SITHCCC039 Produce pates and terrines :

 

SITHCCC039 Produce pates and terrines Assessment Pack (UAP) – Cover Sheet

Student and Trainer/Assessor Details

Student ID
Student name
Trainer/Assessor name

Produce pates Course and Unit Details

Course code
Course name
Unit code	SITHCCC039
Unit name	Produce pates and terrines

Assessment Plan

To demonstrate competence in this unit, the student must be assessed as satisfactory in each of the following assessment tasks.

Evidence recorded	Evidence Type/ Method of assessment			Sufficient evidence recorded/Outcome
Unit Assessment Task 1	Unit Knowledge Test (UKT)			S / NS (First Attempt) S / NS (Second Attempt)
Unit Assessment Task 2	Practical demonstration			S / NS (First Attempt) S / NS (Second Attempt)
Final result	C ☐ NYC ☐	Date assessed
		Trainer/Assessor Signature

Unit information pack

The student and Trainer/Assessor must read and understand all the information in the unit information pack before completing the unit assessment pack.

UAT 1 – Unit Knowledge Test (UKT)

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.

Assessment task instructions

Assessment type:

• Written Questions

 Instructions provided to the student:

Assessment task description:     

• This is the first (1) unit of assessment task that the student must successfully complete to be deemed competent in this unit of competency.
• The Unit Knowledge Test is comprised of eight (8) 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
• Place for meeting
• 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 Chicken Liver pate. This recipe yields 12 portions of chicken liver pate. You are required to prepare 50 portions for a function. 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 Chicken Liver KG .5 Onion KG .1 Garlic KG .005 Butter L .24 Cognac L .02 Salt KG .005	Satisfactory response
	Yes ☐	No ☐

Question 1c: Now that you have calculated the conversion factor in 1b, calculate the weights of the ingredients required for preparing 50 portions of the pate.	Satisfactory response
	Yes ☐	No ☐

Ingredients Unit Qty for 12 portions Qty for 50 portions Chicken Liver KG .5   Onion KG .1   Garlic KG .005   Butter L .24   Cognac L .02   Salt KG .005

Question 2a: Identify the following as Classical or Contemporary Pâtés and Terrines from the pictures and fill in the table below with their culinary and trade names, along with the historical origin and a brief description.	Satisfactory response
	Yes ☐	No ☐

Ingredient Culinary term / trade name Classical or Contemporary Brief description (20-80 words) Historical / cultural origin 1.         2.         3.         4.         5.         6.         7.         8.         9.         10 .

Question 2b: Answer the following questions: i. The table below lists ingredient categories commonly used in the production of pâtés and terrines. Give examples of some common ingredients from each category (minimum 4). ii. For the first four categories i.e., vegetables, fruits, seafood, meat, and poultry, list at least 3 ways of selecting them.	Satisfactory response
	i. Yes ☐ ii. Yes ☐	No ☐ No ☐

Ingredient Common examples Selection points 1. Vegetables     2. Fruits     3. Meat and Poultry     4. Seafood     5. Dairy     6. Alcohol

Question 2c: Based on ingredients and method of preparation there are four categories of paté/ terrine. List them below in the provided table and provide a brief description of them in one sentence.	Satisfactory response
	Yes ☐	No ☐

Types of Pate/ terrines Common examples

Question 2d: Complete the table below by correctly answering ‘yes’, ‘no’, or ‘sometimes’ if the ingredients mentioned on the left are used in the preparation of Pâté and terrines or Rillettes or Mousses on the right.	Satisfactory response
	Yes ☐	No ☐

Ingredients Pâté and terrines Rillettes Mousses Pork and other meats such as duck, rabbit and game       Liver       Spices and/or aromatics       Port, brandy or wine       Stock       Heavy cream       Eggs       Butter       Bacon, caul or fatback       Lard, duck fat or butter to create a fat seal       Breadcrumbs and milk (for a panade)

Question 2e: List 10 pâté and terrine Accompaniments.	Satisfactory response
	Yes ☐	No ☐

Question 3a: Identify the following equipment used in the preparation of Pâtés and Terrines from the pictures below and add at least one of its essential functions and features	Satisfactory response
	Yes ☐	No ☐

Equipment picture Equipment Name Function Feature 1.       2.       3.              4.       5.       6.       7.       8.

Question 3b: The picture below shows the assembly of a mixer to make a forcemeat. i. Write down the three steps to assemble it successfully. ii. List five safety measures you must take while operating this machine.	Satisfactory response
	i. Yes ☐ ii. Yes ☐	No ☐ No ☐

Question 3c: 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 3d: List at least three safe operational practices for kitchen equipment used to produce pâtés and terrines in the table below.	Satisfactory response
	1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐	No ☐ No ☐ No ☐ No ☐ No ☐

Equipment Safety Guidelines 1. Ovens   2.Food processor       3. Knives and knife sharpening equipment     4. Mixer-Grinder   5. Slicing machine / Meat slicer

Question 3e: In the questions above are listed the different pieces of equipment used in a commercial kitchen for the preparation of pates and terrines. List four care and maintenance tips for this equipment.	Satisfactory response
	Yes ☐	No ☐

Question 4a: Explain the term ‘mise en place’ (30-40 words). List five benefits.	Satisfactory response
	Yes ☐	No ☐

Question 4b. Regarding sorting and assembling ingredients according to food production sequencing (mis en place), arrange the following steps in the correct sequence for pates and terrines:	Satisfactory response
	Yes ☐	No ☐

Mis en place Steps Correct order A. Prepare ingredients and place them in bowls.   B. Prepare your workspace.   C. Get used to improvising.   D. Begin cooking.   E. Read the entire recipe and develop a plan   F. Prepare the equipment.   G. Gather ingredients.

Question 4c: From the tools below, select the correct tool to use to measure the ingredients provided in the table Measuring cup / Measuring spoon / Measuring jug / Digital Weighing Scale	Satisfactory response
	1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐	No ☐ No ☐ No ☐ No ☐ No ☐

Ingredients Tools 1. Chicken Liver   2. Salt   3. Brandy   4. Butter   5. Flour

Question 4d: List five ways to minimise waste and maximise the profitability of food items:	Satisfactory response
	Yes ☐	No ☐

Question 5a: Identify the following dishes and write the mould required to prepare them.	Satisfactory response
	Yes ☐	No ☐

Item picture Name Mould required 1.          2.     3.     4.

Question 5b: i. What are the six 6 types of terrine moulds? ii. Briefly describe the ways of preparing moulds for pâtés using suitable ingredients (max. 100 words).	Satisfactory response
	i. Yes ☐ ii. Yes ☐	No ☐ No ☐

Question 5c: Answer the following questions i. What are binding agents? Give 5 examples (50-60 words). ii. What is forcemeat? Name 5 common types of meat used for forcemeats and 5 charcuterie dishes produced.	Satisfactory response
	i. Yes ☐ ii. Yes ☐	No ☐ No ☐

Question 5d:  Match the following types of forcemeats with their descriptions below.	Satisfactory response
	Yes ☐	No ☐

Types of forcemeat Answers Description 1. Straight   a. Thin slices of meat pressed together or folded, typically alternating in colour or texture, with fat layered between. 2. Country-style   b. 3-4 days in the cooler or 3-4 months in the freezer. 3. Gratin   c. Very light in texture, utilising lean cuts of meat, usually from veal, poultry, fish, or shellfish and emulsified with cream and egg whites. 4. Pliante   d. A blend of pork and pork fat, often with pork liver and garnishing items added. This finished product has a coarse texture. 5. Mousseline   e. A portion of the main protein has been browned.

Question 5e: List the steps used in preparing a basic forcemeat, including the use of binding agents. (100-120 words)	Satisfactory response
	Yes ☐	No ☐

Question 6a: What is ‘pate in croute’? (30-60 words) List five basic types of pastry and their respective applications.	Satisfactory response
	Yes ☐	No ☐

Question 6b. Arrange the following 10 steps of preparing pâté en croute using pastry and appropriate handling techniques. A.      F.    B.                    G. C.      H.      D.      I. E.      J.	Satisfactory response
	Yes ☐	No ☐

Answer Sequence number Correct Order 1   2   3   4   5   6   7   8   9   10

Question 6c: List any 10 potential problems that can arise when preparing a paté en croute.	Satisfactory response
	Yes ☐	No ☐

Question 7a. i. What is tracklement? Give five (5) examples of tracklements used for pates and terrines. (20-30 words) ii. What is the difference between garnishes and decorations? (30-50 words)	Satisfactory response
	i. Yes ☐ ii. Yes ☐	No ☐ No ☐

Question 7b: List five presentation techniques and plating methods used to ensure the practicality of service and customer consumption of pates and terrines.	Satisfactory response
	Yes ☐	No ☐

Question 7c: Continuing from the above question relating to presentation techniques and plating methods for the practicality of service and customer consumption of pates and terrines, fill in the table below.	Satisfactory response
	1. Yes ☐ 2. Yes ☐ 3. Yes ☐	No ☐ No ☐ No ☐

Preparation method Plating Methods Accompaniments (Any 5) 1. Terrine served as a stand-alone appetiser     2. Terrine served as a part of a charcuterie board     3. Terrine served as part of a ploughman’s lunch

Question 7d:  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, list at least seven methodologies for evaluating dishes.	Satisfactory response
	Yes ☐	No ☐

Question 7e:  List five factors you need to check to ensure that your plated dish is well-presented and attractive with good visual appeal.	Satisfactory response
	Yes ☐	No ☐

Question 8a: Concerning pates and terrines, list at least six appropriate environmental conditions for storage to ensure food safety and optimise shelf life.	Satisfactory response
	Yes ☐	No ☐

Question 8b: In the table below, different operational practices are provided to optimise the shelf life of pates and terrines. Match them with the correct description for environmental conditions or the reason for the practice used.	Satisfactory response
	Yes ☐	No ☐

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.

Question 8c: Concerning appropriate environmental conditions for storing pâtés and terrines to ensure food safety and optimise shelf life, fill in the blanks below. three surfaces stale 5 to 10 refrigerated perishable seven 4-hour two aspic service longer   1. Patés, especially those made from scratch, are highly __________. 2. They should be consumed within __________days of preparation and should not be refrigerated for more than __________ days. 3. Patés can be frozen and kept in the freezer for up to __________ months. 4. Clean and sanitise all tools, containers, and work __________. Keep ingredients __________ when not used, and refrigerate the finished product until __________ time. 5. Paté en croûte does not last as long as terrines because the pastry becomes __________. They should be kept covered or wrapped to prevent __________ from drying out. 6. Take them out from the refrigerator and let them stand at room temperature for __________minutes, but no __________ before serving. 7. Observe the 2-hour / __________rule guideline at all times.	Satisfactory response
	1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐ 6. Yes ☐ 7. Yes ☐	No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐

Question 8d: Using the numbers, arrange the steps to safely clean the kitchen equipment and premises.	Satisfactory response
	Yes ☐	No ☐

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.

Question 8e: Answer the following questions: I. What are the three basic steps of cleaning the work area in a kitchen? ii. What is the difference between cleaning and sanitising? (30-50 words)	Satisfactory response
	i. Yes ☐ ii. Yes ☐	No ☐ No ☐

UAT 2 – Practical Demonstration

Pre-assessment checklist

Purpose

The pre-assessment checklist helps students determine if they are ready for assessment. The Trainer/Assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the Trainer/Assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.

Information for students

• Please make sure you have completed the necessary prior learning before attempting this assessment.
• Please make sure your Trainer/Assessor has clearly explained the assessment process and tasks to be completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the complaints and appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your Trainer/Assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
• Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the Trainer/Assessor. 
• Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
• Request for an extension to submit your assessment work must be made before the due date of this assessment task.

Reasonable adjustments 

• If a student requires a reasonable adjustment, then complete the reasonable adjustment form included in the unit information pack.

Assessment task instructions

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: ____________________________________

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:

• Computer
• Internet
• MS Word

Fixtures and large equipment:
small equipment:
food safe gloves
Cleaning materials and equipment:
Organisational specifications:
diverse and comprehensive range of perishable food supplies for pates and terrines specified in the performance evidence.

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 their 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 producing Pâtés Or Terrines as per the customer request and modifying the dishes 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:

Activity 1: Produce Pâtés Or Terrines – 1

Additional scenario	You are working as a chef in charge at the Feast of Flavours restaurant on Friday evening, and a group of four people comes to the restaurant and places their orders with the wait staff. The wait staff has taken their orders and informed you one dish is with special customer requests. The order includes the following details: A customer has requested Dish 1 and wants it to be Vegan, Dairy free and Gluten free.
Your task	Purpose For this task, students must prepare and present three Pâtés or Terrines, two portions each, for assessment. Students are to follow standard recipes for the dishes from the recipe booklet. Role and participants Chef Assume that you are the chef in charge of Feast of Flavours and 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 must modify the standard recipe and prepare the dish per the customer’s dietary needs. Wait staff Your trainer will act as the wait staff and provide instructions for the customer order (refer to additional scenario). The wait staff will also mention the special customer details and provide complete details with 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 Tasks to be performed Pâtés Or Terrines to be produced: Throughout this task, the following techniques, and conditions dishes must be followed:
You will be required to complete and/or attach.	You need to calculate the ingredients required for two portions from the recipe book and record your calculations in the provided template and submit the completed template to your trainer/assessor. Two portions of each recipe must be prepared, plated, and presented within commercial time constraints and deadlines. One portion of recipe is to be prepared for special dietary requirements as per the wait staff instructions (refer to the additional scenario). Once the dish is ready, you will present it to the trainer. The trainer may suggest some quality or presentation improvements. You must change the food quality and plate presentation per the trainers’ suggestions. Please take a photo of each of the finished dishes. When submitting the completed assessment, please submit a photo of each finished dish in the provided template to your trainer/assessor. Your trainer/assessor will observe your performance and complete the provided checklist
Timeframe	Your trainer will give you 4 hours to complete this activity. You may ask for additional time if required.

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
Recipe 2
Recipe 3

Template: Evidence of the finished dish

Recipe 1

Recipe 2

Recipe 3

Performance criteria checklist for unit assessment task:
	Trainer/ Assessor to complete
	Trainer name: Date:
	Does the candidate meet the following criteria?
	Recipe 1: Chicken Liver Pate		Satisfactory / Not Satisfactory	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 requirements 1.1.2 Student read and understood assessment instruction 1.1.3 Student accessed recipe (instructions/task information/requirements) 1.1.4 Student read and understood the recipe.
		1.2 Estimated ingredient quantities according to the standard recipe 1.2.1 Student identified the ingredients from the standard recipe required for their recipe 1.2.2 Student calculated the ingredient amounts required for 2 portions from the recipe book. 1.2.3 Student recorded the calculations in the provided template: Table of ingredients for recipe adjusted(calculations) 1.2.4 Student submitted their calculations to the trainer/assessor as per the task requirements
		1.3 Recognised and chose ingredients from stores according to the recipe, quality, freshness, and stock rotation requirements. 1.3.1 Student correctly identified and collected ingredients from the store and cooler as per the recipe card. 1.3.2 Student checked, and selected vegetables that were free of: 1.3.2.1   insects 1.3.2.2   bruises 1.3.2.3   damage 1.3.2.4   blemishes 1.3.2.5   excess dirt 1.3.3 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 chicken liver : 1.3.4.1   that had a bright colour 1.3.4.2   moist (not slick) surface 1.3.4.3   fresh, clean smell 1.3.5 Student successfully located and read food product date codes and rotation labels. 1.3.6 Student selected the older stock when selecting ingredients per the FIFO stock rotation system. 1.3.7 Student checked and selected ingredients within the use by and best before dates.
	2. Select, prepare and use equipment.	2.1 Selected the type and size of equipment suitable to the requirements of the recipe: 2.1.1 Student selected the correct knives, chopping boards and other tools (as required by the recipe) to prepare the dish. 2.1.2 Student selected correct food preparation equipment as per the standard recipe. 2.1.3 Student selected correct cooking equipment as per the standard recipe – Ramekins.
		2.2 Safely assembled and confirmed the cleanliness of equipment before use. 2.2.1 Student assembled equipment correctly according to the manufacturer’s instructions in the operating manual provided by the trainer 2.2.2 Student received and followed the training instructions provided for assembling of the equipment and the machine 2.2.3 Student thoroughly cleaned equipment before and after use. 2.2.4 Student visually inspected all machine parts to ensure cleanliness before assembly and use.
		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 provided by the trainer. 2.3.2 Student received and followed the training instructions provided for operating the equipment 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.
	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 food preparation sequence as per standard recipe. 3.1.2 Student grouped and placed ingredients in sequence to ensure all recipe steps were included. 3.1.3 Student placed all ingredients into appropriately sized dishes, bowls, and containers and set them around the cooking station for easy accessibility.
		3.2 Followed recipe and created portions by weighing and measuring ingredients correctly 3.2.1 Student used the calculations recorded in the provided template and measure and sorted ingredients as per the recipe requirements 3.2.2 Student weighed all dry ingredients using a weighing scale as per the standard recipe 3.2.3 Student weighed all wet ingredients using a measuring jug as per the standard recipe 3.2.4 Student weighed and measured ingredients to prepare two portions of the standard recipe.
		3.3 Diminished wastage to boost the profitability of food items prepared 3.4 Student ensured proper stock rotation by following FIFO for ingredients reducing food spoilage. 3.5 Student checked labels for ‘use by’ and ‘best before’ dates before using any ingredient, reducing food spoilage. 3.6 Student followed correct portion control as per standard recipe to reduce food waste. 3.7 Student correctly stored, handled, and prepared foodstuffs to reduce spoilage. 3.8 Students used off-cuts and recycled food to make stocks, soups, and sauces to reduce waste and unnecessary costs. 3.9 Student accurately measured and calculated all ingredients to reduce waste. 3.10 Student used resources efficiently in all food preparation areas, including only running appliances when necessary to reduce energy wastage.
	4. Prepare pâtés and terrines.	4.1 Pâté and terrine moulds to be prepared and lined with the appropriate ingredients. 4.1.1 Student successfully prepared the mould for pate – ramekins lining them with butter as per the standard recipe.
		4.2 Prepare and use binding agents and processes required for preparation of basic forcemeat. 4.2.1 Student correctly followed the standard recipe to prepare the chicken liver forcemeat of the correct consistency. 4.2.2 Student followed the standard recipe and correctly covered the forcemeat with a layer of butter before letting it set. 4.2.3 Student followed the standard recipe and correctly pressed a piece of plastic wrap directly onto the surface of the pâté before refrigerating it. 4.2.4 Student used the following techniques when producing the chicken liver pâté. (Trainer to tick):      ☐ forcemeat production ☐ glazing ☐ layering ☐ mould lining ☐ passing ☐ pressing
		4.3 Made food quality adjustments within the scope of responsibility before serving the dish. 4.3.1 Student checked the dish’s taste before serving for a balance of seasoning and other basic tastes bitter, sweet, and sour. 4.3.2 Student checked the dish’s texture before serving it as per the standard recipe. 4.3.3 Student checked the temperature of the dish before serving and ensured dish was served cold below 5C. 4.3.4 Student brought dish’s taste, texture or temperature discrepancy to the trainer’s attention and made food quality adjustments accordingly. 4.3.5 Student successfully prepared and served a good quality dish with good taste, texture, and correct temperature.
	5. Present pâtés and terrines.	5.1 Presented dishes attractively on appropriate service ware. 5.1.1 Student chose the correct and appropriate service ware for presenting the dish as per standard recipe. 5.1.2 Student portioned food correctly as per the standard recipe. 5.1.3 Student checked service ware for cracks and chips before using. 5.1.4 Student checked the temperature service ware before plating, ensuring cold food was served on cold plates. 5.1.5 Student presented dishes attractively on correct service ware as per the standard recipe.
		5.2 Visually assessed dish and adjusted presentation where required before serving. 5.2.1 Student checked the visual balance of the dish’s components for a well-balanced and harmonious look on the plate. 5.2.2 Student checked the dish’s visual appearance and eye appeal regarding the colour of food prepared and the service ware chosen before serving. 5.2.3 Student checked the dish for contrasting colours and textures per the standard recipe. 5.2.4 Student checked that service ware was clean and wiped the sides of the plate before serving. 5.2.5 Student brought any discrepancy in the dish’s presentation to the trainer’s attention and adjusted before serving. 5.2.6 Student prepared and served a well-presented dish that was attractive and had eye appeal.
		5.3 Stored prepared pâté in suitable environmental conditions. 5.3.1 Student stored cold food in refrigeration below 5 C ensuring food safety and optimising its shelf life. 5.3.2 Student appropriately covered the prepared pate with a layer of melted butter then wrapped in plastic and refrigerated to increase its shelf life. 5.3.3 Student covered all prepared food items while storing to avoid cross-contamination, ensuring food safety and optimising its shelf life.
		5.4 Followed organisational procedures, environmental considerations, and cost-reduction initiatives and cleaned the work area and disposed or stored surplus and reusable by-products 5.4.1 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. 5.4.2 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. 5.4.3 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. 5.4.4 Student discarded food that did not meet the temperature guidelines after bringing them to the trainer’s notice. 5.4.5 Student correctly covered and labelled all food before storing, removing cross-contamination possibilities. 5.4.6 Student successfully used the wash, rinse, and sanitise steps to clean all equipment, appliances, and tools after use. 5.4.7 Student successfully used the wash, rinse, and sanitise steps to clean stoves, grills, and bench tops thoroughly 5.4.8 Student successfully scraped, hand-washed, sanitised, and air-dried chopping boards after use. 5.4.9 Student successfully used the wash, rinse, and sanitise steps to clean and sanitise the workstation and all surfaces on which food was prepared. 5.4.10 Student worked with others to scrape, pre-rinse, thoroughly wash, air-dry, and put away all soiled service ware using proper dishwashing and glass washing at the end of service. 5.4.11Student worked with others to sweep, wash, and sanitise all floor areas at the end of service. 5.4.12    Student worked with others to empty, wash, sanitise, and air-dry all garbage bins at the end of service. 5.4.13    Student sorted garbage into correct bins while disposing of it.
	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 determined cooking times and temperatures as per the recipes 6.4 Student successfully prepared, plated, and presented two portions of the dish following portion control procedures per the standard recipe. 6.5 Student successfully prepared, plated, and presented two portions of the dish using food safety practices when handling food.

Performance criteria checklist for unit assessment task:
	Trainer/ Assessor to complete
	Trainer name: Date:
	Does the candidate meet the following criteria?
	Recipe 2: Norwegian Salmon Terrine (Fish)		Satisfactory / Not Satisfactory	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 requirements 1.1.2 Student read and understood assessment instruction 1.1.3 Student accessed recipe (instructions/task information/requirements) 1.1.4 Student read and understood the recipe.
		1.2 Estimated ingredient quantities according to the standard recipe 1.2.1 Student identified the ingredients from the standard recipe required for their recipe 1.2.2 Student calculated the ingredient amounts required for 2 portions from the recipe book. 1.2.3 Student recorded the calculations in the provided template: Table of ingredients for recipe adjusted(calculations) 1.2.4 Student submitted their calculations to the trainer/assessor as per the task requirements
		1.3 Recognised and chose ingredients from stores according to the recipe, quality, freshness, and stock rotation requirements. 1.3.1 Student correctly identified and collected ingredients from the store and cooler as per the recipe card. 1.3.2 Student checked, and selected vegetables that were free of: 1.3.2.1   insects 1.3.2.2   bruises 1.3.2.3   damage 1.3.2.4   blemishes 1.3.2.5   excess dirt 1.3.3 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 chicken liver : 1.3.4.1   that had a bright colour 1.3.4.2   moist (not slick) surface 1.3.4.3   fresh, clean smell 1.3.5 Student checked and selected clean, undamaged, uncracked eggs free of excess dirt to avoid contamination. 1.3.6 Student selected eggs that were medium sized with uniform colour, regular shape with long oval shell, one end blunt and another flat. 1.3.7 Student checked the best before the date and selected eggs that did not exceed 28 days from when the egg was laid. 1.3.8 Student successfully located and read food product date codes and rotation labels. 1.3.9 Student selected the older stock when selecting ingredients per the FIFO stock rotation system. 1.3.10 Student checked and selected ingredients within the use by and best before dates.
	2. Select, prepare and use equipment.	2.1 Selected the type and size of equipment suitable to the requirements of the recipe: 2.1.1 Student selected the correct knives, chopping boards and other tools (as required by the recipe) to prepare the dish. 2.1.2 Student selected correct food preparation equipment as per the standard recipe. 2.1.3 Student selected correct cooking equipment as per the standard recipe – 8×4 inch loaf tin.
		2.2 Safely assembled and confirmed the cleanliness of equipment before use. 2.2.1 Student assembled equipment correctly according to the manufacturer’s instructions in the operating manual provided by the trainer 2.2.2 Student received and followed the training instructions provided for assembling of the equipment and the machine 2.2.3 Student thoroughly cleaned equipment before and after use. 2.2.4 Student visually inspected all machine parts to ensure cleanliness before assembly and use.
		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 provided by the trainer. 2.3.2 Student received and followed the training instructions provided for operating the equipment 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.
	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 food preparation sequence as per standard recipe. 3.1.2 Student grouped and placed ingredients in sequence to ensure all recipe steps were included. 3.1.3 Student placed all ingredients into appropriately sized dishes, bowls, and containers and set them around the cooking station for easy accessibility.
		3.2 Followed recipe and created portions by weighing and measuring ingredients correctly 3.2.1 Student used the calculations recorded in the provided template and measure and sorted ingredients as per the recipe requirements 3.2.2 Student weighed all dry ingredients using a weighing scale as per the standard recipe 3.2.3 Student weighed all wet ingredients using a measuring jug as per the standard recipe 3.2.4 Student weighed and measured ingredients to prepare two portions of the standard recipe.
		3.3 Diminished wastage to boost the profitability of food items prepared 3.4 Student ensured proper stock rotation by following FIFO for ingredients reducing food spoilage. 3.5 Student checked labels for ‘use by’ and ‘best before’ dates before using any ingredient, reducing food spoilage. 3.6 Student followed correct portion control as per standard recipe to reduce food waste. 3.7 Student correctly stored, handled, and prepared foodstuffs to reduce spoilage. 3.8 Students used off-cuts and recycled food to make stocks, soups, and sauces to reduce waste and unnecessary costs. 3.9 Student accurately measured and calculated all ingredients to reduce waste. 3.10 Student used resources efficiently in all food preparation areas, including only running appliances when necessary to reduce energy wastage.
	4. Prepare pâtés and terrines.	4.1 Pâté and terrine moulds to be prepared and lined with the appropriate ingredients. 4.1.1 Student successfully prepared the mould for pate – 8×4 inch loaf tin lining them with silver foil and spraying with non-stick cooking spray per the standard recipe.
		4.2 Prepare and use binding agents and processes required for preparation of basic forcemeat. 4.2.1 Student correctly followed the standard recipe to prepare the forcemeat of the correct consistency. 4.2.2 Student followed the standard recipe and correctly used eggs as the binding agent when preparing the forcemeat. 4.2.3 Student followed the standard recipe and used correct processes for preparation of the forcemeat. 4.2.4 Student correctly prepared a water bath for baking the terrine. 4.2.5 Student used the following techniques when producing the chicken liver pâté. (Trainer to tick):      ☐ forcemeat production ☐ glazing ☐ layering ☐ mould lining ☐ passing ☐ pressing
		4.3 Made food quality adjustments within the scope of responsibility before serving the dish. 4.3.1 Student checked the dish’s taste before serving for a balance of seasoning and other basic tastes bitter, sweet, and sour. 4.3.2 Student checked the dish’s texture before serving it as per the standard recipe. 4.3.3 Student checked the temperature of the dish before serving and ensured dish was served cold below 5C. 4.3.4 Student brought dish’s taste, texture or temperature discrepancy to the trainer’s attention and made food quality adjustments accordingly. 4.3.5 Student successfully prepared and served a good quality dish with good taste, texture, and correct temperature.
	5. Present pâtés and terrines.	5.1 Presented dishes attractively on appropriate service ware. 5.1.1 Student chose the correct and appropriate service ware for presenting the dish as per standard recipe. 5.1.2 Student portioned food correctly as per the standard recipe. 5.1.3 Student checked service ware for cracks and chips before using. 5.1.4 Student checked the temperature service ware before plating, ensuring cold food was served on cold plates. 5.1.5 Student presented dishes attractively on correct service ware as per the standard recipe. 5.1.6 Student presented the dish attractively using dill sprigs as garnish as per the standard recipe.
		5.2 Visually assessed dish and adjusted presentation where required before serving. 5.2.1 Student checked the visual balance of the dish’s components for a well-balanced and harmonious look on the plate. 5.2.2 Student checked the dish’s visual appearance and eye appeal regarding the colour of food prepared and the service ware chosen before serving. 5.2.3 Student checked the dish for contrasting colours and textures per the standard recipe. 5.2.4 Student checked that service ware was clean and wiped the sides of the plate before serving. 5.2.5 Student brought any discrepancy in the dish’s presentation to the trainer’s attention and adjusted before serving. 5.2.6 Student prepared and served a well-presented dish that was attractive and had eye appeal.
		5.3 Stored prepared terrine in suitable environmental conditions. 5.3.1 Student stored cold food in refrigeration below 5C ensuring food safety and optimising its shelf life. 5.3.2 Student let the terrine cool and removed it from the mould before refrigerating. 5.3.3 Student covered all prepared food items while storing to avoid cross-contamination, ensuring food safety and optimising its shelf life.
		5.4 Followed organisational procedures, environmental considerations, and cost-reduction initiatives and cleaned the work area and disposed or stored surplus and reusable by-products 5.4.1 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. 5.4.2 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. 5.4.3 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. 5.4.4 Student discarded food that did not meet the temperature guidelines after bringing them to the trainer’s notice. 5.4.5 Student correctly covered and labelled all food before storing, removing cross-contamination possibilities. 5.4.6 Student successfully used the wash, rinse, and sanitise steps to clean all equipment, appliances, and tools after use. 5.4.7 Student successfully used the wash, rinse, and sanitise steps to clean stoves, grills, and bench tops thoroughly 5.4.8 Student successfully scraped, hand-washed, sanitised, and air-dried chopping boards after use. 5.4.9 Student successfully used the wash, rinse, and sanitise steps to clean and sanitise the workstation and all surfaces on which food was prepared. 5.4.10 Student worked with others to scrape, pre-rinse, thoroughly wash, air-dry, and put away all soiled service ware using proper dishwashing and glass washing at the end of service. 5.4.11Student worked with others to sweep, wash, and sanitise all floor areas at the end of service. 5.4.12    Student worked with others to empty, wash, sanitise, and air-dry all garbage bins at the end of service. 5.4.13    Student sorted garbage into correct bins while disposing of it.
	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 determined cooking times and temperatures as per the recipes 6.4 Student successfully prepared, plated, and presented two portions of the dish following portion control procedures per the standard recipe. 6.5 Student successfully prepared, plated, and presented two portions of the dish using food safety practices when handling food. 6.6 Student successfully responded to 1 special customer request by modifying the standard recipe to prepare the dish as per the customer’s dietary needs.

Performance criteria checklist for unit assessment task:
	Trainer/ Assessor to complete
	Trainer name: Date:
	Does the candidate meet the following criteria?
	Recipe 3: Rainbow Vegetable And Whipped Feta Terrine		Satisfactory / Not Satisfactory	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 requirements 1.1.2 Student read and understood assessment instruction 1.1.3 Student accessed recipe (instructions/task information/requirements) 1.1.4 Student read and understood the recipe.
		1.2 Estimated ingredient quantities according to the standard recipe 1.2.1 Student identified the ingredients from the standard recipe required for their recipe 1.2.2 Student calculated the ingredient amounts required for 2 portions from the recipe book. 1.2.3 Student recorded the calculations in the provided template: Table of ingredients for recipe adjusted(calculations) 1.2.4 Student submitted their calculations to the trainer/assessor as per the task requirements
		1.3 Recognised and chose ingredients from stores according to the recipe, quality, freshness, and stock rotation requirements. 1.3.1 Student correctly identified and collected ingredients from the store and cooler as per the recipe card. 1.3.2 Student checked and selected vegetables that are free of: 1.3.2.1   insects 1.3.2.2   bruises 1.3.2.3   damage 1.3.2.4   blemishes 1.3.2.5   excess dirt 1.3.3 Student selected vegetables that were not too hard or mushy and have a pleasant aroma and vibrant colour. 1.3.4 Student checked and selected dairy – cheese and yogurt that had: 1.3.4.1   fresh clean smell 1.3.4.2   agreeable texture 1.3.4.3   bright white colour 1.3.5 Student successfully located and read food product date codes and rotation labels. 1.3.6 Student selected the older stock when selecting ingredients per the FIFO stock rotation system. 1.3.7 Student checked and selected ingredients within the use by and best before dates.
	2. Select, prepare and use equipment.	2.1 Selected the type and size of equipment suitable to the requirements of the recipe: 2.1.1 Student selected the correct knives, chopping boards and other tools (as required by the recipe) to prepare the dish. 2.1.2 Student selected correct food preparation equipment as per the standard recipe. 2.1.3 Student selected correct cooking equipment as per the standard recipe – 900g Loaf Tin.
		2.2 Safely assembled and confirmed the cleanliness of equipment before use. 2.2.1 Student assembled equipment correctly according to the manufacturer’s instructions in the operating manual provided by the trainer 2.2.2 Student received and followed the training instructions provided for assembling of the equipment and the machine 2.2.3 Student thoroughly cleaned equipment before and after use. 2.2.4 Student visually inspected all machine parts to ensure cleanliness before assembly and use.
		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 provided by the trainer. 2.3.2 Student received and followed the training instructions provided for operating the equipment 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.
	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 food preparation sequence as per standard recipe. 3.1.2 Student grouped and placed ingredients in sequence to ensure all recipe steps were included. 3.1.3 Student placed all ingredients into appropriately sized dishes, bowls, and containers and set them around the cooking station for easy accessibility.
		3.2 Followed recipe and created portions by weighing and measuring ingredients correctly 3.2.1 Student used the calculations recorded in the provided template and measure and sorted ingredients as per the recipe requirements 3.2.2 Student weighed all dry ingredients using a weighing scale as per the standard recipe 3.2.3 Student weighed all wet ingredients using a measuring jug as per the standard recipe 3.2.4 Student weighed and measured ingredients to prepare two portions of the standard recipe.
		3.3 Diminished wastage to boost the profitability of food items prepared 3.4 Student ensured proper stock rotation by following FIFO for ingredients reducing food spoilage. 3.5 Student checked labels for ‘use by’ and ‘best before’ dates before using any ingredient, reducing food spoilage. 3.6 Student followed correct portion control as per standard recipe to reduce food waste. 3.7 Student correctly stored, handled, and prepared foodstuffs to reduce spoilage. 3.8 Students used off-cuts and recycled food to make stocks, soups, and sauces to reduce waste and unnecessary costs. 3.9 Student accurately measured and calculated all ingredients to reduce waste. 3.10 Student used resources efficiently in all food preparation areas, including only running appliances when necessary to reduce energy wastage.
	4. Prepare pâtés and terrines.	4.1 Pâté and terrine moulds to be prepared and lined with the appropriate ingredients. 4.1.1 Student successfully prepared the mould for terrine – 900g Loaf Tin lining them with baking paper as per the standard recipe.
		4.2 Prepare and use binding agents and processes required for preparation of basic forcemeat. 4.2.1 Student correctly followed the standard recipe to prepare the dairy forcemeat to a thick, whipped consistency. 4.2.2 Student followed the standard recipe and correctly layer the prepared peppers in the base of the tin, making an overlapping patchwork with the forcemeat. 4.2.3 Student followed the standard recipe and correctly placed weights on the prepared terrine for it to set. 4.2.4 Student followed the standard recipe and correctly, put the terrine in the freezer for 30 minutes before service for it to be firm for slicing 4.2.5 Student used the following techniques when producing the chicken liver pâté. (Trainer to tick):      ☐ forcemeat production ☐ glazing ☐ layering ☐ mould lining ☐ passing ☐ pressing
		4.3 Made food quality adjustments within the scope of responsibility before serving the dish. 4.3.1 Student checked the dish’s taste before serving for a balance of seasoning and other basic tastes bitter, sweet, and sour. 4.3.2 Student checked the dish’s texture before serving it as per the standard recipe. 4.3.3 Student checked the temperature of the dish before serving and ensured dish was served cold below 5C. 4.3.4 Student brought dish’s taste, texture or temperature discrepancy to the trainer’s attention and made food quality adjustments accordingly. 4.3.5 Student successfully prepared and served a good quality dish with good taste, texture, and correct temperature.
	5. Present pâtés and terrines.	5.1 Presented dishes attractively on appropriate service ware. 5.1.1 Student chose the correct and appropriate service ware for presenting the dish as per standard recipe. 5.1.2 Student portioned food correctly as per the standard recipe. 5.1.3 Student checked service ware for cracks and chips before using. 5.1.4 Student checked the temperature service ware before plating, ensuring cold food was served on cold plates. 5.1.5 Student presented dishes attractively on correct service ware as per the standard recipe. 5.1.6 Student presented the dish attractively using dill sprigs as garnish as per the standard recipe.
		5.2 Visually assessed dish and adjusted presentation where required before serving. 5.2.1 Student checked the visual balance of the dish’s components for a well-balanced and harmonious look on the plate. 5.2.2 Student checked the dish’s visual appearance and eye appeal regarding the colour of food prepared and the service ware chosen before serving. 5.2.3 Student checked the dish for contrasting colours and textures per the standard recipe. 5.2.4 Student checked that service ware was clean and wiped the sides of the plate before serving. 5.2.5 Student brought any discrepancy in the dish’s presentation to the trainer’s attention and adjusted before serving. 5.2.6 Student prepared and served a well-presented dish that was attractive and had eye appeal.
		5.3 Stored prepared pâté in suitable environmental conditions. 5.3.1 Student stored cold food in refrigeration below 5C ensuring food safety and optimising its shelf life. 5.3.2 Student followed the standard recipe and correctly, put the terrine in the freezer for 30 minutes before service for it to be firm for slicing 5.3.3 Student covered all prepared food items while storing to avoid cross-contamination, ensuring food safety and optimising its shelf life.
		5.4 Followed organisational procedures, environmental considerations, and cost-reduction initiatives and cleaned the work area and disposed or stored surplus and reusable by-products 5.4.1 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. 5.4.2 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. 5.4.3 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. 5.4.4 Student discarded food that did not meet the temperature guidelines after bringing them to the trainer’s notice. 5.4.5 Student correctly covered and labelled all food before storing, removing cross-contamination possibilities. 5.4.6 Student successfully used the wash, rinse, and sanitise steps to clean all equipment, appliances, and tools after use. 5.4.7 Student successfully used the wash, rinse, and sanitise steps to clean stoves, grills, and bench tops thoroughly 5.4.8 Student successfully scraped, hand-washed, sanitised, and air-dried chopping boards after use. 5.4.9 Student successfully used the wash, rinse, and sanitise steps to clean and sanitise the workstation and all surfaces on which food was prepared. 5.4.10 Student worked with others to scrape, pre-rinse, thoroughly wash, air-dry, and put away all soiled service ware using proper dishwashing and glass washing at the end of service. 5.4.11Student worked with others to sweep, wash, and sanitise all floor areas at the end of service. 5.4.12    Student worked with others to empty, wash, sanitise, and air-dry all garbage bins at the end of service. 5.4.13    Student sorted garbage into correct bins while disposing of it.
	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 determined cooking times and temperatures as per the recipes 6.4 Student successfully prepared, plated, and presented two portions of the dish following portion control procedures per the standard recipe. 6.5 Student successfully prepared, plated, and presented two portions of the dish using food safety practices when handling food.

		Activity 2: Produce Pâtés Or Terrines – 2
	Additional scenario		You are working as a chef in charge at Feast of Flavour restaurant on Friday evening, and a group of four people comes to the restaurant and places their orders with the wait staff. The wait staff has taken their order and has informed you one dish is with special customer requests. The order includes the following details: A customer has requested Dish 1 and wants it to be Vegan, Dairy free and Gluten free.
	Your task.		Purpose For this task, students must prepare and present three Pâtés Or Terrines, two portions each, for assessment. Students are to follow standard recipes for the dishes from the recipe booklet. Role and participants Chef Assume that you are the chef in charge of Feast of Flavours, and 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 must modify the standard recipe and prepare the dish per the customer’s dietary needs. Wait staff Your trainer will act as the wait staff and provide instructions for the customer order (refer to additional scenario). The wait staff will also mention the special customer details and provide complete details with 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 Tasks to be performed Pâtés Or Terrines to be produced: Throughout this task, the following techniques, and conditions for producing vegetable and fruit dishes must be included:
	You will be required to complete and/or attach.		You need to calculate the ingredients required for two portions from the recipe book and record your calculations in the provided template and submit the completed template to your trainer/assessor. Two portions of each recipe must be prepared, plated, and presented within commercial time constraints and deadlines. One portion of recipe is to be prepared for special dietary requirements as per the wait staff instructions. (Refer to the additional scenario) Once the dish is ready, you will present it to the trainer. The trainer may suggest some quality or presentation improvements. You must change the food quality and plate presentation per the trainers’ suggestions. Please take a photo of each of the finished dishes. When submitting the completed assessment, please submit a photo of each finished dish in the provided template to your trainer/assessor. Your trainer/assessor will observe your performance and complete the provided checklist
	Timeframe		Your trainer will give you 4 hours to complete this activity. You may ask for additional time if required.

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 4
Recipe 5

Template: Evidence of the finished dish

Recipe 4

Recipe 5

Performance criteria checklist for unit assessment task:
	Trainer/ Assessor to complete
	Trainer name: Date:
	Does the candidate meet the following criteria?
	Recipe 4: Pâté en Croûte (Meat)		Satisfactory / Not Satisfactory	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 requirements 1.1.2 Student read and understood assessment instruction 1.1.3 Student accessed recipe (instructions/task information/requirements) 1.1.4 Student read and understood the recipe.
		1.2 Estimated ingredient quantities according to the standard recipe 1.2.1 Student identified the ingredients from the standard recipe required for their recipe 1.2.2 Student calculated the ingredient amounts required for 2 portions from the recipe book. 1.2.3 Student recorded the calculations in the provided template: Table of ingredients for recipe adjusted(calculations) 1.2.4 Student submitted their calculations to the trainer/assessor as per the task requirements
		1.3 Recognised and chose ingredients from stores according to the recipe, quality, freshness, and stock rotation requirements. 1.3.1 Student correctly identified and collected ingredients from the store and cooler as per the recipe card. 1.3.2 Student checked, and selected meats and liver : 1.3.2.1   that had a bright, clear, deep and red colour 1.3.2.2   firm and moist (not slick) surface 1.3.2.3   fresh, clean smell 1.3.3 Student checked and selected clean, undamaged, uncracked eggs free of excess dirt to avoid contamination. 1.3.4 Student selected eggs that were medium sized with uniform colour, regular shape with long oval shell, one end blunt and another flat. 1.3.5 Student checked the best before the date and selected eggs that did not exceed 28 days from when the egg was laid. 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.
	2. Select, prepare and use equipment.	2.1 Selected the type and size of equipment suitable to the requirements of the recipe: 2.1.1 Student selected the correct knives, chopping boards and other tools (as required by the recipe) to prepare the dish. 2.1.2 Student selected correct food preparation equipment as per the standard recipe. 2.1.3 Student selected correct cooking equipment as per the standard recipe – Pâté en Croûte Mould.
		2.2 Safely assembled and confirmed the cleanliness of equipment before use. 2.2.1 Student assembled equipment correctly according to the manufacturer’s instructions in the operating manual provided by the trainer 2.2.2 Student received and followed the training instructions provided for assembling of the equipment and the machine 2.2.3 Student thoroughly cleaned equipment before and after use. 2.2.4 Student visually inspected all machine parts to ensure cleanliness before assembly and use.
		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 provided by the trainer. 2.3.2 Student received and followed the training instructions provided for operating the equipment 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.
	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 food preparation sequence as per standard recipe. 3.1.2 Student grouped and placed ingredients in sequence to ensure all recipe steps were included. 3.1.3 Student placed all ingredients into appropriately sized dishes, bowls, and containers and set them around the cooking station for easy accessibility.
		3.2 Followed recipe and created portions by weighing and measuring ingredients correctly 3.2.1 Student used the calculations recorded in the provided template and measure and sorted ingredients as per the recipe requirements 3.2.2 Student weighed all dry ingredients using a weighing scale as per the standard recipe 3.2.3 Student weighed all wet ingredients using a measuring jug as per the standard recipe 3.2.4 Student weighed and measured ingredients to prepare two portions of the standard recipe.
		3.3 Diminished wastage to boost the profitability of food items prepared 3.4 Student ensured proper stock rotation by following FIFO for ingredients reducing food spoilage. 3.5 Student checked labels for ‘use by’ and ‘best before’ dates before using any ingredient, reducing food spoilage. 3.6 Student followed correct portion control as per standard recipe to reduce food waste. 3.7 Student correctly stored, handled, and prepared foodstuffs to reduce spoilage. 3.8 Students used off-cuts and recycled food to make stocks, soups, and sauces to reduce waste and unnecessary costs. 3.9 Student accurately measured and calculated all ingredients to reduce waste. 3.10 Student used resources efficiently in all food preparation areas, including only running appliances when necessary to reduce energy wastage.
	4. Prepare pâtés and terrines.	4.1 Pâté and terrine moulds to be prepared and lined with the appropriate ingredients. 4.1.1 Student successfully prepared the Pâté en Croûte Mould spraying the inside with non-stick cooking spray and lining them with the prepared shortcrust pastry. 4.1.2 Student correctly lined the mould with the pastry ensuring all sides and corners are covered and 2cm excess pastry is left on top of the mould. 4.1.3 Student correctly rolled the excess pastry around the trim to create a border and ensured the seal of the roll is on the inside of the pâté. 4.1.4 Student successfully crimped the pastry border with fingers to create a scalloped effect.
		4.2 Prepare and use binding agents and processes required for preparation of basic forcemeat. 4.2.1 Student correctly followed the standard recipe to prepare the forcemeat of the correct coarse texture – 6mm. 4.2.2 Student followed the standard recipe and correctly used breadcrumbs as the binding agent when preparing the forcemeat. 4.2.3 Student followed the standard recipe and used correct processes for preparation of the forcemeat. 4.2.3.1   Trimmed all meats of fat, skin, bone and sinew. 4.2.3.2   Minced the pork keck, bacon and duck breast in a mincer using a large grid Ø 6mm for a coarse texture. 4.2.3.3   Chopped the chicken livers coarsely using knife. 4.2.3.4   Added the cognac and breadcrumbs and combined all ingredients by hand to form a homogenous forcemeat. 4.2.4 Student correctly prepared the glaze with egg yolk and milk and brushed it to the pastry border before baking. 4.2.5 While filling the prepared mould with the forcemeat student ensured there were no air bubbles and filled up to the top by pressing evenly with fingers. 4.2.6 Student used the following techniques when producing the chicken liver pâté. (Trainer to tick):      ☐ forcemeat production ☐ glazing ☐ layering ☐ mould lining ☐ passing ☐ pressing
		4.3 Utilising the proper handling methods, prepared pastry for pâté en croute. 4.3.1 Student prepared the shortcrust pastry as per the standard recipe. 4.3.2 Student correctly shortened the flour to obtain a crumbly consistency by mixing it with butter using stand mixer. 4.3.3 Student correctly worked the dough (stretching and regathering) to obtain a homogeneous consistency eliminating any remaining chunks of butter left in the dough. 4.3.4 Student wrapped the pastry with cling film and flattened it to a medium thickness.
		4.4 Made food quality adjustments within the scope of responsibility before serving the dish. 4.4.1 Student checked the dish’s taste before serving for a balance of seasoning and other basic tastes bitter, sweet, and sour. 4.4.2 Student checked the dish’s texture before serving it as per the standard recipe. 4.4.3 Student checked the temperature of the dish before serving and ensured dish was served cold below 5C. 4.4.4 Student brought dish’s taste, texture or temperature discrepancy to the trainer’s attention and made food quality adjustments accordingly. 4.4.5 Student successfully prepared and served a good quality dish with good taste, texture, and correct temperature.
	5. Present pâtés and terrines.	5.1 Presented dishes attractively on appropriate service ware. 5.1.1 Student chose the correct and appropriate service ware for presenting the dish as per standard recipe. 5.1.2 Student portioned food correctly as per the standard recipe. 5.1.3 Student checked service ware for cracks and chips before using. 5.1.4 Student checked the temperature service ware before plating, ensuring cold food was served on cold plates. 5.1.5 Student presented dishes attractively on correct service ware as per the standard recipe. 5.1.6 Student presented the dish attractively using dill sprigs as garnish as per the standard recipe.
		5.2 Visually assessed dish and adjusted presentation where required before serving. 5.2.1 Student checked the visual balance of the dish’s components for a well-balanced and harmonious look on the plate. 5.2.2 Student checked the dish’s visual appearance and eye appeal regarding the colour of food prepared and the service ware chosen before serving. 5.2.3 Student checked the dish for contrasting colours and textures per the standard recipe. 5.2.4 Student checked that service ware was clean and wiped the sides of the plate before serving. 5.2.5 Student brought any discrepancy in the dish’s presentation to the trainer’s attention and adjusted before serving. 5.2.6 Student prepared and served a well-presented dish that was attractive and had eye appeal.
		5.3 Stored prepared terrine in suitable environmental conditions. 5.3.1 Student stored cold food in refrigeration below 5C ensuring food safety and optimising its shelf life. 5.3.2 Student let the terrine cool and removed it from the mould before refrigerating. 5.3.3 Student covered all prepared food items while storing to avoid cross-contamination, ensuring food safety and optimising its shelf life.
		5.4 Followed organisational procedures, environmental considerations, and cost-reduction initiatives and cleaned the work area and disposed or stored surplus and reusable by-products 5.4.1 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. 5.4.2 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. 5.4.3 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. 5.4.4 Student discarded food that did not meet the temperature guidelines after bringing them to the trainer’s notice. 5.4.5 Student correctly covered and labelled all food before storing, removing cross-contamination possibilities. 5.4.6 Student successfully used the wash, rinse, and sanitise steps to clean all equipment, appliances, and tools after use. 5.4.7 Student successfully used the wash, rinse, and sanitise steps to clean stoves, grills, and bench tops thoroughly 5.4.8 Student successfully scraped, hand-washed, sanitised, and air-dried chopping boards after use. 5.4.9 Student successfully used the wash, rinse, and sanitise steps to clean and sanitise the workstation and all surfaces on which food was prepared. 5.4.10 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. 5.4.11 Student worked with others to sweep, wash, and sanitise all floor areas at the end of service. 5.4.12 Student worked with others to empty, wash, sanitise, and air-dry all garbage bins at the end of service. 5.4.13 Student sorted garbage into correct bins while disposing of it.
	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 determined cooking times and temperatures as per the recipes 6.4 Student successfully prepared, plated, and presented two portions of the dish following portion control procedures per the standard recipe. 6.5 Student successfully prepared, plated, and presented two portions of the dish using food safety practices when handling food.

Performance criteria checklist for unit assessment task:
	Trainer/ Assessor to complete
	Trainer name: Date:
	Does the candidate meet the following criteria?
	Recipe 5: Chicken and Pork Terrine (Poultry)		Satisfactory / Not Satisfactory	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 requirements 1.1.2 Student read and understood assessment instruction 1.1.3 Student accessed recipe (instructions/task information/requirements) 1.1.4 Student read and understood the recipe.
		1.2 Estimated ingredient quantities according to the standard recipe 1.2.1 Student identified the ingredients from the standard recipe required for their recipe 1.2.2 Student calculated the ingredient amounts required for 2 portions from the recipe book. 1.2.3 Student recorded the calculations in the provided template: Table of ingredients for recipe adjusted(calculations) 1.2.4 Student submitted their calculations to the trainer/assessor as per the task requirements
		1.3 Recognised and chose ingredients from stores according to the recipe, quality, freshness, and stock rotation requirements. 1.3.1 Student correctly identified and collected ingredients from the store and cooler as per the recipe card. 1.3.2 Student checked, and selected meats : 1.3.2.1   that had a bright, clear, deep and red colour 1.3.2.2   firm and moist (not slick) surface 1.3.2.3   fresh, clean smell 1.3.3 Student checked and selected clean, undamaged, uncracked eggs free of excess dirt to avoid contamination. 1.3.4 Student selected eggs that were medium sized with uniform colour, regular shape with long oval shell, one end blunt and another flat. 1.3.5 Student checked the best before the date and selected eggs that did not exceed 28 days from when the egg was laid. 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.
	2. Select, prepare and use equipment.	2.1 Selected the type and size of equipment suitable to the requirements of the recipe: 2.1.1 Student selected the correct knives, chopping boards and other tools (as required by the recipe) to prepare the dish. 2.1.2 Student selected correct food preparation equipment as per the standard recipe. 2.1.3 Student selected correct cooking equipment as per the standard recipe – 5cm X 9cm Loaf Pan
		2.2 Safely assembled and confirmed the cleanliness of equipment before use. 2.2.1 Student assembled equipment correctly according to the manufacturer’s instructions in the operating manual provided by the trainer 2.2.2 Student received and followed the training instructions provided for assembling of the equipment and the machine 2.2.3 Student thoroughly cleaned equipment before and after use. 2.2.4 Student visually inspected all machine parts to ensure cleanliness before assembly and use.
		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 provided by the trainer. 2.3.2 Student received and followed the training instructions provided for operating the equipment 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.
	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 food preparation sequence as per standard recipe. 3.1.2 Student grouped and placed ingredients in sequence to ensure all recipe steps were included. 3.1.3 Student placed all ingredients into appropriately sized dishes, bowls, and containers and set them around the cooking station for easy accessibility.
		3.2 Followed recipe and created portions by weighing and measuring ingredients correctly 3.2.1 Student used the calculations recorded in the provided template and measure and sorted ingredients as per the recipe requirements 3.2.2 Student weighed all dry ingredients using a weighing scale as per the standard recipe 3.2.3 Student weighed all wet ingredients using a measuring jug as per the standard recipe 3.2.4 Student weighed and measured ingredients to prepare two portions of the standard recipe.
		3.3 Diminished wastage to boost the profitability of food items prepared 3.4 Student ensured proper stock rotation by following FIFO for ingredients reducing food spoilage. 3.5 Student checked labels for ‘use by’ and ‘best before’ dates before using any ingredient, reducing food spoilage. 3.6 Student followed correct portion control as per standard recipe to reduce food waste. 3.7 Student correctly stored, handled, and prepared foodstuffs to reduce spoilage. 3.8 Students used off-cuts and recycled food to make stocks, soups, and sauces to reduce waste and unnecessary costs. 3.9 Student accurately measured and calculated all ingredients to reduce waste. 3.10 Student used resources efficiently in all food preparation areas, including only running appliances when necessary to reduce energy wastage.
	4. Prepare pâtés and terrines.	4.1 Pâté and terrine moulds to be prepared and lined with the appropriate ingredients. 4.1.1 Student successfully prepared the Pâté en Croûte Mould spraying the inside with non-stick cooking spray and lining them with 10 strips of bacon across the base, slightly overlapping. 4.1.2 Student correctly lined each mould end with 4 slices of bacon.
		4.2 Prepare and use binding agents and processes required for preparation of basic forcemeat. 4.2.1 Student correctly followed the standard recipe to prepare the forcemeat of the correct texture and consistency. 4.2.2 Student followed the standard recipe and correctly used breadcrumbs and milk as the binding agent when preparing the forcemeat. 4.2.3 Student followed the standard recipe and used correct processes for preparation of the forcemeat including: 4.2.3.1   Using clean hands, worked the mixture together, ensuring all ingredients are combined. 4.2.3.2   Placed one-third of the mixture into the lined tin and placed eggs upside down, along the centre of the terrine, trimming the ends. 4.2.3.3   Pressed the remaining mince on top of the eggs and laid the overhanging bacon over the mince, pressing down. 4.2.3.4   Wrapped the terrine with foil and placed into a baking dish. 4.2.3.5   Prepared a water bath and baked terrine till done. 4.2.4 Student correctly glazed the terrine with maple syrup and baked to get the final product. 4.2.5 Student used the following techniques when producing the chicken liver pâté. (Trainer to tick):      ☐ forcemeat production ☐ glazing ☐ layering ☐ mould lining ☐ passing ☐ pressing
		4.3 Made food quality adjustments within the scope of responsibility before serving the dish. 4.3.1 Student checked the dish’s taste before serving for a balance of seasoning and other basic tastes bitter, sweet, and sour. 4.3.2 Student checked the dish’s texture before serving it as per the standard recipe. 4.3.3 Student checked the temperature of the dish before serving it and ensured dish was served cold, below 5C. 4.3.4 Student brought the dish’s taste, texture or temperature discrepancy to the trainer’s attention and made food quality adjustments accordingly. 4.3.5 Student successfully prepared and served a good quality dish with good taste, texture, and correct temperature.
	5. Present pâtés and terrines.	5.1 Presented dishes attractively on appropriate service ware. 5.1.1 Student chose the correct and appropriate service ware for presenting the dish per standard recipe. 5.1.2 Student portioned food correctly as per the standard recipe. 5.1.3 Student checked service ware for cracks and chips before using. 5.1.4 Student checked the temperature service ware before plating, ensuring cold food was served on cold plates. 5.1.5 Student presented dishes attractively on correct service ware as per the standard recipe. 5.1.6 Student presented the dish attractively using chervil sprigs as a garnish per the standard recipe.
		5.2 Visually assessed dish and adjusted presentation where required before serving. 5.2.1 Student checked the visual balance of the dish’s components for a well-balanced and harmonious look on the plate. 5.2.2 Student checked the dish’s visual appearance and eye appeal regarding the colour of food prepared and the service ware chosen before serving. 5.2.3 Student checked the dish for contrasting colours and textures per the standard recipe. 5.2.4 Student checked that service ware was clean and wiped the sides of the plate before serving. 5.2.5 Student brought any discrepancy in the dish’s presentation to the trainer’s attention and adjusted before serving. 5.2.6 Student prepared and served a well-presented dish that was attractive and had eye appeal.
		5.3 Stored prepared terrine in suitable environmental conditions. 5.3.1 Student stored cold food in refrigeration below 5C ensuring food safety and optimising its shelf life. 5.3.2 Student let the terrine cool and removed it from the mould before refrigerating. 5.3.3 Student covered all prepared food items while storing to avoid cross-contamination, ensuring food safety and optimising its shelf life.
		5.4 Followed organisational procedures, environmental considerations, and cost-reduction initiatives and cleaned the work area and disposed or stored surplus and reusable by-products 5.4.1 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. 5.4.2 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. 5.4.3 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. 5.4.4 Student discarded food that did not meet the temperature guidelines after bringing them to the trainer’s notice. 5.4.5 Student correctly covered and labelled all food before storing, removing cross-contamination possibilities. 5.4.6 Student successfully used the wash, rinse, and sanitise steps to clean all equipment, appliances, and tools after use. 5.4.7 Student successfully used the wash, rinse, and sanitise steps to clean stoves, grills, and bench tops thoroughly 5.4.8 Student successfully scraped, hand-washed, sanitised, and air-dried chopping boards after use. 5.4.9 Student successfully used the wash, rinse, and sanitise steps to clean and sanitise the workstation and all surfaces on which food was prepared. 5.4.10 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. 5.4.11 Student worked with others to sweep, wash, and sanitise all floor areas at the end of service. 5.4.12 Student worked with others to empty, wash, sanitise, and air-dry all garbage bins at the end of service. 5.4.13 Student sorted garbage into correct bins while disposing of it.
	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 determine cooking times and temperatures as per the recipes 6.4 Student successfully prepared, plated and presented two portions of the dish following portion control procedures per the standard recipe. 6.5 Student successfully prepared, plated and presented two portions of the dish using food safety practices when handling food. 6.6 Student successfully responded to 1 special customer request by modifying the standard recipe to prepare the dish as per the customer’s dietary needs.

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