SITHCCC012 PREPARE POULTRY DISHES :
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INSTRUCTIONS TO LEARNER
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.
Plagiarism
Plagiarism is taking and using someone else’s thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
- Presenting any work by another individual as one’s own unintentionally
- Handing in assessments markedly similar to or copied from another learner
- Presenting the work of another individual or group as their own work
- Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).
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.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
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.
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.
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.
ACTIVITIES
Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).
| Objective | To provide you with an opportunity to confirm food preparation requirements from food preparation lists and standard recipes. |
| What information is provided in a recipe? What does the cooking term mise en place mean? What are the advantages of using this technique? |
| Objective | To provide you with an opportunity to calculate ingredient amounts according to requirements. |
| What does scaling a recipe mean? How would you adjust the size of a recipe? |
ACTIVITY 1C
| Objective | To provide you with an opportunity to identify and select poultry products and other ingredients from stores according to recipe, quality, freshness and stock rotation requirements. |
| What does stock rotation mean? What are the different types of date labels you will see on food packaging and what do they mean? What does poultry mean and what are the different types? |
| Objective | To provide you with an opportunity to select type and size of knives and other equipment suitable to requirements. |
| What are the different types of knives used for food preparation? Why is it important to use the right type of knife when preparing food? What other essential equipment will you need in the kitchen? |
ACTIVITY 2B
| Objective | To provide you with an opportunity to learn how to safely assemble and ensure cleanliness of equipment before use. |
| How would you find out how to assemble equipment? What is the difference between cleaning and sanitising? Explain what the four-step effective cleaning and sanitising process is. |
| Objective | To provide you with an opportunity to use knives and other equipment safely and hygienically according to manufacturer instructions. |
| What are the tips for handling and using knives safely? Why is it important to read the instructions before using any equipment? Why is it important to be hygienic with equipment? |
| Objective | To provide you with an opportunity to learn how to thaw frozen poultry according to safety guidelines as required. |
| HOW DO YOU THAW POULTRY? WHY IS IT IMPORTANT THAT POULTRY IS STORED AND THAWED CORRECTLY? |
| Objective | To provide you with an opportunity to sort and assemble ingredients according to food production sequencing. |
| WHAT IS FOOD PRODUCTION SEQUENCING? HOW WOULD YOU DO THIS WHEN PREPARING AND COOKING FOOD? |
ACTIVITY 3C
| Objective | To provide you with an opportunity to weigh and measure ingredients and create portions according to recipe. |
| WHAT IS THE FIRST THING YOU NEED TO CONSIDER BEFORE WEIGHING AND MEASURING INGREDIENTS? WHAT TOOLS ARE USED TO MEASURE INGREDIENTS? EXPLAIN HOW TO WEIGH AND MEASURE INGREDIENTS EFFECTIVELY. |
| Objective | To provide you with an opportunity to use poultry preparation techniques according to recipe requirements. |
| HOW CAN YOU PREPARE AND STORE POULTRY SAFELY? LIST SOME TIPS. WHAT ARE THE DIFFERENT POULTRY PREPARATION TECHNIQUES? |
| Objective | To provide you with an opportunity to minimise waste to maximise profitability of food items prepared. |
| How can you minimise waste when preparing food? Why is it important to minimise waste? |
| Objective | To provide you with an opportunity to follow standard recipes to select and use cookery methods for poultry. |
| What are the different cooking methods for poultry and how would you do them? How would you know which cooking method you need to use when making a dish? |
| Objective | To provide you with an opportunity to prepare poultry accompaniments and add marinades as required. |
| WHAT TYPE OF ACCOMPANIMENTS COMPLEMENT POULTRY DISHES? WHAT MARINADES CAN YOU USE FOR POULTRY? HOW CAN YOU MARINATE POULTRY EFFECTIVELY? GIVE SOME TIPS. |
| Objective | To provide you with an opportunity to make food quality adjustments within scope of responsibility. |
| WHAT DOES FOOD QUALITY CONTROL MEAN AND WHEN SHOULD THIS BE DONE? WHAT THREE THINGS DO YOU NEED TO CONSIDER WHEN INSPECTING DISHES AND MAKING FOOD QUALITY ADJUSTMENTS? |
ACTIVITY 5A
| Objective | To provide you with an opportunity to carve poultry using appropriate tools and techniques, taking account of meat and bone structure and waste minimisation. |
| HOW WOULD YOU CARVE CHICKEN? LIST THE STEPS YOU WOULD TAKE. WHAT TOOLS DO YOU NEED TO CARVE POULTRY? LIST SOME TIPS FOR CARVING POULTRY EFFECTIVELY AND SAFELY? |
| Objective | To provide you with an opportunity to portion and serve poultry according to recipe requirements. |
| HOW WOULD YOU PORTION AND SERVE POULTRY ACCURATELY? WHY IS IT IMPORTANT TO ACCURATELY CONTROL PORTIONS FOR EVERY DISH YOU MAKE? |
| Objective | To provide you with an opportunity to add sauces and garnishes according to standard recipes and regional variations. |
| WHAT GARNISHES ARE BEST FOR DIFFERENT TYPES OF POULTRY? WHY ARE GARNISHES USED IN POULTRY DISHES? WHAT SAUCES CAN YOU SERVE WITH POULTRY? |
ACTIVITY 5D
| Objective | To provide you with an opportunity to visually evaluate dishes and adjust presentation as required. |
| WHY SHOULD YOU EVALUATE DISHES BEFORE THEY ARE SERVED? HOW WOULD YOU EVALUATE A DISH AND ADJUST PRESENTATION? |
| Objective | To provide you with an opportunity to store dishes in appropriate environmental conditions. |
| 1. HOW DO YOU STORE POULTRY CORRECTLY IN APPROPRIATE CONDITIONS? |
| 2. WHY IS IT IMPORTANT TO STORE POULTRY CORRECTLY? |
| Objective | To provide you with an opportunity to clean work area, and dispose of or store surplus and re-usable by-products according to organisational procedures, environmental considerations, and cost-reduction initiatives. |
| WHAT DO YOU NEED TO DO BEFORE CLEANING THE WORK AREA AND EQUIPMENT? WHY SHOULD YOU STORE AND RE-USE SURPLUS FOODS? HOW CAN YOU USE RESOURCES EFFICIENTLY? |
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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 attached completed written answers, portfolios or any evidence of competency to this workbook.
Objective: To provide you with an opportunity to show you have the required skills for this unit.
This activity will enable you to demonstrate the following skills:
| Reading skills to: Locate information in food preparation lists and standard recipes to determine food preparation requirementsLocate and read date codes and rotation labels on food products. |
| Numeracy skills to: Calculate the number of portionsDetermine cooking times and temperatures. |
| Problem-solving skills to: Evaluate quality of poultry and finished dishes and make adjustments to ensure a quality productAdjust taste and appearance of food products according to identified deficiencies. |
| Planning and organising skills to: Efficiently sequence the stages of food preparation and production. |
| Self-management skills to: Manage own speed, timing and productivity. |
| Technology skills to: Use food preparation and cooking equipment. |
Answer the activity in as much detail as possible, considering your organisational requirements.
1. Using a recipe, select the ingredients and equipment you will need, and calculate how many portions you will need to serve. Then set yourself a time limit to complete food preparation tasks and cooking.
Check food packaging including the date labels to make sure the products are fresh, and also take note of the cooking time and temperatures stated and follow these instructions, along with the recipe method.
Plan out the food preparation tasks in order, considering time constraints at your workplace and how long each item of food will take to prepare and cook,
Demonstrate using different types of equipment to prepare and cook the food, and carve the poultry if required, or use one of the cookery methods, depending on the recipe.
Once the dish is ready, evaluate the quality of the poultry and the dish as a whole, making sure the presentation, appearance and taste is up to standard. Make adjustments to the taste or appearance if required, after checking with your supervisor.
Make sure you show good planning, time managements and organisational skills throughout this activity. Time yourself for each food preparation and cooking task, and make sure you complete it during this time.
SECTION B: KNOWLEDGE ACTIVITY (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
- Culinary terms and trade names for:
- ingredients commonly used in the production of different poultry dishes
- a variety of classical and contemporary poultry dishes
- different cuts of poultry and styles of cooking
- Contents of stock date codes and rotation labels
- Characteristics of poultry products and poultry dishes:
- appearance
- fat content
- freshness and other quality indicators
- nutritional value
- taste
- texture
- Historical and cultural origin of different poultry products and poultry dishes
- Essential characteristics of poultry types listed in the performance evidence and cuts
- Preparation techniques for different cuts and types of poultry specified in the performance evidence
- Cookery methods for different cuts and types of poultry specified in the performance evidence
- Equipment used to produce poultry dishes:
- knife care and maintenance
- essential features and functions
- safe operating practices
- Mise en place requirements for poultry dishes
- Appropriate environmental conditions for storing poultry products and dishes to:
- ensure food safety
- optimise shelf life
- Safe operational practices using essential functions and features of equipment used to produce poultry dishes.
Answer each question in as much detail as possible, considering your organisational requirements for each one.
- Name the different types of poultry.
- What are the three different date labels found on food packaging?
- Describe the characteristics of the following poultry products:
- Chicken
- Turkey
- Duck
- Feathered game
- What is the historical and cultural origin of chicken?
- What are the preparation techniques for different types of poultry?
- Describe the different cookery methods for poultry.
- What equipment do you need to produce poultry dishes?
- Define what mise en place means and how the technique is used.
- What are the appropriate environmental conditions for storing poultry products to ensure food safety and optimise shelf life?
SECTION C: PERFORMANCE ACTIVITY
Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit.
This activity will enable you to demonstrate the following performance evidence:
- Follow standard recipes to prepare poultry dishes using each of the following poultry items:
- chickenduckfeathered gameturkeyUse each of the following poultry preparation techniques at least once when preparing above poultry dishes, as appropriate:
- bardingde boningmarinatingrollingtrussingstuffingtrimming
- braisingdeep fryinggrillingpoachingroastingsautéingstewing
- Prepare above food for at least six different customers:
- within commercial time constraints and deadlines
- reflecting required quantities to be produced
- following procedures for portion control and food safety practices when handling and storing poultry
- responding to special customer requests and dietary requirements.
- chickenduckfeathered gameturkeyUse each of the following poultry preparation techniques at least once when preparing above poultry dishes, as appropriate:
Answer the activity in as much detail as possible, considering your organisational requirements.
- Working to the timescales set by your workplace, choose one of the following types of poultry items to prepare a poultry dish:
- Chicken
- DuckFeathered game
- Turkey
Next, choose one of the following poultry preparation techniques to prepare the dish, depending on what the recipe requirements are:
- Barding
- De boning
- Marinating
- Rolling
- Trussing
- Stuffing
- Trimming
Then prepare the poultry using one of the following cookery methods, depending on what the recipe requirements are:
- Braising
- Deep frying
- Grilling
- Poaching
- Roasting
- Sautéing
- Stewing
Once you have selected the ingredients and cookery methods, demonstrate that you can prepare six portions of food to serve six customers. Making sure you are following commercial time constraints and deadlines set by your workplace, portioning food correctly, and following food safety practices when handling and storing poultry.
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