SITHCCC023 Use food preparation equipment :
SITHCCC023 Use food preparation equipment UNIT DESCRIPTION
This unit describes the performance outcomes, skills and knowledge required to safely use commercial kitchen equipment to prepare a range of different food types.
The unit applies to operational personnel responsible for general food preparation tasks in hospitality and catering organisations.
It applies to individuals who work with very little independence and under close supervision. They follow predefined organisational procedures and report any discrepancies to a higher-level staff member for action.
The skills in this qualification must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.
| Element | Performance Criteria |
| 1.Select food preparation equipment | 1.1 Confirm food preparation requirements from standard recipes, lists and other workplace information. |
| 1.2. Identify and select knives and other routine and specialised equipment suited to the food preparation task. | |
| 1.3. Confirm cleanliness of equipment before use. | |
| 2.Use equipment to prepare food. | 2.1. Assemble and use equipment safely and hygienically according to manufacturer instructions. |
| 2.2. Prepare food items using suitable knives to make precision cuts. | |
| 3.Clean and maintain food preparation equipment. | 3.1. Maintain equipment cleanliness using appropriate cleaning agents. |
| 3.2. Use energy, water and other resources efficiently to reduce negative environmental impacts. | |
| 3.3. Maintain the condition of equipment and make minor adjustments as required within scope of responsibility. | |
| 3.4. Identify and report on unsafe or faulty equipment or rectify according to level of individual responsibility. | |
| Performance evidence | |
| Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and: • safely and hygienically prepare food using each of the following fixed and hand-held commercial equipment: blender deep fryer food processor | |
| grater cryovac machine knife sharpening equipment: sharpening steels and stones – knives: chef’s knife o filleting knife o palette knife o utility knife o vegetable knife mandolin slicer measures microwave mouli oven peeler, corer or slicer planetary mixer salamander scales slicing machine stove top thermometer water bath (not bain marie) whisk • make basic and precision cuts on fruit and vegetables using each of the types of cuts listed in the knowledge evidence at least once complete food preparation tasks within commercial time constraints. |
| Knowledge evidence |
| Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit: |
| meaning and role of mise en place in the process of preparing, cooking and presenting food essential features and functions of, and safe operating practices for the fixed and hand-held commercial equipment listed in the performance evidence food safety practices for handling different food types cleaning practices and agents suitable to range of equipment in use • basic and precision cuts used in a commercial kitchen: brunoise chiffonnade concasse jardinière julienne macédoine mirepoix paysanne safe operational practices using essential functions and features of equipment used in the performance evidence. |
| Assessment Conditions |
| Skills must be demonstrated in an operational commercial kitchen. This can be: an industry workplace; or a 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) sink food processor grill cryovac machine refrigeration unit with shelving slicing machine storage facilities small equipment: assorted pots and pans blender can opener containers for hot and cold food colander cutting boards grater knife sharpening equipment: sharpening steel o sharpening stone – knives: chef’s knife o filleting knife o palette knife o utility knife o vegetable knife mandolin mouli planetary mixer scales small utensils: o peelers, corers and slicers tongs o whisk stainless steel bowls thermometer food safe gloves 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 soap for hand washing sponges, brushes and scourers tea towels organisational specifications: equipment manufacturer instructions mise en place lists and standard recipes organisational food safety plan safety data sheets (SDS) for cleaning agents and chemicals variety of commercial ingredients used to demonstrate use of equipment specified in the Performance Evidence Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors and: have achieved the Certificate II in Kitchen Operations, or Certificate III or Certificate IV in Commercial Cookery, or Certificate III or IV in Catering Operations, or Certificate III or IV in Patisserie, or their successors; or hold a trade certificate as a cook or chef or equivalent. |
AQF SPECIFICATIONS FOR food preparation equipment
food preparation ASSESSMENTS
This assessment is set in accordance with the criteria for AQF Level 5. As stated in the AQF specification for the Diploma qualifications must be designed and accredited to enable graduates to demonstrate the learning outcomes expressed as knowledge, skills and the application of knowledge and skills specified in the level 5 criteria and the Diploma descriptor.
Students at this level will have specialised knowledge and skills for skilled/para-professional work and/or further learning.
KNOWLEDGE
Students at this level will have technical and theoretical knowledge in a specific area or a broad field of work and learning.
SKILLS
Students at this level will have a broad range of cognitive, technical and communication skills to select and apply methods and technologies to:
- analyse information to complete a range of activities
- provide and transmit solutions to sometimes complex problems
- transmit information and skills to others
APPLICATION
Students at this level will apply knowledge and skills to demonstrate autonomy, judgement and defined knowledge responsibility in known or changing contexts and within broad but established parameters
ACSF SPECIFICATIONS AND FOUNDATION SKILLS
The term ‘Foundation Skills’ is currently used to include the core skills defined in the Australian Core Skills Framework (ACSF) as well as the employability skills identified by employers as critical for effective performance in the workplace. The core skills of the ACSF include reading, writing, oral communication, numeracy and learning.
Foundation skills encompass the core skills of reading, writing, oral communication, numeracy and learning as described by the Australian Core Skills Framework (ACSF), and the Employability Skills/Core Skills for Work. They exist on a continuum from very basic skills to highly-developed and specialist skills. The foundation skills have been addressed in the assessment as part of the performance criteria for this unit.
SUBMITTING ASSESSMENTS
Students should submit assessment tasks with the provided cover sheet.
Assessments should be submitted on or before their due date. Extensions for individual assessment tasks may be negotiated in specific circumstances. Consultation on this must occur prior to the due date and extensions due to illness will require a medical certificate. Extensions must be confirmed by the Academic Manager in writing.
TRAINING RESOURCES
The student will have access to the following:
- AIE Student Workbook
- PowerPoint presentation
- Learner Assessment Pack (LAP)
- Access to a computer, the Internet and word-processing system such as MS Word.
UNIT ASSESSMENT PLAN
To demonstrate competence in this unit, you must be assessed as satisfactory in each of the following assessment part.
| Evidence recorded | Evidence Type/ Method of assessment | Evidence Submitted |
| Unit Assessment 1 | Unit Knowledge Assessment (UKA) | Yes / No |
| Unit Assessment 2 | Unit Skills Assessment (USA) | Yes / No |
UNIT ASSESSMENT 1
UNIT KNOWLEDGE ASSESSMENT (UKA)
STUDENT TO COMPLETE AND SUBMIT
STUDENT INSTRUCTIONS:
You are required to demonstrate the knowledge you have gained from undertaking SITHCCC023 Use food preparation equipment unit of competency.
- All questions must be answered correctly to be completed satisfactorily.
- All knowledge assessments are untimed and are conducted as open book (this means student can refer to textbooks or any resources).
- Student may handwrite/use computers to answer the questions.
- This assessment task may be completed in a classroom, at home, learning management system (i.e. Moodle), or independent learning environment.
- You must complete all questions unassisted by the assessor or other personnel but may refer to reference material as needed.
Submission details
- The Assessment Task is due on the date specified by your trainer. Any variations to this arrangement must be approved in writing by your trainer.
- Fill out and attach the Assessment Submission form to the documents you are submitting to be marked.
- Please answer each question on a separate page provided and clearly indicate the question number at the top of the page.
- The Trainer/Assessor may further prompt and question in order to receive answers of appropriate quality or if further clarification is required and to validate authenticity of your submitted work.
- Explain the meaning of the following terms in an effective kitchen operation:
- Match the following equipment with the tasks they would be used for:
| Equipment | Used to prepare |
| Blender | |
| Food Processor | |
| Grater | |
| Mixer |
- What is the purpose of the following pieces of equipment? How are they used?
- Connect the correct cutting application with the relevant knife
| Type of knife | Cutting application |
| Chef’s knife (French knife) | Larger cuts, slicing, dicing and chopping |
| Bread knife | Removing the meat and skin from fish |
| Filleting knife | Serrated edge for slicing bread or tomatoes |
| Boning knife | Trimming and boning |
| Paring or utility knife | Trimming, turning and peeling |
| Palette knife | Turning and carving |
| Butcher’s knife | Used by butchers to cut meat |
| Turning knife | Large flat knife for spreading butter and other condiments |
- Provide an example of how each of the following equipment is used in a kitchen when preparing or cooking foods including adjustments where required:
| Equipment | Examples for use in a kitchen |
| Measures | |
| Peelers, corers, and slicers | |
| Mandoline | |
| Scales | |
| Thermometers | |
| Whisks |
- List 5 general requirements for the legal, safe and hygienic use of equipment including provisions for reporting any issues:
Ans:
- Describe the dimensions of the following cuts and provide a menu example that uses each cut
| Cut | Description | Menu |
| Brunoise | ||
| Julienne | ||
| Mirepoix | ||
| Jardinière | ||
| Paysanne | ||
| Macédoine | ||
| Concassé | ||
| Chiffonade |
- Give three (3) examples of how you could use vegetable trimmings economically:
| Trimmings | Use | |
| 1 | Onion skins, carrot tops, celery leaves | |
| 2 | Various vegetable trimmings | |
| 3 | Kale stems, carrot peelings, potato skins |
- Indicate the correct order for the steps needed to clean a whole fresh fish, received fresh from the supplier:
| Cleaning procedures and storage for further preparation | |
| 2 | Remove any scales by using a fish scaler or by scraping the fish with the back of the knife. |
| 3 | Gut the fish by making an incision in the belly from the vent to the gills. Be careful not to damage the gall bladder. |
| 1 | Sanitise workbench, board and utensils, prepare sanitised bowls and trays for fish and trimmings etc. |
| 6 | Store on a perforated tray with ice and a drip tray, cover and label with description, name, date. |
| 4 | Wash the fish under cold running water to remove all traces of blood and any excesses from the gut to ensure the fish is thoroughly cleaned. |
| 5 | Wash the fish to remove any excess scales and then pat dry. |
- Indicate the correct order for the steps involved in crumbing fish fillets:
| Sequential steps for crumbing | |
| 6 | Add flour (remove excess) |
| 4 | Crumbs (coat and slightly pat for better adherence) |
| 1 | Dry food items |
| 5 | Egg wash (remove excess) |
| 2 | Season |
| 3 | Store flat with grease proof paper between layers |
- Provide an example for the use of each of the following by-products:
| By-product | Example for use (i.e. Mince) |
| Fish carcasses Meat off-cuts Poultry carcasses |
- Provide 5 examples of how you can help prevent food poisoning by maintaining hygiene standards for equipment:
Ans
- Calculation
Complete the following recipe conversion for each quantity adjusted for 10 portions each: Hint: If you divide the quantity by 4 you will know the requirements for 1 portion
| Item | Specification | Requirements for 4 portions | Requirements for 10 portions |
| Asian Vermicelli | 0.030 kg | ||
| Dried Mushrooms | 0.002 kg | ||
| Onion | 0.050 kg | ||
| Garlic | 0.004 kg | ||
| Green Prawn Meat | 0.100 kg |
- What are the specific points of care when cleaning blenders, food processors and mixers to prevent potential health hazards? List the cleaner you would use and where you would use a sanitiser:
| Equipment | Points of care | Cleaning Chemical used | Is Sanitiser used? |
| Blender | |||
| Food Processor | |||
| Mixer |
- List 4 examples of safety aspects which must be considered when using or cleaning equipment:
Ans:
- You intend to use the meat slicer to cut salami. The machine won’t start. What should you check and what should you do if you cannot resolve the problem?
| EXAMPLES FOR MEASURES YOU CAN TAKE TO REDUCE ENVIRONMENTAL IMPACTS, SAVE ENERGY AND RESOURCES | ||
- Connect the correct preparation method with the relevant type of batter:
| Beer Batter | 3 1 2 | Make a well with the flour, ferment yeast in a little milk. When risen add the rest of the ingredients. Prove, knock back and then draw the floured item through the batter – Used for desserts, fish, and meat. |
| Yeast Batter | Sift flour and cornflour, work in iced water and egg white to batter consistency. Used for seafood and vegetables | |
| Tempura Batter | Sift flour, add salt, egg and beer slowly to form a smooth batter. Add the water to adjust the consistency – Used for desserts and fish. |
- Read the following recipe and answer the questions below:
AVOCADO AND ORANGE SALAD
Key Ingredient: Avocado, orange
Key Skills: Knife skills, dressing preparation
Equipment Needs: Bowl, chef’s knife, pan, whisk
Preparation Time: 30 minutes
Cooking Time: 10 minutes
Difficulty: **
Serves 2
Ingredients:
| 50g | Carrots |
| ½ | Coral lettuce |
| 30g | Celery |
| 30g | Leek |
| 50g | Capsicum |
| 400g | Orange |
| 1 | Avocado |
| 2 | White bread slices |
| 40g | Butter |
| 40mL | Vinaigrette |
Preparation Steps:
Wash, peel re-wash the carrots. Wash the lettuce, celery, leek and capsicum. Tear the lettuce into bite-sized pieces and place into a colander in the fridge. Cut the carrots, celery, leek and capsicum into julienne. Segment the orange. Cut the avocado in half. Remove the stone and peel the avocado. Slice into half-moon shapes. Cut the bread into ~5mm squares. Prepare the vinaigrette
Cooking Steps:
- Blanch and refresh the celery, leek, carrots and capsicum
- Clarify the butter. Add the croutons and fry until browned and crisp. Drain on absorbent paper
Plating:
- Layer the avocado and orange segments on a chilled plate
- Place the remaining ingredients into a bowl and dress the salad. Place in the middle of the plate and garnish as desired
Questions:
- How many serves will this recipe yield?
Response:
- How much time will you need to plan to prepare, cook and plate this salad, if plating will take 3 minutes?
Response:
- The recipe lists for equipment needs: “Bowl, chef’s knife, pan, whisk”. What other equipment will you need to prepare this salad?
Response:
- List the preparation steps in order using numbered steps:
Preparation steps in numbered sequence:
- What should be the temperature of the plate you will use to plate the salad?
Response:
- When should you dress the salad?
Response:
UNIT ASSESSMENT 2 UNIT SKILLS ASSESSMENT (USA)
STUDENT TO COMPLETE AND SUBMIT
WEEKLY PRACTICAL ASSESSMENT TASKS – OBSERVATION
For this assessment you are required to select, use, clean and maintain food preparation equipment to prepare a range of different types.
To demonstrate competency in this unit you must demonstrate your ability to:
− safely and hygienically prepare food using each of the following fixed and hand-held commercial equipment: o blenders o food processors o graters o knife sharpening equipment:
- sharpening steels and stones o knives:
- butcher and boning
- filleting
- palette o mandolin slicers o measures
- mouli
- peelers, corers or slicers o planetary mixers o scales
- thermometers
- whisks: fine and coarse stainless steel wire
− use food preparation equipment to prepare each of the following food types: o fruit and vegetables o general food items:
- batters
- coatings
- condiments and flavourings
- garnishes
- oils
- sauces and marinades o meat o poultry o seafood
− make precision cuts on fruit and vegetables complete food preparation tasks within commercial time constraints.
You are required to complete each task for this assessment as outlined below, following the relevant recipes, Workplace Health and Safety practices and Hygiene procedures as instructed during the training sessions you have participated for this unit of competency.
Before your assessment, you must:
• Come in regulation chef’s uniform and with a complete set of well-maintained tools. • Follow instructions given by your assessor for the required assessment
Any misbehaviour by students during practicals will not be tolerated and students will be asked to leave the kitchen immediately. You will also be deemed “Not Satisfactory” as a result and may also be refused to participate in further kitchen practicals.
Resources:
Fully equipped commercial kitchen, ingredients, workflow and recipe card templates
Procedure:
Your assessor will give you dishes to prepare as part of the assessment each week. You are required to do the following:
- Complete Recipe Cards and Work Flow Charts before proceeding to practical assessment
- Select the correct food preparation equipment for the food types
- Use food preparation equipment to prepare food
- Clean and maintain food preparation equipment after use
Note: You must participate in ALL practicals and demonstrate satisfactory performance (see practical tasks checklists below) to achieve “Satisfactory” result for this assessment.
Assessment Plan
Prepare the following dishes to the criteria set out below:
| SITHCCC023 Use food preparation equipment | ||||
| Dish to be prepared | Equipment used | Major food groups used | ||
| Dish 1: Cucumber Salad Recipe Source: Futura Group, ecoach recipes SITHCCC023 No. of serves: | X Blender | X Fruit/vegetables X General food items: batter/coating/condiment Oils/sauces/marinade | ||
| Dish 2: Potato Chips Recipe Source: Futura Group, ecoach recipes SITHCCC023 No. of serves: | Blender Food processor Grater Sharpening steel Sharpening stone Knives: tcher/Boning/Filleting/Palette Mandoline Measures Mouli Peeler/Corer/Slicer | X Fruit/vegetables | ||
| X X X Bu X | ||||
| Recipe Source: Futura Group, ecoach recipes SITHCCC023 No. of serves: | X Knives: Butcher/Boning/Filleting/Palette | Meat Poultry Seafood Precision Cuts: | ||||
| X | ||||||
| Dish 7: Beer Batter Recipe Source: Futura Group, ecoach recipes SITHCCC023 No. of serves: | X Blender X Food processor Grater Sharpening steel Sharpening stone Knives: | Fruit/vegetables General food items: batter/coating/condiment Oils/sauces/marinade Garnishes Meat Poultry Seafood Precision Cuts: | ||||
| X X | ||||||
| Dish 8: Battered Fish Fillet Recipe Source: Futura Group, ecoach recipes SITHCCC023 No. of serves: | Blender Food processor Grater Sharpening steel Sharpening stone Knives: tcher/Boning/Filleting/Palette Mandoline Measures Mouli Peeler/Corer/Slicer Planetary mixer Scales Thermometer Whisk: fine/coarse | X Fruit/vegetables X General food items: batter/coating/condiment X Oils/sauces/marinade | ||||
| X X X Bu X | ||||||
| Dish 9: Tomato Salad Recipe Source: Futura Group, ecoach recipes SITHCCC023 No. of serves: | Blender Food processor Grater Sharpening steel Sharpening stone Knives: Butcher/Boning/Filleting/Palette Mandoline Measures Mouli Peeler/Corer/Slicer Planetary mixer Scales Thermometer | X Fruit/vegetables | ||||
| X X X | ||||||
STANDARD RECIPE CARD
| ( % Food Cost) | |||||||
| Commodities | |||||||
| Item | Specification | Weight kg/l/unit | Cost per kg/l/unit | Actual Cost | |||
| Total Cost | $7.50 | ||||||
| Portion Cost | $1.88 | ||||||
Method:
| WORK FLOW PLAN/ END OF SERVICE PROCEDURES / DE-BRIEF | |||
| TIME | TASK (DESCRIPTION) AND PRIORITY | Equipment & WHS | Communication (Who, About what?) |
| 4:00 PM | Start cleaning and organizing work stations Priority: High | Cleaning supplies, gloves, WHS procedures | Chef and kitchen staff, to ensure everyone is aware of the cleaning process and what is expected of them |
| 4:30 PM | Prepare leftover food for storage Priority: Medium | Food storage containers, gloves | Chef and kitchen staff, to inform them of any food that needs to be saved and how it should be stored |
| 5:00 PM | Scrub and clean all cooking surfaces and utensils Priority: High | Cleaning supplies, gloves, WHS procedures | Chef and kitchen staff, to ensure everyone is aware of the cleaning process and what is expected of them |
| 6:00 PM | Dispose of all waste and recyclables Priority: High | Garbage bags, recycling bins, WHS procedures | Chef and kitchen staff, to ensure everyone knows what items should be recycled and how to properly dispose of waste |
| 6:30 PM | De-brief with kitchen staff Priority: Low | None | Chef and kitchen staff, to discuss any issues or successes during service, and to provide feedback and recognition where appropriate |
| END OF SERVICE PROCEDURES/ REPORTING REQUIREMENTS | Equipment/Systems | Communication (Who, About what?) | |
| Clean and sanitize all surfaces and utensils | Cleaning supplies, gloves, WHS procedures | Chef and kitchen staff, to ensure everyone is aware of the cleaning process and what is expected of them | |
| Properly store any leftover food | Food storage containers, gloves | Chef and kitchen staff, to inform them of any food that needs to be saved and how it should be stored | |
| POST SERVICE DE-BRIEF | Equipment/Systems | Communication (Who, About what?) | |
| SITHCCC023 Use food preparation equipment Practical Tasks – Dish no. — | — | ||||
| Student Name / ID | |||||
| Name of Dish | |||||
| Did the student demonstrate the following: | Re | sult | |||
| S | NS | ||||
| Confirm food preparation requirements from food preparation list and standard recipes | |||||
| Identify and select knives and other equipment to prepare the dish | |||||
| Each piece of equipment is checked for cleanliness | |||||
| Each piece of equipment is assembled according to manufacturer’s instructions | |||||
| Correct preparation methods used for commodities | |||||
| Correct knives selected for precision cuts and correct cutting technique used | |||||
| Correct food preparation method used for the preparation of the dish | |||||
| Cutting boards are washed and sanitised or replaced for different tasks | |||||
| Correct cleaning agent selected and correct methods used for cleaning | |||||
| Equipment adjusted where required e.g. blades adjusted; mechanism oiled | |||||
| Equipment issues are reported | |||||
| Equipment sanitised where required | |||||
| Uses water efficiently | |||||
| Switches off gas and power supply when not immediately required | |||||
| Uses recycling where appropriate | |||||
| Comments | |||||
| Assessor signature | Date | ||||
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