SITHCCC013 Prepare And Present Sandwiches

SITHCCC013 Prepare And Present Sandwiches :

Student Pack

What is the purpose of this document?

The Student Pack is the document you, the student, needs to complete to demonstrate competency. This document includes the context and conditions of your assessment, the tasks to be completed by you and an outline of the evidence to be gathered.

The information includes the following:

• Information related to the unit of competency
• Guidelines and instructions to complete each task and activity
• A student evaluation form

SITHCCC013 Prepare And Present Sandwiches Student Evaluation Form

These documents are designed after conducting thorough industry consultation. Students are encouraged to evaluate this document and provide constructive feedback to their training organisation if they feel that this document can be improved.

Link to other unit documents

• The Student Pack is a document for students to complete to demonstrate their competency. This document includes context and conditions of assessment, tasks to be administered to the student, and an outline of the evidence to be gathered from the student.
• The Unit Mapping is a document that contains information and comprehensive mapping with the training package requirements.
• The Unit Requirements is a document that contains information related to the unit of competency for the Training Organisation staff and students.

1. Student and trainer details

Student details
Full name:
Student ID:
Contact number:
Email address:
Trainer details
Full name:

• Qualification and unit of competency

Qualification/Course/Program Details
Code:
Name:
Unit of competency
Code:	SITHCCC003
Name:	Prepare And Present Sandwiches
Releases:	1.0
Release date:	03/March/2016

• Assessment Submission Method

☐☐☐

By hand to trainer/assessor ☐

By email to trainer/assessor

Online submission via Learning Management System (LMS)Any other method                                                                                     (Please mention here)

• Student declaration

I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice;I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material that I used in the production of the assessment pack;For the purposes of assessment, I give the trainer/assessor of this assessment the permission to:Reproduce this assessment and provide a copy to another member of staff; andTake steps to authenticate the assessment, including communicating a copy of this assessment to a checking service (which may retain a copy of the assessment on its database for future plagiarism checking). Student signature:                                                                  Date:          /          /

• Assessment Plan

The student must be assessed as satisfactory in each of the following assessment methods in order to demonstrate competence in a variety of ways.
Evidence      number/ Task number	Assessment method/ Type of evidence/ Task name		Sufficient            evidence recorded/Outcome
Assessment task 1	Knowledge Test (KT)		S / NS (First Attempt) S / NS (Second Attempt)
Assessment task 2	Skills Test (ST)		S / NS (First Attempt) S / NS (Second Attempt)
Outcome	C ☐ NYC ☐	Date assessed:	Trainer signature:

• Completion of the Assessment Plan

Your trainer is required to fill out the Assessment Plan Outcome records above, when: You have completed and submitted all the requirements for the assessment tasks for this cluster or unit of competency.Your work has been reviewed and assessed by your trainer/assessor.You have been assessed as either satisfactory or unsatisfactory for each assessment task within the unit of competency.You have been provided with relevant and detailed feedback. Every assessment has a “Feedback to Student” section used to record the following information. Your trainer/assessor must also ensure that all sections are filled in, such as: Result of Assessment (satisfactory or unsatisfactory)Student name, signature and dateAssessor name, signature and dateRelevant and detailed feedback

• Unit Requirements

You, the student, must read and understand all of the information in the Unit Requirements before completing the Student Pack. If you have any questions regarding the information, see your trainer/assessor for further information and clarification.

Prepare Sandwiches Pre-Assessment Checklist: Task 1 – Knowledge Test        

The purpose of this checklist

The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.

Section 1: Information for Students

Make sure you have completed the necessary prior learning before attempting this assessment.Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.Make sure you understand what evidence is required to be collected and how.Make sure you know your rights and the Complaints and Appeal process.Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix – Appendix A and negotiate these with your trainer/assessor).Make sure that you have access to a computer and the internet (if you prefer to type the answers).Make sure that you have all the required resources needed to complete this assessment task.The due date of this assessment task is in accordance with your timetable.In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.The request for an extension to submit your assessment work must be made before the due date.

Section 2: Reasonable adjustments

I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox. I do require reasonable adjustmentI do not require reasonable adjustment

Declaration (Student to complete) I confirm that the purpose and procedure of this assessment task have been clearly explained to me.I confirm that I have been consulted about any special needs I might have in relation to the assessment process.I confirm that the criteria used for this assessment have been discussed with me, as have the consequences and possible outcomes of this assessment.I confirm I have accessed and understand the assessment information as provided in the Training Organization’s Student Handbook. I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment.I confirm that I am ready for assessment. Student Name:                                                                                    Student Signature:

Assessment method-based instructions and guidelines: Knowledge Test (KT)

Assessment type

Written Questions

Instructions provided to the student:

Assessment task description:

This is the first (1) assessment task you must successfully complete to be deemed competent in this unit of competency.The Knowledge Test is comprised of thirteen (13) written questionsYou must respond to all questions and submit them to your Trainer/Assessor.You must answer all questions to the required level, e.g. provide an answer within the required word limit, to be deemed satisfactory in this taskYou will receive your feedback within two (2) weeks, and you will be notified by your Trainer/Assessor when your results are available.

Applicable conditions:

All knowledge tests are untimed and are conducted as open book assessment (this means you can refer to your textbook during the test).You must read and respond to all questions.You may handwrite/use a computer to answer the questions.You must complete the task independently.No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.As you complete this assessment task you are predominately demonstrating your written skills and knowledge to your trainer/assessor.

Resubmissions and reattempts:

Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments.For more information, please refer to the Training Organization’s Student Handbook.

Location:

This assessment task may be completed in:   a classroomlearning management system (i.e. Moodle),workplace,or an independent learning environment.   Your trainer/assessor will provide you with further information regarding the location for completing this assessment task.

Instructions for answering written questions:

Complete a written assessment consisting of a series of questions.You will be required to answer all the questions correctly.Do not start answering questions without understanding what is required. Read the questions carefully and critically analyze them for a few seconds, this will help you to identify what information is needed in the answer.Your answers must demonstrate an understanding and application of the relevant concepts and critical thinking.Be concise, to the point and write answers within the word-limit given to each question. Do not provide irrelevant information. Remember, quantity is not quality.You must write your responses in your own words.Use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups based on attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender-inclusive language should be used.When you quote, paraphrase, summarise or copy information from other sources to write your answers or research your work, always acknowledge the source.

Purpose of the assessment

This assessment task is designed to evaluate student’s knowledge essential to prepare and present a variety of sandwiches in a range of contexts and industry settings & Knowledge regarding the following:   Knowledge to identify and select bread types and fillings taking account of quality, freshness and stock rotation requirements.Knowledge to confirm sandwich requirements, based on standard recipes and customer requests.Knowledge to check perishable supplies for spoilage or contamination prior to preparation.Knowledge to use safe food-handling practices to hygienically prepare sandwiches based on requirements.Knowledge to use toasting and heating equipment safely, as required.Knowledge to add suitable garnishes, as required.Knowledge to clean work area and dispose of or store surplus and re-usable by-products according to workplace procedures, environmental considerations, and cost-reduction initiatives.Knowledge to make sandwiches in a logical and sequential manner while minimizing waste.Knowledge to visually evaluate the dish and adjust the presentation.Knowledge to store sandwiches in appropriate environmental conditions.Knowledge to combine ingredients appropriately based on flavor combinations, customer preference and standard recipes.Knowledge to cut ingredients and completed sandwiches to ensure uniformity of presentation.Reading knowledge to read and interpret standard recipes for customer sandwich requests and locate and read date codes and rotation labels on food products.Numeracy/numbers- mathematical Knowledge to count portions and use features of heating equipment.Knowledge to oral communication by listening to customer requests, asking questions where necessary to clarify and provide simple face-to-face explanations to customers about sandwich range.Knowledge to solve problem with evaluate quality of sandwich ingredients and finished items and make adjustments to ensure a quality product as well as adjust appearance of food products according to identified deficiencies.Self-management knowledge to manage own speed, timing and productivity.

Task instructions

This is an individual assessment.The purpose of this assessment task is to assess the students’ knowledge essential to prepare and present a variety of sandwiches in a hospitality or catering organisation, such as cafes, kiosks, canteens and cafeterias, or to organizations where catering forms only a small part of the business.To make full and satisfactory responses you should consult a range of learning resources, other information such as handouts and textbooks, learners’ resources and slides. All questions must be answered in order to gain competency for this assessment.

Assessment Task: Knowledge Test (KT)                                                                                                   

Provide your responses in the boxes below each question.

Q8:		For the different types of sandwiches and bread specified in the table below; document the following characteristics of each: Appearance and presentationBread variationsClassical and contemporary variationsCombinations of ingredientsFreshness and other quality indicatorsService styleTrends						Satisfactory response
								Yes ☐		No ☐
	Characterist ics		Club	Filled rolls	Focaccia	Open	Pullman		Wraps
	Appearance and presentation
	Bread variations

Q12:	Describe any three (3) items commonly used in combination to make a sandwich? Explain why they are used in one or two sentences.	Satisfactory response
		Yes ☐	No ☐

Assessment Results Sheet                                                     

Outcome		First attempt:
	Outcome (make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date:             (day)/ _          (month)/             (year)   Feedback:                   Second attempt:   Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date:             (day)/ _          (month)/             (year) Feedback:
Student Declaration	I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and/or links to my sources.I have kept a copy of all relevant notes and reference material that I used as part of my submission.I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own.I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.

	All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration	I hold:   Vocational competencies at least to the level being deliveredCurrent relevant industry skillsCurrent knowledge and skills in VET, and undertakeOngoing professional development in VET   I declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student.
Trainer/Assessor Signature
Date
Office Use Only	The outcome of this assessment has been entered into the Student Management System   on                               (insert date)   by (insert Name)

Pre-Assessment Checklist: Skills Test                                 

The purpose of this checklist

The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.

Section 1: Information for Students

Make sure you have completed the necessary prior learning before attempting this assessment.Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.Make sure you understand what evidence is required to be collected and how.Make sure you know your rights and the Complaints and Appeal process.Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).Make sure that you have access to a computer and the internet (if you prefer to type the answers).Make sure that you have all the required resources needed to complete this Assessment Task (AT).The due date of this assessment task is in accordance with your timetable.In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.The request for an extension to submit your assessment work must be made before the due date.

Section 2: Reasonable adjustments

I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox. I do require a reasonable adjustmentI do not require a reasonable adjustment

Declaration (Student to complete) I confirm that the purpose and procedures of this assessment task have been clearly explained to me.I confirm that I have been consulted about any special needs I might have in relation to the assessment process.I confirm that the criteria used for this assessment have been discussed with me, as have the consequences and possible outcomes of this assessment.I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook. I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment.I confirm that I am ready for assessment. Student Name:                                                                                             Student Signature: _

Assessment type

Skills Test (ST) – Prepare and present sandwiches

Instructions provided to the student:

Assessment task description:

This is the second (2) assessment task you must successfully complete to be deemed competent in this unit of competency.This assessment task is comprised of a Skill Test (ST).This assessment task consists of five (5) activities.Activity 1: Take customer orders.Activity 2: Select ingredients.Activity 3: Make sandwiches.Activity 4: Present sandwiches.Activity 5: Store sandwichesThe student must submit the following documents to assessor/trainer as evidence of their skill knowledge.Completed template of customer order.Completed checklists of:Select ingredientsMake sandwichesPresent sandwichesStore sandwichesYou will receive your feedback within two (2) weeks, and you will be notified by your trainer/assessor when your results are available.You must attempt all activities of the project for your trainer/assessor to assess your competence in this assessment task.

Applicable conditions:

This skill test is untimed and is conducted as an open book assessment (this means you are able to refer to your textbook or other learner materials during the test).You will be assessed independently on this assessment task.No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.As you complete this assessment task, you are predominately demonstrating your skills, techniques and knowledge to your trainer/assessor.Your trainer/assessor may ask you relevant questions during this assessment task

Resubmissions and reattempts:

Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed. The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments.For more information, please refer to the Training Organization’s Student Handbook.

Location:

This assessment task may be completed in:   a classroomlearning management system (i.e. Moodle),workplace,or an independent learning environment.   Your Trainer/Assessor will provide you with further information regarding the location for completing this assessment task.

Purpose of the assessment

This assessment task is designed to evaluate your following skills and abilities: Skills to identify and select bread types and fillings taking account of quality, freshness and stock rotation requirements.Skills to confirm sandwich requirements based on standard recipes and customer requests.Skills to check perishable supplies for spoilage or contamination before preparation.Skills to use safe food-handling practices to hygienically prepare sandwiches based on requirements.Skills to use toasting and heating equipment safely, as required.Skills to add suitable garnishes, as required.Skills to clean work area and dispose of or store surplus and re-usable by-products according to workplace procedures, environmental considerations, and cost-reduction initiatives.Skills to make sandwiches in a logical and sequential manner while minimizing waste.Skills to visually evaluate the dish and adjust the presentation.Skills to store sandwiches in the appropriate environmental conditions.Skills to combine ingredients appropriately based on flavor combinations, customer preference and standard recipes.Skills to cut ingredients and completed sandwiches to ensure uniformity of presentation.Reading skill to read and interpret standard recipes for customer sandwich requests and locate and read date codes and rotation labels on food products.Numeracy/numbers- mathematical skills to count portions and use features of heating equipment.Skills to oral communication by listening to customer requests, asking questions where necessary to clarify and provide simple face-to-face explanations to customers about sandwich range.Skills to solve problems, evaluate quality of sandwich ingredients and finished items, and make adjustments to ensure a quality product as well as adjust the appearance of food products according to identified deficiencies.Self-management knowledge to manage own speed, timing and productivity.

Task instructions

This is an individual assessment.The purpose of this assessment task is to assess the student’s knowledge essential to assess the skills and knowledge required to prepare and cook a range of fish and shellfish dishes following standard recipes.

To make full and satisfactory responses, you should consult a range of learning resources, other information such as handouts and textbooks, learner resources and slides.All questions must be answered to gain competency for this assessment.This assessment task requires you to take on the role of/act as Sandwich Chef.You must carefully read the recipes provided in Appendix 2.You must read and follow the Food Safety Program thoroughly. This food safety program will be provided along with this unit.Word limit to complete each activity is given in the templates.You must use the provided templates while writing their answers.Trainer/assessor will provide details on the time constraints and deadlines to prepare the dishes

Assessment Task 2 – Skills Test                                                                                                   

Skills Test:

This task must be completed in a commercial cafe/kiosk/canteen/cafeteria or a simulated work environment servicing customer. A simulated work environment in this context means a space that has been set up with all the equipment and facilities used in a commercial café / kiosk/ canteen/ cafeteria.

The purpose of this task is to assess your skills and knowledge to prepare and present a variety of sandwiches in a hospitality or catering organisation, such as cafes, kiosks, canteens and cafeterias, or to organisations where catering forms only a small part of the business.

Note: Please refer to the (Appendix 1) for the list of equipment, resources, organisational specifications, and cleaning material to utilise in the process of preparing sandwiches according to the industry standard.

Scenario:

Sandwich Central is a famous cafe located in the middle of Sydney. You are working as a Sandwich Chef in the cafe.

You have the responsibility to take the customer orders and prepare the required sandwiches.

Task:

In this task, you are required to take the customer orders and then prepare and present sandwiches based on customer requirements.

Your assessor will judge your performance according to the observation checklist provided for this assessment tasks.

To prepare and present the sandwiches, you need to complete the following activities:

• Activity 1: Take customer orders.

• Activity 2: Select ingredients.

• Activity 3: Make sandwiches.

• Activity 4: Present sandwiches.

• Activity 5: Store sandwiches

Note: You must read the recipes before completing any of the activities:

Activity 1: Take customer orders

A customer (trainer/assessor) is visiting you café.

You are required to take the customer order. When communicating with the customer, you need to:

• Provide simple face-to-face explanations to the customer about the sandwich range.

• Listen to the customer’s requests; ask questions to clarify:

• Bread to be used for each sandwich.

• Filling for each sandwich

• Type of order.

• Confirm the sandwich requirements considering the standard recipes and customer requests.

Use the template below to record the customer’s order.

Activity 2: Select ingredients

Based on the information given in the recipes (Appendix 2) and the customer’s order, you are required to evaluate the quality of the sandwich ingredients and select them taking into account quality, freshness and stock rotation requirements.

The requirements are given below:

• Follow stock rotation requirements:

• Locate and read date codes and rotation labels on the food products.

• Check the shelf life of the products and choose the appropriate ingredients.

• Check freshness of the fresh products.

• Check perishable supplies for spoilage or contamination.

When selecting the ingredients, you are required to demonstrate your skills to evaluate the quality of ingredients considering the requirements specified above.

You must complete the template provided below when completing the task.

Template: Select ingredients

Sandwich	Ingredients	Quantity based on the recipes	Meets the quality requirements	Fresh	Meets the stock rotation requirements
Club Sandwich	Wholegrain or Rye Bread	2 slices bread, to taste, handful of hot chips	¨	¨	¨
	Bacon	2 rashers bacon	¨	¨	¨
	Mayonnaise	1 tsp mayonnaise	¨	¨	¨
	Cos Lettuce	1-2 leaves lettuce	¨	¨	¨
	Turkey Breast	2-3 slices turkey breast	¨	¨	¨
	Tomatoes	1-2 slices tomato	¨	¨	¨
	Salt, Pepper	to taste	¨	¨	¨
	Hot Chips	handful of hot chips	¨	¨	¨
Ham and Cheese Roll-Up Sandwiches	Wholemeal Bread	1 slice bread,	¨	¨	¨
	Leg Ham	1 slice ham	¨	¨	¨
	Cream Cheese	1-2 tbsp cream cheese mixture	¨	¨	¨

	Chives		¨	¨	¨
	Tasty Cheese	1-2 tbsp grated tasty cheese	¨	¨	¨
			¨	¨	¨
			¨	¨	¨
Grilled Vegetable Focaccia Sandwich	Yellow and Green Capsicum	1/4 capsicum each	¨	¨	¨
	Onion	1/4 onion each	¨	¨	¨
	Fat-Free Italian Dressing	1 tbsp dressing each	¨	¨	¨
	Focaccia Bread	2 wedges focaccia bread	¨	¨	¨
	Basil	to taste	¨	¨	¨
	Reduced-Fat Mozzarella Cheese	1/4 cup cheese	¨	¨	¨
	Plum Tomato	1/2 plum tomato each	¨	¨	¨
Grilled Vegetable and Pesto Sandwich	Sourdough Bread	2 slices bread	¨	¨	¨
	Pesto	1-2 tbsp pesto	¨	¨	¨
	Eggplant	2-3 slices eggplant	¨	¨	¨
	Red Capsicum	1-2 slices capsicum	¨	¨	¨
	Red Onion	1-2 slices onion	¨	¨	¨
	Tomatoes	1-2 slices tomato	¨	¨	¨
	Mushrooms	1-2 mushrooms	¨	¨	¨
	Mozzarella Cheese	1/4 cup cheese	¨	¨	¨
	Garlic	to taste	¨	¨	¨
	Dried Oregano	to taste	¨	¨	¨
	Dried Basil	to taste	¨	¨	¨
	Salt, and Pepper	to taste	¨	¨	¨
Fancy Grilled Cheese Sandwich with Pullman Loaf, Emmenthaler, Bacon, and Tomato	White Bread,	2 slices bread,	¨	¨	¨
	Bacon	1-2 rashers bacon	¨	¨	¨
	Unsalted Butter	1-2 tsp butter	¨	¨	¨
	Emmenthaler Cheese	1-2 slices cheese	¨	¨	¨
	Tomato	1-2 slices tomato	¨	¨	¨
			¨	¨	¨
			¨	¨	¨

			¨	¨	¨
			¨	¨	¨
			¨	¨	¨
			¨	¨	¨
			¨	¨	¨
			¨	¨	¨
			¨	¨	¨

Activity 3: Make sandwiches.

Activity 3: Make sandwiches.

In this activity, you are required to make the sandwiches using standard recipes and customer preferences.

When making the sandwiches, ensure that you:

• Meet the time constraints specified by the trainer/assessor.

• Follow the recipes provided in Appendix B and alco incorporate customer preferences.

• Follow the procedures for food safety practices when preparing the sandwiches. Refer to the Food Safety Program provided with this unit.

Note: Your trainer/assessor will provide you time constraints and deadlines for completing this task.

For each sandwich prepared, you must follow the step in the checklist provided below and place a tick mark in the checkboxes after completion:

Checklist: Make sandwiches

Steps	Sandwiches
	Club Sandwich	Ham and cheese roll-up	Veggie Foccacia	Grilled Eggplant open	Fancy Grilled Cheese	Tangy Veggie Wrap

Use safe food-handling practices given in the Food Safety Program to prepare sandwiches.	¨	¨	¨	¨	¨	¨
Cut ingredients and complete sandwiches ensuring uniformity of presentation.	¨	¨	¨	¨	¨	¨
Combined ingredients appropriately considering:   Flavour combinations Customer preference Standard recipes. Follow standard recipes given in Appendix B to cook sandwiches.	¨	¨	¨	¨	¨	¨
Count portions	¨	¨	¨	¨	¨	¨
Use      toasting      and           heating equipment safely, as required.	¨	¨	¨	¨	¨	¨
Make sandwiches in a logical and sequential manner.	¨	¨	¨	¨	¨	¨
Minimise waste and store re-usable by-products.	¨	¨	¨	¨	¨	¨
Add suitable garnishes, as given in the recipies.	¨	¨	¨	¨	¨	¨

Activity 4: Present sandwiches.

After preparing the sandwiches, you are required to present the dine-in order to the customer (trainer/assessor). The dine-in orders include:

• 1 X Veggie Foccacia

• 1 X Grilled Eggplant open

• 2 X Fancy Grilled Cheese

When presenting the sandwiches, you are required to follow organisational presentation requirements. The requirements are as follow:

• Use appropriate service-ware to present each sandwich.

• Wipe drips and spills.

You must follow the checklist provided below and place a tick mark in the checkboxes before completion:

Checklist: Present sandwiches

Steps	Sandwiches
	Club Sandwich	Ham and cheese roll-up	Veggie Foccacia	Grilled Eggplant open	Fancy Grilled Cheese	Tangy Veggie Wrap
Use appropriate service-ware to present sandwiches.	¨	¨	¨	¨	¨	¨
Add suitable garnishes as per recipes.	¨	¨	¨	¨	¨	¨
Evaluate finished sandwiches and make adjustments to the appearance of food products according to identified deficiencies.   Check: accompaniments and garnishes that maximise visual appeal:   o  balance	¨	¨	¨	¨	¨	¨

colour   contrast   plating    food    for    the practicality of:   customer consumption   service   wiping drips and spills.
Clean and tidy the kitchen by using appropriate cleaning materials, equipment and cleaning schedule and to ensure that all bins are taken out before you leave.	¨	¨	¨	¨	¨	¨
Dispose of or store surplus and re-usable by-products according to organisational procedures (follow food safety program), environmental considerations, and cost-reduction initiatives.	¨	¨	¨	¨	¨	¨

Activity 5: Store sandwiches.

After preparing the takeaway sandwiches, you are required to store the sandwiches and the other ingredients used during preparation to optimise shelf life in line with environmental conditions and food safety practices. The takeaway sandwiches include:

• 1 X Club Sandwich

• 2 X Ham and cheese roll-up

• 2 X Tangy Veggie Wrap

When storing the sandwiches, you are required to follow the ‘food safety program’ provided along with

the assessment.

You must follow the checklist provided below and place a tick mark in the checkboxes when storing sandwiches.

Checklist: Store sandwiches

Steps	Sandwiches
	Club Sandwich	Ham and cheese roll-up	Veggie Foccacia	Grilled Eggplant open	Fancy Grilled Cheese	Tangy Veggie Wrap
	¨	¨	¨	¨	¨	¨

service   wiping drips and spills.
Follow safe work practices to store sandwiches and ingredients to optimise shelf life.	¨	¨	¨	¨	¨	¨
Consider environmental conditions to store sandwiches and ingredients.   Environmental conditions    must ensure appropriate:   atmosphere humidity light packaging temperature use of containers ventilation	¨	¨	¨	¨	¨	¨
Clean and tidy the kitchen by using appropriate cleaning materials, equipment and ensure that all bins are taken out before you leave.	¨	¨	¨	¨	¨	¨
Dispose of or store surplus and re-usable by-products according to organisational procedures (Follow food safety program), environmental considerations, and cost-reduction initiatives.	¨	¨	¨	¨	¨	¨

Performance criteria checklist for unit assessment task:

Trainer/ Assessor to complete
Assessment activities to be completed	Prepare and present sandwiches
Resources     required     for    the     unit assessment task	Unit assessment guide template Access to live or simulated working environment
Does the candidate meet the following criteria	Yes	No	Trainer/Assessor Comments
Demonstrated oral communication skills to:   Listen to customer requestsAsk questions where necessary to clarify customer requirements.Provide simple face-to-face explanations to customers about sandwich range.
Demonstrated numeracy skills to: Counted portionsAsk questions where necessary to clarify customer requirements.Provide simple face-to-face explanations to customers about sandwich range.
Demonstrated skills to find and select ingredients from stores according to the recipe, quality and freshness and stock rotation requirements.   Removed spoiled and/or contaminated goods.Sorted and assemble ingredients according to food production sequencing.

Successfully used the equipment, its key functions and features, in a safe and hygienic manner and according to manufacturer instructions and safe operational practices to:   Demonstrate skills to select the appropriate type and size of equipment required.Assembled the equipment required before use.Followed manufacturer instructions.Cleaned the equipment before use.
Identified and select bread types and fillings.   Took account of quality, freshness and stock rotation requirements.Checked perishable items for perishable supplies for spoilage or contamination.
Prepared sandwiches. Time constraints were met.Incorporated standard recipes and customer preferences.Followed the procedures for food safety practices when preparing sandwiches.Cut ingredients and completed sandwiches ensured uniformity of presentation.Followed standard recipes to combine ingredients.Followed manufacturer instructions when using toasting and heating equipment.Minimised waste and stored re- usable by-products.Added suitable garnishes.

Presented sandwiches: Use appropriate service-ware.Suitable garnishes were used considering the recipes.
Visually evaluated and adjusted (if required):   Accompaniments and garnishes.Plating of food.Wiping drips and spills
Followed the procedures for Food safety practices when storing food. Checked environmental conditions before storing dishes and ensured the conditions are appropriate before storing. Checked:   atmospherehumiditylightpackagingtemperatureuse of containersventilation
j)   Used appropriate cleaning materials, equipment and cleaning schedule when cleaning the kitchen.
k) Ensured that all the bins were taken out before leaving.
l)   Followed the procedures given in the food safety program to dispose of or store surplus and re-usable by- products.

Assessment Results Sheet                                                     

Outcome		First attempt:
	Outcome (make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date:             (day)/ _          (month)/                     (year)   Feedback:               Second attempt:   Outcome (make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date:             (day)/ _          (month)/                     (year) Feedback:
Student Declaration	I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.I have kept a copy of all relevant notes and reference material that I used as part of my submission.I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own.I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.All appeal options have been explained to me.

Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration	I hold:   Vocational competencies at least to the level being deliveredCurrent relevant industry skillsCurrent knowledge and skills in VET, and undertakeOngoing professional development in VET   I declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student.
Trainer/Assessor Signature
Date
Office Use Only	The outcome of the assessment has been entered into the Student Management System   on                               (insert date)   by (insert Name)

Appendix 1:

Fixtures and large equipment:

• Burner

• Commercial grade workbenches (1.5 m/person)

• Designated storage areas for dry goods and perishables

• Double sink

• Griller

• Refrigeration unit with shelving

• Salamanders

• Scales

• Slicing machine

Small equipment:

• Assorted pots and pans

• Can opener

• Containers for hot and cold food

• Colanders

• Cutting boards

• Food handler gloves

• Knife sharpening equipment

• Sharpening steels and stones

• Knives:

• Bread

• Chef

• Palette

• Utility

• Small utensils:

• Graters

• Peelers, corers and slicers

• Tongs and serving utensils

• Sandwich cutting guides

• Packaging materials

• Receptacles for presentation and display purposes

Cleaning materials and equipment:

• Cleaning cloths

• Commercial cleaning and sanitising agents and chemicals for cleaning commercial kitchens, equipment and food storage areas

• Dustpans and brooms

• Garbage bins and bags

• Hand towel dispenser and hand towels

• Mops and buckets

• Separate hand basin and antiseptic liquid soap dispenser for hand washing

• Sponges, brushes and scourers

• Tea towels

Organisational specifications:

• equipment manufacturer instructions

• for presentation requirements

• mise en place lists and standard recipes

• food safety plan

• guidelines relating to food disposal, storage and presentation requirements

• safety data sheets (SDS) for cleaning agents

Variety of commercial ingredients for preparing sandwiches. Industry-realistic ratios of kitchen staff to customers; these can be:

• staff and customers in an industry workplace during the assessment process; or

• individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Appendix 2: Recipes

CLUB SANDWICH                  6 serves

INGREDIENTS

• 12 slices wholegrain or rye bread

• 12 rashers rindless, shortcut bacon

• olive oil spray

• 1/2 cup whole egg mayonnaise

• 12 cos lettuce leaves

• 320g sliced turkey breast

• 4 ripe tomatoes, sliced

• salt & freshly ground pepper

• hot chips, to serve

METHOD

1. Preheat a grill tray on medium. Place half the bread under grill and cook for 1-2 minutes each side or until lightly toasted. Repeat with remaining bread.

• Spray both sides of bacon lightly with oil. Place under the grill and cook for 2-3 minutes each side or until slightly crisp. Drain on some paper towel.

• Spread 8 of the slices of toast with the mayonnaise. Arrange half of the lettuce, turkey and tomatoes over 4 slices. Season with salt and pepper.

• Top with a second slice of toast with mayonnaise. Then remaining lettuce, bacon and tomato. Season well with salt and pepper. Top with remaining pieces of toast. Use toothpicks to secure. Cut each sandwich in half.

HAM & CHEESE ROLL- UP SANDWICHES                                   4 serves

INGREDIENTS

• 8 slices wholemeal sandwich bread

• 8 thin slices leg ham

• 2 tbsp spreadable cream cheese

• 2 tbsp finely chopped fresh chives

• ¾ cup finely grated tasty cheese (90 g)

METHOD

1. Using a serrated knife, cut crusts from bread slices. Discard crusts. Place 1 ham slice on each bread slice.

• Combine cream cheese and chives in a small bowl. Spread mixture evenly over ham and top with tasty cheese.

• Roll up each topped bread slice to enclose filling.

• ¼ medium yellow capsicum, cut into strips

• ¼ medium green capsicum, cut into strips

• ½ small onion, sliced

• 1 tablespoon fat-free Italian dressing

• ½ round focaccia bread (8 inch)

• 1 tablespoon chopped fresh basil leaves

• ¼ cup shredded reduced-fat mozzarella cheese (1 oz)

• 1 plum (Roma) tomato, sliced

METHOD

1. Heat 8- or 10-inch non-stick skillet over medium-high heat. Cook capsicums, onion and dressing in skillet 4 to 5 minutes, stirring occasionally until capsicums are crisp-tender; remove from heat.

• Cut focaccia into 2 wedges; split each wedge horizontally. Spoon half of the vegetable mixture onto each bottom wedge; sprinkle with basil and cheese. Top with tomato and tops of bread wedges.

Serves 6

INGREDIENTS

• 6 slices sourdough bread, toasted

• 3 tablespoons pesto

• 1 small eggplant, sliced

• 1 small red capsicum, sliced

• 1 medium red onion, sliced

• tomatoes, sliced

• 1 cup sliced fresh mushrooms

• 6 slices mozzarella cheese

• cloves garlic

• 1 pinch dried oregano

• 1 pinch dried basil

• 1 pinch salt and pepper to taste

METHOD

1. Preheat the grill.

• Spread one side of each bread slice with equal amounts pesto sauce. Arrange in a single layer on a baking tray, pesto side up. Layer each slice with eggplant, red capsicum, red onion, tomatoes, mushrooms and cheese. Crush garlic on top of cheese and season with oregano, basil, salt and pepper.

• Grill 5 minutes in the preheated oven, or until cheese is melted and lightly browned.

FANCY GRILLED CHEESE SANDWICH WITH PULLMAN LOAF, EMMENTHALER, BACON, TOMATO

INGREDIENTS

• 2 slices of best quality white bread (such as from a

Pullman loaf), cut 1/2″ thick

• 2 tablespoons unsalted butter, melted

• 3 ounces Emmenthaler (Swiss cheese), grated

• 2 slices bacon, cooked to taste and cut in half crosswise

• 2 1/4″ thick slices of tomato, cut in half and blotted briefly on a paper towel

METHOD

1. Place a medium skillet over medium heat.

• Using a pastry brush, coat all four sides of the bread with the melted butter. Place the slices of bread in the skillet and cook until lightly golden in colour on one side, about 1 1/2 minutes. With a spatula, remove the bread to your work surface, cooked side up, and place half of the cheese on one slice of the bread, spreading it almost to the edges. Top this slice with the bacon and then the tomato, distributing them evenly. Distribute the remaining cheese on top and place the second slice of bread, cooked side down, on top of the other ingredients, pressing gently to compact it.

• Remove the skillet from the heat for a minute or two, allowing it to cool briefly before transferring the sandwich to it. Return the skillet to the heat and weight the sandwich with a smaller, heavy skillet (or use a small cutting board topped with a large can of tomatoes). Cook the first side until golden brown, about 2 to 2 1/2 minutes, reducing the heat if it threatens to burn. Flip with a spatula, weight the sandwich, and cook the second side until golden brown and the cheese has melted, another 2 to 2 1/2 minutes. Remove from the skillet, cut in half and serve.

TANGY VEGGIE WRAP INGREDIENTS

• 3 tbsp sunflower seeds

• 2 small carrots

• 1 small red onion

• ¼ capsicum (your favourite colour)

• 1 small handful of spinach or similar

• ½ inches ginger (0.4 inches = 1 cm)

• ⅓ cup cottage cheese

• ⅕ cup Greek yogurt/sour cream

• ½ a lemon’s zest

• 2 tbsp Dijon mustard (or try wasabi paste, but less!)

• 2 tortilla wraps

• salt and pepper

METHOD

For the wrap:

1. Roast the sunflower seeds in a pan without any oil/fat until golden brown.

• Peel and grate the carrots. Wash and dice the bell pepper (get rid of the seeds and white bits).

• Peel the onion and cut in thin rings. Wash and drain the spinach. Wash the bean sprouts with cold water and let them dry.

For the dressing:

1. Peel the ginger and grate it into a bowl. Add the cottage cheese, Greek yogurt (or your vegan substitute), lemon zest and Dijon mustard and mix it well.

• Spread the dressing mixture onto the wraps, stopping about 1cm from the edge. Lay out the spinach leaves on top.

• Put the carrots, bell pepper, onions and bean sprouts in a wide line down the middle and sprinkle the roasted sunflower seeds on top.

• Season with a dash of salt and pepper and fold the wraps a little on both sides, then at the bottom and roll it as tightly as possible.

Appendix A:  Reasonable Adjustments

Write (task name and number) where reasonable adjustments have been applied to:
Reasonable Adjustments
Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented. Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category	Possible Issue	Reasonable Adjustment Strategy (select as applicable)
LLN	SpeakingReadingWritingConfidence	Verbal assessmentPresentationsDemonstration of a skillUse of diagramsUse of supporting documents such as wordlists

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Non- English- Speaking Background	SpeakingReadingWritingCultural background Confidence	Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment processUse methods that do not require a higher level of language or literacy than is required to perform the job roleUse short sentences that do not contain large amounts of informationClarify information by rephrasing, confirm understandingRead any printed information to the studentUse graphics, pictures and colour coding instead of, or to support, textOffer to write down, or have someone else write, oral responses given by the studentEnsure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs
¨ Indigenous	Knowledge   and understandingFlexibilityServicesInappropriate training             and assessment	Culturally appropriate trainingExplore understanding of concepts and practical application through oral assessmentFlexible deliveryUsing group rather than individual assessmentsAssessment through completion of practical tasks in the field after demonstration of skills and knowledge.
Age	Educational backgroundLimited     study skills	Make sure font size is not too smallTrainer/Assessor should refer to the student’s experienceEnsure that the time available to complete the assessment takes account of the student’s needs Provision of information or course materials in accessible format.Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lecturesSupply of specialised equipment or services, e.g. a note- taker for a student who cannot writeChanges in lecture schedules and arrangements, e.g. relocating classes to an accessible venueChanges to course design, e.g. substituting an assessment taskModifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
¨ Educational background	ReadingWritingNumeracyLimited     study skills and/or learning strategies	Discuss with the Student previous learning experienceEnsure learning and assessment methods meet the student’s individual need

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Disability	Speaking	Identify the issues
	Reading	Create a climate of support
	Writing	Ensure access to support that the student has agreed to
	Numeracy	Appropriately structure the assessment
	Limited    study	Provide information or course materials in accessible format,
	skills and/or learning	e.g. a text book in braille
	strategies	Changes in teaching practices, e.g. wearing an FM
		microphone to enable a student to hear lectures
		Supply of specialised equipment or services, e.g. a note
		taker for a student who cannot write
		Changes in lecture schedules and arrangements, e.g.
		relocating classes to an accessible venue
		Changes to course design, e.g. substituting an assessment
		task
		Modifications to physical environment, e.g. installing lever
		taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)

Trainer/Assessor Name
Trainer/Assessor Declaration	I declare that I have attached all relevant evidence to provide reasonable adjustment. The training package guidelines and criteria have not been compromised in the process of providing reasonable adjustment to the student.  I declare that  I have conducted  a fair, valid, reliable, and  flexible

	assessment. I have provided explanation of reasonable adjustments strategy used, as required.
Trainer/Assessor Signature
Date

Appendix B:  LEARNER EVALUATION FORM:

Please complete the Evaluation Form as thoroughly as you can, in order for us to continuously improve our training quality. The purpose of the Evaluation Form is to evaluate the below mentioned areas:

• logistics and support
• facilitation
• training material
• assessment

Your honest and detailed input is therefore of great value to us, and we appreciate your assistance in completing this evaluation form!

ng mme Name   Facilitator Name   er         name nal)   Dates                    of Facilitation yer / Work   Date of Evaluation Logistics and Support Evaluation Criteria / Question Poor Below Standard Sufficient Above Standard Excellent Was communication regarding attendance of the programme efficient and effective?         Was the Programme Coordinator helpful and efficient?         Was the training equipment and material used effective and prepared?         Was the training venue conducive to learning (set- up for convenience of learners, comfortable in terms of temperature, etc.)?           Learni Progra

Learn (Optio

Emplo site

Criteria / Question Poor Below Standard Sufficient Above Standard   Additional Comments on Logistics and Support No

B        Facilitator Evaluation                                                                            

The Facilitator was prepared and knowledgeable on the subject of the programme         The Facilitator encouraged learner participation and input         The Facilitator made use of a variety of methods, exercises, activities and discussions         The Facilitator used the material in a structured and effective manner         The Facilitator was understandable, approachable and respectful of the learners         The Facilitator was punctual and kept to the schedule

Criteria / Question Poor Below Standard Sufficient Above Standard Excellent 1 2 3 4 5 Learning Programme Evaluation The     learning     outcomes     of    the programme are relevant and suitable.           The content of the programme was relevant and suitable for the target group.         The length of the facilitation was suitable for the programme.         The learning material assisted in learning new knowledge and skills to apply in a practical manner.         The Learning Material was free from spelling and grammar errors         Handouts and Exercises are clear, concise and relevant to the outcomes and content.         Learning material is generally of a high standard, and user-friendly           Additional Comments on Facilitation .

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