SITHCCC003 - Prepare and present sandwiches

Aussienment

18 May 2023 15:55 PM | UPDATED 1 year ago

This assessment is to be completed according to the instructions given below in this document.Should you not answer the tasks correctly, you will be given feedback on the results and gaps in knowledge. You will be entitled to one (1) resubmit in showing your competence with this unit.If you are not sure about any aspect of this assessment, please ask for clarification from your assessor. Please refer to the College re-submission and re-sit policy for more information. If you have questions and other concerns that may affect your performance in the Assessment, please inform the assessor immediately.This is an Open book assessment which you will do in your own time but complete in the time designated by your assessor. Remember, that it must be your own work and if you use other sources then you must reference these appropriately.This is Individual Assessments. Once you have completed the assessment, please upload the softcopy of the Assessment into TKL Moodle. TKL uses Turnitin – Plagiarism detection software which is embedded with TKL Moodle. Any Plagiarism will result in a mark of not yet competent.

Re-assessment of Result & Academic Appeal procedures:

If a student is not happy with his/ her results, that student may appeal against their grade via a written letter, clearly stating the grounds of appeal to the Chief Executive Officer. This should be submitted after completion of the subject and within fourteen days of commencement of the new term. Re-assessment Process: An appeal in writing is made to the Academic Manager providing reasons for re-assessment /appeal. Academic Manager will delegate another member to review the assessment. The student will be advised of the review result done by another assessor. If the student is still not satisfied and further challenges the decision, then a review panel is formed comprising the lecturer/trainer in charge and the Academic Manager or if need be an external assessor. The Institute will advise the student within 14 days from the submission date of the appeal. The decision of the panel will be deemed to be final. If the student is still not satisfied with the result, he / she has the right to seek independent advice or follow external mediation option with nominated mediation agency. Any student who fails a compulsory subject or appeals unsuccessfully will be required to re-enrol in that subject. The cost of reassessment will be borne by the Institute. The external assessor will base his/her judgement based on principles of assessment. These principles require assessment to be reliable, fair, practical and valid.

Academic Appeals: If you are dissatisfied with the outcome of the re-evaluation process, you have a right to appeal through academic appeals handling protocol. To appeal a decision, the person is required to complete the TKL- Request for Appeal of a Decision form with all other supporting documents, if any. This form is available via our website. The completed Request for Appeal form is to be submitted to the Student Support Officer either in hard copy or electronically via the following contact details: Student Support Officer, TKL College Suite 707, Level 7 159-175 Church Street, Westfield Shopping Centre, Parramatta, NSW 2150 , Email: [email protected] The notice of appeal should be in writing addressed to the Chief Executive Officer and submitted within seven days of notification of the outcome of the re-evaluation process. If the appeal is not lodged in the specified time, the result will stand and you must re-enrol in the unit. In emergency circumstances, such as in cases of serious illness or injury, you must forward a medical certificate in support of a deferred appeal. The notice of appeal must be made within three working days of the concluding date shown on the medical certificate. The decision of Chief Executive Officer will be final. Student would then have the right to pursue the claim through an independent external body as detailed in the students’ complaint / grievance policy.

Plagiarism: Plagiarism means to take and use another person’s ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the internet, RTO staff, other students, and from published and unpublished work. Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes: Paraphrasing and presenting work or ideas without a referenceCopying work either in whole or in partPresenting designs, codes or images as your own workUsing phrases and passages verbatim without quotation marks or referencing the author or web pageReproducing lecture notes without proper acknowledgement. Collusion: Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else. Collusion may be with another RTO student or with individuals or student’s external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas. Collusion occurs when you work without the authorisation of the teaching staff to: Work with one or more people to prepare and produce workAllow others to copy your work or share your answer to an assessment taskAllow someone else to write or edit your work (without rto approval)Write or edit work for another studentOffer to complete work or seek payment for completing academic work for other students. Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism and collusion. Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTO’s policy. Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary

Assessment Requirements

You are required to complete and pass every task in the assessment in order to be deemed competent.

Assessment Schedule

Task	Due Date	Student Signature	Trainer Signature	Comments
Task 1-2	Week 1

Instructions to Learner

SITHCCC003 – Prepare and present sandwiches Assessment instructions

Overview

Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.

Written work

Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:

Address each question including any sub-points
Demonstrate that you have researched the topic thoroughly
Cover the topic in a logical, structured manner
Your assessment tasks are well presented, well referenced and word processed
Your assessment tasks include your full legal name on each and every page.

Active participation

It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.

Competency outcome

There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).

Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.

If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.

Additional evidence

If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.

Confidentiality

We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.

Special needs

Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.

Prepare and present sandwiches Assessment requirements

Assessment can either be:

Direct observation
Product-based methods e.g. reports, role plays, work samples
Portfolios – annotated and validated
Questioning
Third party evidence.

If submitting third party evidence, the Third Party Observation/Demonstration document must be completed by the agreed third party.

Third parties can be:

Supervisors
Trainers
Team members
Clients
Consumers.

The third party observation must be submitted to your trainer/assessor, as directed.

The third party observation is to be used by the assessor to assist them in determining competency.

The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.

To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.

Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.

As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.

If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.

Observation/Demonstration

Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.

An explanation of observations and demonstrations:

Observation is on-the-job

The observation will usually require:

Performing a work based skill or task
Interaction with colleagues and/or customers.

Demonstration is off-the-job

A demonstration will require:

Performing a skill or task that is asked of you
Undertaking a simulation exercise.

Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit’s elements.

The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.

You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.

Task 1: Activities

Complete the following activities within the given time frame.

Activity 1A

Imagine you are planning an event or function of some sort (e.g. wedding, business conference or afternoon tea). Write a brief that you can give to your caterer, detailing your sandwich requirements. Now swap this brief with another learner. Use their brief to complete activities 1A and 1B. Interpret the brief and determine sandwich requirements. What are the customer’s requests? What do they need from you? If you had a chance to have a face-to-face discussion with the customer about their requirements, how would you approach this and what questions would you ask? Spend 10 minutes researching standard sandwich recipes (either within your workplace’s menus/recipe books or online). Summarise your findings in no more than 300 words. Now, consider both the customer requirements from your brief and the standard recipes that you have found and outline the sandwich requirements? What works best for your particular situation?

Activity 1B

Give at least five examples of different bread types that may be suitable for sandwiches (keep it relevant to your workplace, if you have one). Give at least five examples of different sandwich fillings (keep it relevant to your workplace, if you have one). Fillings may consist of: Spreads Dairy products Meat Seafood Vegetables. Using the brief from Activity 1A, write a list of ingredients that you will need to make those sandwiches and meet the customer’s requests. Explain what is meant by stock rotation in no more than 250 words.

Activity 1C

What is meant by the term ‘perishable supplies’? Give five examples of different things that may indicate supplies are spoiled or contaminated. What should you do if you find supplies that are spoiled or contaminated?

Activity 2A

Outline three different methods that may be involved in preparing sandwiches and outline what each one involves in no more than 100 words. Safe food-handling involves: Correct storage of foodPersonal hygienePest controlWaste managementCleaning Staff training.

Activity 2B

Six different types of knife cuts were outlined in the chapter: Slice/chopDiceJulienneMinceRough chopChiffonade. Your assessor will give you everything you need to complete these cuts. Demonstrate that you know what each cut is. If possible, take photos of your completed cuts and attach to your workbook. If a practical assessment is not applicable, explain each type of knife cut thoroughly. What tips should you take into consideration to ensure knife safety? Give at least two. Give three examples of other equipment that can be used to cut ingredients.

Activity 2C

Ingredients should be combined appropriately, on the basis of flavour combinations, customer preference, and standard recipes. Give five examples of common flavour combinations that you may find in sandwiches. Refer to your list of ingredients from Activity 1B. Explain how you would combine your ingredients. Ensure that you take into consideration your ‘brief’ and standard recipes too.

Activity 2D

What toasting and heating equipment may you use when making sandwiches? Give four examples. Provide at least five aspects of how you can use toasting/heating equipment safely.

SITHCCC003 – Prepare and present sandwiches

Activity 2E

Define the French culinary term mise en place in no more than 100 words. In no more than 100 words, explain how mise en place can help you make sandwiches in a logical manner. Outline other ways that you can ensure you make sandwiches in a logical and sequential manner. List at least five different ways you can minimise waste while making sandwiches.

SITHCCC003 – Prepare and present sandwiches

Activity 3A

Give at least three examples of service-ware you could use to present sandwiches on. What service-ware might you use for the following occasions? Provide one answer for each. Dinosaur-mad 8-year-old boy’s birthday partyCharity ballGolden wedding anniversary.

SITHCCC003 – Prepare and present sandwiches

Activity 3B

Give three examples of an appropriate sandwich garnish Explain in no more than 250 words how the colour of a garnish impacts on the perception of the food.

SITHCCC003 – Prepare and present sandwiches

Activity 3C

What must you consider when visually evaluating a dish? What are the five elements of plating a dish? Give three examples of questions you might ask yourself when visually evaluating a dish.

SITHCCC003 – Prepare and present sandwiches

Activity 3D

What happens if sandwiches are left in an environment which is too humid? Your answer should be no more than 100 words. What six factors affect how quickly light degrades food? What temperature should cold sandwiches be stored below? What temperature should warm sandwiches be kept above? Provide an overview of ventilation and how it impacts stored sandwiches in no more than 100 words. Give three examples of appropriate storage containers and packaging for sandwiches.

SITHCCC003 – Prepare and present sandwiches

Activity 3E

Identify the two stages of effective cleaning and elaborate on each in no more than 250 words each. List three aspects that contribute to the way in which waste should be disposed of. List 10 dishes which leftover sandwich produce can be reused in to maximise profits and minimise the environmental impact.

SITHCCC003 – Prepare and present sandwiches

Task 1: Activity Checklist:

This should be used by the trainer/assessor to document the learner’s knowledge as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Student Name:		Student ID:
Date(s) of Submission :
Activity 1A
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Activity 1B
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Activity 1C
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Activity 2A
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Activity 2B
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Activity 2C
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Activity 2D
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Activity 2E
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Activity 3A
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Activity 3B
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Activity 3C
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Activity 3D
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Activity 3E
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)

Assessors Feedback:
Assessor name:
Assessor signature and date:

SITHCCC003 – Prepare and present sandwiches

Task 2: Summative Assessments

The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.

Skills, knowledge and performance may be termed as:

Skills – skill requirements, required skills, essential skills, foundation skills
Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence
Performance – evidence requirements, critical aspects of assessment, performance evidence.

Section A: Skills activity

The skills activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).

It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.

Section B: Knowledge activity (Q & A)

The knowledge activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.

Section C: Performance activity

The performance activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.

If necessary for the activities, you should attach completed written answers, portfolios or any evidence of competency to this workbook.

Section A: Skills Activity

This activity will enable you to demonstrate the following skills:

Reading skills to:

Read and interpret standard recipes for customer sandwich requests
Locate and read date codes and rotation labels on food products

Oral communication skills to:

Listen to customer requests, asking questions where necessary to clarify
Provide simple face-to-face explanations to customers about sandwich range

Numeracy skills to:

Count portions
Use features of heating equipment

Problem-solving skills to:

Evaluate quality of sandwich ingredients and finished items and make adjustments to ensure a quality product
Adjust appearance of food products according to identified deficiencies

Self-management skills to:

Manage own speed, timing, and productivity

Answer the activity in as much detail as possible, considering your organisational requirements.

Within your workplace or organisation, find a sandwich recipe based on a customer’s request. Using the recipe, locate necessary ingredients within your kitchen stores and list the date code and any rotation label information for each.

Using either a genuine customer or another learner roleplaying, carry out an order consultation. Listen to the customer/learner and make notes about their requests. Explain to the customer/learner what standard sandwiches are available and then ask appropriate questions to clarify customer/learner needs.

For one customer order where a cooked/heated element is required, locate the relevant recipe and calculate ingredients needed to complete the order, if the number served in the recipe is different to that being catered for. Locate the correct cooking temperatures in the recipe and set the necessary equipment to that temperature.

Using a standard sandwich recipe used by your organisation, gather all necessary ingredients and inspect them for freshness and quality. Prepare all ingredients, make the sandwich and present it. Evaluate the sandwich and its presentation and make appropriate adjustments.

During the course of one day, show that you can manage your own speed, timing, and productivity.

Summative Assessments: Section A checklist

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Student Name:		Student ID:
Date(s) of Submission :
Section A
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Assessors Feedback:

Assessor name:
Assessor signature and date:

SITHCCC003 – Prepare and present sandwiches

Section B: Knowledge Activity (Q & A)

The answers to the following questions will enable you to demonstrate your knowledge of:

Culinary terms and trade names for the different types of sandwiches and breads specified in the performance evidence
Contents of stock date codes and rotation labels and their implication for food quality standards
Characteristics of different sandwiches specified in the performance evidence:
appearance and presentation
bread variations
classical and contemporary variations
combinations of ingredients
freshness and other quality indicators
service style
trends
Meaning and role of mise en place in the process of preparing sandwiches
Methods used in sandwich preparation:
cutting
garnishing
layering
moulding
portioning
spreading
Appropriate environmental conditions and methods for storing sandwiches to:
ensure food safety
optimise shelf life
Ø Safe operational practices using essential functions and features of equipment used to produce sandwiches.

Answer each question in as much detail as possible, considering your organisational requirements for each one.

Provide a definition for each of the following:

Club
Filled rolls
Focaccia
Open
Pullman
Wraps
White, wholemeal, and grain
Sourdough
Flatbreads.

Explain the difference between use-by dates, best before dates and rotation labels in no more than 200 words.

Your assessor will allocate you one type of sandwich. Create a presentation about it which includes the following information:

Appearance and presentation
Bread variations
Classical and contemporary variations
Combinations of ingredients
Freshness and other quality indicators
Service style
Trends.

Choose one standard sandwich recipe used within your workplace or organisation and list all the mise en place processes you would need to carry out. Explain in no more than 100 words how carrying out these processes impacts upon the sandwich preparation.

Define each of the following terms in no more than 100 words:

Cutting
Garnishing
Layering
Moulding
Portioning
Spreading.

What would the appropriate environmental conditions be for a smoked salmon and cream cheese sandwich platter that was due to be served in an hour’s time to ensure the food remained safe and to retain its quality and freshness?

For one piece of equipment used in sandwich preparation, explain the essential functions and features. You may refer to the manufacturer’s manual if needed.

Summative Assessments: Section B checklist

Student Name:		Student ID:
Date(s) of Submission :
Section A
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Assessors Feedback:

Assessor name:
Assessor signature and date:

SITHCCC003 – Prepare and present sandwiches

Section C: Performance Activity

This activity will enable you to demonstrate the following performance evidence:

Follow safe food handling practices when preparing at least one of each of the following hot or cold sandwiches within commercial time constraints:
club
filled rolls
focaccia
open
pullman
wraps
Use a variety of fillings and ingredients to prepare above sandwiches using each of the following breads at least once:
white, wholemeal, and grain
wraps
sourdough
flatbreads
Present sandwiches in line with organisational presentation requirements
Store sandwiches and ingredients to optimise shelf life in line with environmental conditions and food safety practices.

Answer the activity in as much detail as possible, considering your organisational requirements.

Follow safe food handling practices when preparing at least one of each of the following hot or cold sandwiches within commercial time constraints:

Club
Filled rolls
Focaccia
Open
Pullman
Wraps.

Use a variety of fillings and ingredients to prepare sandwiches type from question one using each of the following breads at least once:

White, wholemeal, and grain
Wraps
Sourdough
Flatbreads

Present at least four sandwiches in line with organisational presentation requirements
Within your workplace or organisation, store sandwiches and ingredients to optimise shelf life in line with environmental conditions and food safety practices.

Summative Assessments: Section C checklist

Student Name:		Student ID:
Date(s) of Submission :
Section A
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Assessors Feedback:

Assessor name:
Assessor signature and date:

SITHCCC003 – Prepare and present sandwiches

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Student Must Fill this Section
Unit Code / Title
Qualification Code / Title:
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Student Name:
Student ID:			Term:	Year:
Privacy Release Clause:	“I give my permission for my assessment material to be used in the auditing, assessment validation & moderation Process”.
Authenticity Declaration:	“I declare that: The material I have submitted is my own work;I have given references for all sources of information that are not my own, including the words, ideas and images of others”.
Student Signature:		Date:

	Assessment Outcome
	Assessor Name:
	Attempt and Tasks	Satisfactory	Not Yet Satisfactory	Date	Assessor Signature
	Initial attempt
	Re- attempt/Re-assessment
	Task 1
Task 2

Assessment Outcome:	Competent	Not yet Competent
Assessor Name:
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SITHCCC003 – Prepare and present sandwiches

Instructions to Learner

SITHCCC003 – Prepare and present sandwiches Assessment instructions

Prepare and present sandwiches Assessment requirements

Activity 3A

Task 1: Activity Checklist:

Task 2: Summative Assessments

Section B: Knowledge Activity (Q & A)

Summative Assessments: Section B checklist

Section C: Performance Activity

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