SITHCCC029 Prepare Stocks Sauces And Soups

Purpose of unit SITHCCC029 Prepare Stocks SaucesAnd Soups Assessment Pack This document is for the student and provides all the assessment tasks which need to be completed to be deemed competent in this unit. The document also provides instructions and information to assist the student to complete each assessment task. Students must respond to all questions and submit the assessment to their Assessor.

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Assessment Pack (UAP) – Cover Sheet

Student and Trainer/Assessor Details

Student ID
Student name
Trainer/Assessor name

SITHCCC029 Prepare Stocks Sauces And Soups

Course and Unit Details

Course code
Course name
Unit code	SITHCCC029
Unit name	Prepare stocks, sauces, and soups

SITHCCC029 Prepare Stocks SaucesAnd Soups

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)

SITHCCC029 Prepare Stocks SaucesAnd Soups

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

SITHCCC029 Prepare Stocks SaucesAnd Soups

SITHCCC029 Prepare Stocks Sauces And Soups 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
Final result	C ☐ NYC ☐	Trainer/Assessor Signature

SITHCCC029 Prepare Stocks SaucesAnd Soups

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.

UAT 1 – Unit Knowledge Test (UKT)

SITHCCC029 Prepare Stocks SaucesAnd Soups

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 task instructions

SITHCCC029 Prepare Stocks SaucesAnd Soups

Assessment type:

Written Questions

Instructions provided to the student:

Prepare Stocks Sauces 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 seventeen (17) 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 (1 to 2 sentences)? What are the five main uses of standard recipes?	Satisfactory response
	Yes ☐	No ☐

Question 1b: You have been given the recipe below for a broccoli soup. This recipe yields 50 L of broccoli soup. You are required to prepare 30 L. Calculate the conversion factor required to achieve this using the appropriate formula. Be sure to show your calculations in the space provided. Ingredients Unit Quantity Broccoli KG 20 Onion KG 5 Garlic KG .5 Olive oil L .5 Veg Stock L 40 Salt KG .010	Satisfactory response
	Yes ☐	No ☐

Question 1c: Now that you have calculated the conversion factor, calculate the weights of the ingredients required for the recipe’s updated yield of 30 L soup.	Satisfactory response
	Yes ☐	No ☐

Ingredients Unit Old quantities Updated Quantity Broccoli KG Onion KG Garlic KG Olive oil L Veg Stock L Salt KG

Question 2a: What is a stock? (30-50 words) What are the five main ingredients in stock preparation?	Satisfactory response
	Yes ☐	No ☐

Question 2b: Define what a soup is. (20-40 words) What are the four broad classifications of soup? Give two examples of each.	Satisfactory response
	Yes ☐	No ☐

Question 2c: Identify the following ingredients used in stocks, sauces and soups and their types from the pictures below and list three (3) selection points for each in the provided table.	Satisfactory response
	1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐ 6. Yes ☐	No ☐ No ☐ No ☐ No ☐ No ☐ No ☐

Picture NAME CATEGORY SELECTION POINTS 1. 2. 3. 4. 5. 6.

Question 2d: What are the six mother sauces?	Satisfactory response
	Yes ☐	No ☐

Question 3a: In the table below, three types of soups are provided. Student is required to mention the key elements based on the characteristics mentioned in the table:	Satisfactory response
	a. Yes ☐ b. Yes ☐ c. Yes ☐	No ☐ No ☐ No ☐

Characteristics of the soup	a. Consomme	b. Broth	c. Purée
Appearance and Presentation (5-10 words)
Classical or contemporary dish
Freshness and other quality indicators (any 2)
Preparation methods and techniques
Production and cooking durations
Taste (taste types of this dish)(any three)
Texture (texture types)
Service style
Thickening agents
Clarifying techniques used (if any)
Common garnish used (at least one)
Give examples (any 2)

Question 3b: In the table below, three types of soups are provided. Student is required to list the key elements based on the characteristics mentioned in the table:	Satisfactory response
	a. Yes ☐ b. Yes ☐ c. Yes ☐	No ☐ No ☐ No ☐

Characteristics of the soup	a. Cream	b. Bisque	c. Chilled soup
Appearance and Presentation (4-10 words)
Classical or contemporary dish
Freshness and other quality indicators (any 2)
Preparation methods and techniques
Production and cooking durations
Taste (taste types of this dish)(any three)
Texture (texture types)
Service style
Thickening agents
Clarifying techniques used (if any)
Common garnish used (at least one)
Give examples (any 2)

Question 3c: Referring to the sauces below, complete the characteristics in the table below: a. Bechamel b. Veloute c. Sauce Tomate	Satisfactory response
	a. Yes ☐ b. Yes ☐ c. Yes ☐	No ☐ No ☐ No ☐

Characteristics of the soup	a. Bechamel	b. Veloute	c. Sauce Tomate
Appearance and Presentation (4 to 10 words)
Classical or contemporary dish
Dishes in which they are used (any 2)
Freshness and other quality indicators (any 2)
Preparation methods and techniques
Production and cooking durations
Taste (taste types of this dish)
Texture (texture types)
Service style
Thickening agents
Clarifying techniques used (if any)
Common derivatives (any 2)

Question 3d: Referring to the sauces below, complete the characteristics in the table below: a. Espagnole b. Hollandaise c. Mayonnaise	Satisfactory response
	a. Yes ☐ b. Yes ☐ c. Yes ☐	No ☐ No ☐ No ☐

Characteristics of the soup	a. Espagnole	b. Hollandaise	c. Mayonnaise
Appearance and Presentation (4 to 10 words)
Classical or contemporary dish
Dishes in which they are used (any 2)
Freshness and other quality indicators (any 2)
Preparation methods and techniques
Production and cooking durations
Taste (taste types of this dish)
Texture (texture types)
Service style
Thickening agents
Clarifying techniques used (if any)
Common derivatives (any 2)

Question 4a: Referring to the stocks below, complete the characteristics in the following table: a. Brown beef stock b. Brown chicken stock c. White chicken stock	Satisfactory response
	a. Yes ☐ b. Yes ☐ c. Yes ☐	No ☐ No ☐ No ☐

Characteristics of the soup	a. Brown beef stock	b. Brown chicken stock	c. White chicken stock
Classical or contemporary
Recipes in which they are used (any 2)
Preparation methods and techniques
Production and cooking duration

Question 4b: Referring to the stocks below, complete the characteristics in the following table: a. Fish stock b. Vegetable stock	Satisfactory response
	a. Yes ☐ b. Yes ☐	No ☐ No ☐

Characteristics of the soup	a. Fish stock	b. Vegetable stock
Classical or contemporary
Recipes in which they are used (any 2)
Preparation methods and techniques
Production and cooking duration

Question 4c: What are the quality indicators of a good stock? (50-60 words)	Satisfactory response
	Yes ☐	No ☐

Question 5a: Below are a few commonly used food labels in the hospitality industry. Please explain what the following terms mean (30 to 50 words).	Satisfactory response
	1. Yes ☐ 2. Yes ☐ 3. Yes ☐	No ☐ No ☐ No ☐

Food labels Description

Question 5b: In the below table two columns are provided. Student is required to match the column 1 with column 2 with their correct descriptions and provide at least one example of each in the answer box. Column 1 Column 2 1. Perishable food a. Food that has developed an adverse smell, taste, touch, or look due to bacteria, viruses, or moulds. 2. Physical contamination b. Foods that spoil rapidly and must be refrigerated, ex, fruits and vegetables, fresh meat, foods purchased from chill cabinets, freshly cooked food stored to be used later. 3. Food contamination c. is caused by microscopic organisms – bacteria and viruses 4. Chemical contamination d. is caused when a foreign object contaminates the food. 5. Biological Contamination e. When polluted by a physical, chemical, or microbiological contaminant, food is not fit for consumption. 6. Food Spoilage f. is caused when any toxic liquid contaminates food.	Satisfactory response
	1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐ 6. Yes ☐	No ☐ No ☐ No ☐ No ☐ No ☐ No ☐

Column 1 Answers Examples 1. Perishable food fruits and vegetables, fresh meat, foods purchased from chill cabinets, freshly cooked food stored to be used later. 2. Physical contamination A piece of glass in a jar of sauce 3. Food contamination Poisoning from eating food contaminated with pesticides 4. Chemical contamination Salmonella, E. coli 5. Biological Contamination Food that has developed an adverse smell, taste, touch, or look due to bacteria, viruses, or mold 6. Food Spoilage fruits and vegetables, fresh meat, foods purchased from chill cabinets, freshly cooked food stored to be used later.

Question 5c: List 5 key points to inspect when checking perishable supplies (80-100 words).	Satisfactory response
	Yes ☐	No ☐

Question 5d: Below are examples of commonly found stock ingredients in a commercial kitchen. Please evaluate them on freshness and quality points as a cook and decide if they can be used for food preparation.	Satisfactory response
	a. Yes ☐ b. Yes ☐ c. Yes ☐ d. Yes ☐ e. Yes ☐ f. Yes ☐ g. Yes ☐ h. Yes ☐	No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐

Ingredients	Use or Discard?
a. Blueberries	Use
	Discard
b. Iceberg Lettuce	Use
	Discard
c. Avocado	Use
	Discard
d. Tomato	Use
	Discard
e. Fresh eggs	Use
	Discard
f. Frozen Vegetables	Use
	Discard
g. Rice	Use
	Discard
h. Potatoes	Use
	Discard

Question 5e: What is FIFO, and why do you use stock rotation in the Food Service? (40-80 words)	Satisfactory response
	Yes ☐	No ☐

Question 6a: Name the equipment used to prepare stocks, sauces, and soups. Also, add their primary use or function in the below provided table.	Satisfactory response
	1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐ 6. Yes ☐	No ☐ No ☐ No ☐ No ☐ No ☐ No ☐

S No. Equipment Name Equipment Function / Use (at least one) 1. 2. 3. 4. 5. 6.

Question 6b: The picture below shows assembling a mixer to prepare mayonnaise sauce. Write down the three steps to assemble it successfully. (50 to 60 words)	Satisfactory response
	Yes ☐	No ☐

Question 6c: Regarding safe and hygienic assembly and usage of equipment before and after use, complete the following sentences using the following words: hands damaged inspection visual cleanliness equipment food contact PPE (personal protective equipment) switch off manufacturer’s cord operator’s manual 1. Read and understand ______________ before using the machine. 2. Wear any required ______________ provided by employer when using the machine. 3. Follow _____________ instructions for machine usage and cleaning. 4. A _____________ surface is referred to as the surface of equipment or utensil with which food normally comes in contact. 5. Always ____________ the machine and unplug the ______________before removing the attachments or cleaning the machine. 6. Thoroughly washing __________ and sanitising the food handling __________ are two of the best ways to prevent bacterial contamination. 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 6d: All food handlers should wash and dry their hands according to the correct procedure. In the below provided image the hands washing procedure is provided. Student is required to list the correct steps in the provided table.	Satisfactory response
	Yes ☐	No ☐

Step 1 Step 2 Step 3 Step 4 Step 5

Question 6e: List at least three safe handling guidelines for kitchen equipment provided in the table.	Satisfactory response
	1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐ 6. Yes ☐	No ☐ No ☐ No ☐ No ☐ No ☐ No ☐

Equipment Safety Guidelines Deep fryer Food processor Knives and knife sharpening equipment Planetary Mixer Slicing machine / Meat slicer

Question 7a: Explain the term ‘mise en place’. (30-60 words). List five benefits of using mise en place.	Satisfactory response
	Yes ☐	No ☐

Question 7b: In the table below, mise en place requirements for stocks, sauces and soups relative to food production sequencing are provided. Student is required to arrange the following steps in the correct sequence: Mise en place Steps 1. Wash, cut, dice, chop and measure all ingredients. 2. For larger-scale cooking projects, place all the cold ingredients in containers that easily fit in a commercial refrigerator to grab from while cooking. 3. Set ingredients around the cooking station for better accessibility. 4. Have the recipe handy and develop a plan. 5. Place them into appropriately sized dishes, bowls, and containers for easy grabbing. 6. Gather all ingredients, utensils, and equipment needed. Turn on the oven to the required temperature and oven setting.	Satisfactory response
	Yes ☐	No ☐

Question 7c: From the following tools, student is required to select the correct tool that they can use to measure the ingredients provided in the table. Measuring cups / Measuring spoons / Measuring jugs / Digital Weighing Scales	Satisfactory response
	1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐	No ☐ No ☐ No ☐ No ☐ No ☐

Ingredients Tools 1. Rice 2. Salt 3. Oil 4. Chicken breast 5. Salmon

Question 7d: In relation to the mise en place requirements for stocks, sauces, and soups, identify the following cuts of vegetables and add a description and purpose in the table provided.	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 ☐

Image Name of cut Description (4-10 words) Purpose (at least one) 1. 2. 3. 4. 5. 6. 7. 8.

Question 7e: List five ways to minimise waste and maximise the profitability of food items.	Satisfactory response
	Yes ☐	No ☐

Question 8: In the table below, images of different types of cooking methods are provided; student is required to identify the cooking methods and list at least four pieces of equipment required for them.	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 ☐

Pictures Cooking Method Equipment used 1. 2. 3. 4. 5. 6. 7. 8.

Question 9a: What is flavour? (20-40 words) List three common types of flavouring agents used in a commercial kitchen when preparing stocks, sauces, and soups. Give two examples of each.	Satisfactory response
	Yes ☐	No ☐

Question 9b: Identify the following flavouring agents and write their name, type, and characteristics in the table provided.	Satisfactory response
	1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐	No ☐ No ☐ No ☐ No ☐ No ☐

Pictures Name and Type Characteristics (10-30 words) 1. 2. 3. 4. 5.

Question 9c: What is clarification? (20-40 words) List three common methods of clarifying sauces and soups. Give examples for each.	Satisfactory response
	Yes ☐	No ☐

Question 9d: Student is required to fill in the gaps in the text using the words below. egg whites cheesecloth coagulates chicken stock simmered consummate amber-coloured clarified soup strained meat	Satisfactory response
	Yes ☐	No ☐

The word ‘consommé’ comes from _________consummate________, meaning to bring to completion or perfect. It is a sparkling, clear, _____amber coloured____________ and well-flavoured ____clarified soup_____________ and can be served hot or cold. Consommés are varied, and the soup gets its name from the additional ingredients added to it in the accompanying garnish. Its flavour is heightened by adding _______meat__________, vegetables, poultry and seasonings. The foundation liquid is rich, cold beef, lamb or _________chicken__stock______, to which raw lean minced meat, finely diced or chopped carrots, turnips, onions, celery, leeks, seasonings and ____egg whites_____________ are added and mixed well. This mixture is placed on heat, allowed to come to a boil, and then ______simmered___________. The protein in the eggs and meat _____coagulates____________ and binds in most clouding materials. This coagulated mass rises slowly to the top and forms a raft. When the consomme is clear and cooked, the soup is ____strained_____________ through several thicknesses of __________cheesocloth_______.

Question 10a: What is a thickening agent? (30-50 words) List six thickening agents used to prepare soups and sauces.	Satisfactory response
	Yes ☐	No ☐

Question 10b: From the descriptions provided in the table below, identify the correct thickening agent and add at least two examples of where it is used.	Satisfactory response
	a. Yes ☐ b. Yes ☐ c. Yes ☐ d. Yes ☐ e. Yes ☐	No ☐ No ☐ No ☐ No ☐ No ☐

Thickening agent Description Example a. mixture of one part of egg yolk and three parts of cream whisked together and used to thicken and enrich soups and sauces b. Starch from fruit and vegetable purees used in a dish provides the thickening to the dish c. refined wheat flour cooked with the same quantity of butter d. thickener made of equal parts flour and butter kneaded together to form a paste e. mixture of corn starch, potato flour, or arrowroot and water

Question 10c: What is a convenience product? How can you use a convenience stock? (80 – 100 words)	Satisfactory response
	Yes ☐	No ☐

Question 10d: How can cooks get the best results from convenience soups? List any four points, and give three examples each of convenience sauces and soups.	Satisfactory response
	Yes ☐	No ☐

Question 11a: List ten points for making a good sauce.	Satisfactory response
	Yes ☐	No ☐

Question 11b: In the table below, different types of sauce are provided. Student is required to list the following in the provided table for each sauce: Derivative ofIngredientsUse	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 ☐

Sauce Derivative of Ingredients Uses (at least one) Tartare Demi-glaze Maltaise Allemande Provencale Cocktail Mornay Cardinal Bearnaise Barbecue

Question 11c: List at least three derivatives of white and brown stock.	Satisfactory response
	Yes ☐	No ☐

Question 12a: What food quality adjustments do you need to make in case of the following issues:	Satisfactory response
	Yes ☐	No ☐

Common issues Adjustment Sauce/ soup is weak-tasting and bland. Sauce/ soup is too thin. Sauce/ soup is too thick. Sauce texture is inconsistent and lumpy. Sauce is not rich enough. Ingredients in the soup are too crunchy. Soup tastes too strong.

Question 12b: In making food quality adjustments within the scope of responsibility, discuss how to adjust the following to get a consistently good product. (30-60 words each) TasteTextureTemperature	Satisfactory response
	Yes ☐	No ☐

Question 12c: Give two points to check quality before serving soups and sauces to customers.	Satisfactory response
	Yes ☐	No ☐

Question 13a: Briefly explain the ‘2-hour/ 4-hour rule’ to ensure food safety.	Satisfactory response
	Yes ☐	No ☐

Question 13b: Regarding correctly reconstituting stocks, sauces, and soups, arrange the following steps correctly. Correct sequence Steps Step 1 a. At boiling point, turn the temperature down. Slowly simmer for four to five minutes. This helps reduce any bacteria that may have built up during storage. Step 2 b. Heat the thickened liquid to a pouring consistency. Gradually increase the temperature until it comes to a boil. Step 3 c. Once the liquid has simmered, adjust the consistency if necessary. Thin it with an appropriate liquid or thicken it with a beurre manié or liaison Step 4 c d. Start the cold, thickened liquid on low heat. Add a small amount of appropriate liquid such as stock, water, or wine and frequently stir with a wooden spoon. This prevents it from burning on the bottom of the pot.	Satisfactory response
	Yes ☐	No ☐

Question 13c: Share five points for good practices while reheating and reconstituting stocks, sauces, and soups.	Satisfactory response
	Yes ☐	No ☐

Question 14 a: List ten common garnishes used in commercial kitchens for soups.	Satisfactory response
	Yes ☐	No ☐

Question 14b : List three different types of service ware used to present the sauces and soups in the table below.	Satisfactory response
	Yes ☐	No ☐

Soups/sauces Service ware (at least three) Soups: Sauces

Question14c: To ensure the plated dish is well presented and attractive with a good visual appeal, we need to evaluate the dish and adjust the presentation before serving it to our customers. In the context of this statement, match the following problems and adjustments in the table provided.	Satisfactory response
	Yes ☐	No ☐

Common problem Answer Adjustments 1. The sauce is not shiny. a. Remove marks using a clean, wet service cloth. Polish if necessary. 2. Dish lacks colour/contrast. b. Change the dish’s plating to serve the sauce attractively on the side 3. There are drips or fingerprints on rims. c. Change accompaniments and garnishes to maximise eye appeal. 4. The customer wants control of the sauce serve. d. Add liaison. 5. Serving soup from tureen at the table is creating drips on bowls. e e. Hold a small plate under the ladle until it is in position and ready to pour. Use the same plate when returning the ladle to the pot. This prevents unwanted drips. Alternatively, use the same method to plate up in the kitchen for the practicality of service.

Question 15a. Excess stock, soups or sauces prepared for a suitable menu can be reused under which conditions? (Any 4)	Satisfactory response
	Yes ☐	No ☐

Question 15b: Concerning prepared stocks, soups and sauces, list at least nine appropriate environmental conditions for storage to ensure food safety and optimise shelf life.	Satisfactory response
	Yes ☐	No ☐

SITHCCC029 Prepare Stocks Sauces And Soups

Question 15c: In the table below, the different operational practices are provided to optimise the shelf life of stock, sauces, and soups. Student is required to match each one with the correct description for environmental conditions or the reason for the practice used.	Satisfactory response
	Yes ☐	No ☐

SITHCCC029 Prepare Stocks Sauces And Soups

Operational practice Answer Environmental condition/reason 1. All perishable food that has been in the temperature danger zone (5C – 60C) for more than 2 hours a. to remove any possible contamination. 2. Hot food needs to be chilled as per food safety guidelines – b. 3-4 days in the cooler or 3-4 months in the freezer. 3. Ensure food is stored correctly, properly covered and labelled c. needs to be used immediately and cannot be reused. 4. Leftovers can be safely refrigerated for d. more than 60C within 2 hours and cannot be further reused. 5. Food should be reheated to e. it should be cooled to less than 21C within the first 2 hours and then further cooled to less than 5C within four hours.

SITHCCC029 Prepare Stocks Sauces And Soups

Question 16: Using the numbers, arrange the steps used to clean kitchen equipment and premises safely.	Satisfactory response
	Yes ☐	No ☐

SITHCCC029 Prepare Stocks Sauces And Soups

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.

SITHCCC029 Prepare Stocks Sauces And Soups

Question 17: Match the following culinary terms and trade names for ingredients commonly used in producing different stocks, sauces, and soups with correct explanations.	Satisfactory response
	Yes ☐	No ☐

SITHCCC029 Prepare Stocks Sauces And Soups

Terms Answer Explanations 1. Bouquet garni a. mixture of roughly cut aromatic vegetables – carrot, celery, onions and sometimes leek. 2. Fine herbs b. = Water + Mirepoix + Bouquet garni + White wine 3. Mirepoix c. a cheesecloth bag of flavouring herbs and spices used to flavour stocks. 4. Court Bouillon d. A bundle of herbs with a string, added to stocks, sauces and soups to impart flavour during cooking but taken out before service. 5. Onion clouté e. comprises even parts of finely chopped parsley, chervil, chives, and tarragon. 6. Sachet d’épices f. a peeled whole or half onion studded with cloves holding a bay leaf across the onion.

SITHCCC029 Prepare Stocks Sauces And Soups

	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) __________________________________

SITHCCC029 Prepare Stocks Sauces And Soups

UAT 2 – Practical Demonstration

SITHCCC029 Prepare Stocks Sauces And Soups

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

SITHCCC029 Prepare Stocks Sauces And Soups

Assessment task instructions

SITHCCC029 Prepare Stocks Sauces And Soups

Assessment type:

Practical Demonstration

Instructions provided to the student:

Assessment task description:

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: ____________________________________

SITHCCC029 Prepare Stocks Sauces And Soups

Purpose of the assessment:

Purpose of this Practical Demonstration is to check skills and knowledge related to performance criteria and performance evidence of the unit.

General Instructions for attempting the Practical Demonstration:

Resources required to complete the assessment task:

SITHCCC029 Prepare Stocks Sauces And Soups

Computer
Internet
MS Word

Skills must be demonstrated in an operational commercial kitchen. This can be: Assessment must ensure access to: equipment:

SITHCCC029 Prepare Stocks Sauces And Soups

Scenario:
Feast of Flavours story Feast of Flavours was begun when 3 school friends met for a drink, and the idea of opening a world-class restaurant was conceived with a little help from a bottle of Pinot Noir. After 3 years and innumerable ups and downs, Feast of Flavours was born. Objective The objective of a Feast of Flavours is to create a culinary experience that gives people the most delicious dining experience possible. At Feast of Flavours, customers will discover the flavours of the world and a variety of unique cultures. It is an amalgamation of cuisines from around the globe under one roof with an ambience designed to complement the culinary joy diners will feel. Feast of Flavours will delight patrons who enjoy exploring and experimenting with flavours. Menu options The Feast of Flavours menu ranges from a variety of local cuisines to ones from across the globe, carefully chosen to be a part of Breakfast, Lunch and Dinner. The restaurant ambience is beautifully crafted with soft lighting, artistic decorations, and elegant design. The menu has been fashioned by a Michelin 3-star chef and her team, including world-class chefs from across the world. At Feast of Flavours, you can also find cocktails and beverages curated to give a unique experience with each slow slip. A complete list of the menu options can be located at the Feast of Flavours simulated website. Meetings & Events Feast of Flavours is acknowledged as an industry leader delivering the best food service to its customers. The restaurant is also equipped to handle private or corporate events including team outings, birthday parties, or special celebrations. Customers can choose from the below options to book for their upcoming event. The restaurant is determined to cater for any customer within 2 minutes of their arrival and serve delicious food and drinks within 15 minutes of the order. Feast of Flavours has 15 staff on Friday and Saturday, including 4 chefs, 3 Bar attendants, 3 support staff /kitchen hands, and 5 waitresses. With the arrival of the footy season, the customer inflow has increased and created a busy environment. Assume that you are working as a chef in charge in Feast of Flavours. You are responsible for preparing stocks, sauces, and soups as per the customer request and modify the recipes where required. You are required to read and understand the given scenarios and policies and procedures to complete the activities below.
	Simulated Business Website The assessment tasks provided below use a simulated business website named Feast of Flavours. To access the website, you need to log in by using the below-provided link: http://feastofflavours.vetadvisorygroup.com/ Step 1: Navigate to the website and click “Login”. Step 2: Enter the username and password provided by your trainer. Your trainer will also provide you with the simulated business website information document that will help you to navigate through the website. You need to refer to the following policies and procedures to complete the provided activities:

SITHCCC029 Prepare Stocks Sauces And Soups

Activity 1: Prepare Stocks

SITHCCC029 Prepare Stocks Sauces And Soups

Your task	Purpose For this task, you will be required to prepare, produce, and present five varied stocks, two portions each for assessment. Note: This assessment will occur under workplace conditions or in a simulated workplace whichever meets The RTO requirements Assume that you are working as the chef in charge in the feast of flavours and you are responsible to prepare five stocks as per restaurants requirements. You are required to refer to the recipe book and make the recipes as per the recipe book instructions. Student is required to produce the following stocks: Recipe 1 – Brown beef stockRecipe 2 – Brown chicken stockRecipe 3 – White chicken stockRecipe 4 – Fish stockRecipe 5 – Vegetable stock Throughout this task, the following techniques and conditions for producing stocks must be included: Confirming food production requirements from standard recipes.Calculating ingredient amounts according to the standard recipe from the recipe bookIdentifying, selecting, and gathering required ingredients from stores according to the recipe, quality, freshness, and stock rotation requirements.Choosing, assembling and using suitable equipment safely and hygienically as per requirements and cleaning them before use.Completing mise en place activities like sorting, weighing, measuring, fabricating ingredients and creating portions according to recipe. Following standard recipes to select and use appropriate cookery methods as stated in the recipe bookCook accompaniments required for the dishTaste and adjust seasoning as required Checking the dish’s taste, texture and temperature and making food quality adjustments before serving.Presenting dishes attractively on appropriate service ware adding dips, sauces, and garnishes according to the standard recipe.Evaluating the presentation of the dish and adjusting the presentation before serving.Preparing, plating and presenting two portions of the dish within commercial time constraints and deadlines following portion control procedures per the standard recipe and using food safety practices in all stages of food preparation.Responding to 1 special customer request by modifying the standard recipe to prepare the dish per the customer’s dietary needs.Storing prepared food items, surplus, and reusable by-products in appropriate environmental conditions as per food safety guidelines.Cleaning and sanitising work area, sorting and disposing waste according to food safety guidelines and environmental considerations.
You will be required to complete and/or attach.	Two portions of each recipe need to be prepared. One portion is specified as 300ml. When submitting the completed assessment, the students must take a photo of the finished dish and submit in the provided template Student is also required to show the calculations for the ingredients calculated in the provided table of ingredients for recipe adjusted and submit it to your trainer/assessor 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 trainers’ suggestions. Once the trainer approves the presentation, you must serve a portion of the product to the trainer. The remaining portion is to be then stored in a manner that will preserve or extend its shelf life.
Timeframe	Your trainer will give you 4 hours to complete this activity. You may ask for additional time if required.

SITHCCC029 Prepare Stocks Sauces And Soups

Template: Table of ingredients for recipe adjusted(calculations)
1 Kg = 1000 grams 1 Litre = 1000 millilitres 1 Gram = 0.001 kg 1 ml = 0.001 L
Ingredient	Unit	Weight	PCS	New amount(ltr/kg)	New amount (Ml/grams)
Recipe 1: Brown Beef Stock
Beef bones	kg	5	2	5 kg	5000 g
Onions	PC	2	2	2 PC	–
Carrots	PC	2	2	2 PC	–
Celery	PC	2	2	2 PC	–
Tomatoes	PC	2	2	2 PC	–
Garlic	PC	2	2	2 PC	–
Thyme	PC	1	2	1 PC	–
Bay leaves	PC	2	2	2 PC	–
Peppercorns	g	10	2	20 g	20 g
Water	ltr	10	2	20 ltr	20000 ml
Recipe 2: Brown Chicken Stock
Chicken bones	kg	5	2	10 kg	10000 g
Onions	kg	1	2	2 kg	2000 g
Carrots	kg	0.5	2	1 kg	1000 g
Celery	kg	0.5	2	1 kg	1000 g
Leeks	kg	0.5	2	1 kg	1000 g
Garlic	g	50	2	100 g	100 g
Thyme	g	10	2	20 g	20 g
Parsley	g	10	2	20 g	20 g
Peppercorns	g	10	2	20 g	20 g
Water	ltr	8	2	16 ltr	16000 ml
Chicken bones	kg	5	2	10 kg	10000 g

SITHCCC029 Prepare Stocks Sauces And Soups

Template: Evidence of the finished dish

SITHCCC029 Prepare Stocks Sauces And Soups

	Performance criteria checklist for unit assessment task:
Trainer/ Assessor to complete
Stocks			Recipe 1 Brown beef stock	Recipe 2 Brown chicken stock	Recipe 3 White chicken stock	Recipe 4 Fish stock	Recipe 5 Vegetable stock	Trainer/Assessor Comments
1. Select ingredients.		1.1 Established food production requirements from standard recipes. 1.1.1 Student successfully located information in the standard recipe to determine food preparation requirements1.1.2 Student read and understood assessment instruction1.1.3 Student accessed recipe (instructions / task information / requirements)1.2.4 Student read and understood the recipe.	YesNo	YesNo	YesNo	YesNo	YesNo
		1.2 Estimated ingredient quantities according to the standard recipe 1.2.1 Student calculated ingredient amounts required for two portions from the recipe book. (Submitted updated recipes in supplied template)	YesNo	YesNo	YesNo	YesNo	YesNo
		1.3 Determine and choose ingredients from the store for stocks, as per the recipe, based on quality, freshness, and stock rotation. 1.3.1 Student correctly identified and collected ingredients from the store and cooler per the recipe card.1.3.2 Student checked and selected vegetables free of insects, bruises, damage, blemishes, or excess dirt1.3.3 Student selected vegetables that are not too hard or mushy and have a pleasant aroma and vibrant colour.1.3.4 Student successfully located and read food product date codes and rotation labels.1.3.5 Student selected the older stock when selecting ingredients per the FIFO stock rotation system.1.3.6 Student checked and selected ingredients within the use-by and best-before dates.	YesNo	YesNo	YesNo	YesNo	YesNo
		1.4 Examined perishable ingredients for spoilage or contamination prior to preparation: 1.4.1 Student checked that vegetables were free of insects, blemishes, or excess dirt.1.4.2 Student checked signs of spoilage on vegetables like mould, change in colour, soft or mushy consistency, and bad odour.	YesNo	YesNo	YesNo	YesNo	YesNo
2.Select, prepare and use equipment		2.1. Choose the equipment type and size best suiting the recipe needs. 2.1.1 Student selected the correct knives, chopping boards and other tools (as required by the recipe) to prepare stocks.2.1.2 Student selected the correct food preparation equipment as per the standard recipe.2.1.3 Student selected the correct cooking equipment as per the standard recipe.	YesNo	YesNo	YesNo	YesNo	YesNo
		2.2. Before using, ensured the equipment is clean and safely assembled. 2.2.1 Student assembled equipment correctly according to the manufacturer’s instructions in the operating manual 2.2.2 Student received appropriate training for assembling the used machine.2.2.3 Student thoroughly cleaned the machine before and after use. 2.2.4 Student visually inspected all machine parts to ensure cleanliness before assembly and use.	YesNo	YesNo	YesNo	YesNo	YesNo
		2.3 Followed manufacture instructions and used the equipment safely and hygienically: 2.3.1 Student read operating manual and operated equipment safely according to manufacturer’s instructions.2.3.2 Student received appropriate training for operating the machine.2.3.3 Student checked that all parts were working and placed equipment away from water or sink before use.2.3.4 Student checked the equipment and power cord for damage before using the equipment.2.3.5 Student used the equipment safely, never feeding it by hand and avoiding contact with moving parts.	YesNo	YesNo	YesNo	YesNo	YesNo
3.Portion and prepare ingredients		3.1 Organised and assembled ingredients according to food production sequencing. 3.1.1 Student sorted and assembled ingredients according to the food preparation sequence per the standard recipe.3.1.2 Student efficiently sequenced the stages of food preparation3.1.3 Student grouped and placed ingredients in sequence to ensure all recipe steps were included.3.1.4 Student placed all ingredients into appropriately sized dishes, bowls, and containers and set them around the cooking station for easy accessibility.	YesNo	YesNo	YesNo	YesNo	YesNo

SITHCCC029 Prepare Stocks Sauces And Soups

3.3 Following culinary standards, cleaned and cut ingredients using basic culinary cuts. 3.3.1 Student washed vegetables well to remove any soil, traces of chemicals or insects.3.3.2 Student washed leafy greens 2-3 times in water to remove any sand or dirt. 3.3.3 Student peeled and fabricated vegetables using basic culinary cuts.	YesNo	YesNo	YesNo	YesNo	YesNo
3.4. Reduced waste to increase the profitability of the prepared foods. 3.6.1 Student ensured proper stock rotation by following FIFO for ingredients reducing food spoilage.3.6.2 Student checked labels for ‘use by’ and ‘best before’ dates before using any ingredient, reducing food spoilage.3.6.3 Student followed correct portion control of all meals to reduce food waste.3.6.4 Student correctly stored, handled, and prepared foodstuffs to reduce spoilage.3.6.5 Students used off-cuts and recycled food to make stocks, soups and sauces to reduce waste and unnecessary costs.3.6.6 Student accurately measured and calculated all ingredients to reduce waste.3.6.7 Student used resources efficiently in all food preparation areas, including only running appliances when necessary to reduce energy wastage.	YesNo	YesNo	YesNo	YesNo	YesNo
4.Prepared stocks	4.1 Prepared stocks per standard recipes using appropriate cooking techniques. 4.1.1 Student successfully determined cooking times and temperatures as per the standard recipe4.1.2. Student followed standard recipes to select and use the appropriate cookery method.4.1.3 Student efficiently sequenced the stages of food production.	YesNo	YesNo	YesNo	YesNo	YesNo
	4.2. Applied flavourings per recommended recipes. 4.2.1 Student selected and added flavourings to the dish per the standard recipe.	YesNo	YesNo	YesNo	YesNo	YesNo
	4.3. Utilised clarifying methods per recommended guidelines. 4.3.1 Student successfully clarified stocks using the skimming and straining method.	YesNo	YesNo	YesNo	YesNo	YesNo
	4.4 Utilised convenience foods and thickening agents per recommended recipes. 4.4.1 Student successfully thickened stocks, sauces and soups using appropriate thickening agents.4.4.2 Student successfully used convenience foods as per the standard recipe.	YesNo	YesNo	YesNo	YesNo	YesNo
	4.5. Made food quality adjustments before serving the dish. 4.5.1 Student checked the dish’s taste before serving for a balance of seasoning and other basic tastes bitter, sweet, and sour. 4.5.2 Student checked the dish’s texture before serving it as per the standard recipe.4.5.3 Student checked the temperature of the dish before serving and ensured hot food was served hot and cold food was served chilled.4.5.4 Student brought any dish’s taste, texture or temperature discrepancy to the trainer’s attention and made food quality adjustments accordingly. 4.5.5 Student successfully prepared and served a good quality dish with good taste, texture and correct temperature.	YesNo	YesNo	YesNo	YesNo	YesNo
5. Present and store stocks	5.1. Reconstituted or re-thermalised stocks, sauces and soups to required consistencies. 5.1.1 Student successfully reheated soups, sauces and stocks to 60C or above.5.1.2 Student successfully reconstituted stocks, sauces and soups by adding the appropriate quantity of water or other liquid as required.5.1.2 Student successfully reconstituted stocks, sauces and soups by adding the appropriate thickening agent in the required quantity.	YesNo	YesNo	YesNo	YesNo	YesNo
	5.2. Stocks were attractively presented with garnishes on proper service ware per standard recipe. 5.2.1 Students chose the correct and appropriate service ware for presenting the dish per standard recipe.5.2.2 Student portioned food correctly as per the standard recipe.5.2.3 Student checked service ware for cracks and chips before using.5.2.4 Student checked the temperature service ware before plating, ensuring hot food was served on hot plates and cold food served on chilled plates.5.2.5 Student presented dishes attractively on correct service ware as per the standard recipe.	YesNo	YesNo	YesNo	YesNo	YesNo
	5.3. Visually assessed dish and adjusted presentation were required before serving. 5.3.1 Student checked the visual balance of the dish’s components for a well-balanced and harmonious look on the plate.5.3.2 Student checked the dish’s visual appearance and eye appeal regarding the colour of food prepared and the service ware chosen before serving.5.3.3 Student checked the dish for contrasting colours and textures per the standard recipe.5.3.4 Student checked that service ware was clean and wiped the sides of the plate before serving. 5.3.5 Student brought any discrepancy in the dish’s presentation to the trainer’s attention and adjusted before serving.5.3.6 Student prepared and served a well-presented dish that was attractive and had eye appeal.	YesNo	YesNo	YesNo	YesNo	YesNo
	5.4 Stored, prepared food items in suitable environmental conditions. 5.4.1 Student stored prepared food in hot holding alto shams or bain-marie above 60 C till served to ensure food safety and optimise its shelf life.5.4.2 Student stored prepared cold food in refrigeration below 5 C till served, ensuring food safety and optimising its shelf life.5.4.3 Student covered all prepared food items while storing to avoid cross-contamination, ensuring food safety, and optimising its shelf life.	YesNo	YesNo	YesNo	YesNo	YesNo
	5.5. Followed organisational procedures, environmental considerations, and cost-reduction initiatives and cleaned work area and disposed or stored surplus and reusable by-products 5.5.1 Student checked the time for all perishable food items in the temperature danger zone (5C – 60C) and discarded food items that had been out for more than 4 hours after bringing them to the trainer’s notice.5.5.2 Student checked the time for all perishable food items in the temperature danger zone and only stored food items that had been out for less than 2 hours.5.5.3 Student chilled all leftover food for storing as per food safety guidelines, i.e., cooled it to less than 21C within the first 2 hours and then further cooled it to less than 5C in four hours or less. 5.5.4 Student discarded food that did not meet the temperature guidelines after bringing them to the trainer’s notice.5.5.5 Student correctly covered and labelled all food before storing, removing cross-contamination possibilities.5.5.6 Student successfully used the wash, rinse, and sanitise steps to clean all equipment, appliances, and tools after use.5.5.6 Student successfully used the wash, rinse, and sanitise steps to clean stoves, grills, and bench tops thoroughly5.5.7 Student successfully scraped, hand-washed, sanitised, and air-dried chopping boards after use.5.5.8 Student successfully used the wash, rinse, and sanitise steps to clean and sanitise the workstation and all surfaces on which food was prepared.5.5.9 Student worked with others to scrape, pre-rinsed, thoroughly wash, air-dry and put away all soiled service ware using proper dishwashing and glass washing at the end of service.5.5.10 Student worked with others to sweep, wash and sanitise all floor areas at the end of service.5.5.11 Student worked with others to empty, wash, sanitise, and air-dry all garbage bins at the end of service.5.5.12 Student sorted rubbish into correct bins while disposing of it.	YesNo	YesNo	YesNo	YesNo	YesNo
6.Overall Performance	6.1 Student efficiently sequenced the stages of food preparation and production to prepare plated and present two portions of the dish.6.2 Student successfully prepared, plated and presented two portions of the dish within commercial time constraints and deadlines.6.3 Student successfully prepared, plated and presented two portions of the dish following portion control procedures per the standard recipe.6.4 Student successfully prepared, plated and presented two portions of the dish using food safety practices when handling food.	YesNo	YesNo	YesNo	YesNo	YesNo

SITHCCC029 Prepare Stocks Sauces And Soups

	Activity 2: Prepare Sauces 1
Your task.		Purpose For this task, you will be required to prepare, produce, and present sauces, two portions each for assessment. Note: This assessment will occur under workplace conditions or in a simulated workplace, whichever meets The RTO requirements Assume that you are working as the chef in charge in Feast of Flavours and you are responsible for preparing sauces as per restaurants requirements. You are required to refer to the recipe book and make the recipes as per the recipe book instructions. Student is required to produce the following sauces: Recipe 6 – Bechamel SauceMornay sauceRecipe 7 – Stock Reduction Sauce Demiglace Sauce JusRecipe 8 – Velouté sauceChickenFishRecipe 9 – Cream Reduction Sauce Mushroom sauce Pepper Sauce Throughout this task, the following techniques and conditions for producing sauces must be included: Confirming food production requirements from standard recipes.Calculating ingredient amounts according to the standard recipe from the recipe bookIdentifying, selecting, and gathering required ingredients from stores according to the recipe, quality, freshness, and stock rotation requirements.Choosing, assembling, and using suitable equipment safely and hygienically as per requirements and cleaning them before use.Completing mise en place activities like sorting, weighing, measuring, fabricating ingredients and creating portions according to recipe. Following standard recipes to select and use appropriate cookery methods as stated in the recipe bookCooking accompaniments required for the dishTasting and adjusting seasoning as required Checking the dish’s taste, texture and temperature and making food quality adjustments before serving.Presenting dishes attractively on appropriate service ware adding dips, sauces, and garnishes according to the standard recipe.Evaluating the presentation of the dish and adjusting the presentation before serving.Preparing, plating, and presenting two portions of the dish within commercial time constraints and deadlines following portion control procedures per the standard recipe and using food safety practices in all stages of food preparation.Responding to 1 special customer request by modifying the standard recipe to prepare the dish per the customer’s dietary needs.Storing prepared food items, surplus and reusable by-products in appropriate environmental conditions as per food safety guidelines.Cleaning and sanitising work area, sorting and disposing waste according to food safety guidelines and environmental considerations.
You will be required to complete.		Two portions of each recipe need to be prepared. For recipes where yield is specified in litres one portion of sauce is equivalent to 60ml. When submitting the completed assessment, the students must take a photo of the finished dish and submit in the provided template Student is also required to show the calculations for the ingredients calculated in the provided table of ingredients for recipe adjusted and submit it to your trainer/assessor 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 trainers’ suggestions. Once the trainer approves the presentation, you must serve a portion of the product to the trainer. The remaining portion is to be then stored in a manner that will preserve or extend its shelf life.
Timeframe		Your trainer will give you 4 hours to complete this activity. You may ask for additional time if required.

SITHCCC029 Prepare Stocks Sauces And Soups

Template: Table of ingredients for recipe adjusted(calculations)
1 Kg = 1000 grams 1 Litre = 1000 millilitres 1 Gram = 0.001 kg 1 ml = 0.001 L
Ingredient	Unit	Weight	PCS	New amount(ltr/kg)	New amount (Ml/grams)

SITHCCC029 Prepare Stocks Sauces And Soups

Template: Evidence of the finished dish

SITHCCC029 Prepare Stocks Sauces And Soups

	Performance criteria checklist for unit assessment task:
Trainer/ Assessor to complete
Sauces 1			Recipe 6 Bechamel & Mornay Sauce	Recipe 7 Demi-Glace & Jus	Recipe 8a Chicken Velouté	Recipe 8b Fish Veloute	Recipe 9 Cream reduction sauce – Pepper & Mushroom	Trainer/Assessor Comments
1. Select ingredients.		1.1 Established food production requirements from standard recipes. 1.1.1 Student successfully located information in the standard recipe to determine food preparation requirements1.1.2 Student read and understood assessment instruction1.1.3 Student accessed recipe (instructions / task information / requirements)1.2.4 Student read and understood the recipe.	YesNo	YesNo	YesNo	YesNo	YesNo
		1.2 Estimated ingredient quantities according to the standard recipe 1.2.1 Student calculated ingredient amounts required for two portions from the recipe book. (Submitted updated recipes in supplied template)	YesNo	YesNo	YesNo	YesNo	YesNo
		1.3 Determine and choose ingredients from the store for stocks, as per the recipe, based on quality, freshness, and stock rotation. 1.3.1 Student correctly identified and collected ingredients from the store and cooler per the recipe card.1.3.2 Student checked and selected vegetables free of insects, bruises, damage, blemishes, or excess dirt1.3.3 Student selected vegetables that are not too hard or mushy and have a pleasant aroma and vibrant colour.1.3.4 Student checked and selected clean, undamaged, or uncracked eggs to avoid contamination.1.3.5 Student selected medium-sized eggs with uniform colour, regular shape with long oval shell, one end blunt and another flat.1.3.2 Student checked all farinaceous foods, especially flour, for insects, dirt or debris, which can be a source of contamination.1.3.6 Student successfully located and read food product date codes and rotation labels.1.3.7 Student selected the older stock when selecting ingredients per the FIFO stock rotation system.1.3.8 Student checked and selected ingredients within the use-by and best-before dates.1.3.9 Student checked the best before the date and selected eggs that did not exceed 28 days from when the egg was laid.	YesNo	YesNo	YesNo	YesNo	YesNo
		1.4 Examined perishable ingredients for spoilage or contamination prior to preparation: 1.4.1 Student checked that vegetables were free of insects, blemishes, or excess dirt.1.4.2 Student checked signs of spoilage on vegetables like mould, change in colour, soft or mushy consistency and bad odour. 1.4.3 Student checked that eggs were free of cracks or excess dirt. 1.4.4 Student checked all farinaceous foods, especially flour, for insects, dirt or debris, which can be a source of contamination.	YesNo	YesNo	YesNo	YesNo	YesNo
2.Select, prepare and use equipment		2.1. Choose the equipment type and size best suiting the recipe needs. 2.1.1 Student selected the correct knives, chopping boards and other tools (as required by the recipe) to prepare sauces.2.1.2 Student selected the correct food preparation equipment as per the standard recipe.2.1.3 Student selected the correct cooking equipment as per the standard recipe.	YesNo	YesNo	YesNo	YesNo	YesNo
		2.2. Before using, ensured the equipment is clean and safely assembled. 2.2.1 Student assembled equipment correctly according to the manufacturer’s instructions in the operating manual 2.2.2 Student received appropriate training for assembling the used machine.2.2.3 Student thoroughly cleaned the machine before and after use. 2.2.4 Student visually inspected all machine parts to ensure cleanliness before assembly and use.	YesNo	YesNo	YesNo	YesNo	YesNo
		2.3 Followed manufacture instructions and used the equipment safely and hygienically: 2.3.1 Student read operating manual and operated equipment safely according to manufacturer’s instructions.2.3.2 Student received appropriate training for operating the machine.2.3.3 Student checked that all parts were working and placed equipment away from water or sink before use.2.3.4 Student checked the equipment and power cord for damage before using the equipment.2.3.5 Student used the equipment safely, never feeding it by hand and avoiding contact with moving parts.	YesNo	YesNo	YesNo	YesNo	YesNo
3.Portion and prepare ingredients		3.1 Organised and assembled ingredients according to food production sequencing. 3.1.1 Student sorted and assembled ingredients according to the food preparation sequence per the standard recipe.3.1.2 Student efficiently sequenced the stages of food preparation3.1.3 Student grouped and placed ingredients in sequence to ensure all recipe steps were included.3.1.4 Student placed all ingredients into appropriately sized dishes, bowls, and containers and set them around the cooking station for easy accessibility.3.1.5 Student took out eggs from the cooler 30 minutes before use to safely bring them to room temperature.	YesNo	YesNo	YesNo	YesNo	YesNo
		3.2 Followed the recipe and created portions by weighing and measuring ingredients correctly 3.2.1 Student weighed all dry ingredients using a weighing scale as per the standard recipe.3.2.2 Student weighed all wet ingredients using a measuring jug as per the standard recipe3.2.3 Student weighed and measured ingredients to prepare two portions of the standard recipe.	YesNo	YesNo	YesNo	YesNo	YesNo
		3.3 Following culinary standards, cleaned and cut ingredients using basic culinary cuts. 3.3.1 Student washed vegetables well to remove any soil, traces of chemicals or insects.3.3.2 Student washed leafy greens 2-3 times in water to remove any sand or dirt. 3.3.3 Student peeled and fabricated vegetables using basic culinary cuts.	YesNo	YesNo	YesNo	YesNo	YesNo
		3.4. Reduced waste to increase the profitability of the prepared foods. 3.6.1 Student ensured proper stock rotation by following FIFO for ingredients reducing food spoilage.3.6.2 Student checked labels for ‘use by’ and ‘best before’ dates before using any ingredient, reducing food spoilage.3.6.3 Student followed correct portion control of all meals to reduce food waste.3.6.4 Student correctly stored, handled, and prepared foodstuffs to reduce spoilage.3.6.5 Students used off-cuts and recycled food to make stocks, soups and sauces to reduce waste and unnecessary costs.3.6.6 Student accurately measured and calculated all ingredients to reduce waste.3.6.7 Student used resources efficiently in all food preparation areas, including only running appliances when necessary to reduce energy wastage	YesNo	YesNo	YesNo	YesNo	YesNo
4.Prepare sauces		4.1 Prepared stocks per standard recipes using appropriate cooking techniques. 4.1.1 Student successfully determined cooking times and temperatures as per the standard recipe4.1.2. Student followed standard recipes to select and use the appropriate cookery method.4.1.3 Student efficiently sequenced the stages of food production.	YesNo	YesNo	YesNo	YesNo	YesNo
		4.2. Applied flavourings per recommended recipes. 4.2.1 Student selected and added flavourings to the dish per the standard recipe.	YesNo	YesNo	YesNo	YesNo	YesNo
		4.3 Utilized convenience foods and thickening agents per recommended recipes. 4.3.1 Student successfully thickened stocks, sauces and soups using appropriate thickening agents.4.3.2 Student successfully used convenience foods as per the standard recipe.	YesNo	YesNo	YesNo	YesNo	YesNo
		4.4. Created derivatives from basic hot and cold sauces as necessary. 4.4.1 Student successfully prepared hot and cold basic sauces as per the standard recipe.4.4.2 Student successfully prepared derivative sauces for hot and cold basic sauces as per the standard recipe.	YesNo	YesNo	YesNo	YesNo	YesNo
		4.5. Made food quality adjustments before serving the dish. 4.5.1 Student checked the dish’s taste before serving for a balance of seasoning and other basic tastes bitter, sweet, and sour. 4.5.2 Student checked the dish’s texture before serving it as per the standard recipe.4.5.3 Student checked the temperature of the dish before serving and ensured hot food was served hot and cold food was served chilled.4.5.4 Student brought any dish’s taste, texture or temperature discrepancy to the trainer’s attention and made food quality adjustments accordingly. 4.5.5 Student successfully prepared and served a good quality dish with good taste, texture and correct temperature.	YesNo	YesNo	YesNo	YesNo	YesNo
5. Present and store sauces		5.1. Reconstituted or re-thermalised stocks, sauces and soups to required consistencies. 5.1.1 Student successfully reheated soups, sauces and stocks to 60C or above.5.1.2 Student successfully reconstituted stocks, sauces and soups by adding the appropriate quantity of water or other liquid as required.5.1.2 Student successfully reconstituted stocks, sauces and soups by adding the appropriate thickening agent in the required quantity.	YesNo	YesNo	YesNo	YesNo	YesNo
		5.2. Sauces were attractively presented with garnishes on proper service ware per standard recipe. 5.2.1 Student chose the correct and appropriate service ware for presenting the dish per standard recipe.5.2.2 Student portioned food correctly as per the standard recipe.5.2.3 Student checked service ware for cracks and chips before using.5.2.4 Student checked the temperature service ware before plating, ensuring hot food was served on hot plates and cold food served on chilled plates.5.2.5 Student presented dishes attractively on correct service ware as per the standard recipe.	YesNo	YesNo	YesNo	YesNo	YesNo
		5.3. Visually assessed dish and adjusted presentation were required before serving. 5.3.1 Student checked the visual balance of the dish’s components for a well-balanced and harmonious look on the plate.5.3.2 Student checked the dish’s visual appearance and eye appeal regarding the colour of food prepared and the service ware chosen before serving.5.3.3 Student checked the dish for contrasting colours and textures per the standard recipe.5.3.4 Student checked that service ware was clean and wiped the sides of the plate before serving. 5.3.5 Student brought any discrepancy in the dish’s presentation to the trainer’s attention and adjusted before serving.5.3.6 Student prepared and served a well-presented dish that was attractive and had eye appeal.	YesNo	YesNo	YesNo	YesNo	YesNo
		5.4 Stored, prepared food items in suitable environmental conditions. 5.4.1 Student stored prepared food in hot holding alto shams or bain-marie above 60 C till served to ensure food safety and optimise its shelf life.5.4.2 Student stored prepared cold food in refrigeration below 5 C till served, ensuring food safety and optimising its shelf life.5.4.3 Student covered all prepared food items while storing to avoid cross-contamination, ensuring food safety, and optimising its shelf life.	YesNo	YesNo	YesNo	YesNo	YesNo
		5.5. Followed organisational procedures, environmental considerations, and cost-reduction initiatives and cleaned work area and disposed or stored surplus and reusable by-products 5.5.1 Student checked the time for all perishable food items in the temperature danger zone (5C – 60C) and discarded food items that had been out for more than 4 hours after bringing them to the trainer’s notice.5.5.2 Student checked the time for all perishable food items in the temperature danger zone and only stored food items that had been out for less than 2 hours.5.5.3 Student chilled all leftover food for storing as per food safety guidelines, i.e., cooled it to less than 21C within the first 2 hours and then further cooled it to less than 5C in four hours or less. 5.5.4 Student discarded food that did not meet the temperature guidelines after bringing them to the trainer’s notice.5.5.5 Student correctly covered and labelled all food before storing, removing cross-contamination possibilities.5.5.6 Student successfully used the wash, rinse, and sanitise steps to clean all equipment, appliances, and tools after use.5.5.6 Student successfully used the wash, rinse, and sanitise steps to clean stoves, grills, and bench tops thoroughly5.5.7 Student successfully scraped, hand-washed, sanitised, and air-dried chopping boards after use.5.5.8 Student successfully used the wash, rinse, and sanitise steps to clean and sanitise the workstation and all surfaces on which food was prepared.5.5.9 Student worked with others to scrape, pre-rinsed, thoroughly wash, air-dry and put away all soiled service ware using proper dishwashing and glass washing at the end of service.5.5.10 Student worked with others to sweep, wash and sanitise all floor areas at the end of service.5.5.11 Student worked with others to empty, wash, sanitise, and air-dry all rubbish bins at the end of service.5.5.12 Student sorted rubbish into correct bins while disposing of it.	YesNo	YesNo	YesNo	YesNo	YesNo
6.Overall Performance		6.1 Student efficiently sequenced the food preparation and production stages to prepare plated and present two portions of the dish.6.2 Student successfully prepared, plated, and presented two portions of the dish within commercial time constraints and deadlines.6.3 Student successfully prepared, plated, and presented two portions of the dish following portion control procedures per the standard recipe.6.4 Student successfully prepared, plated, and presented two portions of the dish using food safety practices when handling food.	YesNo	YesNo	YesNo	YesNo	YesNo

SITHCCC029 Prepare Stocks Sauces And Soups

	Activity 3: Prepare Sauces 2
Your task.		Purpose For this task, you will be required to prepare, produce, and present sauces, two portions each for assessment. Note: This assessment will occur under workplace conditions or in a simulated workplace whichever meets The RTO requirements Assume that you are working as the chef in charge of Feast of Flavours and you are responsible for preparing sauces as per restaurant requirements. You are required to refer to the recipe book and make the recipes as per the recipe book instructions. Student is required to produce the following Sauces: Recipe 10 – Sauce TomateRecipe 11 – Beurre BlancRecipe 12 – CoulisRecipe 13 – MayonnaiseRecipe 14 – Hollandaise Bearnaise Throughout this task, the following techniques, and conditions for producing sauces must be included: Confirming food production requirements from standard recipes.Calculating ingredient amounts according to the standard recipe from the recipe bookIdentifying, selecting, and gathering required ingredients from stores according to the recipe, quality, freshness, and stock rotation requirements.Choosing, assembling, and using suitable equipment safely and hygienically as per requirements and cleaning them before use.Completing mise en place activities like sorting, weighing, measuring, fabricating ingredients and creating portions according to recipe. Following standard recipes to select and use appropriate cookery methods as stated in the recipe bookCooking accompaniments required for the dishTasting and adjusting seasoning as required Checking the dish’s taste, texture and temperature and making food quality adjustments before serving.Presenting dishes attractively on appropriate service ware adding dips, sauces, and garnishes according to the standard recipe.Evaluating the presentation of the dish and adjusting the presentation before serving.Preparing, plating, and presenting two portions of the dish within commercial time constraints and deadlines following portion control procedures per the standard recipe and using food safety practices in all stages of food preparation.Responding to 1 special customer request by modifying the standard recipe to prepare the dish per the customer’s dietary needs.Storing prepared food items, surplus, and reusable by-products in appropriate environmental conditions as per food safety guidelines.Cleaning and sanitising work area, sorting and disposing waste according to food safety guidelines and environmental considerations.
You will be required to complete.		Two portions of each recipe need to be prepared. For recipes where yield is specified in litres one portion of sauce is equivalent to 60ml. When submitting the completed assessment, the students must take a photo of the finished dish and submit in the provided template Student is also required to show the calculations for the ingredients calculated in the provided table of ingredients for recipe adjusted and submit it to your trainer/assessor 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 trainers’ suggestions. Once the trainer approves the presentation, you must serve a portion of the product to the trainer. The remaining portion is to be then stored in a manner that will preserve or extend its shelf life.
Timeframe		Your trainer will give you 4 hours to complete this activity. You may ask for additional time if required.

SITHCCC029 Prepare Stocks Sauces And Soups

Template: Table of ingredients for recipe adjusted(calculations)
1 Kg = 1000 grams 1 Litre = 1000 millilitres 1 Gram = 0.001 kg 1 ml = 0.001 L
Ingredient	Unit	Weight	PCS	New amount(ltr/kg)	New amount (Ml/grams)

SITHCCC029 Prepare Stocks Sauces And Soups

Template: Evidence of the finished dish

SITHCCC029 Prepare Stocks Sauces And Soups

	Performance criteria checklist for unit assessment task:
Trainer/ Assessor to complete
Sauces 2			Recipe 10 Sauce Tomate	Recipe 11 Beurre Blanc	Recipe 12 Raspberry Coulis	Recipe 13 Mayonnaise	Recipe 14 Hollandaise & Bearnaise Sauce	Trainer/Assessor Comments
1. Select ingredients.		1.1 Established food production requirements from standard recipes. 1.1.1 Student successfully located information in the standard recipe to determine food preparation requirements1.1.2 Student read and understood assessment instruction1.1.3 Student accessed recipe (instructions / task information / requirements)1.2.4 Student read and understood the recipe.	YesNo	YesNo	YesNo	YesNo	YesNo
		1.2 Estimated ingredient quantities according to the standard recipe 1.2.1 Student calculated ingredient amounts required for two portions from the recipe book. (Submitted updated recipes in supplied template)	YesNo	YesNo	YesNo	YesNo	YesNo
		1.3 Determine and choose ingredients from the store for sauces as per the recipe, based on quality, freshness, and stock rotation. 1.3.1 Student correctly identified and collected ingredients from the store and cooler per the recipe card.1.3.2 Student checked and selected vegetables free of insects, bruises, damage, blemishes, or excess dirt1.3.3 Student selected vegetables that are not too hard or mushy and have a pleasant aroma and vibrant colour.1.3.4 Student checked and selected clean, undamaged, or uncracked eggs to avoid contamination.1.3.5 Student selected medium-sized eggs with uniform colour, regular shape with long oval shell, one end blunt and another flat.1.3.2 Student checked all farinaceous foods, especially flour, for insects, dirt or debris, which can be a source of contamination.1.3.6 Student successfully located and read food product date codes and rotation labels.1.3.7 Student selected the older stock when selecting ingredients per the FIFO stock rotation system.1.3.8 Student checked and selected ingredients within the use-by and best-before dates.1.3.9 Student checked the best before the date and selected eggs that did not exceed 28 days from when the egg was laid.	YesNo	YesNo	YesNo	YesNo	YesNo
		1.4 Examined perishable ingredients for spoilage or contamination prior to preparation: 1.4.1 Student checked that vegetables were free of insects, blemishes, or excess dirt.1.4.2 Student checked signs of spoilage on vegetables like mould, change in colour, soft or mushy consistency and bad odour. 1.4.3 Student checked that eggs were free of cracks or excess dirt. 1.4.4 Student checked all farinaceous foods, especially flour, for insects, dirt or debris, which can be a source of contamination.	YesNo	YesNo	YesNo	YesNo	YesNo
2.Select, prepare and use equipment		2.1. Choose the equipment type and size best suiting the recipe needs. 2.1.1 Student selected the correct knives, chopping boards and other tools (as required by the recipe) to prepare sauces.2.1.2 Student selected the correct food preparation equipment as per the standard recipe.2.1.3 Student selected the correct cooking equipment as per the standard recipe.	YesNo	YesNo	YesNo	YesNo	YesNo
		2.2. Before using, ensured the equipment is clean and safely assembled. 2.2.1 Student assembled equipment correctly according to the manufacturer’s instructions in the operating manual 2.2.2 Student received appropriate training for assembling the used machine.2.2.3 Student thoroughly cleaned the machine before and after use. 2.2.4 Student visually inspected all machine parts to ensure cleanliness before assembly and use.	YesNo	YesNo	YesNo	YesNo	YesNo
		2.3 Followed manufacture instructions and used the equipment safely and hygienically: 2.3.1 Student read operating manual and operated equipment safely according to manufacturer’s instructions.2.3.2 Student received appropriate training for operating the machine.2.3.3 Student checked that all parts were working and placed equipment away from water or sink before use.2.3.4 Student checked the equipment and power cord for damage before using the equipment.2.3.5 Student used the equipment safely, never feeding it by hand and avoiding contact with moving parts.	YesNo	YesNo	YesNo	YesNo	YesNo
3.Portion and prepare ingredients		3.1 Organised and assembled ingredients according to food production sequencing. 3.1.1 Student sorted and assembled ingredients according to the food preparation sequence per the standard recipe.3.1.2 Student efficiently sequenced the stages of food preparation3.1.3 Student grouped and placed ingredients in sequence to ensure all recipe steps were included.3.1.4 Student placed all ingredients into appropriately sized dishes, bowls, and containers and set them around the cooking station for easy accessibility.3.1.5 Student took out eggs from the cooler 30 minutes before use to safely bring them to room temperature.	YesNo	YesNo	YesNo	YesNo	YesNo
		3.2 Followed the recipe and created portions by weighing and measuring ingredients correctly 3.2.1 Student weighed all dry ingredients using a weighing scale as per the standard recipe.3.2.2 Student weighed all wet ingredients using a measuring jug as per the standard recipe3.2.3 Student weighed and measured ingredients to prepare two portions of the standard recipe.	YesNo	YesNo	YesNo	YesNo	YesNo
		3.3 Following culinary standards, cleaned and cut ingredients using basic culinary cuts. 3.3.1 Student washed vegetables well to remove any soil, traces of chemicals or insects.3.3.2 Student washed leafy greens 2-3 times in water to remove any sand or dirt. 3.3.3 Student peeled and fabricated vegetables using basic culinary cuts.	YesNo	YesNo	YesNo	YesNo	YesNo
		3.4. Reduced waste to increase the profitability of the prepared foods. 3.6.1 Student ensured proper stock rotation by following FIFO for ingredients reducing food spoilage.3.6.2 Student checked labels for ‘use by’ and ‘best before’ dates before using any ingredient, reducing food spoilage.3.6.3 Student followed correct portion control of all meals to reduce food waste.3.6.4 Student correctly stored, handled, and prepared foodstuffs to reduce spoilage.3.6.5 Students used off-cuts and recycled food to make stocks, soups and sauces to reduce waste and unnecessary costs.3.6.6 Student accurately measured and calculated all ingredients to reduce waste.3.6.7 Student used resources efficiently in all food preparation areas, including only running appliances when necessary to reduce energy wastage	YesNo	YesNo	YesNo	YesNo	YesNo
4.Prepare sauces		4.1 Prepared stocks per standard recipes using appropriate cooking techniques. 4.1.1 Student successfully determined cooking times and temperatures as per the standard recipe4.1.2. Student followed standard recipes to select and use the appropriate cookery method.4.1.3 Student efficiently sequenced the stages of food production.	YesNo	YesNo	YesNo	YesNo	YesNo
		4.2. Applied flavourings per recommended recipes. 4.2.1 Student selected and added flavourings to the dish per the standard recipe.	YesNo	YesNo	YesNo	YesNo	YesNo
		4.3 Utilized convenience foods and thickening agents per recommended recipes. 4.3.1 Student successfully thickened stocks, sauces and soups using appropriate thickening agents.4.3.2 Student successfully used convenience foods as per the standard recipe.	YesNo	YesNo	YesNo	YesNo	YesNo
		4.4. Created derivatives from basic hot and cold sauces as necessary. 4.4.1 Student successfully prepared hot and cold basic sauces as per the standard recipe.4.4.2 Student successfully prepared derivative sauces for hot and cold basic sauces as per the standard recipe.	YesNo	YesNo	YesNo	YesNo	YesNo
		4.5. Made food quality adjustments before serving the dish. 4.5.1 Student checked the dish’s taste before serving for a balance of seasoning and other basic tastes bitter, sweet, and sour. 4.5.2 Student checked the dish’s texture before serving it as per the standard recipe.4.5.3 Student checked the temperature of the dish before serving and ensured hot food was served hot and cold food was served chilled.4.5.4 Student brought any dish’s taste, texture or temperature discrepancy to the trainer’s attention and made food quality adjustments accordingly. 4.5.5 Student successfully prepared and served a good quality dish with good taste, texture and correct temperature.	YesNo	YesNo	YesNo	YesNo	YesNo
5. Present and store sauces		5.1. Reconstituted or re-thermalised stocks, sauces and soups to required consistencies. 5.1.1 Student successfully reheated soups, sauces and stocks to 60C or above.5.1.2 Student successfully reconstituted stocks, sauces and soups by adding the appropriate quantity of water or other liquid as required.5.1.2 Student successfully reconstituted stocks, sauces and soups by adding the appropriate thickening agent in the required quantity.	YesNo	YesNo	YesNo	YesNo	YesNo
		5.2. Sauces were attractively presented with garnishes on proper service ware per standard recipe. 5.2.1 Student chose the correct and appropriate service ware for presenting the dish per standard recipe.5.2.2 Student portioned food correctly as per the standard recipe.5.2.3 Student checked service ware for cracks and chips before using.5.2.4 Student checked the temperature service ware before plating, ensuring hot food was served on hot plates and cold food served on chilled plates.5.2.5 Student presented dishes attractively on correct service ware as per the standard recipe.	YesNo	YesNo	YesNo	YesNo	YesNo
		5.3. Visually assessed dish and adjusted presentation were required before serving. 5.3.1 Student checked the visual balance of the dish’s components for a well-balanced and harmonious look on the plate.5.3.2 Student checked the dish’s visual appearance and eye appeal regarding the colour of food prepared and the service ware chosen before serving.5.3.3 Student checked the dish for contrasting colours and textures per the standard recipe.5.3.4 Student checked that service ware was clean and wiped the sides of the plate before serving. 5.3.5 Student brought any discrepancy in the dish’s presentation to the trainer’s attention and adjusted before serving.5.3.6 Student prepared and served a well-presented dish that was attractive and had eye appeal.	YesNo	YesNo	YesNo	YesNo	YesNo
		5.4 Stored, prepared food items in suitable environmental conditions. 5.4.1 Student stored prepared food in hot holding alto shams or bain-marie above 60 C till served to ensure food safety and optimise its shelf life.5.4.2 Student stored prepared cold food in refrigeration below 5 C till served, ensuring food safety and optimising its shelf life.5.4.3 Student covered all prepared food items while storing to avoid cross-contamination, ensuring food safety, and optimising its shelf life.	YesNo	YesNo	YesNo	YesNo	YesNo
		5.5. Followed organisational procedures, environmental considerations, and cost-reduction initiatives and cleaned work area and disposed or stored surplus and reusable by-products 5.5.1 Student checked the time for all perishable food items in the temperature danger zone (5C – 60C) and discarded food items that had been out for more than 4 hours after bringing them to the trainer’s notice.5.5.2 Student checked the time for all perishable food items in the temperature danger zone and only stored food items that had been out for less than 2 hours.5.5.3 Student chilled all leftover food for storing as per food safety guidelines, i.e., cooled it to less than 21C within the first 2 hours and then further cooled it to less than 5C in four hours or less. 5.5.4 Student discarded food that did not meet the temperature guidelines after bringing them to the trainer’s notice.5.5.5 Student correctly covered and labelled all food before storing, removing cross-contamination possibilities.5.5.6 Student successfully used the wash, rinse, and sanitise steps to clean all equipment, appliances, and tools after use.5.5.6 Student successfully used the wash, rinse, and sanitise steps to clean stoves, grills, and bench tops thoroughly5.5.7 Student successfully scraped, hand-washed, sanitised, and air-dried chopping boards after use.5.5.8 Student successfully used the wash, rinse, and sanitise steps to clean and sanitise the workstation and all surfaces on which food was prepared.5.5.9 Student worked with others to scrape, pre-rinsed, thoroughly wash, air-dry and put away all soiled service ware using proper dishwashing and glass washing at the end of service.5.5.10 Student worked with others to sweep, wash and sanitise all floor areas at the end of service.5.5.11 Student worked with others to empty, wash, sanitise, and air-dry all rubbish bins at the end of service.5.5.12 Student sorted rubbish into correct bins while disposing of it.	YesNo	YesNo	YesNo	YesNo	YesNo
6.Overall Performance		6.1 Student efficiently sequenced the food preparation and production stages to prepare plated and present two portions of the dish.6.2 Student successfully prepared, plated, and presented two portions of the dish within commercial time constraints and deadlines.6.3 Student successfully prepared, plated, and presented two portions of the dish following portion control procedures per the standard recipe.6.4 Student successfully prepared, plated, and presented two portions of the dish using food safety practices when handling food.	YesNo	YesNo	YesNo	YesNo	YesNo

SITHCCC029 Prepare Stocks Sauces And Soups

	Activity 4: Prepare Soups-(one with special customer request)
Additional scenario		You are working as a chef in charge at Feast of Flavour restaurant on Friday evening. Four diners come to the restaurant and place their orders with the wait staff. The wait staff has taken their orders and informed you that one dish is with special customer requests. The order includes the following details: Dish 1– ConsomméDish 2–Scotch BrothDish 3– Carrot soupDish 4– Mushroom SoupDish 5– Lobster BisqueDish 6– Gazpacho A customer has requested Carrot soup and wants it to be Vegan, Dairy free, and Gluten free.
Your task.		Purpose For this task, students are required to prepare, produce, and present six varied soups, two portions each for assessment. Recipes are in the recipe booklet. Role and participants Chef You are working as the chef in charge in Feast of Flavours. You are responsible for preparing the dishes and meeting the special customer request as per the order taken by the wait staff (refer to the additional scenario). You are required to modify the standard recipe and prepare the dish as per the customer’s dietary needs. Wait staff Your trainer will act as the wait staff and provide you instructions with the customer order (refer to additional scenario). The wait staff will also mention the special customer details and provide you with complete details of the customer order (trainer may refer to the recipe book for the special customer request order). Note: This assessment will occur under workplace conditions or in a simulated workplace whichever meets The RTO requirements Student is required to produce the following types of soups: Recipe 15 – ConsomméRecipe 16 – BrothRecipe 17 – PureeRecipe 18 – CreamRecipe 19 – BisqueRecipe 20 – Chilled Soup Throughout this task, the following techniques and conditions for producing soups must be included: Confirming food production requirements from standard recipes.Calculating ingredient amounts according to the standard recipe from the recipe bookIdentifying, selecting and gathering required ingredients from stores according to the recipe, quality, freshness, and stock rotation requirements.Choosing, assembling, and using suitable equipment safely and hygienically as per requirements and cleaning them before use.Completing mise en place activities like sorting, weighing, measuring, fabricating ingredients, and creating portions according to recipe. Following standard recipes to select and use appropriate cookery methods as stated in the recipe bookCooking accompaniments required for the dishTasting and adjusting seasoning as required Checking the dish’s taste, texture, and temperature and making food quality adjustments before serving.Presenting dishes attractively on appropriate service ware adding dips, sauces, and garnishes according to the standard recipe.Evaluating the presentation of the dish and adjusting the presentation before serving.Preparing, plating, and presenting two portions of the dish within commercial time constraints and deadlines following portion control procedures per the standard recipe and using food safety practices in all stages of food preparation.Responding to 1 special customer request by modifying the standard recipe to prepare the dish per the customer’s dietary needs.Storing prepared food items, surplus and reusable by-products in appropriate environmental conditions as per food safety guidelines.Cleaning and sanitising work area, sorting and disposing waste according to food safety guidelines and environmental considerations.
You will be required to complete.		Two portions of each recipe need to be prepared, and one portion of any one recipe to be prepared for special dietary requirements. When submitting the completed assessment, the students must take a photo of the finished dish and submit in the provided template Student is also required to show the calculations for the ingredients calculated in the provided table of ingredients for recipe adjusted and submit it to your trainer/assessor 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 trainers’ suggestions. Once the trainer approves the presentation, you must serve a portion of the product to the trainer. The remaining portion is to be then stored in a manner that will preserve or extend its shelf life. You will also need to cater to at least one special customer request as per the recipe in the recipe book. You must identify the ingredients that need to be substituted as per special dietary requirement without compromising the product’s quality.
Timeframe		Your trainer will give you 4 hours to complete this activity. You may ask for additional time if required.

SITHCCC029 Prepare Stocks Sauces And Soups

Template: Table of ingredients for recipe adjusted(calculations)
1 Kg = 1000 grams 1 Litre = 1000 millilitres 1 Gram = 0.001 kg 1 ml = 0.001 L
Ingredient	Unit	Weight	PCS	New amount(ltr/kg)	New amount (Ml/grams)

SITHCCC029 Prepare Stocks Sauces And Soups

Template: Evidence of the finished dish

SITHCCC029 Prepare Stocks Sauces And Soups

	Performance criteria checklist for unit assessment task:
Trainer/ Assessor to complete
Soups			Recipe 1 Consomme Soup	Recipe 2 Scotch Broth	Recipe 3 Carrot Soup	Recipe 4 Mushroom Soup	Recipe 5 Lobster Bisque	Recipe 6 Gazpacho	Trainer/Assessor Comments
1. Select ingredients.		1.1 Established food production requirements from standard recipes. 1.1.1 Student successfully located information in the standard recipe to determine food preparation requirements1.1.2 Student read and understood assessment instruction1.1.3 Student accessed recipe (instructions / task information / requirements)1.2.4 Student read and understood the recipe.	YesNo	YesNo	YesNo	YesNo	YesNo	YesNo
		1.2 Estimated ingredient quantities according to the standard recipe 1.2.1 Student calculated ingredient amounts required for two portions from the recipe book. (Submitted updated recipes in supplied template)	YesNo	YesNo	YesNo	YesNo	YesNo	YesNo
		1.2.1 Student calculated ingredient amounts required for two portions from the recipe book. (Submitted updated recipes in supplied template) 1.3.1 Student correctly identified and collected ingredients from the store and cooler per the recipe card.1.3.2 Student checked, and selected vegetables free of insects, bruises, damage, blemishes, or excess dirt1.3.3 Student selected vegetables that were not too hard or mushy and had a pleasant aroma and vibrant colour.1.3.4 Student checked and selected clean, undamaged or uncracked eggs to avoid contamination.1.3.5 Student selected medium-sized eggs with uniform colour, regular shape with long oval shell, one end blunt and another flat.1.3.2 Student checked all farinaceous foods, especially flour for insects, dirt or debris, which can be a source of contamination.1.3.6 Student successfully located and read food product date codes and rotation labels.1.3.7 Student selected the older stock when selecting ingredients per the FIFO stock rotation system.1.3.8 Student checked and selected ingredients within the use-by and best-before dates.1.3.9 Student checked the best before the date and selected eggs that did not exceed 28 days from when the egg was laid.	YesNo	YesNo	YesNo	YesNo	YesNo	YesNo
		1.4 Examined perishable ingredients for spoilage or contamination prior to preparation: 1.4.1 Student checked that vegetables were free of insects, blemishes, or excess dirt.1.4.2 Student checked signs of spoilage on vegetables like mould, change in colour, soft or mushy consistency and bad odour. 1.4.3 Student checked that eggs were free of cracks or excess dirt. 1.4.4 Student checked all farinaceous foods, especially flour, for insects, dirt or debris, which can be a source of contamination.	YesNo	YesNo	YesNo	YesNo	YesNo	YesNo
2.Select, prepare and use equipment		2.1. Choose the equipment type and size best suiting the recipe needs. 2.1.1 Student selected the correct knives, chopping boards and other tools (as required by the recipe) to prepare soups.2.1.2 Student selected the correct food preparation equipment as per the standard recipe.2.1.3 Student selected the correct cooking equipment as per the standard recipe.	YesNo	YesNo	YesNo	YesNo	YesNo	YesNo
		2.2. Before using, ensured the equipment is clean and safely assembled. 2.2.1 Student assembled equipment correctly according to the manufacturer’s instructions in the operating manual 2.2.2 Student received appropriate training for assembling the used machine.2.2.3 Student thoroughly cleaned the machine before and after use. 2.2.4 Student visually inspected all machine parts to ensure cleanliness before assembly and use.	YesNo	YesNo	YesNo	YesNo	YesNo	YesNo
		2.3 Followed manufacture instructions and used the equipment safely and hygienically: 2.3.1 Student read operating manual and operated equipment safely according to manufacturer’s instructions.2.3.2 Student received appropriate training for operating the machine.2.3.3 Student checked that all parts were working and placed equipment away from water or sink before use.2.3.4 Student checked the equipment and power cord for damage before using the equipment.2.3.5 Student used the equipment safely, never feeding it by hand and avoiding contact with moving parts.	YesNo	YesNo	YesNo	YesNo	YesNo	YesNo
3.Portion and prepare ingredients		3.1 Organised and assembled ingredients according to food production sequencing. 3.1.1 Student sorted and assembled ingredients according to the food preparation sequence per the standard recipe.3.1.2 Student efficiently sequenced the stages of food preparation3.1.3 Student grouped and placed ingredients in sequence to ensure all recipe steps were included.3.1.4 Student placed all ingredients into appropriately sized dishes, bowls, and containers and set them around the cooking station for easy accessibility.3.1.5 Student took out eggs from the cooler 30 minutes before use to safely bring them to room temperature.	YesNo	YesNo	YesNo	YesNo	YesNo	YesNo
		3.2 Followed the recipe and created portions by weighing and measuring ingredients correctly 3.2.1 Student weighed all dry ingredients using a weighing scale as per the standard recipe.3.2.2 Student weighed all wet ingredients using a measuring jug as per the standard recipe3.2.3 Student weighed and measured ingredients to prepare two portions of the standard recipe.	YesNo	YesNo	YesNo	YesNo	YesNo	YesNo
		3.3 Following culinary standards, cleaned and cut ingredients using basic culinary cuts. 3.3.1 Student washed vegetables well to remove any soil, traces of chemicals or insects.3.3.2 Student washed leafy greens 2-3 times in water to remove any sand or dirt. 3.3.3 Student peeled and fabricated vegetables using basic culinary cuts.	YesNo	YesNo	YesNo	YesNo	YesNo	YesNo
		3.4. Reduced waste to increase the profitability of the prepared foods. 3.6.1 Student ensured proper stock rotation by following FIFO for ingredients reducing food spoilage.3.6.2 Student checked labels for ‘use by’ and ‘best before’ dates before using any ingredient, reducing food spoilage.3.6.3 Student followed correct portion control of all meals to reduce food waste.3.6.4 Student correctly stored, handled, and prepared foodstuffs to reduce spoilage.3.6.5 Students used off-cuts and recycled food to make stocks, soups and sauces to reduce waste and unnecessary costs.3.6.6 Student accurately measured and calculated all ingredients to reduce waste.3.6.7 Student used resources efficiently in all food preparation areas, including only running appliances when necessary to reduce energy wastage.	YesNo	YesNo	YesNo	YesNo	YesNo	YesNo
4.Prepare soups.		4.1 Prepared stocks per standard recipes using appropriate cooking techniques. 4.1.1 Student successfully determined cooking times and temperatures as per the standard recipe4.1.2. Student followed standard recipes to select and use the appropriate cookery method.4.1.3 Student efficiently sequenced the stages of food production.	YesNo	YesNo	YesNo	YesNo	YesNo	YesNo
		4.2. Applied flavourings per recommended recipes. 4.2.1 Student selected and added flavourings to the dish per the standard recipe.	YesNo	YesNo	YesNo	YesNo	YesNo	YesNo
		4.3. Utilised clarifying methods per recommended guidelines. 4.3.1 Student successfully clarified stocks using the skimming and straining method	YesNo	YesNo	YesNo	YesNo	YesNo	YesNo
		4.4 Utilised convenience foods and thickening agents per recommended recipes. 4.4.1 Student successfully thickened soups using appropriate thickening agents.4.4.2 Student successfully used convenience foods as per the standard recipe.	YesNo	YesNo	YesNo	YesNo	YesNo	YesNo
		4.5. Made food quality adjustments before serving the dish. 4.5.1 Student checked the dish’s taste before serving for a balance of seasoning and other basic tastes bitter, sweet, and sour. 4.5.2 Student checked the dish’s texture before serving it as per the standard recipe.4.5.3 Student checked the temperature of the dish before serving and ensured hot food was served hot and cold food was served chilled.4.5.4 Student brought any dish’s taste, texture or temperature discrepancy to the trainer’s attention and made food quality adjustments accordingly. 4.5.5 Student successfully prepared and served a good quality dish with good taste, texture, and correct temperature.	YesNo	YesNo	YesNo	YesNo	YesNo	YesNo
5. Present and store stocks, sauces and soups.		5.1. Reconstituted or re-thermalised stocks, sauces and soups to required consistencies. 5.1.1 Student successfully reheated soups, sauces, and stocks to 60C or above.5.1.2 Student successfully reconstituted stocks, sauces, and soups by adding the appropriate quantity of water or other liquid as required.5.1.2 Student successfully reconstituted stocks, sauces, and soups by adding the appropriate thickening agent in the required quantity.	YesNo	YesNo	YesNo	YesNo	YesNo	YesNo
		5.2. Soups were attractively presented with garnishes on proper service ware per standard recipe. 5.2.1 Student chose the correct and appropriate service ware for presenting the dish per standard recipe.5.2.2 Student portioned food correctly as per the standard recipe.5.2.3 Student checked service ware for cracks and chips before using.5.2.4 Student checked the temperature service ware before plating, ensuring hot food was served on hot plates and cold food served on chilled plates.5.2.5 Student presented dishes attractively on correct service ware as per the standard recipe.	YesNo	YesNo	YesNo	YesNo	YesNo	YesNo
		5.3. Visually assessed dish and adjusted presentation were required before serving. 5.3.1 Student checked the visual balance of the dish’s components for a well-balanced and harmonious look on the plate.5.3.2 Student checked the dish’s visual appearance and eye appeal regarding the colour of food prepared and the service ware chosen before serving.5.3.3 Student checked the dish for contrasting colours and textures per the standard recipe.5.3.4 Student checked that service ware was clean and wiped the sides of the plate before serving. 5.3.5 Student brought any discrepancy in the dish’s presentation to the trainer’s attention and adjusted before serving.5.3.6 Student prepared and served a well-presented dish that was attractive and had eye appeal.	YesNo	YesNo	YesNo	YesNo	YesNo	YesNo
		5.4 Stored, prepared food items in suitable environmental conditions. 5.4.1 Student stored prepared food in hot holding alto shams or bain-marie above 60 C till served to ensure food safety and optimise its shelf life.5.4.2 Student stored prepared cold food in refrigeration below 5 C till served, ensuring food safety and optimising its shelf life.5.4.3 Student covered all prepared food items while storing to avoid cross-contamination, ensuring food safety, and optimising its shelf life.	YesNo	YesNo	YesNo	YesNo	YesNo	YesNo
		5.5. Followed organisational procedures, environmental considerations, and cost-reduction initiatives and cleaned work area and disposed or stored surplus and reusable by-products 5.5.1 Student checked the time for all perishable food items in the temperature danger zone (5C – 60C) and discarded food items that had been out for more than 4 hours after bringing them to the trainer’s notice.5.5.2 Student checked the time for all perishable food items in the temperature danger zone and only stored food items that had been out for less than 2 hours.5.5.3 Student chilled all leftover food for storing as per food safety guidelines, i.e., cooled it to less than 21C within the first 2 hours and then further cooled it to less than 5C in four hours or less. 5.5.4 Student discarded food that did not meet the temperature guidelines after bringing them to the trainer’s notice.5.5.5 Student correctly covered and labelled all food before storing, removing cross-contamination possibilities.5.5.6 Student successfully used the wash, rinse, and sanitise steps to clean all equipment, appliances, and tools after use.5.5.6 Student successfully used the wash, rinse, and sanitise steps to clean stoves, grills, and bench tops thoroughly5.5.7 Student successfully scraped, hand-washed, sanitised, and air-dried chopping boards after use.5.5.8 Student successfully used the wash, rinse, and sanitise steps to clean and sanitise the workstation and all surfaces on which food was prepared.5.5.9 Student worked with others to scrape, pre-rinsed, thoroughly wash, air-dry and put away all soiled service ware using proper dishwashing and glass washing at the end of service.5.5.10 Student worked with others to sweep, wash and sanitise all floor areas at the end of service.5.5.11 Student worked with others to empty, wash, sanitise, and air-dry all garbage bins at the end of service.5.5.12 Student sorted garbage into correct bins while disposing of it.	YesNo	YesNo	YesNo	YesNo	YesNo	YesNo
6.Overall Performance		6.1 Student efficiently sequenced the stages of food preparation and production to prepare plated and present two portions of the dish.6.2 Student successfully prepared, plated, and presented two portions of the dish within commercial time constraints and deadlines.6.3 Student successfully prepared, plated, and presented two portions of the dish following portion control procedures per the standard recipe.6.4 Student successfully prepared, plated, and presented two portions of the dish using food safety practices when handling food.6.5 Student successfully responded to 1 special customer request by modifying the standard recipe to prepare the dish per the customer’s dietary needs.	YesNo	YesNo	YesNo	YesNo	YesNo	YesNo

SITHCCC029 Prepare Stocks Sauces And Soups

	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)
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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.
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SITHCCC029 Prepare Stocks Sauces And Soups

SITHCCC029 Prepare Stocks Sauces And Soups Assessment Plan

Prepare Stocks Sauces Assessment task description:

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