process of safely preserving jams and jellies using the water bath canner
 Describe the processes for preserving acidified foods.
 Identify the ingredients and equipment recommended for pickling.
 Process a pickled product in the water bath canner.
 Identify low-acid foods
 Learn the science behind pressure canning
 Understand the different types and parts of the pressure canner
 Practice pressure canning including tomatoes.

Sample Evaluation:
Date: Male / Female (circle one)
# ITEM Never Rarely Some Often Always
times
After today, will you feel confident in your ability to safely operate a pressure 1 2 3 4 5
1
canner?
Before today, did you feel confident in your ability to safely operate a pressure 1 2 3 4 5
2
canner?
After today, will you feel confident in your ability to safely operate a water bath 1 2 3 4 5
3
canner?
Before today, did you feel confident in your ability to safely operate a water bath 1 2 3 4 5
4
canner?
5 After today, will you understand food safety concerns for preserving foods at 1 2 3 4 5
 home?
Before today, did you understand food safety concerns for preserving foods at 1 2 3 4 5
6
home?
For Official Use Only Do Not Write in this Space
Audience: Adult Instructor:
Project Title: Code Number:

STANDING OPERATING PROCEDURE FOR EVALUATION OF ADVANCED COURSE STUDENTS:

Following procedure will be followed for the evaluation of students of short courses: -
1. Admitted students will be registered with the NAVTTC/ Skill Development Council (SDC), Peshaw ar within one month after
the last date of admission.
2. The testing of the students shall be carried out as follows: -
a. Grading System (Theory & Practical).
A+ Grade from 80% and above.
A Grade from 70% to 79%.
B Grade from 60% to 69%
C Grade from 50% to 59%
F Less than 50%.
Fail Below 40% in Theory & 50% in Practical.
b. Candidate has to pass both Theory & Practical
c. Students below 80% attendance will not be admissible to appear in examination.
d. Examining Body. NAVTTC/ Skill Development Council (SDC), Peshawar will be the Testing and Evaluation
Authority.
e. Testing.
i. Conduct. The testing shall be conducted in respective institutions under overall supervision of SDC/ NAVTTC.
ii. Methodology. Following testing methodology will be adopted:-
(a) Sessional Performance (Practical exercises/quizzes/ assignments).
(b) Final Exams.
i Theory
ii Class attendance / participation = 10% 40%
iii. Practical. = 10% 40%
iv. Total = 100%
The Institute concerned will inform NAVTTC / SDC on their prescribed form within seven days of termination of course. SDC/
NAVTTC will scrutinize / vet and issue certificates to successful candidates.
Assessment Plan:
Upon completion of this Course the students may choose to enter their product in a local, county, or state fair. If the Course is not
completed in time for fair entry, elect to have a fair in the school, and use display ribbons, winners, etc. A judging team f rom the
County Extension Service or Home Economists in Home and Community could be asked to judge. Make certain that the display
features science, microorganisms, etc.

Marks Allocation
Ref: ASSESSMENT: Total Out Theory Marks
Skills Of Practical
1. FIC/N9001 (Prepare and PC1. Clean and maintain the cleanliness of the work area using 100 25 10 15
Maintain Work Area and approved sanitizers and keep it free from dust, waste, flies and
Process Machineries for pests.
Food Safety, Hygiene and PC2. Ensure that the work area is safe and hygienic for food 10 3 7
Sanitation for Processing processing.
Food Products). PC3. Dispose waste materials as per defined sops and industry 15 5 10
requirements.
PC4. Check the working and performance of all machineries and 15 5 10
tools used for the pickle making process such as washer, peeler,
vegetable cutter/slicer, blender, packaging machines, etc.
PC5. Clean the machineries and tools used with approved 15 5 10
sanitizers following SOP.
PC6. Place the necessary tools required for process. 5 2 3
PC7. Attend to the minor repairs! faults of all machines, if 15 5 10
required.
Total Marks: 100 35 65
2. FIC/N9002 (Prepare for) PC1. Read and understand the production order from the 100 10 4 6
Food Safety, Hygiene and supervisor.
Sanitation for Processing PC2. Check the availability of raw materials, packaging 5 2 3
Food Products). materials, equipment availability and manpower.
PC3. Support in planning production sequence by: 15 5 10
• Grouping products from same variety of raw material.
• Grouping products that require same process.
• Selecting raw materials that do not impact the quality of the
other.
• Avoiding CIP after each product.
• Using the same equipment and machinery for various products
• Planning maximum capacity utilization of machineries.
• Considering the process time for each product.
•Planning efficient utilization of resources/manpower.
• Prioritizing urgent orders.
PC4. Calculate the batch size based on the production order and 5 2 3
machine capacity.
PCS. Calculate the raw material requirement (considering the 5 2 3
process loss) to produce the required quantity of finished
product(s).
PC6. Calculate the raw materials, packaging materials and 5 2 3
manpower requirement for completing the order.
PC7. Ensure the working and performance of each equipment 7 2 5
required for the process.
PC8. Calculate the process time for effective utilization of 7 2 5
machineries.
PC9. Plan batch size considering full capacity utilization of 3 1 2
machineries.
PC10. Plan to utilize machineries for multiple products without 3 1 2
affecting the quality of the finished products, and to optimize
production and save energy.
PC11. Allot responsibilities! work to the assistants and helpers. 5 1.5 3.5
PC12. Refer to the process chart/ product flow chart/formulation 3 1 2
chart for product(s) produced.
PC13. Weigh the raw materials required for the batch. 5 1 4
PC14. Sharpen and change blades of cutting/slicing machine as 3 1 2
required for the product produced.
PC15. Check the conformance of raw material quality to 10 4 6
organization standards, through physical analysis and by
referring the quality analysis report from the supplier/internal lab
analysis report.
PC16. Ensure working and performance of required machineries 7 3 4
and tools.
PC17. Keep the tools accessible to attend repairs/faults in case of 2 0.5 1.5
breakdown.
 Total Marks: 100 35 65
3. FIC/N9003 (Food Safety, PC1. Receive vegetables from the supplier/vendor, check weight 100 3 1.5 1.5
Hygiene and Sanitation for and check quality through physical parameters such as
Processing Food Products). appearance, color, texture, maturity, etc.
PC2. Pump water into the washing tank and control water level, 2 0.5 1.5
dump vegetables into the washing tank for washing or wash and
rinse the vegetables manually.
PC3. Start the ladder conveyor to lift the vegetables from the 2 0.5 1.5
washing tank and to transfer to the conveyor.
PC4. Open valves of the high pressure spraying system for fresh 2 0.5 1.5
water and adjust pressure to spray water on vegetables for
rinsing.
PC5. Control speed of drying line conveyor, control air 3 1.5 1.5
temperature and fan speed/air flow and start conveyor to dry
vegetables or start roller conveyor with rolling brushes for
wiping and transfer vegetables to sorting line.
PC6. Start and adjust speed of sorting/inspecting line conveyor 3 1.5 1.5
to remove damaged, blemished and rotten vegetables.
PC7. Dump the sorted vegetables in the peeling machine 3 1.5 1.5
(depending on the type of vegetable), start the peeler machine
and adjust the speed to remove the peel, pump water or open
valve/spraying system to wash the peeled vegetables.
PC8. Prepare lye solution by adding measured quantity of lye 3 1 2
chemical and water into lye tank, turn valves to admit steam to
heat lye solution, start conveyor and adjust speed to carry
manually/mechanically into the lye tank, and pull out the basket
after specified time following sop (lye peeling).
PC9. Observe vegetable emerging from lye peeling machine / 2 0.5 1.5
Iye tank to ensure removal of peel and open valves to drain the
excess lye solution.
PC10. Load the vegetables in the cutter/slicer machine, adjust 4 1 3
controls to cut vegetables to required size, start machine, collect
sliced vegetables from the discharge chute.
PC11. Start inspection line conveyor and control speed, transfer 3 1 2
cut/sliced vegetable on the conveyor belt, visually inspect sliced
vegetables for conformance to organization standards and
remove nonconforming materials from the line.
PC12. Open valve to admit measured quantity of water into 2 0.5 1.5
steam jacketed kettle/tank, observe water gauge or designated
mark for filled quantity, weigh required quantity of salt as per
formulation and add into tank to prepare brine solution.
PC13. Start and control speed of the agitator of the steam 4 1 3
jacketed kettle/tank, turn valves to set required pressure and open
valve to admit steam to heat the solution following SOP.
PCI4. Observe pressure and temperature gauge, and regulate 4 1 3
steam to maintain temperature, check brine solution using
salinometer equipment to ensure conformance of its
specifications to standards.
PC15. Open valve or start pump to transfer brine solution from 1 0.5 0.5
mixing tank to storage or holding tanks for later use.
PC16. Start pump to transfer measured quantity of brine solution 4 1 3
from storage tank/kettle to the curing drums/barrels, add
measured quantity of cut/whole vegetables, close with lid and
allow to stand for specified time (few weeks) for curing/natural
fermentation following SOP.
PC17. Mix the vegetables periodically either 3 1 2
mechanically/manually for salt equilibrium, sample and check
for acidity to ensure completion of fermentation..
PCI8. Store cured vegetable following sop until further process. 2 1 1
PC 19. Refer to the work order and formulation for the 2 1 1
product/batch.
PC20. Organize required raw material (cured vegetable), 3 1 2
ingredients, spices, packaging material, etc. From store and
check its conformance to standards, through physical parameters.
PC21. Remove cured vegetables from drums/barrels/tank and 6 2 4
transfer into the washing tank, pump water into tank to wash
vegetables to remove excess salt, open valve to drain water or
dump on the washing line and start the conveyor, open valves of
the high pressure spraying system for fresh water and adjust
pressure to spray water on vegetables to remove excess salt.
PC22. Transfer washed vegetables to the pickle mixing machine, 6 2 4
prepare spice mix as per formulation, add measured quantity of
spice mixture and oil into the vegetables, adjust controls to set
mixing speed and start machine to mix all the ingredients, check
the quality of pickle, and open valve to transfer pickle into
container (for pickle in oil).
PC23. Start conveyor and control speed to load cured and 3 1.5 1.5
washed vegetable into the hopper of the filling machine (for
pickle in brine).
PC24. Set pickle and oil filling machine (for pickle in oil) and 6 2 4
vegetable and brine filling machine (for pickle in brine) for
filling quantity and volume, start packaging line conveyor and
control speed to ensure containers are positioned under the filling
nozzles of pickle/vegetable and oil/brine.
PC25. Load lids and labels in automatic packaging machine, set 4 2 2
date code (batch number, date of manufacture, date of expiry,
etc.) Start machine, control speed of conveyor and observe filling
of pickle and oil, vegetable and brine, ensure proper sealing and
labeling of containers.
PC26. Check weight of the filled containers periodically for 3 1 2
quantity of vegetable filled and volume of liquid filled to ensure
its conformance to standards.
PC27. Observe filled container leaving machines to detect 3 1 2
defects, check the weight of the finished product, sample and
transfer to quality lab for analysis.
PC28. Pack the finished product into cartons and transfer to 2 0.5 1.5
storage area manually or mechanically and store following
organization standards.
PC29. Report discrepancies/concerns to department supervisor 2 1 1
for
immediate action.
PC3O. Clean work area, machineries, equipment and tools using 4 1 3
approved cleaning agents and sanitizers.
PC31. Attend minor repairs/faults of all machines (If any). 4 1 3
PC32. Ensure periodic (daily/weekly/monthly/quarterly/half 2 1 1
yearly/annual) maintenance of all machines and equipment
following the sop or following suppliers instructions/ manuals.
Total Marks: 100 35 65
4. FIC/N9004 (Complete PCI Document and maintain record of details of raw materials 100 10 6 4
Documentation and Record and packaging materials (name of raw materials, type and
Keeping Related to Food variety, vendor/supplier details, season, grown area, quantity,
Safety, Hygiene and receiving date, supplier details, receiving date/ date of
Sanitation for Processing manufacture, expiry date, supplier quality document, quality
Food Products). parameters of all raw materials, internal quality analysis report,
etc.) as per organization standards.
PC2. Document and maintain record on observations (if any) 5 3 2
related to raw materials and packaging materials.
PC3. Load the raw materials details in ERP for future reference. 5 3 2
PC4. Verify the documents and track from finished product to 5 3 2
raw materials, in case of quality concerns and during quality
management system audits.
PC5. Document and maintain records of production plan with 10 6 4
details product details, production sequence, equipments and
machinery details, efficiency and capacity utilization of
equipment).
PC6. Document and maintain records of process details (type or 15 9 6
raw material used, process parameters such as temperature, time,
pressure, etc. as applicable) for entire production In process chart
or production log for all products produced.
PC7. Document and maintain records of batch size, production 10 6 4
yield, wastage of raw materials, energy utilization and final
products produced.
PC8. Document and maintain record of observations (if any) or 5 3 2
deviations related to process and production.
PC9. Load the production plan and process details in ERP for 5 3 2
future reference.
PC10. Verify documents and track from finished product to 5 3 2
ingredients, In case of quality concerns and for quality
management system audits.
PC11. Document and maintain records of the types of finished 3 2 1
products produced.
PC12. Document and maintain records of the finished products 7 4 3
details (batch number, time of packing, date of manufacture, date
of expiry, other label details, primary, secondary and tertiary
packaging materials, storage conditions, etc.) as per organization
standards.
PC13. Document and maintain record on observations or 5 3 2
deviations (if any) related to finished products.
PC14. Load the finished product detail5 in ERP for future 5 3 2
reference.
PC15. Verify the documents and track from finished product to 5 3 2
ingredients, In case of quality concerns and for quality
management system audits.
Total Marks: 100 60 40
PC1. Comply with food safety and hygiene procedures followed 100 5 2 3
in the organization.
PC2. Ensure personal hygiene by use of gloves, hairnets, masks, 6 1 5
ear plugs, goggles, shoes, etc.
PC3. Ensure hygienic production of food by inspecting raw 5 2 3
materials, ingredients, finished products, etc. for compliance to
physical, chemical and microbiological parameters.
PC4. Pack products in appropriate packaging materials, label and 10 4 6
store them in designated area, free from pests, flies and
infestations.
PC5. Clean, maintain and monitor food processing equipment 5 2 3
periodically, using it only for the specified purpose.
PC6. Use safety equipment such as fire extinguisher, first aid kit 10 4 6
and eyewash station when required.
PC7. Follow housekeeping practices by having designated area 5 2 3
for
materials/ tools.
PC8. Follow industry standards like GMP and HACCP and 10 4 6
product recall process.
PC9. Attend training on hazard management to understand types 5 1 4
of hazards such as physical, chemical and biological hazards and
measures to control and prevent them.
PC10. Identify document and report problems such as rodents 5 1 4
and pests to management.
PC11. Conduct workplace checklist audits before and after work 5 1 4
to ensure safety and hygiene.
PC12. Document and maintain raw material, packaging material, 4 1 3
process and finished products for the credibility and
effectiveness of the food safety control system.
PC13. Determine the quality of food using criteria such as odor, 5 2 3
appearance, taste and best before date, and take immediate
measures to prevent spoilage.
PC14. Store raw materials, finished products, allergens 5 2 3
separately to prevent cross contamination.
PC14. Store raw materials, finished products, allergens 5 2 3
separately to prevent cross-contamination.
PC15. Label raw materials and finished products and store them 5 2 3
in designated storage areas according to safe food practices.
PC16. Follow stock rotation based on FEFO/ FIFO. 10 4 6
Total Marks: 100 35 65