SITHCCC023 Use Food Preparation Equipment :
SITHCCC023 Use Food Preparation Equipment Assessment Pack (UAP) – Cover Sheet
Student and Trainer/Assessor Details
| Student ID | |
| Student name | |
| Trainer/Assessor name |
Food Preparation Equipment Course and Unit Details
| Course code | SIT30821 |
| Course name | Certificate III in Commercial Cookery Final |
| Unit code | SITHCCC023 |
| Unit name | Use Food Preparation Equipment |
Assessment Submission Method
| ☐ By hand to trainer/assessor | ☐ By email to trainer/assessor | ☐ Online submission via Learning Management System (LMS) |
| ☐ By Australia Post to RTO | ☐ 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; and Take 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
To demonstrate competence in this unit, the student must be assessed as satisfactory in each of the following assessment tasks.
| Evidence recorded | Evidence Type/ Method of assessment | Sufficient evidence recorded/Outcome | ||
| Unit Assessment Task 1 | Unit Knowledge Test (UKT) | S / NS (First Attempt) S / NS (Second Attempt) | ||
| Unit Assessment Task 2 | Practical demonstration | S / NS (First Attempt) S / NS (Second Attempt) | ||
| Final result | C ☐ NYC ☐ | Date assessed | ||
| Trainer/Assessor Signature | ||||
Unit information pack
| The student and Trainer/Assessor must read and understand all the information in the unit information pack before completing the unit assessment pack. |
Pre-assessment checklist
Purpose
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.
Information for students
- Please make sure you have completed the necessary prior learning before attempting this assessment.
- Please make sure your Trainer/Assessor has clearly explained the assessment process and tasks to be completed.
- Please make sure you understand what evidence is required to be collected and how.
- Please make sure you know your rights and the complaints and appeal process.
- Please 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).
- Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
- Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
- Due date of this assessment task is according to 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.
- Request for an extension to submit your assessment work must be made before the due date of this assessment task.
Reasonable adjustments
- If student has requested a reasonable adjustment, then complete the reasonable adjustment form included in the unit information pack.
Student declaration
- I confirm that Trainer/Assessor has provided all the information related to the assessment task as included in the information for student section and I am ready for the assessment.
| Student signature | Date |
Assessment type:
- Written Questions
Instructions provided to the student:
Assessment task description:
- This is the first (1) unit of assessment task that the student must successfully complete to be deemed competent in this unit of competency.
- The Unit Knowledge Test is comprised of eleven (11) written questions.
- Student must respond to all the questions and submit them to the Trainer/Assessor.
- Student must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task.
- Trainer/Assessor is required to provide feedback within two weeks and notify students when results are available.
Applicable conditions:
- This knowledge test is untimed and is conducted as an open book test (this means student can refer to textbooks during the test).
- Student must read and respond to all questions.
- Student may handwrite/use computers to answer the questions.
- Student 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.
- Trainer /Assessor must assess student’s written skills and knowledge as he/she completes this assessment task.
- The Trainer/Assessor may ask the student relevant questions on this assessment task to ensure that this is his/her own work.
Resubmissions and reattempts:
- Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
- Student may speak to their Trainer/Assessor if the student has any difficulty in completing this task and requires a reasonable adjustment (e.g., can be given as an oral assessment).
- For more information, please refer to the RTO Student Handbook.
Location:
- This assessment task may be completed in (tick the relevant box):
| ☐ Learning Management System | ☐ Classroom |
| ☐ Simulated learning environment | ☐ Workplace |
| Other: ____________________________________ | |
- Trainer/Assessor will provide the student with further information regarding the location for completing this assessment task.
Purpose of the assessment
The purpose of the assessment is to check knowledge relevant to the unit.
Instructions for answering written questions:
- Students must complete a written assessment consisting of a series of questions.
- It is expected from students to correctly answer all the questions.
- Answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills.
- Students must respond to all questions for this assessment in a concise manner, providing only information that is relevant.
- Student must use non-discriminatory language. The language should not devalue, demean, or exclude individuals or groups on the basis of such attributes including gender, disability, culture, race, religion, sexual preference, age and/or any other basis. Gender inclusive language should be used.
- Assessors must not accept responses/answers that have been copied directly from other sources materials.
| Resources required to complete the assessment task: |
- Access to learner guide and other learning materials.
- Computer
- Internet
- MS Word
- Printer or e-printer
- Unit Assessment Task
| Question 1a: What is a standard recipe? List five main objectives and benefits of standard recipes. (50-100 words) | Satisfactory response | |
| Yes ☐ | No ☐ | |
| Question 1b: What is mise en place (30-50 words)? List five benefits and roles of Mis en place. | Satisfactory response | |
| Yes ☐ | No ☐ | |
| Question 1c: List any five tasks in the kitchen which are part of mise en place. | Satisfactory response | |
| Yes ☐ | No ☐ | |
| Question 2a: What are the types of knives used in a kitchen? (Any 7) Please list their uses in a commercial kitchen. | Satisfactory response | |
| Yes ☐ | No ☐ | |
| Question 2b: What are the two pieces of knife sharpening equipment commonly used in kitchens? | Satisfactory response | |
| Yes ☐ | No ☐ | |
| Question 2c: Identify the following equipment from the pictures and write their essential function/ features Equipment Image Equipment Name Function/ feature 1. 2. 3. 4. 5. 6. 7. 8. 9. 10 | Satisfactory response | |
| 1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐ 6. Yes ☐ 7. Yes ☐ 8. Yes ☐ 9. Yes ☐ 10. Yes ☐ | No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ | |
| Question 2d: Identify the following equipment from the pictures and write their essential function/ features. Equipment Image Equipment Name Function/ feature 1. 2. 3. 4. 5. 6. 7. 8. 9. Butcher Knife A large knife used for cutting meat. 10 Measuring Jugs A container used for measuring liquids, usually in milliliters or cups. | Satisfactory response | |
| 1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐ 6. Yes ☐ 7. Yes ☐ 8. Yes ☐ 9. Yes ☐ 10. Yes ☐ | No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ | |
| Question 3a: In the context of food safety practices for handling different food types, match the following: COLUMN 1 Answer COLUMN 2 1. Perishable foods a. is caused when a foreign object contaminates the food. Steel wool, Band-Aids, or pieces of plastic 2. Non-perishable foods b. is achieved by ensuring that food preparation, handling, and storage areas are kept clean, food handlers maintain good standards of personal hygiene, and that food is always safe from contamination or temperature abuse. 3. Physical contamination c. is caused when any toxic liquid contaminates food. E.g. Cleaning chemicals, insecticides, and pesticides. 4. Chemical contamination d. will not spoil for a long time and does not need to be refrigerated. 5. Biological contamination e. food can develop an adverse smell, taste, touch, or look due to bacteria, viruses, or moulds. 6. Food Spoilage f. foods that spoil rapidly and must be refrigerated 7. Personal Hygiene g. cleanliness related to our bodies. 8. Food Hygiene h. is caused by microscopic organisms – bacteria and viruses or substances they produce | Satisfactory response | |
| Yes ☐ | No ☐ | |
| Question 3b: All food handlers should wash and dry their hands according to the correct procedure. Explain the five steps of effective handwashing. Step 1 Step 2 Step 3 Step 4 Step 5 | Satisfactory response | |
| 1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐ | No ☐ No ☐ No ☐ No ☐ No ☐ | |
| Question 3c: Fill in the blanks to complete the following sentences: equipment spoilage internal contaminant cooked contaminated handled 5C hands stored protein 60C damaged cleanliness Visual inspection 1. Food is __________ or not fit for consumption when polluted by a physical, chemical, or microbiological __________. 2. Thoroughly washing __________ and sanitising the food handling __________ are two of the best ways to prevent bacterial contamination. 3. Perishable products have a high __________ content and are more susceptible to __________. 4. All foods should be __________ properly to recommended __________l temperatures. 5. To avoid raw foods from cross-contaminating ready-to-eat foods, food must be __________ and __________ correctly. 6. Hot food should be stored or held at __________ or above, while cold food should always be stored below __________. 7. __________ __________ is the most effective method for verifying the __________ of the equipment. It provides clear information on whether the appliance is free of soil and food debris. It also makes us aware if the equipment is worn out or __________. | Satisfactory response | |
| 1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐ 6. Yes ☐ 7. Yes ☐ | No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ | |
| Question 3d: Concerning the routine cleaning of equipment, list the proper ways of cleaning the below items. Equipment Effective cleaning 1. Fixed items 2. Wood 3. Plastic 4. China 5. Stainless Steel 6. Marble 7. Sieves, conical strainers, mincers and graters 8. Vitreous enamel | Satisfactory response | |
| 1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐ 6. Yes ☐ 7. Yes ☐ 8. Yes ☐ | No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ | |
| Question 4a: List at least three safe handling guidelines for the following kitchen equipment. Equipment Safety Guidelines 1. Blender 2. Deep fryer 3. Food processor 4. Grater 5. Cryovac machine 6. Knives and knife sharpening equipment 7. Mandoline Slicer 8. Microwave 9. Oven and Salamander 10. Peeler 11. Planetary Mixer 12. Slicing machine / Meat slicer 13. Stovetop | Satisfactory response | |
| 1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐ 6. Yes ☐ 7. Yes ☐ 8. Yes ☐ 9. Yes ☐ 10. Yes ☐ 11. Yes ☐ 12. Yes ☐ 13. Yes ☐ | No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ | |
| Question 4b: List ten points to follow when assembling and operating equipment safely. | Satisfactory response | |
| Yes ☐ | No ☐ | |
| Question 4c: Regarding the safe assembly of mixers and food slicers commonly used in a kitchen, fill in the blanks to complete the sentences. 45° 45° zero firmly holder bowl 1. Assembling the mixer: The mixing ______ must be placed on the stand and _______ positioned. The speed must be set at _________ before starting. 2. Assembling the food slicer: The food slicer needs to be kept on a _______ surface at approximately ________ angle. The safety food _______ needs to be slid on the arm of the food guide. | Satisfactory response | |
| 1. Yes ☐ 2. Yes ☐ | No ☐ No ☐ | |
| Question 5a: Identify the following cuts of vegetables and add a description and purpose. Image Name of cut Description Purpose 1. 2. 3. 4. 5. 6. 7. 8. | Satisfactory response | |
| 1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐ 6. Yes ☐ 7. Yes ☐ 8. Yes ☐ | No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ | |
| Question 5b: Regarding the correct use of knives, arrange the following statements in the correct order. Using knife correctly Correct order a. With a rocking motion, keeping the tip of the knife on the chopping board, slice down through the food at regular intervals. b. To do this safely, curl fingers in and use fingertips to grasp and move the item. c. Use other hands to feed the item towards the knife. d. If using a chef’s knife, hold the knife properly, grasp the handle with three fingers, and put your forefinger and thumb on opposite sides of the blade (pinch grip). e. To prepare food correctly, start with a sharp knife. f. There should be no starting or stopping but one continual motion. | Satisfactory response | |
| Yes ☐ | No ☐ | |
| Question 5c: Fill in the blanks to complete the following sentences: dangerous relaxed safe heel chef’s knife thumb 1. 2. 3. 1. The correct way to grip a knife from the above three images is number __________ 2. The best all-around cutting tool in the kitchen is the __________. 3. A knife handled correctly is a __________, efficient and effective preparation tool. In contrast, a knife handled incorrectly can be __________ to the user and damage the prepared food. 4. There must be plenty of room for the __________ and all fingers to grasp the handle firmly where the blade’s __________ meets the board. 5. The grip on the knife must be firm but __________. | Satisfactory response | |
| 1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐ | No ☐ No ☐ No ☐ No ☐ No ☐ | |
| Question 5c: Fill in the blanks to complete the following sentences: Cleaning Agents Description Use 1. Soap A mild detergent made from fat and an alkali. Used for cleaning grease and food residue. 2. Sodium hypochlorite (bleach) A strong oxidizing agent. Used for sanitizing surfaces. 3. Hydrogen peroxide A strong oxidizing agent. Used for sanitizing surfaces. 4. Ammonia A strong alkaline solution. Used for cleaning and removing grease. Sanitising Agents Description Use 5. Quaternary ammonium compounds (QUATs) A group of chemical compounds used as sanitizers. Used to reduce harmful microorganisms on surfaces. 6. Iodine A strong oxidizing agent Used for sanitizing surfaces and equipment. | Satisfactory response | |
| 1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐ 6. Yes ☐ | No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ | |
| Question 6b: Using the numbers, arrange the steps used to safely clean the kitchen equipment and premises. Steps Correct order 1. Sanitise all areas with sanitiser spray and leave to air dry. 2. Empty reach-in coolers and wash and sanitise them 3. Clean sinks and faucets 4. Clean the ovens. Be sure to follow the manufacturer’s instructions. 5. Oil cast iron cookware 6. Clean freezers 7. Empty and sanitise the ice machine 8. Wash walls and ceilings 9. Wipe down the dry storage area 10. Wash behind the hotline (oven, stove, fryers) to reduce grease build-up, a major fire hazard. | Satisfactory response | |
| Yes ☐ | No ☐ | |
| Question 6c: What are the three basic steps of cleaning the work area in a kitchen? What is the difference between cleaning and sanitising? (30-50 words) | Satisfactory response | |
| Yes ☐ | No ☐ | |
| Question 7a: List six ways to use water efficiently in a commercial kitchen. | Satisfactory response | |
| Yes ☐ | No ☐ | |
| Question 7b: List 6 ways to use energy efficiently in a commercial kitchen. | Satisfactory response | |
| Yes ☐ | No ☐ | |
| Question 7c: What are the three ways we can improve environmental practices and reduce the negative environmental impact of any business? | Satisfactory response | |
| Yes ☐ | No ☐ | |
| Question 7d: In regard to the above three ways to improve environmental practices and reduce the negative environmental impact of any business, list five considerations when disposing of waste. | Satisfactory response | |
| Yes ☐ | No ☐ | |
| Question 7e: From the point of view of a food service establishment, what are some ways to reduce the negative impact of the business on the environment? Give any seven (7) ways. | Satisfactory response | |
| Yes ☐ | No ☐ | |
| Question 8a. List the benefits of maintaining equipment. Any five points. | Satisfactory response | |
| Yes ☐ | No ☐ | |
| Question 8b. List at least three best practices for maintaining the following equipment: Equipment Best practices for maintaining the following equipment 1. Deep Fryers 2. Dishwashers 3. Fridge and freezer 4. Knife 5. Utensils | Satisfactory response | |
| 1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐ | No ☐ No ☐ No ☐ No ☐ No ☐ | |
| Question 8c. Write down any four (4) minor adjustments that can be made to equipment. | Satisfactory response | |
| Yes ☐ | No ☐ | |
| Question 9. Who do you report to if there is any unsafe or faulty equipment in the kitchen? List eight (8) possible equipment faults that must be reported. | Satisfactory response | |
| Yes ☐ | No ☐ | |
| Question 10a: Identify the following pieces of kitchen equipment below and write their uses: Blender Garlic press Meat cleaver Rolling pin Can opener Grater Mixer Spatula Corkscrew Ladle Mixing bowl Strainer Colander Measuring cup Potato masher Tongs Frying pan Measuring spoons Roasting pan Whisk Equipment Use Equipment Use a. k. b. l. c. m. d. n. e. o. f. p. g. q. h. r. i. s. j. t. | Satisfactory response | |
| Yes ☐ | No ☐ | |
| Question 10b: What are the different types of food preparation equipment? Give any five (5) examples for each type of equipment. | Satisfactory response | |
| Yes ☐ | No ☐ | |
| Question 10c: Select the correct tools below to measure the following ingredients. Measuring cups / Measuring spoons / Measuring jugs / Digital Weighing Scales Ingredients Tools 1. Rice 2. Salt 3. Oil 4. Cottage cheese 5. Grated cheddar cheese | Satisfactory response | |
| 1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐ | No ☐ No ☐ No ☐ No ☐ No ☐ | |
| Question 11a: Which kitchen equipment can be used for the following tasks? Mis en place task Equipment to use Dicing a tomato Peeling an apple Securing meat for carving Spreading icing on a cake Sautéing prawns Poaching eggs Mixing a batter Crumbing chicken Grating cheese Slicing carrots Roasting vegetables and meat Deep frying onion rings in tempura batter | Satisfactory response | |
| Yes ☐ | No ☐ | |
| Question 11b: Write down any five (5) ‘do’s and don’ts’ to safely handle electrical equipment in the kitchen. Do’s Don’ts | Satisfactory response | |
| Yes ☐ | No ☐ | |
| Question 11c: Match the correct knife to an appropriate application. TOOL ANSWER Tool number APPLICATION 1. Bread knife Turning and carving 2. Chef’s knife (French knife) Large, heavy knife for chopping through bones 3. Paring knife Larger cuts, slicing, dicing and chopping 4. Turning knife Serrated edge for slicing bread or tomatoes 5. Boning knife Removing the meat and skin from fish 6. Filleting knife Large flat knife for spreading butter, creams, and icings on cakes. 7. Cleaver Trimming, turning and peeling 8. Palette knife Trimming and boning | Satisfactory response | |
| Yes ☐ | No ☐ | |
| Unit Assessment Result Sheet (UARS) | ||||
| Outcome of Unit Assessment Task (UAT) | First attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Second attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) | |||
| Feedback to Student | ||||
| Student Declaration | 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. have kept a copy of all relevant notes and reference material that I used as part of my submission. 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 all work I submit must be verifiable as my own. 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. | |||
| Student Signature | ||||
| Date | ||||
| Trainer/Assessor Name | ||||
| Trainer/Assessor Declaration | I hold: þ Vocational competencies at least to the level being delivered þ Current relevant industry skills þ Current knowledge and skills in VET, and undertake þ Ongoing professional development in VET I declare that I have conducted an assessment of this candidate’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 above-named candidate. | |||
| Trainer/Assessor Signature | ||||
| Date | ||||
| Office Use Only | Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) __________________________________ | |||
| UAT 2 – Unit Practical Demonstration |
Pre-assessment checklist
Purpose
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.
Information for students
- Please make sure you have completed the necessary prior learning before attempting this assessment.
- Please make sure your Trainer/Assessor has clearly explained the assessment process and tasks to be completed.
- Please make sure you understand what evidence is required to be collected and how.
- Please make sure you know your rights and the complaints and appeal process.
- Please 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).
- Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
- Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
- Due date of this assessment task is according to 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.
- Request for an extension to submit your assessment work must be made before the due date of this assessment task.
Reasonable adjustments
- If a student requires a reasonable adjustment, then complete the reasonable adjustment form included in the unit information pack.
Student declaration
- I confirm that the Trainer/Assessor has provided all the information related to the assessment task as included in the information for student section and I am ready for the assessment.
| Student signature | Date |
| Assessment task instructions |
Assessment type:
- Unit Practical Demonstration
Instructions provided to the student:
Applicable conditions:
Resubmissions and reattempts:
- Where a student’s performance is deemed not satisfactory after the first attempt, a resubmission attempt will be allowed. Assessor must note any such submissions.
- Student may speak to their Trainer/Assessor if the student has any difficulty in completing this task and requires a reasonable adjustment (e.g., can be given as an oral assessment).
- For more information, please refer to the RTO Student Handbook.
Location:
- This assessment task may be completed in (tick the relevant box):
| ☐ Learning Management System | ☐ Classroom |
| ☐ Simulated learning environment | ☐ Workplace |
| Other: ____________________________________ | |
Purpose of the assessment:
- Purpose of this Unit Practical Demonstration is to check skills and knowledge related to performance criteria and performance evidence of the unit.
General Instructions for attempting the Unit Practical Demonstration:
| Resources required to complete the assessment task: |
- Computer
- Internet
- MS Word
| Skills must be demonstrated in an operational commercial kitchen. This can be: an industry workplace; ora simulated industry environment, such as an industry-realistic training kitchen servicing customers. Assessment must ensure access to: fixtures and large equipment: commercial grade work benches (1.5 m per person)sinkfood processorgrillcryovac machinerefrigeration unit with shelvingslicing machinestorage facilities small equipment: assorted pots and pansblendercan openercontainers for hot and cold foodcolandercutting boardsgraterknife sharpening equipment:sharpening steelsharpening stoneknives:chef’s knifefilleting knifepalette knifeutility knifevegetable knifemandolinmouliplanetary mixerscales small utensils: peelers, corers and slicerstongswhisk stainless steel bowls thermometer food safe gloves cleaning materials and equipment: cleaning clothscommercial cleaning and sanitising agents and chemicals for cleaning commercial kitchens, equipment and food storage areasdustpans and broomsgarbage bins and bagshand towel dispenser and hand towelsmops and bucketsseparate hand basin and soap for hand washingsponges, brushes and scourerstea towels organisational specifications: equipment manufacturer instructionsmise en place lists and standard recipesorganisational food safety plansafety data sheets (SDS) for cleaning agents and chemicalsvariety of commercial ingredients used to demonstrate use of equipment specified in the Performance Evidence. |
| Activity 1: Use food preparation equipment | ||||
| Your task | Purpose This assessment will occur under workplace conditions or in a simulated industry environment, such as an industry-realistic training kitchen servicing customers. For this activity, you will be required to prepare, produce, decorate, and present three varied dishes, two portions each, for assessment. You will also prepare and produce basic and precision cuts of vegetables. Recipes are in the recipe booklet. Tasks to be performed Task and dishes to be completed and produced: Task 1 – Cuts of vegetables Task 2 -Cook dishes Throughout this activity, complete the following tasks: You must refer to the checklist provided at the end of the task and complete the task requirements. | |||
| You will be required to complete and/or attach. | When submitting the completed assessment, the student must take a photo of the finished dish and attach it to the assessment checklist. Once the product is ready, you will present it to the trainer. The trainer may suggest some improvements. You are to make changes to the presentation as per the trainer’s suggestions. Once the trainer approves the presentation, you must serve a portion of the product to the trainer. When submitting the completed assessment, the students must take a photo of the finished dishes and attach it to the assessment checklist. | |||
| Timeframe | Your trainer will give you 4 hours to complete this activity. You may ask for additional time if required. | |||
| Performance criteria checklist for unit assessment task: | |||||||
| Trainer/ Assessor to complete | |||||||
| PRODUCE CHEESE DISHES Please comment on | Recipe 1 Cuts of vegetables | Recipe 2 Sous vide fillet steak with fries and salad | Recipe 3 Chocolate cake | Recipe 4 Ham and Egg sandwich | Trainer/ Assessor Comments | ||
| 1. Ingredients | 1.1 Collected ingredients from store and cooler as per the recipe card 1.2 Checked quality and freshness of ingredients 1.3 Correctly weighed and measured ingredients as per the standard recipe | ||||||
| 2. Mise en Place | 2.1 Student made checked basic and precision cuts on fruit and vegetables | ☐ brunoise ☐ chiffonnade ☐ concasse ☐ jardinière ☐ julienne ☐ macédoine ☐ mirepoix ☐ paysanne | ☐ brunoise ☐ chiffonnade ☐ concasse ☐ jardinière ☐ julienne ☐ macédoine ☐ mirepoix ☐ paysanne | ☐ brunoise ☐ chiffonnade ☐ concasse ☐ jardinière ☐ julienne ☐ macédoine ☐ mirepoix ☐ paysanne | ☐ brunoise ☐ chiffonnade ☐ concasse ☐ jardinière ☐ julienne ☐ macédoine ☐ mirepoix ☐ paysanne | ||
| 3. Equipment | 3.1 Student used checked knives and knife sharpening equipment for food preparation | ☐ chef’s knife ☐ filleting knife ☐ palette knife ☐ utility knife ☐ vegetable knife ☐ sharpening steels and stones | ☐ chef’s knife ☐ filleting knife ☐ palette knife ☐ utility knife ☐ vegetable knife ☐ sharpening steels and stones | ☐ chef’s knife ☐ filleting knife ☐ palette knife ☐ utility knife ☐ vegetable knife ☐ sharpening steels and stones | ☐chef’s knife ☐filleting knife ☐palette knife ☐utility knife ☐vegetable knife ☐sharpening steels and stones | ||
| 3.2 Student selected used checked fixed and hand-held commercial equipment | ☐blender ☐deep fryer ☐food processor ☐grater ☐cryovac machine ☐mandolin slicer ☐measures ☐microwave ☐mouli ☐oven ☐peeler, corer, slicer ☐planetary mixer ☐salamander ☐scales ☐slicing machine ☐stove top ☐thermometer ☐water bath ☐whisk | ☐blender ☐deep fryer ☐food processor ☐grater ☐cryovac machine ☐mandolin slicer ☐measures ☐microwave ☐mouli ☐oven ☐peeler, corer, slicer ☐planetary mixer ☐salamander ☐scales ☐slicing machine ☐stove top ☐thermometer ☐water bath ☐whisk | ☐blender ☐deep fryer ☐food processor ☐grater ☐cryovac machine ☐mandolin slicer ☐measures ☐microwave ☐mouli ☐oven ☐peeler, corer, slicer ☐planetary mixer ☐salamander ☐scales ☐slicing machine ☐stove top ☐thermometer ☐water bath ☐whisk | ☐blender ☐deep fryer ☐food processor ☐grater ☐cryovac machine ☐mandolin slicer ☐measures ☐microwave ☐mouli ☐oven ☐peeler, corer, slicer ☐planetary mixer ☐salamander ☐scales ☐slicing machine ☐stove top ☐thermometer ☐water bath ☐whisk | |||
| 4. Bench work | 4.1 Clear of clutter 4.2 Avoiding cross-contamination 4.3 Maintaining the condition of equipment and making minor adjustments if required | ||||||
| 5. Workflow | 5.1 Logical 5.2 Sequential 5.3 Timing | ||||||
| 6. Safety | 6.1 Bench is stable 6.2 Stoves have guards 6.3 Assembled and used various tools and equipment safely as per the manufacturer’s instructions. 6.4 Wearing complete uniform with safety shoes, apron and cap. 6.5 Demonstrating proper lifting techniques 6.6 Demonstrating proper safe handling and usage of knives and other equipment. 6.7 Following food safety practices when assembling and using equipment. | ||||||
| 7. Hygiene | 7.1 Personal hygiene is always maintained 7.2 Uniform is clean and well presented 7.3 Assemble and use equipment hygienically | ||||||
| 8. Preparation Technique | 8.1 Accessed recipe and understood food preparation requirements. 8.2 Checked equipment for cleanliness and availability before use. 8.3 Weighed and measured ingredients for two portions as per the recipe 8.4 Cleaned and cut ingredients for two portions as per quality standards 8.5 Used energy, water and other resources efficiently all though the task. | ||||||
| 9.Cooking Technique | 9.1 Cooking 9.1.1 The student used the correct cooking method and technique for relevant ingredients 9.1.2 Cooked ingredients to recommended internal temperature. | ||||||
| 9.2 Quality Control | |||||||
| 10. Presenting | 10.1 Presented the dish attractively using creativity | ||||||
| 11.Finished Product | 11.1 Saleable product 11.2 Adjusted final presentation (as per trainer feedback) 11.3 Quality & taste approved by the trainer 11.4 Temperature as per recipe 11.5 Completing food preparation tasks within timing as per recipe | ||||||
| 12. Cleaning | 12.1 Cleaned the workstation using appropriate cleaning agents as per organisational policy. 12.2 Maintained equipment cleanliness using appropriate cleaning agents. 12.3 Identifying and reporting on unsafe or faulty equipment. | ||||||
| Unit Assessment Result Sheet (UARS) | ||||
| Outcome of Unit Assessment Task (UAT) | First attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Second attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) | |||
| Feedback to Student | First attempt: Second attempt: | |||
| 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 all work I submit must be verifiable as 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: þ Vocational competencies at least to the level being delivered þ Current relevant industry skills þ Current knowledge and skills in VET, and undertake þ Ongoing professional development in VET I declare that I have conducted an assessment of this candidate’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 above-named candidate. | |||
| Trainer/Assessor Signature | ||||
| Date | ||||
| Office Use Only | Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) __________________________________ | |||
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