SITHCCC001 Use Food Preparation Equipment

SITHCCC001 Use Food Preparation Equipment :

LEARNER’S GUIDE

SIT50416 Diploma of Hospitality Management

SITHCCC001

Use Food Preparation Equipment

Mode | Classroom Delivery

Pre-requisite Unit

SITXFSA001 Use hygienic practices for food safety

SITHCCC001 Use Food Preparation Equipment

Supporting: SIT50416 Diploma of Hospitality Management; May also support other qualifications based on respective packaging rules

© Skillworks Australia Pty Ltd, 2021

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Date & Place	Validation Team	Summary Outcomes	Action	Responsibility

A complete validation report is filed and available for reference.

Version History

Date	Version	Changes in this Version	Implemented on	Authority

1. Introduction………………………………………………………………………………………………………….. 4
2. Unit Overview………………………………………………………………………………………………………… 4
3. Competency Standards……………………………………………………………………………………………. 5

AQF Descriptor………………………………………………………………………………………………………. 5

• Delivery Plan…………………………………………………………………………………………………………. 9

Delivery Arrangement…………………………………………………………………………………………….. 9

Delivery Conditions………………………………………………………………………………………………… 9

Lesson Topics and Plan……………………………………………………………………………………………. 9

Suggested Learner Resources…………………………………………………………………………………. 11

• Assessment Plan…………………………………………………………………………………………………… 18

Assessment Method……………………………………………………………………………………………… 18

Submission of Work………………………………………………………………………………………………. 19

• Assessment Tasks………………………………………………………………………………………………… 21

Assessment Task 1:……………………………………………………………………………………………… 21

Assessment Task 2:……………………………………………………………………………………………… 30

Assessment Task 3:……………………………………………………………………………………………… 35

• Academic Policies and Processes……………………………………………………………………………… 39

Assignment Cover Sheet…………………………………………………………………………………………… 41

Unit of Competency	:	SITHCCC001 Use Food Preparation Equipment
Total Delivery Hours	:	TBA
Schedule	:	TBA
Cluster/Term	:	TBA

1.   SITHCCC001 Use Food Preparation Equipment Introduction                                                                                              

Welcome to the learner’s guide for this unit of competency for the qualification SIT50416 Diploma of Hospitality Management. This guide provides you with essential information on competency standards, delivery plan and schedule, assessment plan, assessment tasks and learning resources for this unit of competency.

The purpose of this learner’s guide is to:

• Provide you with information on delivery schedule and plan of this unit
  • Ensure that you understand how students will be assessed in this unit
  • Provide information on assessment methods, strategies, and evidence requirements
  • Provide information on learning activities and assessment tasks
  • List resources which may assist in student learning and assessment tasks

2.   Food Unit Overview                                                                                                

This unit describes the performance outcomes, skills and knowledge required to safely use commercial kitchen equipment to prepare a range of different food types.

The unit applies to operational personnel responsible for general food preparation tasks in hospitality and catering organisations.

It applies to individuals who work with very little independence and under close supervision. They follow predefined organisational procedures and report any discrepancies to a higher level staff member for action.

Learning Outcomes

On successful completion of this unit, the learner/trainee will be able to;

• Select food preparation equipment.
  • Use equipment to prepare food.
  • Clean and maintain food preparation equipment.

As well as demonstrating the performance criteria, to be assessed as competent, the learner must demonstrate their ability to apply the required knowledge and skills in a range of situations. These are summarised in the Competency Standards section below.

Prerequisite Requirements

SITXFSA001 Use hygienic practices for food safety.

Skill Recognition and Credit Transfer

Appropriate credit(s) may be granted to eligible students against each unit of competency on presentation of evidence of successful completion of the same unit in an equivalent or higher qualification. Under the

Australian Qualifications Framework, this qualification recognises competencies achieved as part of a Nationally Recognised Qualification from other institutes or universities.

Students may also apply for Recognition of Prior Learning (RPL) by providing evidence that they have the required skills and knowledge in the specific areas of competency through work/industry experience and/or completed eligible assessments in equivalent or higher qualification.

Please refer to college’s RPL/Credit Transfer Policy for more information and applicable procedures. The policy is available either through the faculty coordinator or college’s website.

3.   Competency Standards                                                                           

This unit is derived from the Tourism, Travel and Hospitality Training Package SIT for packaging of the qualification SIT50416 Diploma of Hospitality Management.

Competency standards for this unit are made up of unit descriptor (As provided in the Unit Overview), performance criteria, required skills, required knowledge, embedded employability skills components, assessment requirements and evidence guide.

They can also be viewed at: View Unit

The learners must familiarise themselves with all the competency requirements for this unit of competency and ensure that they have received all the relevant information and support from the trainer and assessor that might be detrimental to their academic performance and outcomes.

AQF Descriptor

The Diploma qualifies individuals who apply specialised knowledge in a range of contexts to undertake advanced skilled or paraprofessional work and as a pathway for further learning. Graduates of a Diploma will have specialised and integrated technical and theoretical knowledge with depth within one or more fields of work and learning.

Graduates at this level will have a broad range of cognitive, technical and communication skills to select and apply methods and technologies to:

• Analyse information to complete a range of activities
• Interpret and transmit solutions to unpredictable and sometimes complex problems
• Transmit information and skills to others

Graduates at this level will apply knowledge and skills to demonstrate autonomy, judgement and defined responsibility in contexts that are subject to change and within broad parameters to provide specialist advice and functions.

Performance Criteria

The following performance criteria specify the required level of performance for each of the elements of competency:

Element	Performance Criteria
1. Select food preparation equipment.	Confirm food preparation requirements from recipes, lists and other workplace information.Identify and select knives and other routine and specialised equipment suited to the food preparation task.Confirm cleanliness of equipment before use.
2. Use equipment to prepare food.	Assemble and use equipment safely and hygienically according to manufacturer instructions.Prepare food items using suitable knives to make precision cuts.
3. Clean and maintain food preparation equipment.	Maintain equipment cleanliness using appropriate cleaning agents.Use energy, water and other resources efficiently to reduce negative environmental impacts.Maintain the condition of equipment and make minor adjustments as required within scope of responsibility.Identify and report on unsafe or faulty equipment or rectify according to level of individual responsibility.

Performance Evidence

Evidence of the ability to:

• Safely and hygienically prepare food using each of the following fixed and hand-held commercial equipment:
  • Blenders
  • Food processors
  • Graters
  • Knife sharpening equipment:
    • Sharpening steels and stones
  • Knives:
    • Butcher and boning
    • Filleting
    • Palette
  • Mandolin slicers
  • Measures
  • Mouli
  • Peelers, corers or slicers
  • Planetary mixers
  • Scales
  • Thermometers
  • Whisks: fine and coarse stainless-steel wire
• Use food preparation equipment to prepare each of the following food types:
  • Fruit and vegetables

• General food items:
  • Batters
  • Coatings
  • Condiments and flavourings
  • Garnishes
  • Oils
  • Sauces and marinades
  • Meat
  • Poultry
  • Seafood
• Make precision cuts on fruit and vegetables
• Complete food preparation tasks within commercial time constraints.

Knowledge Evidence

The following knowledge must be assessed as part of this unit:

• Meaning and role of mise en place in the process of preparing, cooking and presenting food
• Essential features and functions of, and safe operating practices and maintenance requirements for, the following equipment used in food preparation:
  • Commercial:
    • Blenders
    • Food processors
    • Graters
    • Mixers
  • Knife sharpening equipment
  • Sharpening steels and stones
  • Knives:
    • Butcher and boning
    • Chef
    • Filleting
    • Palette
    • Utility
    • Vegetable
  • Measures
  • Peelers, corers, and slicers
  • Scales
  • Thermometers
  • Whisks
• Food safety practices for handling different food types
• Cleaning practices and agents suitable to range of equipment in use
• Precision cuts used in a commercial kitchen:
  • Brunoise
  • Chiffonnade
  • Concasse
  • Jardinière
  • Julienne
  • Macédoine
  • Mirepoix
  • Paysanne
• Safe operational practices using essential functions and features of equipment used to prepare:
  • Dairy products
  • Dry goods
  • Fruit
  • General food items:

• Batters
  • Coatings
  • Condiments and flavourings
  • Garnishes
  • Oils
  • Sauces and marinades
  • Meat
  • Poultry
  • Seafood
  • Vegetables
• Safe operational practices for maintenance and minor adjustments of equipment:
  • Adjusting blades
  • Oiling machines.

4.   Delivery Plan                                                                                                

Delivery is in the form of instructor-led, classroom-based training sessions supported by simulated learning and/or project sessions. Within the classroom environment, delivery is supported by classroom-based activities, tasks, lectures and structured lessons. Strategies for classroom-based learning focus on development of skills and underpinning knowledge through practice, formative tasks, interaction, discussion, reading, feedback, and practical examples of the theory.

Delivery Arrangement

The unit will be delivered over a prescribed period (term/semester) in a class-room training environment through a structured learning program comprising of (but not limited to) lectures, presentations, case studies, practical projects, group discussion and class-room based activities. Delivery schedule of this unit of competency is provided at the beginning of this guide. Timetables will be advised at the beginning of each academic term and posted on the notice board and college’s website.

It is expected that training/learning sessions will incorporate group/collaborative activities and tasks that are relevant to the learning and evidence outcomes in this unit. The emphasis of learning, where possible, will be on linking theoretical concepts and models with real-life situations to provide the learners with an opportunity to gain an insight into key technological processes, professional environment and workplace practices.

Delivery Conditions

• Learners are required to attend the prescribed delivery sessions, in particular where assessment plan, schedule, projects, and in-class activities and tasks are planned
  • On commencement, the learners should review and understand all the course related information including course structure, prerequisites and competency requirements for each unit of competency
  • This unit of competency must be completed within the prescribed duration at the beginning of this document. Due dates for the assessments will be set by respective assessors on commencement of the unit and must be adhered to by all the learners
  • The learners have the responsibility to maintain the required attendance and participate in all the in- class activities and assessment/project tasks to be able to develop the required skills and knowledge.
  • The learners must keep record of their activities, assessments and research and take an active interest in exploring new concepts and ideas
  • On expiry of the prescribed due dates for assessment, the learners will not be able to attempt any assessments or the learning materials and must apply for a course extension. Learners should also refer to other prevailing terms and conditions of delivery and assessment of this course and contact the administration for further information if required.

Lesson Topics and Plan

The following lesson plans are planned for this unit. According to session times, trainers may expand these lesson plans into their own session plans. Trainers must take a special note of the activities planned in the right-hand column. These activities form part of “Formative Assessments”. The formative assessments are not marked (assessed) but they contribute towards learning that prepares them for summative tasks.

The topics for this unit include;

Lesson	Topics	Activities
1	Unit overview: Contents and competency requirements Relevance of the unit in the course – Purpose and outcomes Delivery schedule – classroom and kitchen Assessment requirements for this unit – what you need to do Assessment methods – how you will be assessed Assessment schedule – when the assessment tasks will be conducted Assessment conditions – where the assessments will take place Required resources – check   College policies and procedures: Plagiarism, attendance, re-assessment Assessment/assignment submission process: Trainer contact details   Student Q&A: Learning difficulties, academic help, any concerns, and questions about the unit or the course   Focus: Food safety, personal hygiene, kitchen cleaning and maintenance Understanding equipment used in food preparation: Commercial: BlendersFood processorsGratersMixers – Hand-held and planetary Knives:Butcher and boningChefFilletingPaletteUtilityVegetable Knife sharpening equipment Sharpening steels and stones Measures Peelers, corers, and slicers, mandolin slicers, mouli Scales Thermometers Whisks – fine and coarse stainless-steel wire   Demonstration and use of the above equipment – Trainer Equipment safety guide Equipment cleaning and maintenance – demonstration Student practice – Kitchen	Discussion and agreement of assessment conditions, requirements and schedule   Discussion: meaning and role of mise en place in the process of preparing, cooking and presenting food   Practice: Use and operate the given equipment and tools   Activity: Write a brief description of each of the equipment used in your notebook.   Research: Research the equipment used in this session and collect information on at least two comparable products. Highlight key features and differences
2	Precision cuts used in a commercial kitchen: BrunoiseChiffonnadeConcasseJardinièreJulienneMacédoineMirepoixPaysanne	Practice: Precision cuts on fruit and vegetables

	Demonstration of precision cuts – trainer Practice of precision cuts – students   Preparations using the hand-held and commercial equipment, Dairy productsDry goodsFruit   MeatPoultrySeafoodVegetables   BattersCoatingsCondiments and flavouringsGarnishesOilsSauces and marinades   Demonstration of preparation – trainer Practice – students	Practice: Prepare a range of food items using commercial and kitchen equipment – use each equipment in preparation
3	Safe operational practices for maintenance and minor adjustments of equipment: Adjusting blades Oiling machines   Food safety practices for handling different food types Cleaning practices and agents suitable to range of equipment in use   Review and feedback	Student Q&A Assessment submission

Suggested Learner Resources

Ford G. et. al., 2015, Professional Chef: Commercial Cookery with Student Resource, Cengage Learning Australia

Dark G., McLean D., and Weatherhead S., 2010, Kitchen Operations, Pearson

Dodgshun G., Peters M. and O’Dea D., Cookery for the Hospitality Industry, Cambridge University Press Slack, 2015, Operations and Process Management, Pearson

Sue R., 2013, Principles of Occupational Health and Hygiene, Allen & Unwin Walsh S. and Walsh C., 2010, Commercial Cookery, Pearson

How To Master 5 Basic Cooking Skills – Gordon Ramsay:

Jamie’s Dream School | Jamie Oliver’s Knife Skills: https://www.youtube.com/watch?v=5z_d0soK1cI

Precision cuts series: https://www.youtube.com/watch?v=GKMcYw89A0k&list=PLXx7saDptyjqubF3lsGyoLueQgxvX_yN-

Kitchen Design | Commercial Kitchen Equipment: https://www.youtube.com/watch?v=LcKrSFrFfjY

How to Use Commercial Kitchen Equipment – Slicer, Grinder, Hobart, Mixer, Chopper: https://www.youtube.com/watch?v=BOqQrSjdZ7I

Referencing Guide

Harvard Referencing Generator:

http://www.harvardgenerator.com/

http://www.citethisforme.com/au/referencing-generator/harvard

Misc. Videos and Online Educational Channels (General ref)

List of some of the online educational channels. Search for the relevant topics and concepts.

Khan Academy Channel	https://www.youtube.com/user/khanacademy
#Education	https://www.youtube.com/channel/UC3yA8nDwraeOfnYfBWun83g
TED Talks	https://www.youtube.com/user/TEDtalksDirector/channels
TED ED	https://www.youtube.com/user/TEDEducation
Massachusetts Institute of Technology (MIT) Channel	https://www.youtube.com/user/MIT
Google for Education	https://www.youtube.com/user/eduatgoogle
Big Think	https://www.youtube.com/user/bigthink/videos
CrashCourse	https://www.youtube.com/user/crashcourse/videos
Microsoft Education	https://www.youtube.com/user/Microsoftedu
Stanford University Channel	https://www.youtube.com/user/StanfordUniversity/videos
Management Skills Courses	https://www.youtube.com/channel/UChA8eZO- WYhdLsv8HlBrJcg/videos
Harvard Business Review	https://www.youtube.com/user/HarvardBusiness/videos

5.   Assessment Plan                                                                                          

Assessments for this unit have been developed by taking into account assessment guidelines as provided in the training package and evidence requirements stipulated in this unit of competency. Assessment is an ongoing process of gathering evidence to determine what each student/learner knows, understands and can do in order to inform teaching and support learning of the intended curriculum.

The purposes of this assessment are;

• To collect evidences that demonstrate competency in the performance criteria of the unit and satisfy skill, knowledge and employability skills requirements
  • To provide feedback to the learners/trainees indicating the areas of improvement and professional development
  • To measure the effectiveness of the delivery plan and evaluate the learning outcomes The required assessment criteria are provided in each assessment task for learner’s information. Assessment Method

Assessment in this unit is based on assessment and evidence guidelines provided in the unit of competency and the training package. The evidence is generated through summative assessment tasks. However, the role of Formative Tasks is crucial in developing the required skills and knowledge in completing the summative tasks. Formative tasks enable the trainers to evaluate their own delivery and adjust their facilitation based on the outcomes from these tasks. The role of formative assessments is to improve learning and adapt to student needs.

These tasks and activities usually take place throughout the unit and planned in accordance with the summative assessment plan/schedule. The formative tasks are generally referred to as “Portfolio” tasks. Portfolio is a collection of all the formative tasks completed during the learning sessions. The portfolio can be used by students as an evidence of participation or example of work completed as part of their learning.

Formative tasks are not assessed.

For summative tasks, the following assessment methods are available to collect the aforementioned evidence to demonstrate satisfactory performance in this unit;

• Written Assessment Tasks
  • Practical/Analytical Tasks
  • Test/Examinations
  • Projects
  • Observation
  • Integrated Assessment

The Written Assessment Tasks and Tests have been developed to address various parts of Performance Criteria as well as Required Knowledge.

The Practical Tasks are developed to demonstrate competence in Required Skills. These assessment tasks and activities are mostly designed as in-class assessments, enabling the trainers to observe the work being undertaken and completed (i.e. demonstration of a specific/required skill). Practical tasks may also include use of online learning tools, equipment, activities, or use of software. Instructions for practical tasks are generally provided within the task description. However, trainers/assessor may set certain conditions for conducting and observing these tasks.

The Project (Individual or Group based) addresses various aspects of competency standard including Performance Criteria, Required Skills and Employability Skills. The role of the project in assessment strategy is to measure student/trainee competence as a form of Summative Assessment. It demonstrates the efficacy of instructions and learning in the prescribed delivery period by assessing the overall performance of the students/trainees for the purpose of grading/final results.

The Test/Exam is generally designed to test the Required Knowledge component of the unit of competency. It may also be used to reinforce learning and test specific aspects of other part of competency where knowledge of certain processes/procedures is required. A knowledge test may be verbal or written as specified in the task description. Examinations are conducted under set conditions.

Observation forms part of in-class activities, participation in designated group processes, presentation and provides an option where specific skills need to be demonstrated to the assessor.

Some of the assessments in this course may be used as Integrated Assessments; i.e. to use evidence created in one unit/task to determine competency in another unit/task. The concept behind the design of the integrated assessment is to limit repetitive tasks that test the same or similar competency elements in different units of competency.

Optional/Supplementary Assessments

In addition to the above assessment instruments, the following methods can be used, if required, in the context of assessment for this unit of competence, especially in the circumstances where assessment involved components of online learning as well as actual workplace activities and/or performance.

• Workplace Verification through RPL application
  • Competency Conversation at completion of the unit

To successfully complete this unit, learners must demonstrate that they have the skills and knowledge needed as indicated in the Competency Standards (2).

Assessment can be both a formative and summative process. Formative assessment is used to provide feedback to students and teachers to promote further learning. Summative assessment contributes to the judgement of student learning for competency/award purposes.

Submission of Work

All the written works must be submitted in a hard copy, and an additional soft/electronic copy if required by the trainer/assessor, with an accompanying “Assessment Cover Sheet”. Each Assessment Cover Sheet should be signed by the student and must contain student details and date of submission. Assessment Cover Sheets are available at the reception.

Material submitted for assessment—Word processed or handwritten assignments, reports, essays, projects, etc. must contain student’s name, ID (if available), address and contact details. Within the context of these assessment tasks, the assessor fulfils the role of client, manager or supervisor, as applicable. Work submitted for “approval” within this context must demonstrate care and attention to detail, such that the student inspires confidence that the work is being undertaken competently.

Where soft copy/electronic files are submitted, students are encouraged to name the files according to established procedure. This would typically include a course or unit code, assessment or submission code, and in the case of multiple files an alphanumeric identifier. Multiple files may also be required to be submitted within an enclosing folder (with similar, appropriate naming conventions) or archive format—e.g. zip or rar.

Follow submission guidelines in each assessment task for specific instructions.

Assessment Tasks and Schedule

The following assessments are planned for this unit;

#	Assessment Task/Activity	Type	Method
1	Safety and Hygiene: Kitchen Equipment	Individual	Written Task
2	Prepare Food Items Using Kitchen Equipment	Individual	Practical Demonstration
3	Report: Food Preparation Equipment	Individual	Written Task

These assessment tasks/activities have been described in detail in the following section. Task schedule to be advised by trainer/assessor based on the lesson and session plans.

6.   Assessment Tasks                                                                                          

Assessment Task 1:

Assessment Task	Safety and Hygiene: Kitchen Equipment
Schedule	TBA
Outcomes Assessed	Performance Criteria:   1.2, 1.3, 3.1 – Underpinning Knowledge   Addresses some elements of required skills and knowledge as shown in the Assessment Matrix

Description:

This assessment task is given as a written task and requires you to answer the following questions (as given in the work sheet on the next page) in your own words and understanding. Student must provide their own answers and avoid chances of PLAGIARISM.

This task may be scheduled by your trainer/assessor at any time during the duration of the unit based on the assessment plan.

ALL the questions must be answered.

Answers must be descriptive and provide sufficient information to cover the question. Just Yes or No or one- line answers will not be acceptable.

Write in legible handwriting using a black ink pen. Avoid the use of pencil.

Assessment Criteria

The following assessment criteria will be used for marking this assessment task. Ensure that you have addressed and demonstrated all of the criteria in your work.

• Completed all the required questions/tasks as instructed
• Understood and maintained the context, scope, and relevant of the task/questions
• Used own words, language and understanding in completing the questions
• Demonstrated the ability to comprehend and summarise the given questions
• The answers provide the depth and breadth of knowledge required within the context of the task
• Demonstrated the ability to construct sentences and paragraphs, and appropriately convey the meaning in own words
• Answers are substantive and sufficient within the context of the requirement, and provide the required details and information to make a judgement
• Answers are consistent with the model answers (Sample Assignment Answers)
• Attempted and completed all the given questions/tasks
• Completed under the given conditions and requirements, including the required time frame

Submission Guidelines

Submit:

• Completed work sheet with the assignment cover sheet

Electronic versions of the assessment task and email/electronic submission arrangements are at further discretion of the trainer/assessor.

Student ID   Student Name   Group   Date:

SITHCCC001 Use Food Preparation Equipment Task 1: Written Questions

ALL the questions must be answered.

1. Explain the concept of “mise en place” in reference to the process of preparing, cooking and presenting food.

• Provide five (5) examples of how you can help prevent cross contamination and food poisoning by maintaining hygiene standards for equipment.

3. Describe key functions, features of the following equipment. List four operational safety requirement when using them for food production/preparation purpose;

Equipment	Functions and Features	Safety Requirements
Blenders
Food processors
Slicers
Mixers

• Describe the use of the following knives in food preparation;

Knife	Description
Butcher and boning
Chef
Filleting
Palette
Utility
Vegetable

5. List three five measures/techniques to safely handle and maintain knives.

• Describe the following precision cuts. Provide example of dishes/recipes where these cuts can be used.

Cut	Description	Use
Brunoise
Chiffonnade
Concasse
Jardinière
Julienne
Macédoine
Mirepoix

Paysanne

7. Describe the following tools and their usages in your own words;

Sharpening Steel
Sharpening Stone
Measures
Peelers, corers, and slicers
Scales
Thermometers
Whisks

• Poor personal hygiene practices of food handlers may result in food becoming contaminated from

their body or something they are wearing. Food handlers must take all practicable measures to ensure these things do not contaminate food or surfaces likely to come into contact with food. List at least two contamination practicable measures for the given sources in the table below (based on Food Standards Aus- NZ 3.2.2: 15);

Body (e.g. hands, arms, face)
Bodily secretions (saliva, mucus, sweat and blood)
Clothing
Fingernails
Hair
Hair bands, clips, pins
Jewellery
Adhesive dressings and other bandages
Mobile phones

• Describe the following cleaning and safety processes in your own understanding. Provide examples when they should be used;

Cleaning
Sanitising
Sterilising

1. List and describe cleaning procedures for the following kitchen equipment. List the cleaning agents that can be used;

Blenders
Food processors
Slicers
Mixers

Assessment Task 2:

Assessment Task	Prepare Food Items Using Kitchen Equipment
Schedule	TBA
Outcomes Assessed	Performance Criteria:   1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 3.3, 3.4   Addresses some elements of required skills and knowledge as shown in the Assessment Matrix

Description:

This task needs to be performed in a commercial training kitchen environment. In this task, you will be required to prepare a range of food items using various kitchen equipment and tools. Perform according to the following procedure;

PART A): Personal Hygiene and Health Check

Food safety guidelines emphasise that good personal hygiene is essential for any food handler and minimises the risk of food contamination. Most people carry harmful bacteria on their bodies and can unwittingly transport them to food. Touching your mouth, nose, hair or even your clothing can spread bacteria and cause contamination (AIFS, 2019).

As a food handler it is important for you to practice good personal hygiene to ensure a safe working environment and prevent the spread of foodborne illnesses. Accordingly, complete the list on the following pages. Take a printout and submit a hand-written copy to your trainer/assessor.

PART B): Preparation (Mise en place)

Demonstrate the following steps in preparation for cooking and preparing food items;

 STEP 1. Wash Hands                                                                                                                                                 

Hands should be thoroughly washed after starting work, handling money, handling raw meat, sneezing or touching the face, and of course, visiting the toilet. Demonstrate the following steps;

• Wet hands – Use warm to hot water to wet your hands and remove any visible dirt or grime;
• Apply soap – Apply a liquid soap to your hands;
• Lather and scrub – Rub your hands together well with the soap for a minimum of 20 seconds. Make sure to thoroughly clean palms, the back of the hands, between each finger and under the fingernails;
• Rinse – Rinse off the soap using warm running water for at least 20 seconds and be sure to point fingers downwards while rinsing;
• Turn off the tap – Use a paper towel to turn the tap off;
• Dry – Dry hands thoroughly using a paper towel or hand dryer (Do not use a tea towel or your apron as this will contaminate your hands again).

Your assessor will be observing you.

 STEP 2. Check your Tools, Equipment, and Ingredients                                                                                 

• Review the recipes used in this assessment task. Based on the recipes, check and ensure that all the required tools, knives, large or small equipment and ingredients are available. If any concern, contact and report to your trainer/assessor;
• Check and ensure that knives, tools, and equipment are clean and operational. If any equipment is faulty, report to your trainer/assessor;
• Make adjustments to equipment as needed (e.g. adjusting blades, height, position etc.).
• Take photographs and/or video to record your task Your assessor will be observing you.

 STEP 3. Prepare Ingredients                                                                                                                                   

• Gather, assemble and organise all the required ingredients for a recipe;
• Place ingredients appropriately and in appropriate utensils to avoid cross contamination;
• Use knives to cut or precision cut the vegetables and fruits and other types of knives for making the required meat cuts as per the recipe requirements;
• Use different cutting boards for meat and vegetables as per the colour coding;
• Measure and/or weight the ingredients as per the recipe requirements;
• Use a range of small equipment for slicing, peeling, coring, and whisking ingredients as needed;
• Ensure the required timeline is met (as advised by the trainer/assessor during the session)
• Prepare and have all the ingredients ready for cooking as per the recipe.
• Take photographs and/or video to record your task Repeat the above process for all the recipes (refer to Step 4).

 STEP 4: Prepare Food Items                                                                                                                                    

You will be required to prepare the following food items/dishes (4) in this unit as per the recipes;

Dish/Item	Dish/Item	Preparation Time	Cooking Time
	Beer-battered prawns with tomato and chilli relish	0.30 h	0.45 h
	Bone-in chicken curry	0.30 h	1.10 h
	Sneaky veg pork rissoles	0.20 h	0.25 h

Vietnamese chicken salad bowl

1.30 h (including refrigeration time)

–

Prepare the above in the given time frame as per the given recipes and instructions. Recipes are provided separately.

Use the thermometer to check temperatures as needed during the cooking process and ensure that you follow the safety instructions as provided.

Your assessor will be observing you. You will also be required to take photographs and/or video of you preparing the dishes. The photographs and/or video clips should identify you and contain date, place and time.

 STEP 5: Clean All the Equipment and Tools                                                                                                        

Once you have completed all the cooking;

• Clean all the large and small equipment and tools using appropriate cleaning agents/products;
• Ensure you make efficient use of water (low flow, turn-on-turn-off) and cleaning products;
• Ensure all cleaning procedures are followed as per the manufacturer’s instructions for maintenance

(refer to the operating manuals);

• Place the equipment in resting position – and disassemble if needed for storage;
• Ensure safe storage
• If any equipment is broken or suspected to be faulty, report to your trainer/assessor.

Your assessor will be observing you.

Assessment Criteria

The following assessment criteria will be used for marking this assessment task. Ensure that you have addressed and demonstrated all of the criteria in your work.

• Student has undertaken all the required personal hygiene check and completed the checklist
• Student has demonstrated planning and organisation skills to methodically prepare all the ingredients
• Student ensures safe handling to food and taken steps to avoid cross contamination
• Student ensures food preparation equipment is clean before use
• Student demonstrates good quality precision cuts (holds the knife correctly and can perform: Julienne, Brunoise, Jardinière, Macedoine, Paysanne, Turning vegetables, Chiffonade etc,)
• Student works in a logical & efficient manner (is able to work quickly whilst doing it correctly, follows recipe timing)
• Student has good numeracy & literacy skills to work with standard recipes (e.g. is able to read and write, add, subtract, divide and multiply)
• Student uses the appropriate food preparation equipment for the task at hand
• Student identifies and selects appropriate knife suited to task
• Student demonstrates precision cuts
• Student has good problem-solving skills to recognise and report on unsafe equipment
• Student confirms food preparation requirements from recipes (reads the standard recipe card to confirm food preparation, mis en place sheets, par stock levels, expected customers or bookings etc.)
• Student has safely and hygienically prepared the required food items as per the given recipes
• Student has demonstrated preparation and cooking time as per the recipe requirements

• Student has successfully prepared the required food items and/or dishes as per the expected quality and presentation
• Student ensures equipment is clean before use and maintains cleanliness
• Student uses energy and water efficiently to reduce negative environmental impacts (uses low flow taps, low energy light globes, turns taps off etc.)
• Student maintains the condition of equipment (checks equipment, services equipment, cleans after every use/service)
• Student has good problem-solving skills to recognise and report on faulty equipment (able to solve problems through initiative and being able to research instructions and/or referring to professional repairers, report faults to supervisor)
• Student works in a logical and efficient manner (is able to work quickly whilst doing it correctly, correctly time cooking as per recipes. Have mis en place ready)
• Student has the required technology skills to use food preparation equipment within the context of this unit
• Student uses knives, tools and equipment in a safe manner
• Student uses food preparation equipment in a safe manner

Submission Guidelines

Submit:

• Task 1: Part A Checklist
• Photographs and/or videos clearly demonstrating you undertake the required preparatory and cooking processes

Electronic versions of the assessment task and email/electronic submission arrangements are at further discretion of the trainer/assessor.

Student ID   Student Name   Group   Date:     SITHCCC001 Use Food Preparation Equipment Task 2: Part A

Feeling unwell, feeling unusually cold or warm, cold or flu symptoms – constant sneezing, runny nose, watery eyes, joint aches, temperature	YES ☐	If you have ticked YES, contact your trainer/assessor immediately
	NO ☐
Clean clothes/uniform with no dirt, smell, food stains/residue, or any other type of contaminant – microbial clean	YES ☐	If you have ticked NO, contact your trainer/assessor immediately
	NO ☐
Hair Net/Hat – available for use; and not shared with anyone	YES ☐	If you have ticked NO, contact your trainer/assessor immediately
	NO ☐
Gloves – available for use; and not shared with anyone	YES ☐	If you have ticked NO, contact your trainer/assessor immediately
	NO ☐
Apron – available for use; and not shared with anyone	YES ☐	If you have ticked NO, contact your trainer/assessor immediately
	NO ☐
Kitchen Kit: available for use; and not shared with anyone	YES ☐	If you have ticked NO, contact your trainer/assessor immediately
	NO ☐

Trainer/Assessor Use Only

Issues/Concerns found (If none, write N/A)
Action Taken (If none, write N/A)
Signature		Date:

Assessment Task 3:

Assessment Task	Report: Food Preparation Equipment
Schedule	TBA
Outcomes Assessed	Performance Criteria:   2.1, 2.2   Addresses some elements of required skills and knowledge as shown in the Assessment Matrix

Description:

This assessment task is based on the planning and preparation of food items/dishes in the previous task. This task can only be undertaken after undertaking Assessment Task 2.

In the previous assessment task, you had prepared a range of food items/dishes using various large and small equipment, knives, and other kitchen tools. In this task, you will be required to summarise which equipment and tools your used in preparing the dishes and describe how they contributed to the final preparation.

Based on the work completed in Assessment Task 2, describe the equipment and tools, and how they were used in different recipes using the working sheet provided on the next page.

Assessment Criteria

The following assessment criteria will be used for marking this assessment task. Ensure that you have addressed and demonstrated all of the criteria in your work.

• Student has demonstrated understanding of a range of large and small kitchen equipment, knives and tools in the context of this task
• Student has demonstrated mise en place knowledge and technique in the process of preparing, cooking and presenting food
• Student has effectively used the required large and small kitchen equipment, knives and tools in the context of this task
• Student has demonstrated the process undertaken to prepare food items/dishes in the previous take by correctly describing the use of equipment and tools used

Submission Guidelines

Submit:

• Completed work sheet with an assignment cover sheet

Electronic versions of the assessment task and email/electronic submission arrangements are at further discretion of the trainer/assessor.

Student ID   Student Name   Group   Date:

SITHCCC001 Use Food Preparation Equipment Task 3

Type of Equipment Tool	Name of the Equipment/Tool	How It was Used
Large Equipment
Small Equipment

7.   Academic Policies and Processes                                                          

Students with Special Needs

If leaners/learners have any special needs (e.g. physical disability, learning difficulty) regarding assessment, they should be directed to discuss these with the Course Coordinator. The college will endeavour to make all possible and reasonable adjustments to any aspect of assessment in order to address those needs. Some examples of additional support could include:

• Language, literacy and numeracy (LLN)
  • Assistive technology
  • Additional materials or tutorials
  • Assistance in using technology for online delivery components.

Reasonable adjustment

Reasonable adjustment refers to any modification made to the learning environment, certification requirements, training delivery or assessment method to help learners with a disability access and participate in education and training on the same basis as those without disability (IBSA, 2015).

The Disability Standards for Education 2005 were formed under the Disability Discrimination Act 1992. They clarify the obligations of training providers to ensure that learners who have a disability are able to access and participate in education and training on the same basis as those without disability.

Some examples of reasonable adjustments could include:

• Personal support services, e.g. a reader, Auslan interpreter, a scribe
  • assistive technology or special equipment, e.g. screen readers, magnifiers, alternative keyboards
  • modifying the presentation method, e.g. visual, oral, print, electronic
  • adjustments to timeframes, e.g. providing materials prior to class, extended time limits
  • adjustment of the physical environment, e.g. specific furniture, arrangement of classroom.

The determination of “reasonableness” requires judgement that must take into account the impact on the RTO and the need to maintain the integrity of the qualification. While reasonable adjustments can be made to the ways in which evidence of performance is gathered and demonstrated, the criteria for making Competent/Not Yet Competent decisions (and/or awarding grades) should not be altered in any way. That is to say, the standards expected should be the same irrespective of the group and/or individual being assessed (Disability Standards for Education 2005).

Recognition of Prior Learning (RPL) and Credit Transfers

Learners may apply for Recognition of Prior Learning (RPL) by providing evidence that they have the required skills and knowledge in the specific areas of competency through work/industry experience and/or completed eligible assessments in equivalent or higher qualification.

Appropriate credit transfer may be granted to eligible learners against each unit of competency on evidence to successful completion of the same unit in an equivalent or higher nationally endorsed qualification. Credit transfer learners will finish the course in a shorter duration and are advised to consult appropriate authorities/bodies for applicable criteria if planning further study or stay in Australia.

Applicants who have completed formal training or who have relevant and current work or life experience and consider they are able to meet the unit purpose may seek recognition.

The college acknowledges skills and knowledge obtained through:

• Formal training (conducted by industry or educational institutions in Australia or overseas)
  • Work experience
  • Life experience

The main focus is on the learning outcomes of these experiences, not on how, when or where the learning occurred.

To be granted RPL, applicants will be asked to:

1. Present evidence of their achievement; and/or
2. Undertake a challenge test; and/or
3. Attend an interview with specialist staff.

This evidence will be validated through either satisfactory supporting documentation of support from a recognised industry or workplace representative or challenge testing

Academic Policies and Procedures

Applicable policies and procedure related to this course including plagiarism, assessments, appeals and

complaints, can be found with the course coordinator as well as in the “Policies and Procedures” section of the

college’s website.

Assignment Cover Sheet                                                                                

Student ID
Student Name
Unit
Assessment Task – Title/Number
Trainer/Assessor
Date Submitted

Note: Plagiarism/Cheating is a serious offence. If a student is found plagiarising/cheating, it may result in a penalty of suspension/cancellation of student’s enrolment. In submitting their work, students must be aware of college’s Plagiarism and Academic Misconduct Policy available in student handbook, college’s website and student administration.

Declaration of Originality:

By submitting this assignment for assessment, I acknowledge and agree that:

• This assessment task/work is submitted in accordance with the college’s Plagiarism and Academic Misconduct Policy. I also understand the serious nature of academic dishonesty (such as plagiarism) and the penalties attached to being found guilty of committing such offence
  • No part of this assessment task/work has been copied from any other source without acknowledgement of the source
  • No part of this assessment task/work has been written by any other person, except to the extent of team and/or group work as defined in the unit/assessment task
  • A copy of the original assessment task/work is retained by me and that I may be required to submit the original assignment to the trainer/assessor upon request
  • The trainer/assessor may, for the purpose of assessing this assessment task/work:
    • Provide a copy of this assignment to another member of the faculty for review and feedback; and/or
    • Submit a copy of this assignment to a plagiarism checking service. I acknowledge that a plagiarism checking service provider may then retain a copy of this assessment task/work on its database for the purpose of future plagiarism checking

Late submission: Late submission without a prior approval of the trainer/assessor will not be accepted and

may delay the assessment outcome. You may also need to resubmit work as per college’s Reassessment Policy.

I declare that this assessment is my own work.

Student signature:

Date:

———————————————————————————————————————————————————————————————————————————————————- ——————————————–

Admin Use Only

SIT50416 Diploma of Hospitality Management

Record of Assessment Outcome
Unit:	SITHCCC001 Use Food Preparation Equipment
Name of Student:
Student No:
This tool is designed for use as an Assignment and/or a Project conducted over a series of training sessions, on an individual basis, to collate a range of competencies over a period of time
Tasks to be completed				Completed & Satisfactory
Task 1: Safety and Hygiene: Kitchen Equipment				YES	No
Task 2: Prepare Food Items Using Kitchen Equipment				YES	No
Task 3: Report: Food Preparation Equipment				YES	No
Overall, the candidate was assessed as:            Competent           Not Yet Competent
Feedback to candidate:   Date for reassessment (if applicable): Follow up action (if any):
The candidate has been provided with feedback and informed of the assessment result and the reasons for the decision.		Name of Assessor:
		Signature of Assessor:
		Date:
I have been provided with feedback on the evidence I have provided. I have been informed of the assessment result and the reasons for the decision.		Name of Student:
		Signature of Student:
		Date:

Task 1: Safety and Hygiene: Kitchen Equipment

Student ID
Student Name
Assessor Name

Has the Student met the following criteria in this task?

Student:			YES	NO
Completed all the required questions/tasks as instructed
Understood and maintained the context, scope, and relevant of the task/questions
Used own words, language and understanding in completing the questions
Demonstrated the ability to comprehend and summarise the given questions
The answers provide the depth and breadth of knowledge required within the context of the task
Demonstrated the ability to construct sentences and paragraphs, and appropriately convey the meaning in own words
Answers are substantive and sufficient within the context of the requirement, and provide the required details and information to make a judgement
Answers are consistent with the model answers (Sample Assignment Answers)
Attempted and completed all the given questions/tasks
Completed under the given conditions and requirements, including the required time frame
Assessment Outcome
Student’s Performance was	Satisfactory	Assessor Signature:	Date:
	Not Satisfactory

Task 2: Prepare Food Items Using Kitchen Equipment

Student ID
Student Name
Assessor Name

Has the Student met the following criteria in this task?
Student:	YES	NO
Student has undertaken all the required personal hygiene check and completed the checklist
Student has demonstrated planning and organisation skills to methodically prepare all the ingredients
Student ensures safe handling to food and taken steps to avoid cross contamination
Student ensures food preparation equipment is clean before use
Student demonstrates good quality precision cuts (holds the knife correctly and can perform: Julienne, Brunoise, Jardinière, Macedoine, Paysanne, Turning vegetables,
Student works in a logical & efficient manner (is able to work quickly whilst doing it correctly, follows recipe timing)
Student has good numeracy & literacy skills to work with standard recipes (e.g. is able to read and write, add, subtract, divide and multiply)
Student uses the appropriate food preparation equipment for the task at hand
Student identifies and selects appropriate knife suited to task
Student demonstrates precision cuts
Student has good problem-solving skills to recognise and report on unsafe equipment
Student confirms food preparation requirements from recipes (reads the standard recipe card to confirm food preparation, mis en place sheets, par stock levels, expected
Student has safely and hygienically prepared the required food items as per the given recipes
Student has demonstrated preparation and cooking time as per the recipe requirements
Student has successfully prepared the required food items and/or dishes as per the expected quality and presentation
Student ensures equipment is clean before use and maintains cleanliness
Student uses energy and water efficiently to reduce negative environmental impacts (uses low flow taps, low energy light globes, turns taps off etc.)
Student maintains the condition of equipment (checks equipment, services equipment, cleans after every use/service)
Student has good problem-solving skills to recognise and report on faulty equipment (able to solve problems through initiative and being able to research instructions and/or
Student works in a logical and efficient manner (is able to work quickly whilst doing it correctly, correctly time cooking as per recipes. Have mis en place ready)
Student has the required technology skills to use food preparation equipment within the context of this unit
Student uses knives, tools and equipment in a safe manner

Student uses food preparation equipment in a safe manner
Assessment Outcome
Student’s Performance was	Satisfactory	Assessor Signature:	Date:
	Not Satisfactory

Task 3: Report: Food Preparation Equipment

Student ID
Student Name
Assessor Name

Has the Student met the following criteria in this task?

Student:			YES	NO
Student has demonstrated understanding of a range of large and small kitchen equipment, knives and tools in the context of this task
Student has demonstrated mise en place knowledge and technique in the process of preparing, cooking and presenting food
Student has effectively used the required large and small kitchen equipment, knives and tools in the context of this task
Student has demonstrated the process undertaken to prepare food items/dishes in the previous take by correctly describing the use of equipment and tools used
Assessment Outcome
Student’s Performance was	Satisfactory	Assessor Signature:	Date:
	Not Satisfactory

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