SITHCCC041 Produce cakes pastries and breads :

Assessment Pack (UAP) – Cover Sheet

Student and Trainer/Assessor Details

Student ID
Student name
Trainer/Assessor name

Course and Unit Details

Course code	SIT30821
Course name	Certificate III in commercial cookery
Unit code	SITHCCC041
Unit name	Produce cakes, pastries, and breads

Assessment Submission Method

☐      By hand to trainer/assessor	☐ By email to trainer/assessor	☐ Online submission via Learning Management System (LMS)
☐      By Australia Post to RTO	☐ Any other method _________________________________________________                                        (Please mention here)

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

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.
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• 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 Forty (40) 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

Q1. Identify 5 common ingredients used to produce cakes, pastries, and breads:	Satisfactory response
	Yes ☐	No ☐

Q2. Based on the provided names of cakes, pastries and breads, categorise them into classic and contemporary sections and complete the following table:	Satisfactory response
	Yes ☐	No ☐

Names of cakes, pastries and breads	Category (classic and contemporary)

Question 3: Match the following culinary terms with their respective definitions.	Satisfactory response
	Yes ☐	No ☐

Culinary term	Definition
	Also known by the names ‘Napoleon’, ‘vanilla slice’, and ‘custard slice’, and is a pastry whose origin is unknown. Its current form was influenced by improvements made by Marie-Antoine Carême.
	A delicate pastry dough used in many pastries. Basic ingredients usually only include butter, water, flour, and eggs.
	French for “windblown”, to describe its lightness. It is a small hollow case of puff pastry, formerly also called a patty case.
	This method requires a wet mixture to be whisked thoroughly and gently using a whisk. The method is generally used to make Swiss rolls and Genoese sponge cakes.
	The first step is to cream butter and sugar together. Once the butter and sugar are mixed, you can incorporate eggs slowly into the mixture. After that, you can sieve and add all the dry ingredients to the batter.
	A test done by taking a small sample of the dough and making a ball. Then it is stretched into a square until it becomes a thin film in the middle without breaking. The dough must be thin enough to pass light through it. If it is obtained without any tear, then the dough is ready.
	A German word, derived from the Middle High German word for “swirl”, “whirlpool” or “eddy”.
	To mix a substance(s) in a circular pattern using a spoon, spatula, or other such utensil.
	Also known as Vanilla pastry cream, it is a delicious, rich, creamy custard thickened with starch and eggs.
	A step in the preparation of yeast bread and other baked goods in which the dough is allowed to rest and rise a final time before baking.

Question 4: Below are examples of a few commonly used food labels in the hospitality industry. Please explain (30 to 50 words) what the labels tell you. a. b. c.	Satisfactory response
	a. Yes ☐ b. Yes ☐ c. Yes ☐	No ☐ No ☐ No ☐

Question 5: Please refer to the below images of some classical and contemporary cakes, pastries and breads commonly found in the hospitality industry. a. Genoese Sponge Gateaux b. Choux Pastry c. Hot cross buns	Satisfactory response
	a. Yes ☐ b. Yes ☐ c. Yes ☐	No ☐ No ☐ No ☐

Characteristics of the product	a. Genoese Sponge Gateaux	b. Choux Pastry	c. Hot cross buns
Appearance (Appearance – Round in shape, fruity, iced, cream decorations, etc)
Balance (Explain the various components used like cream, fruits, etc to balance flavours)
Colour (Colour – light, dark, beige, white on the outside, brown inside etc.)
Contrast (Mention the various colours used)
Consistency (Light, airy, heavy, dense, etc.)
Moisture content (Dry, moist, wet, etc)
Shape (Rectangular, round, layered, etc.)
Taste (Fruity, chocolatey, sweet, sour, etc.)
Texture (Firm, fluffy, spongy, etc.)

Question 6: Please refer to the below images of some classical and contemporary cakes, pastries and breads commonly found in the hospitality industry. a. Chocolate Swiss rolls b. Danish pastry c. Rosemary baguette Complete the following table:	Satisfactory response
	a. Yes ☐ b. Yes ☐ c. Yes ☐	No ☐ No ☐ No ☐

Characteristics of the product	a. Chocolate Swiss rolls	b. Danish Pastry	c. Rosemary baguette
Appearance (Appearance – Round in shape, fruity, iced, cream decorations, etc)
Balance (Explain the various components used like cream, fruits, etc to balance flavours)
Colour (Colour – light, dark, beige, white on the outside, brown inside etc.)
Contrast (Mention the various colours used)
Consistency (Light, airy, heavy, dense, etc.)
Moisture content (Dry, moist, wet, etc)
Shape (Rectangular, round, layered, etc.)
Taste (Fruity, chocolatey, sweet, sour, etc.)
Texture (Firm, fluffy, spongy, etc.)

Question 7: Match the following Classical cakes, pastries, and breads with their respective origins.	Satisfactory response
	Yes ☐	No ☐

	It is named after the city of Linz, Austria. It is the oldest cake ever to be named after a place. A recipe since 1696 in the Vienna Stadt- und Landesbibliothek is the oldest one known.
	A chef by the name of Pantarelli or Pantanelli, Catherine de’ Medici’s head chef, invented the dough in 1540, seven years after he left Florence with Medici and her court. He used the dough to make a gâteau and called it pâte à Pantanelli. Over time, the recipe of the dough changed, and the name changed to pâte à popelin, which was used to make popelins, named after Pantanelli’s successor Popelini. Popelins were common aristocratic desserts in the 16th century, and were flavored with cheese or citrus (for example lemon peel, orange blossom water, etc.). They were prepared from dough dried over a fire to evaporate its water, called pâte à chaud (literally meaning ‘hot pastry’).
	It was created accidentally at the Hôtel Tatin in Lamotte-Beuvron, Loir-et-Cher, 169 km south of Paris, in the 1880s. The hotel was managed by two sisters, Stéphanie and Caroline Tatin. There are contradictory stories concerning its origin, but the most common is that Stéphanie Tatin, who did most of the cooking, was overburdened one day. She started to make an old-fashioned apple pie but left the apples cooking in butter and sugar for too long. Smelling the burning, she tried to save the dish by putting the pastry base on top of the pan of apples, quickly finishing the cooking by putting the whole pan in the oven. After turning out the upside-down tart, she was surprised to find how much the hotel guests appreciated the dessert.
	Known by the names ‘Napoleon’, ‘vanilla slice’, and ‘custard slice’, it is a pastry whose exact origin is unknown. Its modern form was inspired by improvements made by Marie-Antoine Carême
	It is a layered pastry dessert made of filo pastry, stuffed with chopped nuts, and sweetened with syrup or honey. It was one of the most prevalent sweet pastries of Ottoman cuisine. Although the history is not well documented, its current form was probably developed in the imperial kitchens of the Topkapı Palace in Constantinople. The Sultan offered it to the Janissaries every 15th of the month of Ramadan in a ceremonial procession called the Baklava Alayı.
	The oldest know recipe is from 1697, a handwritten recipe contained at the “Wienbibliothek im Rathaus”. Whether as a type of sweet or else savoury layered pastry with a filling inside, it gained fame in the 18th century throughout the Habsburg Empire (1278–1780). Austrian cuisine was formed and inspired by the cuisines of many different peoples during the many centuries of the Austrian Habsburg Empire’s expansion. It is related to the Ottoman Empire’s pastry baklava, which came to Austrian cuisine from Turkish via Hungarian cuisine.
	According to Franz Sacher’s son Eduard, it was invented by Franz when he was an apprentice under Chancellor Metternich’s chef, one maître Chambellier. The story goes that Franz was required to create a novel cake when the chef was ill. The Metternich connection was probably invented by Eduard many years later, to appeal to Viennese “nostalgic for their imperial past”. It remains popular in Austria and worldwide.
	“It first appeared in its most primitive form in the eighteenth century, then experienced a number of refinements and variations before being (officially) given that name in 1920.” The word simply implies “wand”, “baton” or “stick”, as in magique (magic wand).
	A la Financière, an absolute classic of 19th Century fine dining and a dish created by Marie-Antoine Carême.
	It was chosen as the Republic of Ireland’s representative for Café Europe during the Austrian Presidency of the European Union in 2006, while the United Kingdom chose shortbread. It is believed that traditionally they were round and flat, usually as large as a medium-sized plate. They were made and baked on a grill (or girdle, in Scots), then cut into triangular sections for serving. Today, many would call the large round cake a bannock. In Scotland, the words are often used interchangeably.

Question 8: Considering the role of yeast in the fermentation of dough during the formation of gluten, complete the following fill in the blanks: Words – gluten, Instant, hard, sugar, aerates, fermentation, alcohol, carbon dioxide, yeast	Satisfactory response
	Yes ☐	No ☐

a. 3 common types of yeast used in the production of breads are Compressed fresh yeast, Active dry yeast and ________________ yeast. b. Yeasts are small, single-celled organisms that feed off of simple sugars, breaking them down into ________________, ________________, flavor molecules, and energy. The process is referred to as ________________. c. Yeast survives on carbohydrates like ________________ and starches in dough. d. During the dough development process, two actions are happening:

Question 9: Below are some examples of commonly found stocked ingredients in the pastry kitchen. Please evaluate them on freshness and quality points as a chef.	Satisfactory response
	a. Yes ☐ b. Yes ☐ c. Yes ☐ d. Yes ☐ e. Yes ☐ f. Yes ☐ g. Yes ☐ h. Yes ☐	No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐

a. Fresh blueberries
b. Fresh strawberries
c. Frozen berries
d. Cream cheese
e. Fresh eggs
f. Wheat flour Date of cooking – 20th April 2022
g. Chocolate
h. Whipped cream Date of cooking – 20th April 2022

Question 10:  Describe why and how the following ingredients are introduced in a recipe and added to dry ingredients. (50 to 80 words)	Satisfactory response
	Yes ☐	No ☐

Question 11:  What effects would you have if you use chilled ingredients and work surfaces when preparing yeast products? Explain why is this different from preparing cakes and short pastry. (30 to 50 words)	Satisfactory response
	Yes ☐	No ☐

Question 12: Using the numbers 1 to 12, put the following steps for making bread in the correct order.	Satisfactory response
	Yes ☐	No ☐

Nos.	Steps	Correct order
1.	Proofing – The dough goes into final fermentation.
2.	Cooling – The baked loaves are cooled on racks
3.	Folding and handling- The purpose of this step is to spread the carbon dioxide evenly in the dough. The dough is punched down with hands.
4.	Primary fermentation – The dough is allowed to ferment.
5.	Rolling – The portioned dough is shaped in smooth, round balls, giving it more strength, and allowing more air to be trapped.
6.	Resting – Resting lasts up to 30 mins. Resting the pastry will allow the gluten in the flour to relax and prevent the pastry from shrinking back whilst you are manipulating and baking it.
7.	Cutting and Scaling – the dough is divided or scaled into portions
8.	Storage – Baked breads are now stored at room temperature
9.	Scaling – Measure all the ingredients as per the recipe.
10.	Final shaping / Moulding – The dough is formed into its final shape, placed on a pan or mould that it will be finally baked in.
11.	Kneading – Mix all the ingredients into a smooth, uniform dough.
12.	Baking – The dough is baked at the desired temperature.

Question 13: For the following cakes, pastries, and breads, suggest any 2 appropriate fillings and topping / decorations / icings.	Satisfactory response
	Yes ☐	No ☐

Product	Appropriate Fillings	Toppings / Icings / decorations
a. Sweet Tarts
b. Profit roles
c. Filo Pastries	Savoury:   Sweet Fillings:	Savoury toppings:   Sweet toppings:
d. Muffins	Savoury:   Sweet:	Savoury Toppings:   Sweet:
e. Quiches
f. Croissants	Savoury:   Sweet:	Savoury:   Sweet:
g. Cold set cakes (cheesecake)

Question 14: Answer the following questions a. What is standard recipe? (1 to 2 sentences) b. What are the 5 main uses of standard recipes?	Satisfactory response
	a. Yes ☐ b. Yes ☐	No ☐ No ☐

Question 15: How do you prepare Crème pâtissière:? How would you assess the quality of a Crème pâtissière? (100 to 150 words)	Satisfactory response
	Yes ☐	No ☐

Question 16: For each of the cakes/sponges below, match the correct cake tins and moulds	Satisfactory response
	Yes ☐	No ☐

Sr.no.	Product	Tin or Mould	Correct option
1.	Quiches	a.
2.	Sponge cake	b.
3.	Rum baba	c.
4.	Friands	d.

Question 17: Match the following culinary terms with their respective definitions.	Satisfactory response
	Yes ☐	No ☐

It gives the correct amount of ingredients in order to follow a standard recipe and achieve the desired quality of the finished product.   It is a method of incorporating ingredients together.   This action removes lumps and impurities from flours, sugars, and other dry ingredients. It also helps incorporate air into the dry ingredients which helps with a lighter batter.   The process of allowing air to be combined into ingredients to make them lighter and/or create more volume.   To squeeze mixture from a piping bag onto a surface. Used to control the mixture, and often undertaken in decorating. Also, can be used for spreading mixtures onto a pan for cooking (i.e. meringues).   Using a spatula to spread a mixture over a surface. Often used with soft icing mixtures   To rigorously blend ingredients into a smooth consistency using a utensil made with wire loops, and incorporate air into the mixture (which makes the product lighter   To use a spatula or similar utensil and “fold” the mixture over itself. No stirring is undertaken in this method. It is used to combine ingredients together without knocking air out of the mix and can produce light cakes.

Question 18: True or false a. While preparing a cake tin for a madeira cake, we must line it with baking paper without spraying it with cooking spray. b. In preparing a quiche, we must spray the quiche tin with cooking spray and dust it with flour. c. For baking hot cross buns, simply line the tray with a baking sheet.	Satisfactory response
	a. Yes ☐ b. Yes ☐ c. Yes ☐	No ☐ No ☐ No ☐

Question 19: Why should you consider the amount of filling used in the production of cakes and pastries? Explain why this is important. (30 to 50 words)	Satisfactory response
	Yes ☐	No ☐

Question 20: Explain the correct process for measuring the following ingredients in patisserie production. (30 to 50 words each) Ingredients Process 1. Flour   2. Sugar   3. Fat   4. Milk	Satisfactory response
	Yes ☐	No ☐

Question 21: How do you know the required amount of ingredients needed to achieve the desired characteristic of a finished pastry, cake, and bread product? (20 to 30 words)	Satisfactory response
	Yes ☐	No ☐

Question 22: What is the best temperature or temperature ranges in degrees Celsius for baking the following products?	Satisfactory response
	Yes ☐	No ☐

Product	Best temperature or temperature ranges in degrees Celsius
Puff Pastry
Shortcrust pastry
Choux pastry
Madeira cake
Sponge Cake
Fruit Cake
Sourdough bread
Fruit buns/ Bath buns

Question 23: Should cakes containing high sugar content be cooked at lower or higher temperature than a cake with low sugar content? Explain the reason in a sentence.	Satisfactory response
	Yes ☐	No ☐

Question 24: Some pastry recipes require an initial hotter temperature in the oven (e.g. 220 degrees Celsius) before reducing the temperature. Explain the reason in a sentence.	Satisfactory response
	Yes ☐	No ☐

Question 25: Why is it important to use the correct amount of batter in a tin when baking a cake? Write your answer in 25-50 words.	Satisfactory response
	Yes ☐	No ☐

Question 26: What are eight (8) different types of service ware to present cakes, pastries, and breads according to organisational standards?	Satisfactory response
	Yes ☐	No ☐

Question 27: Answer the following questions a. How can you maximise the shelf life of pastry products? (10 to 20 words) b. How long will dry cakes typically last if stored at room temperature? How can you maximise this time? (10 to 20 words) c. Should you store yeast products in the fridge or on the counter? Why? (30 to 50 words) d. Explain in one to two sentences how to store reusable by – products of pastries to minimise wastage. (30 to 50 words)	Satisfactory response
	a. Yes ☐ b. Yes ☐ c. Yes ☐ d. Yes ☐	No ☐ No ☐ No ☐ No ☐

Question 28: Explain the importance of maintaining personal hygiene when working with cakes, pastries, and breads. (30 to 50 words)	Satisfactory response
	Yes ☐	No ☐

Question 29: Describe the optimum conditions that bread/yeast products should be stored in to optimise their shelf life. (30 to 50 words)	Satisfactory response
	Yes ☐	No ☐

Question 30: Using the numbers, arrange the mise-en-place and production requirements for the following types of cakes, pastries, and breads in the correct order.	Satisfactory response
	Yes ☐	No ☐

a. Vanilla Sponge cake No. Steps Correct order 1. Serve   2. Preheat oven   3. Allow to cool   4. Assemble ingredients   5. Weigh ingredients   6. Prepare ingredients as per recipe   7. Place into Moulds   8. Gather equipment moulds and tins according to recipe   9. Place in oven to bake   10. Remove from oven   11. Decorate according to recipe   12. Read recipe

b. Pastry No. Steps Correct order 1. Place into Moulds   2. Serve   3. Pre heat oven   4. Gather equipment moulds and tins according to recipe   5. Assemble ingredients   6. Weigh ingredients   7. Prepare ingredients as per recipe   8. Read recipe   9. Decorate according to recipe   10. Add filling if required   11. Place in oven to bake   12. Let pasty rest   13. Blind bake if required   14. Remove from oven   15. Allow to cool

c. Breads No. Steps Correct order 1. Punch down dough   2. Assemble ingredients   3. 2nd proving   4. Place into Moulds   5. Place in oven to bake   6. Prepare ingredients as per recipe   7. Read recipe   8. Pre heat oven   9. Gather equipment moulds and tins according to recipe   10. Weigh ingredients   11. Let dough proof   12. Remove from oven   13. Allow to cool   14. Serve   15. Decorate according to recipe

Question 31: List 4 safety measures you must take while operating a commercial mixer when producing cakes, pastries, and breads. (50 to 60 words)	Satisfactory response
	Yes ☐	No ☐

Question 32: List 2 standard safety features on a commercial mixer used in the production of cakes, pastries, and breads?	Satisfactory response
	Yes ☐	No ☐

Question 33: Match the following Classical cakes, pastries, and breads to their respective definitions.	Satisfactory response
	Yes ☐	No ☐

Cakes Cakes   A cake based on flour (usually wheat flour), sugar, butter, and eggs, and sometimes leavened with baking powder. It has a firm yet well-aerated structure, similar to a sea sponge.   It is derived from similar desserts such as the charlotte and trifle as well as the cheesecake and ice cream cake. They use many premade ingredients. such as condensed milk and cookies, sponges, cream cheeses, ice cream.   It is usually made from layers of sponge with layers of light fillings such as a Flummery which is made with beaten evaporated milk, sugar, and gelatine.   A small almond cake, popular in Australia and New Zealand, closely related to the French financier. The principal ingredients are almond flour, egg whites, butter, and powdered sugar. It is baked in small moulds, typically oval or barquette in shape.   A cake made with dried fruits, nuts, and spices, and optionally soaked in spirits. They are usually served in celebration of weddings and Christmas.   An Italian sponge cake named after the city of Genoa and related to Italian and French cuisine. Instead of using chemical leavening, air is incorporated in the batter during mixing to provide volume.   A sponge cake in traditional English cookery. It has a firm yet light texture, is similar to a pound cake or yellow cake, and gets its name from madeira wine, which was traditionally swerved with the cake.   A type of dessert, often linked with French, Swiss, and Italian cuisine, traditionally made from whipped egg whites and sugar, and occasionally an acidic ingredient such as lemon, vinegar, or cream of tartar. A binding agent such as salt, corn-starch or gelatine may also be added to the eggs. They are light, airy, and sweet confections.   An individual-sized, baked product. It can refer to two distinct items, a part-raised flatbread, and a cupcake-like cake. The flatbread is of British or European derivation, and dates from at least the early 18th century, while the quick bread originated in North America during the 19th century. They can be both sweet and savoury.   A type of sponge cake roll filled with whipped cream, jam, or icing. Pastries   A buttery, flaky, Viennese pastry named for its crescent shape. The dough is layered using butter, rolled and then folded several times in succession, then rolled into a sheet. This technique is called laminating. The process results in a layered, flaky texture, related to a puff pastry.   An oblong pastry made with choux dough filled with a cream and topped with icing. Fillings can be vanilla, coffee, or chocolate- flavoured.   A multilayered, laminated sweet pastry in the Viennese tradition. They are a variant of puff pastry made of laminated yeast-leavened doughs, creating a layered texture, and filled with sweet filling of apricots, other fruit, and custard.   The mille-feuille “thousand-leaf”, also known as the Napoleon, is a French pastry made up of three layers of puff pastry alternating with two layers of pastry cream. The top is glazed with icing or fondant in alternating white (icing) and brown (chocolate) stripes and combed.   A filling made from or flavoured by almonds.   A type of pastry often used for the base of a tart, quiche, or pie. It can be used to make both sweet and savory versions. Usually they are flavoured with vanilla or citrus zest or other liqueurs. Quite crumbly in texture with a very buttery taste.   A traditional Viennese, a popular pastry in Austria and in many countries in Europe that once belonged to the Austro- Hungarian Empire. Breads   A sweet bread roll made from a milk-based yeast dough with crushed sugar dusted on top after baking.   A  small, round loaf of bread served as a meal accompaniment. It is often eaten with butter. They are also usually used to make sandwiches similar to those produced using slices of bread.   A spiced sweet bun consisting of currants or raisins. It is marked with a cross on the top, by tradition eaten on Good Friday to mark the end of Lent. Different parts of it have a certain meaning, including the cross representing the crucifixion of Jesus and the spices inside reminding Christians “of the spices put on the body of Jesus.”   Unleavened bread is any of a wide variety of breads which are not prepared with raising agents. Unleavened breads are generally flat breads; however, not all flat breads are unleavened. Unleavened breads, such as the tortilla and roti, are staple foods in Central America and South Asia, respectively.   “It first appeared in its most primitive form in the eighteenth century, then experienced a number of refinements and variations before being (officially) given that name in 1920.”

Question 34: List 8 different types of decorations used in the production of cakes, pastries, and  breads:	Satisfactory response
	Yes ☐	No ☐

Question 35: What are the 2 ways that are used to cool down baked products without compromising the quality of the product? (30 – 50 words)	Satisfactory response
	Yes ☐	No ☐

Question 36: List any 5 ways to decrease food wastage in the kitchen, promote productivity of sales, and save the ecosystem. (50 to 60 words)	Satisfactory response
	Yes ☐	No ☐

Question 37: Below is the list of ingredients and quantities to produce 500 gms of short crust pastry dough. Calculate the amount of ingredients you will need to produce 3 kgs of short crust pastry dough.	Satisfactory response
	Yes ☐	No ☐

Sr.no	Ingredients	500 gms	3kgs
1.	plain flour, sieved	230g
2.	unsalted butter	115g
3.	egg	1
4.	caster sugar	115g
5.	vanilla essence	2 – 3 drops

Question 38: Match the following 5 types of cookery methods used in the production of cakes, pastries and breads and their fillings to the appropriate definitions.	Satisfactory response
	Yes ☐	No ☐

	This method requires a wet mixture to be whisked thoroughly and gently using a whisk. It requires a wet mixture to be whisked thoroughly and gently using a whisk. The first step is to mix egg and sugar to create a wet mixture. Air gets incorporated in the mixture to give the cake its light, spongy texture. After this, the dry ingredients are sieved together and gently folded in the mixture.
	The first step is to cream butter and sugar together. It is most important to remember to ensure all the ingredients are at room temperature. Once the butter and sugar are mixed, you can incorporate eggs slowly into the mixture. After that, you can sieve and add all the dry ingredients to the batter.
	A quick and simple method of baking. Fat and sugar ingredients are melted in a saucepan. Texture tends to be much heavier than other cakes and won’t have much aeration. Baking soda can be used to create a lighter texture. It is generally used to make Chocolate brownies and Gingerbread.
	The first step is to cut butter into small pieces. The second step is to rub the butter pieces along with the flour (which is sieved). Finally, add all the other ingredients and liquid to make the dough.
	In this method all the ingredients are mixed with the raising agent. The common raising agents used in the kitchens are baking powder or self-raising flour.

Question 39: Below is the list of ingredients and quantity to produce 12 portions of focaccia. Please make necessary amendments to make it for a celiac customer.	Satisfactory response
	Yes ☐	No ☐

Sr.no	Ingredients	12 portions	Substituted ingredients for celiac customer
1.	strong bread flour, plus extra for dusting	500g
2.	dried fast action yeast	7g
3.	fine sea salt	2 tsp
4.	olive oil	5 tbsp
5.	water	200 – 250 ml

Question 40: Below are examples of some common cakes, pastries, and breads. Please examine them visually and provide at least 2 options in regard to ingredients or service ware to enhance its presentation for better guest experience.	Satisfactory response
	Yes ☐	No ☐

Sr.no	Cakes, pastries, and breads	Current	Enhanced presentation
1.		Chocolate ganache
2.		Melted Chocolate Strawberries
3.		Rosemary
4.		Raspberries Icing sugar
5.		Glazed
6.		Burnt

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:	commercial grade work benches (1.5 m per person)commercial:food processorplanetary mixercommercial oven with trays (one per two persons)commercial refrigeration facilities:cool room or fridgefreezerdesignated storage areas for dry goods and perishablessinkmicrowavestorage facilities:shelvingtrays
small equipment:	baking sheetsbeaterscake tins and moulds:fixed base in a range of shapesloose bottommuffin tinscontainers for hot and cold foodcutting boardsgraterknives:cake knifepalette knifepastry cutters and shapesmeasures:measuring jugsmeasuring spoonsportion control scoopsmoulds, shapes and cutterspiping bags and attachmentsprooferrange of saucepans and pots for small and large productionscalessets of stainless-steel bowlsservice-ware:crockerycutlery and serving utensilsserving tongs and cake slicesilicon matsspatulaspoons and ladleswhiskwire cooling racks
food safe gloves
Cleaning materials and equipment:	cleaning clothscommercial cleaning and sanitising agents and chemicals for cleaning commercial kitchens, equipment and food storage areasdustpans and broomsgarbage bins and bagshand towel dispenser and hand towelsmops and bucketsseparate hand basin and soap for hand washingsponges, brushes and scourerstea towels
Organisational specifications:	equipment manufacturer instructionscurrent commercial stock control procedures and documentation for ordering, monitoring and maintaining stockmise en place lists and standard recipesfood safety plansguidelines relating to food disposal, storage and presentation requirementssafety data sheets (SDS) for cleaning agents and chemicals
Diverse and comprehensive range of perishable food supplies for cakes, pastries, and breads

Activity 1: Produce cakes

Additional scenario	You are working as a chef in charge at Feast of Flavour restaurant on Friday evening, and a group of four comes to the restaurant and places their orders with the wait staff. The wait staff has taken their orders and informed you that one dish is with special customer requests. The order includes the following details: A customer has requested Chocolate Swiss Roll that she wants to be Gluten Free/Nut Free/Soy Free
Your task	Purpose For this task, students must prepare, produce, decorate, and present 4 varied types of cakes 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 cakes 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 Cakes to be Produced: While producing the cakes students are required to ensure to produce and decorate at least one of each of the following cakes or sponges: Students are also required to ensure the use of the four different fillings and decorations from the list below at least once when producing the above four cakes or sponges (at least once across production of the four cakes or sponges): Fillings: Decorations: Throughout this task, the following techniques, and conditions for producing for producing cake products 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 1
Recipe 2
Recipe 3
Recipe 4

Template: Evidence of the finished dish

Recipe 1

Recipe 2

Recipe 3

Recipe 4

Performance criteria checklist for unit assessment task:
	Trainer/ Assessor to complete
	Trainer name: Date:
	Does the candidate meet the following criteria?
	Recipe 1: Madeira cake		Satisfactory / Not Satisfactory	Trainer/Assessor Comments
	1. Select ingredients
		Student checked and selected fruits that were free of:
	2. Select, prepare and use equipment.	☐ Rolling pin                 ☐ Cookie cutter                 ☐ Croissant cutter                 ☐ Dough divider                 ☐ Cake tins                 ☐ Pie Moulds 2.1.4.7   ☐ Silicone moulds 2.1.5 Student selected and prepared appropriate cake tins and moulds as per standard recipe.
		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 for assembling 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 the operating manual and operated equipment safely according to the 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 According to the recipe and the quantity of cakes, weighed and measured the wet and dry components. 3.2.1 The student used the calculations recorded in the provided template and measured and sorted ingredients per the recipe requirements. 3.2.2 Student weighed and sifted dry ingredients using a weighing scale and sieve per the standard recipe. 3.2.3 The student weighed all wet ingredients using a measuring jug per the standard recipe.
		3.3 Student weighed and measured the ingredients to prepare two portions of the standard recipe: 3.3.1 Checked the ingredients recorded in the template as per the 1.2 requirements and the recipe card 3.3.2 Made any adjustments in the ingredients requirements as per the recipe
		3.4 Diminished wastage to boost the profitability of food items prepared 3.4.1 Student ensured proper stock rotation by following FIFO for ingredients reducing food spoilage. 3.4.2 Student checked labels for ‘use by’ and ‘best before’ dates before using any ingredient, reducing food spoilage. 3.4.3 Student followed correct portion control as per standard recipe to reduce food waste. 3.4.4 Student correctly stored, handled, and prepared foodstuffs to reduce spoilage. 3.4.5 Student accurately measured and calculated all ingredients to reduce waste. 3.4.6 Student used resources efficiently in all food preparation areas, including only running appliances when necessary to reduce energy wastage.
	4. Cook cakes	4.1 For cakes, used cooking techniques and sweet and savoury fillings to produce the desired product. 4.1.1 Student successfully prepared cake and fillings using the following preparation and cookery processes accurately as per the standard recipe: 4.1.1.1 Adding fats and liquids to dry ingredients 4.1.1.1.1 Student correctly added fats and liquids to dry ingredients using reverse cream or pastry-blend method for shortening. 4.1.1.2   Chilling ingredients and work surfaces 4.1.1.2.1 Student ensured ingredients, equipment and worksurfaces were chilled before starting preparation. 4.1.1.2.2 After preparing the dough student chilled it in the fridge. 4.1.1.3   Cutting, shaping, and moulding 4.1.1.3.1 Student successfully cut, shaped and moulded dough as per standard recipe using equipment and tool listed in point 2.1.4 4.1.1.4   Kneading and handling 4.1.1.4.1 Student correctly and sufficiently kneaded and handled dough using: 4.1.1.4.1.1 ☐ Manual kneading method 4.1.1.4.1.2 ☐ Mechanical kneading method 4.1.1.5   Resting 4.1.1.5.1 Student rested the dough for 30-40 mins before moulding it. 4.1.1.6   Rolling 4.1.1.6.1 Student ensured that the dough was at room temperature before rolling, shaping, or portioning it. 4.1.1.7   Stirring and aerating to achieve the required consistency and texture 4.1.1.7.1 The student successfully combined ingredients by correctly stirring ingredients in a circular motion around a bowl with a silicone spatula. 4.1.1.7.2 Student whipped egg whites to stiff peaks incorporating air, successfully aerating it for a light, fluffy product. 4.1.1.8   Using the required amount of batter according to desired characteristics of finished products 4.1.1.8.1 The student used a specified amount of batter per standard recipe to produce the finished product. 4.1.1.9   Sifting dry ingredients 4.1.1.9.1 Student sifted flour before use, successfully aerating it for a lighter product. 4.1.1.10 Whisking, folding and spreading 4.1.1.10.1 Student correctly used the whisking method to mix egg and sugar to create a wet mixture. 4.1.1.10.2 Student correctly used the whisking method to aerate egg whites and cream. 4.1.1.10.3 Student correctly used the folding technique to gently combine two different mixtures of varying thickness and weight into one smooth mixture. 4.1.1.10.4 Student used a rubber spatula to demonstrate the correct cut-and-fold method to combine ingredients. 4.1.1.10.5 Student correctly used a palette knife to spread filling on the surface of the sponge cake. 4.1.2 Following the standard recipe and using the methods above student successfully produced the following cake/sponge: 4.1.2.1   Fat Based 4.1.2.1.1 ☐ Butter based 4.1.2.1.2 ☐ Oil-based 4.1.2.2   ☐ Foam based 4.1.2.3   ☐ Emulsified sponge 4.1.2.4   ☐ Egg-based foam 4.1.3 Student used the following filling when producing the above cakes or sponges: 4.1.3.1   ☐ Cream 4.1.3.2   ☐ Custard 4.1.3.3   ☐ Fresh Fruit 4.1.3.4   ☐ Jams 4.1.3.5   ☐ Mousse 4.1.3.6   ☐ Nuts 4.1.4 Student produced end product was checked based on the following: 4.1.4.1   Volume 4.1.4.1.1 Student-produced product of correct size. 4.1.4.2   Crust colour or appearance 4.1.4.2.1 Student-produced product had a nice golden crust. 4.1.4.3   Symmetry or shape 4.1.4.3.1 Student’s final product was symmetrical or even shaped, demonstrating good cutting, shaping, and moulding skills. 4.1.4.4   Overall appearance 4.1.4.4.1.1 Students’ final product looked neat with a good natural shine. 4.1.4.5   Crumb texture strength and colour 4.1.4.5.1 The crumb characteristics of student’s product matched correctly with the product type as required. 4.1.4.5.2 Students’ product had even, open crumbs with a light, airy texture as required. 4.1.4.5.3 The student’s product had evenly coloured crumbs and was not too dark as required. 4.1.4.6   Aroma 4.1.4.6.1 Student’s product had a nice, agreeable aroma. 4.1.4.7   Mouth feel or taste: Student’s product had the following required mouthfeel when eaten: 4.1.4.7.1 ☐ Chewy 4.1.4.7.2 ☐ Melt in the mouth 4.1.4.7.3 ☐ Sticky 4.1.4.7.4 ☐ Gummy 4.1.4.8   Moisture content 4.1.4.9   Students product was appropriately moist as per the standard recipe, not too dry or soggy.
		4.2 Made food quality adjustments within the scope of responsibility following standard recipe. 4.2.1 Student checked the dish’s taste before serving for a balance of basic tastes sweet, salty, bitter, sour, and umami. 4.2.2 Student checked the dish’s texture before serving it as per the standard recipe. 4.2.3 Student brought the dish’s taste, texture or temperature discrepancy to the trainer’s attention and made food quality adjustments accordingly. 4.2.4 Student successfully prepared and served a good quality dish with good taste, texture, and correct temperature.
		4.3 Bake cakes using the chosen baking conditions and required oven temperature. 4.3.1 Student followed baking conditions, baking time and temperature as per standard recipe. 4.3.2 Student successfully preheated oven for 15 minutes at the required baking temperature before putting in products. 4.3.3 Student used a thermometer to determine the product’s internal temperature to see if they were baked. 4.3.4 Student also correctly checked product doneness by inserting a clean skewer. 4.3.5 To avoid damage student waited until the product was completely cool before removing them from the tins. 4.3.6 Student demonstrated good numeracy skills to determine and use accurate cooking times and temperatures from standard recipes.
		4.4 Cool in the proper circumstances to maintain the best possible freshness and product qualities. 4.4.1 Once the product was out of the oven student successfully cooled the same using the following method: 4.4.1.1   Cooling Cakes, pastries, and bread in the refrigerator 4.4.1.2   Cooling Cakes, pastries, and bread on a Cooling Rack
	5. Decorate, present and store cakes	5.1 Utilise appropriate fillings, icings, and decorations following standard recipes to improve the look and flavour of cakes. 5.1.1 Student followed the standard recipe to decorate the following cake/ sponge successfully: 5.1.1.1   Fat-based 5.1.1.1.1 ☐ Butter base 5.1.1.1.2 ☐ Oil base 5.1.1.2   ☐ Foam based 5.1.1.3   ☐ Emulsified sponge 5.1.1.4   ☐ Egg-based foam 5.1.2 Student followed the standard recipe to use the following decoration when producing the cake/ sponge successfully. 5.1.2.1   ☐ Chocolate 5.1.2.2   ☐ Fresh, preserved, or crystallised fruits 5.1.2.3   ☐ Glazes and jellies 5.1.2.4   ☐ Icings 5.1.2.5   ☐ Sprinkled icing sugar 5.1.2.6   ☐ Whole or crushed nuts 5.1.3 Student successfully prepared and used pre-bake finishes and decorations as per standard recipe. 5.1.4 Student demonstrated good piping skills when decorating the final product.
		5.2 Before displaying visually assess cakes and make necessary presentational changes. 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 ensured the dish’s presentation was neat, simple, clean and attractive, with the product as the focal point on the plate. 5.2.5 Student checked that the service ware was clean and wiped the sides of the plate before serving. 5.2.6 The student brought any discrepancy in the dish’s presentation to the trainer’s attention and adjusted before serving. 5.2.7 Student prepared and served a well-presented dish that was attractive and had eye appeal.
		5.3 Use appropriate service ware to present cakes per organisational guidelines. 5.3.1 Student chose the correct and appropriate service ware for presenting the dish per standard recipe. 5.3.2 Student portioned food correctly as per the standard recipe. 5.3.3 Student checked service ware for cracks and chips before using. 5.3.4 Student checked the temperature service ware before plating, ensuring hot food was served on hot plates. 5.3.5 Student presented dishes attractively on correct service ware as per the standard recipe.
		5.4 To maintain the freshness and product qualities, display and store cakes and other reusable by-products in the proper settings. 5.4.1 Student stored cold dishes and perishables in refrigeration between 0-5°C, ensuring food safety and optimising their shelf life. 5.4.2 Student avoided exposing food products to the temperature danger zone of 5-60°C. 5.4.3 Students covered and labelled all food items while storing them to avoid cross-contamination, ensuring food safety and optimising shelf life.
		5.5 Followed organisational procedures, environmental considerations, and cost-reduction initiatives and cleaned the work area and disposed or stored surplus and reusable by-products 5.5.1 Student checked the time for all perishable food items in the temperature danger zone (5C – 60C) and discarded food items that had been out for more than 4 hours after bringing them to the trainer’s notice. 5.5.2 Student checked the time for all perishable food items in the temperature danger zone and only stored food items that had been out for less than 2 hours. 5.5.3 Student chilled all leftover food for storing as per food safety guidelines, i.e., cooled it to less than 21C within the first 2 hours and then further cooled it to less than 5C in four hours or less. 5.5.4 Student discarded food that did not meet the temperature guidelines after bringing them to the trainer’s notice. 5.5.5 Student correctly covered and labelled all food before storing, removing cross-contamination possibilities. 5.5.6 Student successfully used the wash, rinse, and sanitise steps to clean all equipment, appliances, and tools after use. 5.5.7 Student successfully used the wash, rinse, and sanitise steps to thoroughly clean stoves, grills, and bench tops. 5.5.8 After use, the student successfully scraped, hand-washed, sanitised, and air-dried knives, chopped boards and other small tools. 5.5.9 Student successfully used the wash, rinse, and sanitise steps to clean and sanitise the workstation and all surfaces on which food was prepared. 5.5.10 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. 5.5.11 Student worked with others to sweep, wash, and sanitise all floor areas at the end of service. 5.5.12 Student worked with others to empty, wash, sanitise, and air-dry all garbage bins at the end of service. 5.5.13 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 the dish 6.2 Student successfully prepared, plated, and presented the dish within commercial time constraints and deadlines. 6.3 Student successfully prepared, plated, and presented the dish following portion control procedures per the standard recipe. 6.4 Student successfully prepared, plated, and presented 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 – Genoese Sponge Gateaux		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 two 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 per the recipe card. 1.3.2 Student checked and selected fruits 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 1.3.2.6   mould 1.3.2.7   bad odour 1.3.2.8   soft or mushy spots 1.3.3 Student selected fruits of the optimum colour and size for their type. 1.3.4 Student checked all farinaceous foods, especially flour, for insects, dirt or debris, which can be a source of contamination. 1.3.5 Student checked and selected clean, undamaged, or uncracked eggs to avoid contamination. 1.3.6 The student selected medium-sized eggs 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 fruits. 2.1.2 The student selected the correct food preparation equipment per the standard recipe – metal mixing bowl, double boiler, electric mixer. 2.1.3 Student selected the correct cooking equipment per the standard recipe – oven tray, oven. 2.1.4 Student selected, prepared and used appropriate tools and equipment to cut, shape and mould the dough as per the recipe using: 2.1.4.1   ☐ Rolling pin 2.1.4.2   ☐ Cookie cutter 2.1.4.3   ☐ Croissant cutter 2.1.4.4   ☐ Dough divider 2.1.4.5   ☐ Cake tins 2.1.4.6   ☐ Pie Moulds 2.1.4.7   ☐ Silicone moulds 2.1.5 Student selected and prepared appropriate cake tins and moulds as per standard recipe.
		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 for assembling 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 the operating manual and operated equipment safely according to the 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 According to the recipe and the quantity of cakes, weighed and measured the wet and dry components. 3.2.1 The student used the calculations recorded in the provided template and measured and sorted ingredients per the recipe requirements. 3.2.2 Student weighed and sifted dry ingredients using a weighing scale and sieve per the standard recipe. 3.2.3 The student weighed all wet ingredients using a measuring jug per the standard recipe.
		3.3 Student weighed and measured the ingredients to prepare two portions of the standard recipe: 3.3.1 Checked the ingredients recorded in the template as per the 1.2 requirements and the recipe card 3.3.2 Made any adjustments in the ingredients requirements as per the recipe
		3.4 Diminished wastage to boost the profitability of food items prepared 3.4.1 Student ensured proper stock rotation by following FIFO for ingredients reducing food spoilage. 3.4.2 Student checked labels for ‘use by’ and ‘best before’ dates before using any ingredient, reducing food spoilage. 3.4.3 Student followed correct portion control as per standard recipe to reduce food waste. 3.4.4 Student correctly stored, handled, and prepared foodstuffs to reduce spoilage. 3.4.5 Student accurately measured and calculated all ingredients to reduce waste. 3.4.6 Student used resources efficiently in all food preparation areas, including only running appliances when necessary to reduce energy wastage.
	4. Cook cakes	4.1 For cakes, used cooking techniques and sweet and savoury fillings to produce the desired product. 4.1.1 Student successfully prepared cake and fillings using the following preparation and cookery processes accurately as per the standard recipe: 4.1.1.1 Adding fats and liquids to dry ingredients 4.1.1.1.1 Student correctly added fats and liquids to dry ingredients using reverse cream or pastry-blend method for shortening. 4.1.1.2   Chilling ingredients and work surfaces 4.1.1.2.1 Student ensured ingredients, equipment and worksurfaces were chilled before starting preparation. 4.1.1.2.2 After preparing the dough student chilled it in the fridge. 4.1.1.3   Cutting, shaping, and moulding 4.1.1.3.1 Student successfully cut, shaped and moulded dough as per standard recipe using equipment and tool listed in point 2.1.4 4.1.1.4   Kneading and handling 4.1.1.4.1 Student correctly and sufficiently kneaded and handled dough using: 4.1.1.4.1.1 ☐ Manual kneading method 4.1.1.4.1.2 ☐ Mechanical kneading method 4.1.1.5   Resting 4.1.1.5.1 Student rested the dough for 30-40 mins before moulding it. 4.1.1.6   Rolling 4.1.1.6.1 Student ensured that the dough was at room temperature before rolling, shaping, or portioning it. 4.1.1.7   Stirring and aerating to achieve the required consistency and texture 4.1.1.7.1 The student successfully combined ingredients by correctly stirring ingredients in a circular motion around a bowl with a silicone spatula. 4.1.1.7.2 Student whipped egg whites to stiff peaks incorporating air, successfully aerating it for a light, fluffy product. 4.1.1.8   Using the required amount of batter according to desired characteristics of finished products 4.1.1.8.1 The student used a specified amount of batter per standard recipe to produce the finished product. 4.1.1.9   Sifting dry ingredients 4.1.1.9.1 Student sifted flour before use, successfully aerating it for a lighter product. 4.1.1.10 Whisking, folding and spreading 4.1.1.10.1 Student correctly used the whisking method to mix egg and sugar to create a wet mixture. 4.1.1.10.2 Student correctly used the whisking method to aerate egg whites and cream. 4.1.1.10.3 Student correctly used the folding technique to gently combine two different mixtures of varying thickness and weight into one smooth mixture. 4.1.1.10.4 Student used a rubber spatula to demonstrate the correct cut-and-fold method to combine ingredients. 4.1.1.10.5 Student correctly used a palette knife to spread filling on the surface of the sponge cake. 4.1.2 Following the standard recipe and using the methods above student successfully produced the following cake/sponge: 4.1.2.1   Fat Based 4.1.2.1.1 ☐ Butter based 4.1.2.1.2 ☐ Oil-based 4.1.2.2   ☐ Foam based 4.1.2.3   ☐ Emulsified sponge 4.1.2.4   ☐ Egg-based foam 4.1.3 Student used the following filling when producing the above cakes or sponges: 4.1.3.1   ☐ Cream 4.1.3.2   ☐ Custard 4.1.3.3   ☐ Fresh Fruit 4.1.3.4   ☐ Jams 4.1.3.5   ☐ Mousse 4.1.3.6   ☐ Nuts 4.1.4 Student produced end product was checked based on the following: 4.1.4.1   Volume 4.1.4.1.1 Student-produced product of correct size. 4.1.4.2   Crust colour or appearance 4.1.4.2.1 Student-produced product had a nice golden crust. 4.1.4.3   Symmetry or shape 4.1.4.3.1 Student’s final product was symmetrical or even shaped, demonstrating good cutting, shaping, and moulding skills. 4.1.4.4   Overall appearance 4.1.4.4.1.1 Students’ final product looked neat with a good natural shine. 4.1.4.5   Crumb texture strength and colour 4.1.4.5.1 The crumb characteristics of student’s product matched correctly with the product type as required. 4.1.4.5.2 Students’ product had even, open crumbs with a light, airy texture as required. 4.1.4.5.3 The student’s product had evenly coloured crumbs and was not too dark as required. 4.1.4.6   Aroma 4.1.4.6.1 Student’s product had a nice, agreeable aroma. 4.1.4.7   Mouth feel or taste: Student’s product had the following required mouthfeel when eaten: 4.1.4.7.1 ☐ Chewy 4.1.4.7.2 ☐ Melt in the mouth 4.1.4.7.3 ☐ Sticky 4.1.4.7.4 ☐ Gummy 4.1.4.8   Moisture content 4.1.4.9   Students product was appropriately moist as per the standard recipe, not too dry or soggy.
		4.2 Made food quality adjustments within the scope of responsibility following standard recipe. 4.2.1 Student checked the dish’s taste before serving for a balance of basic tastes sweet, salty, bitter, sour, and umami. 4.2.2 Student checked the dish’s texture before serving it as per the standard recipe. 4.2.3 Student brought the dish’s taste, texture or temperature discrepancy to the trainer’s attention and made food quality adjustments accordingly. 4.2.4 Student successfully prepared and served a good quality dish with good taste, texture, and correct temperature.
		4.3 Bake cakes using the chosen baking conditions and required oven temperature. 4.3.1 Student followed baking conditions, baking time and temperature as per standard recipe. 4.3.2 Student successfully preheated oven for 15 minutes at the required baking temperature before putting in products. 4.3.3 Student used a thermometer to determine the product’s internal temperature to see if they were baked. 4.3.4 Student also correctly checked product doneness by inserting a clean skewer. 4.3.5 To avoid damage student waited until the product was completely cool before removing them from the tins. 4.3.6 Student demonstrated good numeracy skills to determine and use accurate cooking times and temperatures from standard recipes.
		4.4 Cool in the proper circumstances to maintain the best possible freshness and product qualities. 4.4.1 Once the product was out of the oven student successfully cooled the same using the following method: 4.4.1.1   Cooling Cakes in the refrigerator 4.4.1.2   Cooling Cakes on a Cooling Rack
	5. Decorate, present and store cakes	5.1 Utilise appropriate fillings, icings, and decorations following standard recipes to improve the look and flavour of cakes. 5.1.1 Student followed the standard recipe to decorate the following cake/ sponge successfully: 5.1.1.1   Fat-based 5.1.1.1.1 ☐ Butter base 5.1.1.1.2 ☐ Oil base 5.1.1.2   ☐ Foam based 5.1.1.3   ☐ Emulsified sponge 5.1.1.4   ☐ Egg-based foam 5.1.2 Student followed the standard recipe to use the following decoration when producing the cake/ sponge successfully. 5.1.2.1   ☐ Chocolate 5.1.2.2   ☐ Fresh, preserved, or crystallised fruits 5.1.2.3   ☐ Glazes and jellies 5.1.2.4   ☐ Icings 5.1.2.5   ☐ Sprinkled icing sugar 5.1.2.6   ☐ Whole or crushed nuts 5.1.3 Student successfully prepared and used pre-bake finishes and decorations as per standard recipe. 5.1.4 Student demonstrated good piping skills when decorating the final product.
		5.2 Before displaying visually assess cakes and make necessary presentational changes. 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 ensured the dish’s presentation was neat, simple, clean and attractive, with the product as the focal point on the plate. 5.2.5 Student checked that the service ware was clean and wiped the sides of the plate before serving. 5.2.6 The student brought any discrepancy in the dish’s presentation to the trainer’s attention and adjusted before serving. 5.2.7 Student prepared and served a well-presented dish that was attractive and had eye appeal.
		5.3 Use appropriate service ware to present cakes per organisational guidelines. 5.3.1 Student chose the correct and appropriate service ware for presenting the dish per standard recipe. 5.3.2 Student portioned food correctly as per the standard recipe. 5.3.3 Student checked service ware for cracks and chips before using. 5.3.4 Student checked the temperature service ware before plating, ensuring hot food was served on hot plates. 5.3.5 Student presented dishes attractively on correct service ware as per the standard recipe.
		5.4 To maintain the freshness and product qualities, display and store cakes and other reusable by-products in the proper settings. 5.4.1 Student stored cold dishes and perishables in refrigeration between 0-5°C, ensuring food safety and optimising their shelf life. 5.4.2 Student avoided exposing food products to the temperature danger zone of 5-60°C. 5.4.3 Students covered and labelled all food items while storing them to avoid cross-contamination, ensuring food safety and optimising shelf life.
		5.5 Followed organisational procedures, environmental considerations, and cost-reduction initiatives and cleaned the work area and disposed or stored surplus and reusable by-products 5.5.1 Student checked the time for all perishable food items in the temperature danger zone (5C – 60C) and discarded food items that had been out for more than 4 hours after bringing them to the trainer’s notice. 5.5.2 Student checked the time for all perishable food items in the temperature danger zone and only stored food items that had been out for less than 2 hours. 5.5.3 Student chilled all leftover food for storing as per food safety guidelines, i.e., cooled it to less than 21C within the first 2 hours and then further cooled it to less than 5C in four hours or less. 5.5.4 Student discarded food that did not meet the temperature guidelines after bringing them to the trainer’s notice. 5.5.5 Student correctly covered and labelled all food before storing, removing cross-contamination possibilities. 5.5.6 Student successfully used the wash, rinse, and sanitise steps to clean all equipment, appliances, and tools after use. 5.5.7 Student successfully used the wash, rinse, and sanitise steps to thoroughly clean stoves, grills, and bench tops. 5.5.8 After use, the student successfully scraped, hand-washed, sanitised, and air-dried knives, chopped boards and other small tools. 5.5.9 Student successfully used the wash, rinse, and sanitise steps to clean and sanitise the workstation and all surfaces on which food was prepared. 5.5.10 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. 5.5.11 Student worked with others to sweep, wash, and sanitise all floor areas at the end of service. 5.5.12 Student worked with others to empty, wash, sanitise, and air-dry all garbage bins at the end of service. 5.5.13 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 the dish 6.2 Student successfully prepared, plated, and presented the dish within commercial time constraints and deadlines. 6.3 Student successfully prepared, plated, and presented the dish following portion control procedures per the standard recipe. 6.4 Student successfully prepared, plated, and presented 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 3 – Chocolate Swiss Roll		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 two 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 per the recipe card. 1.3.2 Student checked all farinaceous foods, especially flour, for insects, dirt or debris, which can be a source of contamination. 1.3.3 Student checked and selected clean, undamaged, or uncracked eggs to avoid contamination. 1.3.4 The student selected medium-sized eggs 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 The student selected the correct food preparation equipment as per the standard recipe – an electric beater 2.1.2 Student selected the correct cooking equipment as per the standard recipe – oven tray, oven, palette knife 2.1.3 Student selected, prepared and used appropriate tools and equipment to cut, shape and mould the pastry dough as per the recipe using: 2.1.4.1   ☐ Rolling pin 2.1.4.2   ☐ Cookie cutter 2.1.4.3   ☐ Croissant cutter 2.1.4.4   ☐ Dough divider 2.1.4.5   ☐ Cake tins 2.1.4.6   ☐ Pie Moulds 2.1.4.7   ☐ Silicone moulds 2.1.5 Student selected and prepared appropriate cake tins and moulds as per standard recipe.
		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 for assembling 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 the operating manual and operated equipment safely according to the 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 According to the recipe and the quantity of cakes, weighed and measured the wet and dry components. 3.2.1 The student used the calculations recorded in the provided template and measured and sorted ingredients per the recipe requirements. 3.2.2 Student weighed and sifted dry ingredients using a weighing scale and sieve per the standard recipe. 3.2.3 The student weighed all wet ingredients using a measuring jug per the standard recipe.
		3.3 Student weighed and measured the ingredients to prepare two portions of the standard recipe: 3.3.1 Checked the ingredients recorded in the template as per the 1.2 requirements and the recipe card 3.3.2 Made any adjustments in the ingredients requirements as per the recipe
		3.4 Diminished wastage to boost the profitability of food items prepared 3.4.1 Student ensured proper stock rotation by following FIFO for ingredients reducing food spoilage. 3.4.2 Student checked labels for ‘use by’ and ‘best before’ dates before using any ingredient, reducing food spoilage. 3.4.3 Student followed correct portion control as per standard recipe to reduce food waste. 3.4.4 Student correctly stored, handled, and prepared foodstuffs to reduce spoilage. 3.4.5 Student accurately measured and calculated all ingredients to reduce waste. 3.4.6 Student used resources efficiently in all food preparation areas, including only running appliances when necessary to reduce energy wastage.
	4. Cook cakes	4.1 For cakes, used cooking techniques and sweet and savoury fillings to produce the desired product. 4.1.1 Student successfully prepared cake and fillings using the following preparation and cookery processes accurately as per the standard recipe: 4.1.1.1 Adding fats and liquids to dry ingredients 4.1.1.1.1 Student correctly added fats and liquids to dry ingredients using reverse cream or pastry-blend method for shortening. 4.1.1.2   Chilling ingredients and work surfaces 4.1.1.2.1 Student ensured ingredients, equipment and worksurfaces were chilled before starting preparation. 4.1.1.2.2 After preparing the dough student chilled it in the fridge. 4.1.1.3   Cutting, shaping, and moulding 4.1.1.3.1 Student successfully cut, shaped and moulded dough as per standard recipe using equipment and tool listed in point 2.1.4 4.1.1.4   Kneading and handling 4.1.1.4.1 Student correctly and sufficiently kneaded and handled dough using: 4.1.1.4.1.1 ☐ Manual kneading method 4.1.1.4.1.2 ☐ Mechanical kneading method 4.1.1.5   Resting 4.1.1.5.1 Student rested the dough for 30-40 mins before moulding it. 4.1.1.6   Rolling 4.1.1.6.1 Student ensured that the dough was at room temperature before rolling, shaping, or portioning it. 4.1.1.7   Stirring and aerating to achieve the required consistency and texture 4.1.1.7.1 The student successfully combined ingredients by correctly stirring ingredients in a circular motion around a bowl with a silicone spatula. 4.1.1.7.2 Student whipped egg whites to stiff peaks incorporating air, successfully aerating it for a light, fluffy product. 4.1.1.8   Using the required amount of batter according to desired characteristics of finished products 4.1.1.8.1 The student used a specified amount of batter per standard recipe to produce the finished product. 4.1.1.9   Sifting dry ingredients 4.1.1.9.1 Student sifted flour before use, successfully aerating it for a lighter product. 4.1.1.10 Whisking, folding and spreading 4.1.1.10.1 Student correctly used the whisking method to mix egg and sugar to create a wet mixture. 4.1.1.10.2 Student correctly used the whisking method to aerate egg whites and cream. 4.1.1.10.3 Student correctly used the folding technique to gently combine two different mixtures of varying thickness and weight into one smooth mixture. 4.1.1.10.4 Student used a rubber spatula to demonstrate the correct cut-and-fold method to combine ingredients. 4.1.1.10.5 Student correctly used a palette knife to spread filling on the surface of the sponge cake. 4.1.2 Following the standard recipe and using the methods above student successfully produced the following cake/sponge: 4.1.2.1   Fat Based 4.1.2.1.1 ☐ Butter based 4.1.2.1.2 ☐ Oil-based 4.1.2.2   ☐ Foam based 4.1.2.3   ☐ Emulsified sponge 4.1.2.4   ☐ Egg-based foam 4.1.3 Student used the following filling when producing the above cakes or sponges: 4.1.3.1   ☐ Cream 4.1.3.2   ☐ Custard 4.1.3.3   ☐ Fresh Fruit 4.1.3.4   ☐ Jams 4.1.3.5   ☐ Mousse 4.1.3.6   ☐ Nuts 4.1.4 Student produced end product was checked based on the following: 4.1.4.1   Volume 4.1.4.1.1 Student-produced product of correct size. 4.1.4.2   Crust colour or appearance 4.1.4.2.1 Student-produced product had a nice golden crust. 4.1.4.3   Symmetry or shape 4.1.4.3.1 Student’s final product was symmetrical or even shaped, demonstrating good cutting, shaping, and moulding skills. 4.1.4.4   Overall appearance 4.1.4.4.1.1 Students’ final product looked neat with a good natural shine. 4.1.4.5   Crumb texture strength and colour 4.1.4.5.1 The crumb characteristics of student’s product matched correctly with the product type as required. 4.1.4.5.2 Students’ product had even, open crumbs with a light, airy texture as required. 4.1.4.5.3 The student’s product had evenly coloured crumbs and was not too dark as required. 4.1.4.6   Aroma 4.1.4.6.1 Student’s product had a nice, agreeable aroma. 4.1.4.7   Mouth feel or taste: Student’s product had the following required mouthfeel when eaten: 4.1.4.7.1 ☐ Chewy 4.1.4.7.2 ☐ Melt in the mouth 4.1.4.7.3 ☐ Sticky 4.1.4.7.4 ☐ Gummy 4.1.4.8   Moisture content 4.1.4.9   Students product was appropriately moist as per the standard recipe, not too dry or soggy.
		4.2 Made food quality adjustments within the scope of responsibility following standard recipe. 4.2.1 Student checked the dish’s taste before serving for a balance of basic tastes sweet, salty, bitter, sour, and umami. 4.2.2 Student checked the dish’s texture before serving it as per the standard recipe. 4.2.3 Student brought the dish’s taste, texture or temperature discrepancy to the trainer’s attention and made food quality adjustments accordingly. 4.2.4 Student successfully prepared and served a good quality dish with good taste, texture, and correct temperature.
		4.3 Bake cakes using the chosen baking conditions and required oven temperature. 4.3.1 Student followed baking conditions, baking time and temperature as per standard recipe. 4.3.2 Student successfully preheated oven for 15 minutes at the required baking temperature before putting in products. 4.3.3 Student used a thermometer to determine the product’s internal temperature to see if they were baked. 4.3.4 Student also correctly checked product doneness by inserting a clean skewer. 4.3.5 To avoid damage student waited until the product was completely cool before removing them from the tins. 4.3.6 Student demonstrated good numeracy skills to determine and use accurate cooking times and temperatures from standard recipes.
		4.4 Cool in the proper circumstances to maintain the best possible freshness and product qualities. 4.4.1 Once the product was out of the oven student successfully cooled the same using the following method: 4.4.1.1   Cooling Cakes, pastries, and bread in the refrigerator 4.4.1.2   Cooling Cakes, pastries, and bread on a Cooling Rack
	5. Decorate, present and store cakes	5.1 Utilise appropriate fillings, icings, and decorations following standard recipes to improve the look and flavour of cakes. 5.1.1 Student followed the standard recipe to decorate the following cake/ sponge successfully: 5.1.1.1   Fat-based 5.1.1.1.1 ☐ Butter base 5.1.1.1.2 ☐ Oil base 5.1.1.2   ☐ Foam based 5.1.1.3   ☐ Emulsified sponge 5.1.1.4   ☐ Egg-based foam 5.1.2 Student followed the standard recipe to use the following decoration when producing the cake/ sponge successfully. 5.1.2.1   ☐ Chocolate 5.1.2.2   ☐ Fresh, preserved, or crystallised fruits 5.1.2.3   ☐ Glazes and jellies 5.1.2.4   ☐ Icings 5.1.2.5   ☐ Sprinkled icing sugar 5.1.2.6   ☐ Whole or crushed nuts 5.1.3 Student successfully prepared and used pre-bake finishes and decorations as per standard recipe. 5.1.4 Student demonstrated good piping skills when decorating the final product.
		5.2 Before displaying visually assess cakes and make necessary presentational changes. 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 ensured the dish’s presentation was neat, simple, clean and attractive, with the product as the focal point on the plate. 5.2.5 Student checked that the service ware was clean and wiped the sides of the plate before serving. 5.2.6 The student brought any discrepancy in the dish’s presentation to the trainer’s attention and adjusted before serving. 5.2.7 Student prepared and served a well-presented dish that was attractive and had eye appeal.
		5.3 Use appropriate service ware to present cakes per organisational guidelines. 5.3.1 Student chose the correct and appropriate service ware for presenting the dish per standard recipe. 5.3.2 Student portioned food correctly as per the standard recipe. 5.3.3 Student checked service ware for cracks and chips before using. 5.3.4 Student checked the temperature service ware before plating, ensuring hot food was served on hot plates. 5.3.5 Student presented dishes attractively on correct service ware as per the standard recipe.
		5.4 To maintain the freshness and product qualities, display and store cakes and other reusable by-products in the proper settings. 5.4.1 Student stored cold dishes and perishables in refrigeration between 0-5°C, ensuring food safety and optimising their shelf life. 5.4.2 Student avoided exposing food products to the temperature danger zone of 5-60°C. 5.4.3 Students covered and labelled all food items while storing them to avoid cross-contamination, ensuring food safety and optimising shelf life.
		5.5 Followed organisational procedures, environmental considerations, and cost-reduction initiatives and cleaned the work area and disposed or stored surplus and reusable by-products 5.5.1 Student checked the time for all perishable food items in the temperature danger zone (5C – 60C) and discarded food items that had been out for more than 4 hours after bringing them to the trainer’s notice. 5.5.2 Student checked the time for all perishable food items in the temperature danger zone and only stored food items that had been out for less than 2 hours. 5.5.3 Student chilled all leftover food for storing as per food safety guidelines, i.e., cooled it to less than 21C within the first 2 hours and then further cooled it to less than 5C in four hours or less. 5.5.4 Student discarded food that did not meet the temperature guidelines after bringing them to the trainer’s notice. 5.5.5 Student correctly covered and labelled all food before storing, removing cross-contamination possibilities. 5.5.6 Student successfully used the wash, rinse, and sanitise steps to clean all equipment, appliances, and tools after use. 5.5.7 Student successfully used the wash, rinse, and sanitise steps to thoroughly clean stoves, grills, and bench tops. 5.5.8 After use, the student successfully scraped, hand-washed, sanitised, and air-dried knives, chopped boards and other small tools. 5.5.9 Student successfully used the wash, rinse, and sanitise steps to clean and sanitise the workstation and all surfaces on which food was prepared. 5.5.10 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. 5.5.11 Student worked with others to sweep, wash, and sanitise all floor areas at the end of service. 5.5.12 Student worked with others to empty, wash, sanitise, and air-dry all garbage bins at the end of service. 5.5.13 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 the dish 6.2 Student successfully prepared, plated and presented the dish within commercial time constraints and deadlines. 6.3 Student successfully prepared, plated and presented the dish following portion control procedures per the standard recipe. 6.4 Student successfully prepared, plated and presented the dish using food safety practices when handling food. 6.5 Student successfully responded to 1 special customer request by modifying the standard recipe to prepare the dish per the customer’s dietary needs.

Performance criteria checklist for unit assessment task:
	Trainer/ Assessor to complete
	Trainer name: Date:
	Does the candidate meet the following criteria?
	Recipe 4 – Raspberry Friands		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 two 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 per the recipe card. 1.3.2 Student checked and selected fruits 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 1.3.2.6   mould 1.3.2.7   bad odour 1.3.2.8   soft or mushy spots 1.3.3 Student selected fruits of the optimum colour and size for their type. 1.3.4 Student checked all farinaceous foods, especially flour, for insects, dirt or debris, which can be a source of contamination. 1.3.5 Student checked and selected clean, undamaged, or uncracked eggs to avoid contamination. 1.3.6 The student selected medium-sized eggs 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 fruits. 2.1.2 The student selected the correct food preparation equipment as per the standard recipe – metal mixing bowl 2.1.3 Student selected the correct cooking equipment as per the standard recipe – oven tray, oven. 2.1.4 Student selected, prepared and used appropriate tools and equipment to cut, shape and mould the pastry dough as per the recipe using: 2.1.4.1   ☐ Rolling pin 2.1.4.2   ☐ Cookie cutter 2.1.4.3   ☐ Croissant cutter 2.1.4.4   ☐ Dough divider 2.1.4.5   ☐ Cake tins 2.1.4.6   ☐ Pie Moulds 2.1.4.7   ☐ Silicone moulds 2.1.5 Student selected and prepared appropriate cake tins and moulds as per standard recipe.
		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 for assembling 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 the operating manual and operated equipment safely according to the 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 According to the recipe and the quantity of cakes, weighed and measured the wet and dry components. 3.2.1 The student used the calculations recorded in the provided template and measured and sorted ingredients per the recipe requirements. 3.2.2 Student weighed and sifted dry ingredients using a weighing scale and sieve per the standard recipe. 3.2.3 The student weighed all wet ingredients using a measuring jug per the standard recipe.
		3.3 Student weighed and measured the ingredients to prepare two portions of the standard recipe: 3.3.1 Checked the ingredients recorded in the template as per the 1.2 requirements and the recipe card 3.3.2 Made any adjustments in the ingredients requirements as per the recipe
		3.4 Diminished wastage to boost the profitability of food items prepared 3.4.1 Student ensured proper stock rotation by following FIFO for ingredients reducing food spoilage. 3.4.2 Student checked labels for ‘use by’ and ‘best before’ dates before using any ingredient, reducing food spoilage. 3.4.3 Student followed correct portion control as per standard recipe to reduce food waste. 3.4.4 Student correctly stored, handled, and prepared foodstuffs to reduce spoilage. 3.4.5 Student accurately measured and calculated all ingredients to reduce waste. 3.4.6 Student used resources efficiently in all food preparation areas, including only running appliances when necessary to reduce energy wastage.
	4. Cook cakes	4.1 For cakes, used cooking techniques and sweet and savoury fillings to produce the desired product. 4.1.1 Student successfully prepared cake and fillings using the following preparation and cookery processes accurately as per the standard recipe: 4.1.1.1 Adding fats and liquids to dry ingredients 4.1.1.1.1 Student correctly added fats and liquids to dry ingredients using reverse cream or pastry-blend method for shortening. 4.1.1.2   Chilling ingredients and work surfaces 4.1.1.2.1 Student ensured ingredients, equipment and worksurfaces were chilled before starting preparation. 4.1.1.2.2 After preparing the dough student chilled it in the fridge. 4.1.1.3   Cutting, shaping, and moulding 4.1.1.3.1 Student successfully cut, shaped and moulded dough as per standard recipe using equipment and tool listed in point 2.1.4 4.1.1.4   Kneading and handling 4.1.1.4.1 Student correctly and sufficiently kneaded and handled dough using: 4.1.1.4.1.1 ☐ Manual kneading method 4.1.1.4.1.2 ☐ Mechanical kneading method 4.1.1.5   Resting 4.1.1.5.1 Student rested the dough for 30-40 mins before moulding it. 4.1.1.6   Rolling 4.1.1.6.1 Student ensured that the dough was at room temperature before rolling, shaping, or portioning it. 4.1.1.7   Stirring and aerating to achieve the required consistency and texture 4.1.1.7.1 The student successfully combined ingredients by correctly stirring ingredients in a circular motion around a bowl with a silicone spatula. 4.1.1.7.2 Student whipped egg whites to stiff peaks incorporating air, successfully aerating it for a light, fluffy product. 4.1.1.8   Using the required amount of batter according to desired characteristics of finished products 4.1.1.8.1 The student used a specified amount of batter per standard recipe to produce the finished product. 4.1.1.9   Sifting dry ingredients 4.1.1.9.1 Student sifted flour before use, successfully aerating it for a lighter product. 4.1.1.10 Whisking, folding and spreading 4.1.1.10.1 Student correctly used the whisking method to mix egg and sugar to create a wet mixture. 4.1.1.10.2 Student correctly used the whisking method to aerate egg whites and cream. 4.1.1.10.3 Student correctly used the folding technique to gently combine two different mixtures of varying thickness and weight into one smooth mixture. 4.1.1.10.4 Student used a rubber spatula to demonstrate the correct cut-and-fold method to combine ingredients. 4.1.1.10.5 Student correctly used a palette knife to spread filling on the surface of the sponge cake. 4.1.2 Following the standard recipe and using the methods above student successfully produced the following cake/sponge: 4.1.2.1   Fat Based 4.1.2.1.1 ☐ Butter based 4.1.2.1.2 ☐ Oil-based 4.1.2.2   ☐ Foam based 4.1.2.3   ☐ Emulsified sponge 4.1.2.4   ☐ Egg-based foam 4.1.3 Student used the following filling when producing the above cakes or sponges: 4.1.3.1   ☐ Cream 4.1.3.2   ☐ Custard 4.1.3.3   ☐ Fresh Fruit 4.1.3.4   ☐ Jams 4.1.3.5   ☐ Mousse 4.1.3.6   ☐ Nuts 4.1.4 Student produced end product was checked based on the following: 4.1.4.1   Volume 4.1.4.1.1 Student-produced product of correct size. 4.1.4.2   Crust colour or appearance 4.1.4.2.1 Student-produced product had a nice golden crust. 4.1.4.3   Symmetry or shape 4.1.4.3.1 Student’s final product was symmetrical or even shaped, demonstrating good cutting, shaping, and moulding skills. 4.1.4.4   Overall appearance 4.1.4.4.1.1 Students’ final product looked neat with a good natural shine. 4.1.4.5   Crumb texture strength and colour 4.1.4.5.1 The crumb characteristics of student’s product matched correctly with the product type as required. 4.1.4.5.2 Students’ product had even, open crumbs with a light, airy texture as required. 4.1.4.5.3 The student’s product had evenly coloured crumbs and was not too dark as required. 4.1.4.6   Aroma 4.1.4.6.1 Student’s product had a nice, agreeable aroma. 4.1.4.7   Mouth feel or taste: Student’s product had the following required mouthfeel when eaten: 4.1.4.7.1 ☐ Chewy 4.1.4.7.2 ☐ Melt in the mouth 4.1.4.7.3 ☐ Sticky 4.1.4.7.4 ☐ Gummy 4.1.4.8   Moisture content 4.1.4.9   Students product was appropriately moist as per the standard recipe, not too dry or soggy.
		4.2 Made food quality adjustments within the scope of responsibility following standard recipe. 4.2.1 Student checked the dish’s taste before serving for a balance of basic tastes sweet, salty, bitter, sour, and umami. 4.2.2 Student checked the dish’s texture before serving it as per the standard recipe. 4.2.3 Student brought the dish’s taste, texture or temperature discrepancy to the trainer’s attention and made food quality adjustments accordingly. 4.2.4 Student successfully prepared and served a good quality dish with good taste, texture, and correct temperature.
		4.3 Bake cakes using the chosen baking conditions and required oven temperature. 4.3.1 Student followed baking conditions, baking time and temperature as per standard recipe. 4.3.2 Student successfully preheated oven for 15 minutes at the required baking temperature before putting in products. 4.3.3 The student used a thermometer to determine the product’s internal temperature to see if they were baked. 4.3.4 Student also correctly checked product doneness by inserting a clean skewer. 4.3.5 To avoid damage student waited until the product was completely cool before removing them from the tins. 4.3.6 Student demonstrated good numeracy skills to determine and use accurate cooking times and temperatures from standard recipes.
		4.4 Cool in the proper circumstances to maintain the best possible freshness and product qualities. 4.4.1 Once the product was out of the oven student successfully cooled the same using the following method: 4.4.1.1   Cooling Cakes, pastries, and bread in the refrigerator 4.4.1.2   Cooling Cakes, pastries, and bread on a Cooling Rack
	5. Decorate, present and store cakes	5.1 Utilise appropriate fillings, icings, and decorations following standard recipes to improve the look and flavour of cakes. 5.1.1 Student followed the standard recipe to decorate the following cake/ sponge successfully: 5.1.1.1   Fat-based 5.1.1.1.1 ☐ Butter base 5.1.1.1.2 ☐ Oil base 5.1.1.2   ☐ Foam based 5.1.1.3   ☐ Emulsified sponge 5.1.1.4   ☐ Egg-based foam 5.1.2 Student followed the standard recipe to use the following decoration when producing the cake/ sponge successfully. 5.1.2.1   ☐ Chocolate 5.1.2.2   ☐ Fresh, preserved, or crystallised fruits 5.1.2.3   ☐ Glazes and jellies 5.1.2.4   ☐ Icings 5.1.2.5   ☐ Sprinkled icing sugar 5.1.2.6   ☐ Whole or crushed nuts 5.1.3 Student successfully prepared and used pre-bake finishes and decorations as per standard recipe. 5.1.4 Student demonstrated good piping skills when decorating the final product.
		5.2 Before displaying visually assess cakes and make necessary presentational changes. 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 ensured the dish’s presentation was neat, simple, clean and attractive, with the product as the focal point on the plate. 5.2.5 Student checked that the service ware was clean and wiped the sides of the plate before serving. 5.2.6 The student brought any discrepancy in the dish’s presentation to the trainer’s attention and adjusted before serving. 5.2.7 Student prepared and served a well-presented dish that was attractive and had eye appeal.
		5.3 Use appropriate service ware to present cakes per organisational guidelines. 5.3.1 Student chose the correct and appropriate service ware for presenting the dish per standard recipe. 5.3.2 Student portioned food correctly as per the standard recipe. 5.3.3 Student checked service ware for cracks and chips before using. 5.3.4 Student checked the temperature service ware before plating, ensuring hot food was served on hot plates. 5.3.5 Student presented dishes attractively on correct service ware as per the standard recipe.
		5.4 To maintain the freshness and product qualities, display and store cakes and other reusable by-products in the proper settings. 5.4.1 Student stored cold dishes and perishables in refrigeration between 0-5°C, ensuring food safety and optimising their shelf life. 5.4.2 Student avoided exposing food products to the temperature danger zone of 5-60°C. 5.4.3 Students covered and labelled all food items while storing them to avoid cross-contamination, ensuring food safety and optimising shelf life.
		5.5 Followed organisational procedures, environmental considerations, and cost-reduction initiatives and cleaned the work area and disposed or stored surplus and reusable by-products 5.5.1 Student checked the time for all perishable food items in the temperature danger zone (5C – 60C) and discarded food items that had been out for more than 4 hours after bringing them to the trainer’s notice. 5.5.2 Student checked the time for all perishable food items in the temperature danger zone and only stored food items that had been out for less than 2 hours. 5.5.3 Student chilled all leftover food for storing as per food safety guidelines, i.e., cooled it to less than 21C within the first 2 hours and then further cooled it to less than 5C in four hours or less. 5.5.4 Student discarded food that did not meet the temperature guidelines after bringing them to the trainer’s notice. 5.5.5 Student correctly covered and labelled all food before storing, removing cross-contamination possibilities. 5.5.6 Student successfully used the wash, rinse, and sanitise steps to clean all equipment, appliances, and tools after use. 5.5.7 Student successfully used the wash, rinse, and sanitise steps to thoroughly clean stoves, grills, and bench tops. 5.5.8 After use, the student successfully scraped, hand-washed, sanitised, and air-dried knives, chopped boards and other small tools. 5.5.9 Student successfully used the wash, rinse, and sanitise steps to clean and sanitise the workstation and all surfaces on which food was prepared. 5.5.10 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. 5.5.11 Student worked with others to sweep, wash, and sanitise all floor areas at the end of service. 5.5.12 Student worked with others to empty, wash, sanitise, and air-dry all garbage bins at the end of service. 5.5.13 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 the dish 6.2 Student successfully prepared, plated, and presented the dish within commercial time constraints and deadlines. 6.3 Student successfully prepared, plated, and presented the dish following portion control procedures per the standard recipe. 6.4 Student successfully prepared, plated, and presented the dish using food safety practices when handling food.

		Activity 2: Produce pastry
	Additional scenario		You are working as a chef in charge at Feast of Flavour restaurant on Friday evening. A family comes in to the restaurant and places their orders with the wait staff. The wait staff has taken their order and informed you one dish is with special customer requests. The order includes the following details: They requested one Choux pastry (Chocolate Éclairs / Profiteroles) and wants it to be Gluten and nut free as he is allergic to it.
	Your task.		Purpose For this task, students must prepare, produce, decorate, and present 4 varied types of pastries 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 pastries 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 Pastries to be Produced: While producing the cakes students are required to produce, fill and decorate at least one pastry product from each of the following four categories: Students are also required to ensure the use of the least two of the following savoury fillings and at least two of the following sweet fillings when producing the above four pastries (across production of the four pastries): Savoury fillings: Sweet fillings: Decorations: Throughout this task, the following techniques, and conditions for producing for producing pastries products 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 1
Recipe 2
Recipe 3
Recipe 4

Template: Evidence of the finished dish

Recipe 1

Recipe 2

Recipe 3

Recipe 4

Performance criteria checklist for unit assessment task:
	Trainer/ Assessor to complete
	Trainer name: Date:
	Does the candidate meet the following criteria?
	Recipe 5 – Jam & Frangipane Tartlets		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 two 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 per the recipe card. 1.3.2 Student checked and selected fruits 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 1.3.2.6   mould 1.3.2.7   bad odour 1.3.2.8   soft or mushy spots 1.3.3 Student selected fruits of the optimum colour and size for their type. 1.3.4 Student checked all farinaceous foods, especially flour, for insects, dirt or debris, which can be a source of contamination. 1.3.5 Student checked and selected clean, undamaged, or uncracked eggs to avoid contamination. 1.3.6 The student selected medium-sized eggs 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 fruits. 2.1.2 The student selected the correct food preparation equipment as per the standard recipe – metal mixing bowl, electric mixer, round cutter. 2.1.3 Student selected the correct cooking equipment as per the standard recipe – oven tray, oven, tartlet cases. 2.1.4 Student selected, prepared and used appropriate tools and equipment to cut, shape and mould the pastry dough as per the recipe using: 2.1.4.1   ☐ Rolling pin 2.1.4.2   ☐ Cookie cutter 2.1.4.3   ☐ Croissant cutter 2.1.4.4   ☐ Dough divider 2.1.4.5   ☐ Cake tins 2.1.4.6   ☐ Pie Moulds 2.1.4.7   ☐ Silicone moulds 2.1.5 Student selected and prepared appropriate cake tins and moulds as per standard recipe.
		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 for assembling 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 the operating manual and operated equipment safely according to the 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 According to the recipe and the quantity of cakes, weighed and measured the wet and dry components. 3.2.1 The student used the calculations recorded in the provided template and measured and sorted ingredients per the recipe requirements. 3.2.2 Student weighed and sifted dry ingredients using a weighing scale and sieve per the standard recipe. 3.2.3 The student weighed all wet ingredients using a measuring jug per the standard recipe.
		3.3 Student weighed and measured the ingredients to prepare two portions of the standard recipe: 3.3.1 Checked the ingredients recorded in the template as per the 1.2 requirements and the recipe card 3.3.2 Made any adjustments in the ingredients requirements as per the recipe
		3.4 Diminished wastage to boost the profitability of food items prepared 3.4.1 Student ensured proper stock rotation by following FIFO for ingredients reducing food spoilage. 3.4.2 Student checked labels for ‘use by’ and ‘best before’ dates before using any ingredient, reducing food spoilage. 3.4.3 Student followed correct portion control as per standard recipe to reduce food waste. 3.4.4 Student correctly stored, handled, and prepared foodstuffs to reduce spoilage. 3.4.5 Student accurately measured and calculated all ingredients to reduce waste. 3.4.6 Student used resources efficiently in all food preparation areas, including only running appliances when necessary to reduce energy wastage.
	4. Cook cakes	4.1 For pastries use cooking techniques and sweet and savoury fillings to produce the desired product. 4.1.1 Student successfully prepared cake and fillings using the following preparation and cookery processes accurately as per the standard recipe: 4.1.1.1 Adding fats and liquids to dry ingredients 4.1.1.1.1 Student correctly added fats and liquids to dry ingredients using reverse cream or pastry-blend method for shortening. 4.1.1.2   Chilling ingredients and work surfaces 4.1.1.2.1 Student ensured ingredients, equipment and work surfaces were chilled before starting preparation. 4.1.1.2.2 After preparing the dough student chilled it in the fridge. 4.1.1.3   Cutting, shaping, and moulding 4.1.1.3.1 Student successfully cut, shaped and moulded dough as per standard recipe using equipment and tool listed in point 2.1.4 4.1.1.4   Kneading and handling 4.1.1.4.1 Student correctly and sufficiently kneaded and handled dough using: 4.1.1.4.1.1 ☐ Manual kneading method 4.1.1.4.1.2 ☐ Mechanical kneading method 4.1.1.5   Resting 4.1.1.5.1 Student rested the dough for 30-40 mins before moulding it. 4.1.1.6   Rolling 4.1.1.6.1 Student ensured that the dough was at room temperature before rolling, shaping, or portioning it. 4.1.1.7   Stirring and aerating to achieve the required consistency and texture 4.1.1.7.1 The student successfully combined ingredients by correctly stirring ingredients in a circular motion around a bowl with a silicone spatula. 4.1.1.7.2 Student whipped egg whites to stiff peaks incorporating air, successfully aerating it for a light, fluffy product. 4.1.1.8   Using the required amount of batter according to desired characteristics of finished products 4.1.1.8.1 The student used a specified amount of batter per standard recipe to produce the finished product. 4.1.1.9   Sifting dry ingredients 4.1.1.9.1 Student sifted flour before use, successfully aerating it for a lighter product. 4.1.1.10 Whisking, folding and spreading 4.1.1.10.1 Student correctly used the whisking method to mix egg and sugar to create a wet mixture. 4.1.1.10.2 Student correctly used the whisking method to aerate egg whites and cream. 4.1.1.10.3 Student correctly used the folding technique to gently combine two different mixtures of varying thickness and weight into one smooth mixture. 4.1.1.10.4 Student used a rubber spatula to demonstrate the correct cut-and-fold method to combine ingredients. 4.1.1.10.5 Student correctly used a palette knife to spread filling on the surface of the sponge cake. 4.1.2 Student followed the standard recipe to produce the following pastry successfully: 4.1.2.1   ☐ Short, sweet paste 4.1.2.2   ☐ Savoury paste 4.1.2.3   ☐ Choux paste 4.1.2.4   ☐ Puff paste 4.1.3 Student followed the standard recipe and successfully used the following savoury filling in the production of the above pastries: 4.1.3.1   ☐ Animal protein 4.1.3.2   ☐ Dairy 4.1.3.3   ☐ Vegetable 4.1.4 Student followed the standard recipe and successfully used the following sweet filling in the production of the above pastries: 4.1.4.1   ☐ Cheese 4.1.4.2   ☐ Chocolate 4.1.4.3   ☐ Cream 4.1.4.4   ☐ Custard 4.1.4.5   ☐ Fresh or crystallised fruit and fruit purees 4.1.4.6   ☐ Whole or crushed nuts 4.1.5 Student produced end product was checked based on the following: 4.1.5.1   Volume 4.1.5.1.1 Student-produced product of correct size. 4.1.5.2   Crust colour or appearance 4.1.5.2.1 Student-produced product had a nice golden crust. 4.1.5.3   Symmetry or shape 4.1.5.3.1 Student’s final product was symmetrical or even shaped, demonstrating good cutting, shaping, and moulding skills. 4.1.5.4   Overall appearance 4.1.5.4.1.1 Students’ final product looked neat with a good natural shine. 4.1.5.5   Crumb texture strength and colour 4.1.5.5.1 The crumb characteristics of student’s product matched correctly with the product type as required. 4.1.5.5.2 Students’ product had even, open crumbs with a light, airy texture as required. 4.1.5.5.3 The student’s product had evenly coloured crumbs and was not too dark as required. 4.1.5.6   Aroma 4.1.5.6.1 Student’s product had a nice, agreeable aroma. 4.1.5.7   Mouth feel or taste: Student’s product had the following required mouthfeel when eaten: 4.1.5.7.1 ☐ Chewy 4.1.5.7.2 ☐ Melt in the mouth 4.1.5.7.3 ☐ Sticky 4.1.5.7.4 ☐ Gummy 4.1.5.8   Moisture content 4.1.5.9   Student’s product was appropriately moist as per the standard recipe, not too dry or soggy.
		4.2 Made food quality adjustments within the scope of responsibility following standard recipe. 4.2.1 Student checked the dish’s taste before serving for a balance of basic tastes sweet, salty, bitter, sour, and umami. 4.2.2 Student checked the dish’s texture before serving it as per the standard recipe. 4.2.3 Student brought the dish’s taste, texture or temperature discrepancy to the trainer’s attention and made food quality adjustments accordingly. 4.2.4 Student successfully prepared and served a good quality dish with good taste, texture, and correct temperature.
		4.3 Bake pastries using the chosen baking conditions and required oven temperature. 4.3.1 Student followed baking conditions, baking time and temperature as per standard recipe. 4.3.2 Student successfully preheated oven for 15 minutes at the required baking temperature before putting in products. 4.3.3 The student used a thermometer to determine the product’s internal temperature to see if they were baked. 4.3.4 Student also correctly checked product doneness by inserting a clean skewer. 4.3.5 To avoid damage, student waited until the product was completely cool before removing them from the tins. 4.3.6 Student demonstrated good numeracy skills to determine and use accurate cooking times and temperatures from standard recipes.
		4.4 Cool in the proper circumstances to maintain the best possible freshness and product qualities. 4.4.1 Once the product was out of the oven student successfully cooled the same using the following method: 4.4.1.1   Cooling pastries in the refrigerator 4.4.1.2   Cooling pastries on a Cooling Rack
	5. Decorate, present and store cakes	5.1 Utilise appropriate fillings, icings, and decorations following standard recipes to improve the look and flavour of cakes, pastries, or bread. 5.1.1 Student followed the standard recipe to fill and decorate the following pastry successfully: 5.1.1.1   ☐ Short, sweet paste 5.1.1.2   ☐ Savoury paste 5.1.1.3   ☐ Choux paste 5.1.1.4   ☐ Puff paste 5.1.2 Student followed the standard recipe to use the following decorations when producing the above pastry successfully: 5.1.2.1   ☐ Fresh, preserved, or crystallised fruits 5.1.2.2   ☐ Glazes 5.1.2.3   ☐ Icings 5.1.2.4   ☐ Jellies 5.1.2.5   ☐ Sprinkled icing sugar 5.1.2.6   ☐ Meringue 5.1.2.7   ☐ Whole or crushed nuts 5.1.3 Student successfully prepared and used pre-bake finishes and decorations as per standard recipe. 5.1.4 Student demonstrated good piping skills when decorating the final product.
		5.2 Before displaying visually assess pastries and make necessary presentational changes. 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 ensured the dish’s presentation was neat, simple, clean and attractive, with the product as the focal point on the plate. 5.2.5 Student checked that the service ware was clean and wiped the sides of the plate before serving. 5.2.6 The student brought any discrepancy in the dish’s presentation to the trainer’s attention and adjusted before serving. 5.2.7 Student prepared and served a well-presented dish that was attractive and had eye appeal.
		5.3 Use appropriate service ware to present pastries attractively per organisational guidelines. 5.3.1 Student chose the correct and appropriate service ware for presenting the dish per standard recipe. 5.3.2 Student portioned food correctly as per the standard recipe. 5.3.3 Student checked service ware for cracks and chips before using. 5.3.4 Student checked the temperature service ware before plating, ensuring hot food was served on hot plates. 5.3.5 Student presented dishes attractively on correct service ware as per the standard recipe.
		5.4 To maintain the freshness and product qualities, display and store pastries and other reusable by-products in the proper settings. 5.4.1 Student stored prepared food in hot holding alto shams or bain-marie above 60 C till served to ensure food safety and optimise its shelf life. 5.4.2 Student stored cold dishes and perishables in refrigeration between 0-5°C, ensuring food safety and optimising their shelf life. 5.4.3 Student avoided exposing food products to the temperature danger zone of 5-60°C. 5.4.4 Students covered and labelled all food items while storing to avoid cross-contamination, ensuring food safety and optimising shelf life.
		5.5 Followed organisational procedures, environmental considerations, and cost-reduction initiatives and cleaned the work area and disposed or stored surplus and reusable by-products 5.5.1 Student checked the time for all perishable food items in the temperature danger zone (5C – 60C) and discarded food items that had been out for more than 4 hours after bringing them to the trainer’s notice. 5.5.2 Student checked the time for all perishable food items in the temperature danger zone and only stored food items that had been out for less than 2 hours. 5.5.3 Student chilled all leftover food for storing as per food safety guidelines, i.e., cooled it to less than 21C within the first 2 hours and then further cooled it to less than 5C in four hours or less. 5.5.4 Student discarded food that did not meet the temperature guidelines after bringing them to the trainer’s notice. 5.5.5 Student correctly covered and labelled all food before storing, removing cross-contamination possibilities. 5.5.6 Student successfully used the wash, rinse, and sanitise steps to clean all equipment, appliances, and tools after use. 5.5.7 Student successfully used the wash, rinse, and sanitise steps to thoroughly clean stoves, grills, and bench tops. 5.5.8 After use, the student successfully scraped, hand-washed, sanitised, and air-dried knives, chopped boards and other small tools. 5.5.9 Student successfully used the wash, rinse, and sanitise steps to clean and sanitise the workstation and all surfaces on which food was prepared. 5.5.10 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. 5.5.11 Student worked with others to sweep, wash, and sanitise all floor areas at the end of service. 5.5.12 Student worked with others to empty, wash, sanitise, and air-dry all garbage bins at the end of service. 5.5.13 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 the dish 6.2 Student successfully prepared, plated, and presented the dish within commercial time constraints and deadlines. 6.3 Student successfully prepared, plated, and presented the dish following portion control procedures per the standard recipe. 6.4 Student successfully prepared, plated, and presented 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 6 – Chocolate Éclairs/Profiteroles		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 two 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 per the recipe card. 1.3.2 Student checked all farinaceous foods, especially flour, for insects, dirt or debris, which can be a source of contamination. 1.3.3 Student checked and selected clean, undamaged, or uncracked eggs to avoid contamination. 1.3.4 The student selected medium-sized eggs 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 The student selected the correct food preparation equipment as per the standard recipe – saucepan, wooden spatula, piping bag and nozzle. 2.1.2 Student selected the correct cooking equipment as per the standard recipe – oven tray, oven. 2.1.3 Student selected, prepared and used appropriate tools and equipment to cut, shape and mould the pastry dough as per the recipe using: 2.1.3.1   ☐ Rolling pin 2.1.3.2   ☐ Cookie cutter 2.1.3.3   ☐ Croissant cutter 2.1.3.4   ☐ Dough divider 2.1.3.5   ☐ Cake tins 2.1.3.6   ☐ Pie Moulds 2.1.3.7   ☐ Silicone moulds 2.1.4 Student selected and prepared appropriate cake tins and moulds as per standard recipe.
		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 for assembling 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 the operating manual and operated equipment safely according to the 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 According to the recipe and the quantity of cakes, weighed and measured the wet and dry components. 3.2.1 The student used the calculations recorded in the provided template and measured and sorted ingredients per the recipe requirements. 3.2.2 Student weighed and sifted dry ingredients using a weighing scale and sieve per the standard recipe. 3.2.3 The student weighed all wet ingredients using a measuring jug per the standard recipe.
		3.3 Student weighed and measured the ingredients to prepare two portions of the standard recipe: 3.3.1 Checked the ingredients recorded in the template as per the 1.2 requirements and the recipe card 3.3.2 Made any adjustments in the ingredients requirements as per the recipe
		3.4 Diminished wastage to boost the profitability of food items prepared 3.4.1 Student ensured proper stock rotation by following FIFO for ingredients reducing food spoilage. 3.4.2 Student checked labels for ‘use by’ and ‘best before’ dates before using any ingredient, reducing food spoilage. 3.4.3 Student followed correct portion control as per standard recipe to reduce food waste. 3.4.4 Student correctly stored, handled, and prepared foodstuffs to reduce spoilage. 3.4.5 Student accurately measured and calculated all ingredients to reduce waste. 3.4.6 Student used resources efficiently in all food preparation areas, including only running appliances when necessary to reduce energy wastage.
	4. Cook cakes	4.1 For pastries use cooking techniques and sweet and savoury fillings to produce the desired product. 4.1.1 Student successfully prepared cake and fillings using the following preparation and cookery processes accurately as per the standard recipe: 4.1.1.1 Adding fats and liquids to dry ingredients 4.1.1.1.1 Student correctly added fats and liquids to dry ingredients using reverse cream or pastry-blend method for shortening. 4.1.1.2   Chilling ingredients and work surfaces 4.1.1.2.1 Student ensured ingredients, equipment and worksurfaces were chilled before starting preparation. 4.1.1.2.2 After preparing the dough student chilled it in the fridge. 4.1.1.3   Cutting, shaping, and moulding 4.1.1.3.1 Student successfully cut, shaped and moulded dough as per standard recipe using equipment and tool listed in point 2.1.4 4.1.1.4   Kneading and handling 4.1.1.4.1 Student correctly and sufficiently kneaded and handled dough using: 4.1.1.4.1.1 ☐ Manual kneading method 4.1.1.4.1.2 ☐ Mechanical kneading method 4.1.1.5   Resting 4.1.1.5.1 Student rested the dough for 30-40 mins before moulding it. 4.1.1.6   Rolling 4.1.1.6.1 Student ensured that the dough was at room temperature before rolling, shaping, or portioning it. 4.1.1.7   Stirring and aerating to achieve the required consistency and texture 4.1.1.7.1 The student successfully combined ingredients by correctly stirring ingredients in a circular motion around a bowl with a silicone spatula. 4.1.1.7.2 Student whipped egg whites to stiff peaks incorporating air, successfully aerating it for a light, fluffy product. 4.1.1.8   Using the required amount of batter according to desired characteristics of finished products 4.1.1.8.1 The student used a specified amount of batter per standard recipe to produce the finished product. 4.1.1.9   Sifting dry ingredients 4.1.1.9.1 Student sifted flour before use, successfully aerating it for a lighter product. 4.1.1.10 Whisking, folding and spreading 4.1.1.10.1 Student correctly used the whisking method to mix egg and sugar to create a wet mixture. 4.1.1.10.2 Student correctly used the whisking method to aerate egg whites and cream. 4.1.1.10.3 Student correctly used the folding technique to gently combine two different mixtures of varying thickness and weight into one smooth mixture. 4.1.1.10.4 Student used a rubber spatula to demonstrate the correct cut-and-fold method to combine ingredients. 4.1.1.10.5 Student correctly used a palette knife to spread filling on the surface of the sponge cake. 4.1.2 Student followed the standard recipe to produce the following pastry successfully: 4.1.2.1   ☐ Short, sweet paste 4.1.2.2   ☐ Savoury paste 4.1.2.3   ☐ Choux paste 4.1.2.4   ☐ Puff paste 4.1.3 Student followed the standard recipe and successfully used the following savoury filling in the production of the above pastries: 4.1.3.1   ☐ Animal protein 4.1.3.2   ☐ Dairy 4.1.3.3   ☐ Vegetable 4.1.4 Student followed the standard recipe and successfully used the following sweet filling in the production of the above pastries: 4.1.4.1   ☐ Cheese 4.1.4.2   ☐ Chocolate 4.1.4.3   ☐ Cream 4.1.4.4   ☐ Custard 4.1.4.5   ☐ Fresh or crystallised fruit and fruit purees 4.1.4.6   ☐ Whole or crushed nuts 4.1.5 Student produced end product was checked based on the following: 4.1.5.1   Volume 4.1.5.1.1 Student-produced product of correct size. 4.1.5.2   Crust colour or appearance 4.1.5.2.1 Student-produced product had a nice golden crust. 4.1.5.3   Symmetry or shape 4.1.5.3.1 Student’s final product was symmetrical or even shaped, demonstrating good cutting, shaping, and moulding skills. 4.1.5.4   Overall appearance 4.1.5.4.1.1 Students’ final product looked neat with a good natural shine. 4.1.5.5   Crumb texture strength and colour 4.1.5.5.1 The crumb characteristics of student’s product matched correctly with the product type as required. 4.1.5.5.2 Students’ product had even, open crumbs with a light, airy texture as required. 4.1.5.5.3 The student’s product had evenly coloured crumbs and was not too dark as required. 4.1.5.6   Aroma 4.1.5.6.1 Student’s product had a nice, agreeable aroma. 4.1.5.7   Mouth feel or taste: Student’s product had the following required mouthfeel when eaten: 4.1.5.7.1 ☐ Chewy 4.1.5.7.2 ☐ Melt in the mouth 4.1.5.7.3 ☐ Sticky 4.1.5.7.4 ☐ Gummy 4.1.5.8   Moisture content 4.1.5.9   Student’s product was appropriately moist as per the standard recipe, not too dry or soggy.
		4.2 Made food quality adjustments within the scope of responsibility following standard recipe. 4.2.1 Student checked the dish’s taste before serving for a balance of basic tastes sweet, salty, bitter, sour, and umami. 4.2.2 Student checked the dish’s texture before serving it as per the standard recipe. 4.2.3 Student brought the dish’s taste, texture or temperature discrepancy to the trainer’s attention and made food quality adjustments accordingly. 4.2.4 Student successfully prepared and served a good quality dish with good taste, texture, and correct temperature.
		4.3 Bake pastries using the chosen baking conditions and required oven temperature. 4.3.1 Student followed baking conditions, baking time and temperature as per standard recipe. 4.3.2 Student successfully preheated oven for 15 minutes at the required baking temperature before putting in products. 4.3.3 The student used a thermometer to determine the product’s internal temperature to see if they were baked. 4.3.4 Student also correctly checked product doneness by inserting a clean skewer. 4.3.5 To avoid damage, student waited until the product was completely cool before removing them from the tins. 4.3.6 Student demonstrated good numeracy skills to determine and use accurate cooking times and temperatures from standard recipes.
		4.4 Cool in the proper circumstances to maintain the best possible freshness and product qualities. 4.4.1 Once the product was out of the oven student successfully cooled the same using the following method: 4.4.1.1   Cooling pastries in the refrigerator 4.4.1.2   Cooling pastries on a Cooling Rack
	5. Decorate, present and store cakes	5.1 Utilise appropriate fillings, icings, and decorations following standard recipes to improve the look and flavour of cakes, pastries, or bread. 5.1.1 Student followed the standard recipe to fill and decorate the following pastry successfully: 5.1.1.1   ☐ Short, sweet paste 5.1.1.2   ☐ Savoury paste 5.1.1.3   ☐ Choux paste 5.1.1.4   ☐ Puff paste 5.1.2 Student followed the standard recipe to use the following decorations when producing the above pastry successfully: 5.1.2.1   ☐ Fresh, preserved, or crystallised fruits 5.1.2.2   ☐ Glazes 5.1.2.3   ☐ Icings 5.1.2.4   ☐ Jellies 5.1.2.5   ☐ Sprinkled icing sugar 5.1.2.6   ☐ Meringue 5.1.2.7   ☐ Whole or crushed nuts 5.1.3 Student successfully prepared and used pre-bake finishes and decorations as per standard recipe. 5.1.4 Student demonstrated good piping skills when decorating the final product.
		5.2 Before displaying visually assess pastries and make necessary presentational changes. 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 ensured the dish’s presentation was neat, simple, clean and attractive, with the product as the focal point on the plate. 5.2.5 Student checked that the service ware was clean and wiped the sides of the plate before serving. 5.2.6 The student brought any discrepancy in the dish’s presentation to the trainer’s attention and adjusted before serving. 5.2.7 Student prepared and served a well-presented dish that was attractive and had eye appeal.
		5.3 Use appropriate service ware to present pastries attractively per organisational guidelines. 5.3.1 Student chose the correct and appropriate service ware for presenting the dish per standard recipe. 5.3.2 Student portioned food correctly as per the standard recipe. 5.3.3 Student checked service ware for cracks and chips before using. 5.3.4 Student checked the temperature service ware before plating, ensuring hot food was served on hot plates. 5.3.5 Student presented dishes attractively on correct service ware as per the standard recipe.
		5.4 To maintain the freshness and product qualities, display and store pastries and other reusable by-products in the proper settings. 5.4.1 Student stored prepared food in hot holding alto shams or bain-marie above 60 C till served to ensure food safety and optimise its shelf life. 5.4.2 Student stored cold dishes and perishables in refrigeration between 0-5°C, ensuring food safety and optimising their shelf life. 5.4.3 Student avoided exposing food products to the temperature danger zone of 5-60°C. 5.4.4 Students covered and labelled all food items while storing to avoid cross-contamination, ensuring food safety and optimising shelf life.
		5.5 Followed organisational procedures, environmental considerations, and cost-reduction initiatives and cleaned the work area and disposed or stored surplus and reusable by-products 5.5.1 Student checked the time for all perishable food items in the temperature danger zone (5C – 60C) and discarded food items that had been out for more than 4 hours after bringing them to the trainer’s notice. 5.5.2 Student checked the time for all perishable food items in the temperature danger zone and only stored food items that had been out for less than 2 hours. 5.5.3 Student chilled all leftover food for storing as per food safety guidelines, i.e., cooled it to less than 21C within the first 2 hours and then further cooled it to less than 5C in four hours or less. 5.5.4 Student discarded food that did not meet the temperature guidelines after bringing them to the trainer’s notice. 5.5.5 Student correctly covered and labelled all food before storing, removing cross-contamination possibilities. 5.5.6 Student successfully used the wash, rinse, and sanitise steps to clean all equipment, appliances, and tools after use. 5.5.7 Student successfully used the wash, rinse, and sanitise steps to thoroughly clean stoves, grills, and bench tops. 5.5.8 After use, the student successfully scraped, hand-washed, sanitised, and air-dried knives, chopped boards and other small tools. 5.5.9 Student successfully used the wash, rinse, and sanitise steps to clean and sanitise the workstation and all surfaces on which food was prepared. 5.5.10 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. 5.5.11 Student worked with others to sweep, wash, and sanitise all floor areas at the end of service. 5.5.12 Student worked with others to empty, wash, sanitise, and air-dry all garbage bins at the end of service. 5.5.13 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 the dish 6.2 Student successfully prepared, plated and presented the dish within commercial time constraints and deadlines. 6.3 Student successfully prepared, plated and presented the dish following portion control procedures per the standard recipe. 6.4 Student successfully prepared, plated and presented the dish using food safety practices when handling food. 6.5 Student successfully responded to 1 special customer request by modifying the standard recipe to prepare the dish per the customer’s dietary needs.

Performance criteria checklist for unit assessment task:
	Trainer/ Assessor to complete
	Trainer name: Date:
	Does the candidate meet the following criteria?
	Recipe 7 – Danish Pastries		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 two 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 per the recipe card. 1.3.2 Student checked all farinaceous foods, especially flour, for insects, dirt or debris, which can be a source of contamination. 1.3.3 Student checked and selected clean, undamaged, or uncracked eggs to avoid contamination. 1.3.4 The student selected medium-sized eggs 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 The student selected the correct food preparation equipment as per the standard recipe – metal mixing bowl 2.1.2 Student selected the correct cooking equipment as per the standard recipe – oven tray, oven. 2.1.3 Student selected, prepared and used appropriate tools and equipment to cut, shape and mould the pastry dough as per the recipe using: 2.1.3.1   ☐ Rolling pin 2.1.3.2   ☐ Cookie cutter 2.1.3.3   ☐ Croissant cutter 2.1.3.4   ☐ Dough divider 2.1.3.5   ☐ Cake tins 2.1.3.6   ☐ Pie Moulds 2.1.3.7   ☐ Silicone moulds
		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 for assembling 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 the operating manual and operated equipment safely according to the 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 According to the recipe and the quantity of pastries, weighed and measured the wet and dry components. 3.2.1 The student used the calculations recorded in the provided template and measured and sorted ingredients per the recipe requirements. 3.2.2 Student weighed and sifted dry ingredients using a weighing scale and sieve per the standard recipe. 3.2.3 The student weighed all wet ingredients using a measuring jug per the standard recipe. 3.2.4 Student weighed and measured the ingredients to prepare two portions of the standard recipe.
		3.3 Prepared yeast-based dough as directed by the standard recipe, ensuring the proper consistency and shape. 3.3.1 Student successfully prepared yeast dough as per standard recipe using: 3.3.1.1   ☐ Compressed fresh yeast 3.3.1.2   ☐ Active dry yeast 3.3.1.3   ☐ Instant yeast 3.3.2 Student prepared yeast-based dough to correct shape and consistency as per standard recipe.
		3.4 Diminished wastage to boost the profitability of food items prepared 3.4.1 Student ensured proper stock rotation by following FIFO for ingredients reducing food spoilage. 3.4.2 Student checked labels for ‘use by’ and ‘best before’ dates before using any ingredient, reducing food spoilage. 3.4.3 Student followed correct portion control as per standard recipe to reduce food waste. 3.4.4 Student correctly stored, handled, and prepared foodstuffs to reduce spoilage. 3.4.5 Student accurately measured and calculated all ingredients to reduce waste. 3.4.6 Student used resources efficiently in all food preparation areas, including only running appliances when necessary to reduce energy wastage.
	4. Cook cakes	4.1 For pastries use cooking techniques and sweet and savoury fillings to produce the desired product. 4.1.1 Student successfully prepared cake and fillings using the following preparation and cookery processes accurately as per the standard recipe: 4.1.1.1 Adding fats and liquids to dry ingredients 4.1.1.1.1 Student correctly added fats and liquids to dry ingredients using reverse cream or pastry-blend method for shortening. 4.1.1.2   Chilling ingredients and work surfaces 4.1.1.2.1 Student ensured ingredients, equipment and worksurfaces were chilled before starting preparation. 4.1.1.2.2 After preparing the dough student chilled it in the fridge. 4.1.1.3   Cutting, shaping, and moulding 4.1.1.3.1 Student successfully cut, shaped and moulded dough as per standard recipe using equipment and tool listed in point 2.1.4 4.1.1.4   Kneading and handling 4.1.1.4.1 Student correctly and sufficiently kneaded and handled dough using: 4.1.1.4.1.1 ☐ Manual kneading method 4.1.1.4.1.2 ☐ Mechanical kneading method 4.1.1.5   Resting 4.1.1.5.1 Student rested the dough for 30-40 mins before moulding it. 4.1.1.6   Rolling 4.1.1.6.1 Student ensured that the dough was at room temperature before rolling, shaping, or portioning it. 4.1.1.7   Stirring and aerating to achieve the required consistency and texture 4.1.1.7.1 The student successfully combined ingredients by correctly stirring ingredients in a circular motion around a bowl with a silicone spatula. 4.1.1.7.2 Student whipped egg whites to stiff peaks incorporating air, successfully aerating it for a light, fluffy product. 4.1.1.8   Using the required amount of batter according to desired characteristics of finished products 4.1.1.8.1 The student used a specified amount of batter per standard recipe to produce the finished product. 4.1.1.9   Sifting dry ingredients 4.1.1.9.1 Student sifted flour before use, successfully aerating it for a lighter product. 4.1.1.10 Whisking, folding and spreading 4.1.1.10.1 Student correctly used the whisking method to mix egg and sugar to create a wet mixture. 4.1.1.10.2 Student correctly used the whisking method to aerate egg whites and cream. 4.1.1.10.3 Student correctly used the folding technique to gently combine two different mixtures of varying thickness and weight into one smooth mixture. 4.1.1.10.4 Student used a rubber spatula to demonstrate the correct cut-and-fold method to combine ingredients. 4.1.2 Student followed the standard recipe to produce the following pastry successfully: 4.1.2.1   ☐ Short, sweet paste 4.1.2.2   ☐ Savoury paste 4.1.2.3   ☐ Choux paste 4.1.2.4   ☐ Puff paste 4.1.3 Student followed the standard recipe and successfully used the following savoury filling in the production of the above pastries: 4.1.3.1   ☐ Animal protein 4.1.3.2   ☐ Dairy 4.1.3.3   ☐ Vegetable 4.1.4 Student followed the standard recipe and successfully used the following sweet filling in the production of the above pastries: 4.1.4.1   ☐ Cheese 4.1.4.2   ☐ Chocolate 4.1.4.3   ☐ Cream 4.1.4.4   ☐ Custard 4.1.4.5   ☐ Fresh or crystallised fruit and fruit purees 4.1.4.6   ☐ Whole or crushed nuts 4.1.5 Student followed standard recipes to successfully produced the following type of bread: 4.1.5.1   ☐ Bread rolls or baguettes using basic dough 4.1.5.2   ☐ Brioche 4.1.5.3   ☐ Focaccia 4.1.5.4   ☐ Flatbread 4.1.5.5   ☐ Sourdough 4.1.6 Student produced end product was checked based on the following: 4.1.6.1   Volume 4.1.6.1.1 Student-produced product of correct size. 4.1.6.2   Crust colour or appearance 4.1.6.2.1  Student-produced product had a nice golden crust. 4.1.6.3   Symmetry or shape 4.1.6.3.1 Student’s final product was symmetrical or even shaped, demonstrating good cutting, shaping, and moulding skills. 4.1.6.4   Overall appearance 4.1.6.4.1.1 Student’s final product looked neat with a good natural shine. 4.1.6.5   Crumb texture strength and colour 4.1.6.5.1 The crumb characteristics of student’s product matched correctly with the product type as required. 4.1.6.5.2 Student’s product had even, open crumbs with a light, airy texture as required. 4.1.6.5.3 The student’s product had evenly coloured crumbs and was not too dark as required. 4.1.6.6   Aroma 4.1.6.6.1 Student’s product had a nice, agreeable aroma. 4.1.6.7   Mouth feel or taste: Student’s product had the following required mouthfeel when eaten: 4.1.6.7.1 ☐ Chewy 4.1.6.7.2 ☐ Melt in the mouth 4.1.6.7.3 ☐ Sticky 4.1.6.7.4 ☐ Gummy 4.1.6.8   Moisture content 4.1.6.9   Student’s product was appropriately moist as per the standard recipe, not too dry or soggy.
		4.2 Made food quality adjustments within the scope of responsibility following standard recipe. 4.2.1 Student checked the dish’s taste before serving for a balance of basic tastes sweet, salty, bitter, sour, and umami. 4.2.2 Student checked the dish’s texture before serving it as per the standard recipe. 4.2.3 Student brought the dish’s taste, texture or temperature discrepancy to the trainer’s attention and made food quality adjustments accordingly. 4.2.4 Student successfully prepared and served a good quality dish with good taste, texture, and correct temperature.
		4.3 Bake pastries using the chosen baking conditions and required oven temperature. 4.3.1 Student followed baking conditions, baking time and temperature as per standard recipe. 4.3.2 Student successfully preheated oven for 15 minutes at the required baking temperature before putting in products. 4.3.3 The student used a thermometer to determine the product’s internal temperature to see if they were baked. 4.3.4 Student also correctly checked product doneness by inserting a clean skewer. 4.3.5 To avoid damage, student waited until the product was completely cool before removing them from the tins. 4.3.6 Student demonstrated good numeracy skills to determine and use accurate cooking times and temperatures from standard recipes.
		4.4 Cool in the proper circumstances to maintain the best possible freshness and product qualities. 4.4.1 Once the product was out of the oven student successfully cooled the same using the following method: 4.4.1.1   Cooling pastries in the refrigerator 4.4.1.2   Cooling pastries on a Cooling Rack
	5. Decorate, present and store cakes	5.1 Utilise appropriate fillings, icings, and decorations following standard recipes to improve the look and flavour of cakes, pastries, or bread. 5.1.1 Student followed the standard recipe to fill and decorate the following pastry successfully: 5.1.1.1   ☐ Short, sweet paste 5.1.1.2   ☐ Savoury paste 5.1.1.3   ☐ Choux paste 5.1.1.4   ☐ Puff paste 5.1.2 Student followed the standard recipe to use the following decorations when producing the above pastry successfully: 5.1.2.1   ☐ Fresh, preserved, or crystallised fruits 5.1.2.2   ☐ Glazes 5.1.2.3   ☐ Icings 5.1.2.4   ☐ Jellies 5.1.2.5   ☐ Sprinkled icing sugar 5.1.2.6   ☐ Meringue 5.1.2.7   ☐ Whole or crushed nuts 5.1.3 Student successfully prepared and used pre-bake finishes and decorations as per standard recipe. 5.1.4 Student demonstrated good piping skills when decorating the final product.
		5.2 Before displaying visually assess pastries and make necessary presentational changes. 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 ensured the dish’s presentation was neat, simple, clean and attractive, with the product as the focal point on the plate. 5.2.5 Student checked that the service ware was clean and wiped the sides of the plate before serving. 5.2.6 The student brought any discrepancy in the dish’s presentation to the trainer’s attention and adjusted before serving. 5.2.7 Student prepared and served a well-presented dish that was attractive and had eye appeal.
		5.3 Use appropriate service ware to present pastries attractively per organisational guidelines. 5.3.1 Student chose the correct and appropriate service ware for presenting the dish per standard recipe. 5.3.2 Student portioned food correctly as per the standard recipe. 5.3.3 Student checked service ware for cracks and chips before using. 5.3.4 Student checked the temperature service ware before plating, ensuring hot food was served on hot plates. 5.3.5 Student presented dishes attractively on correct service ware as per the standard recipe.
		5.4 To maintain the freshness and product qualities, display and store pastries and other reusable by-products in the proper settings. 5.4.1 Student stored prepared food in hot holding alto shams or bain-marie above 60 C till served to ensure food safety and optimise its shelf life. 5.4.2 Student stored cold dishes and perishables in refrigeration between 0-5°C, ensuring food safety and optimising their shelf life. 5.4.3 Student avoided exposing food products to the temperature danger zone of 5-60°C. 5.4.4 Students covered and labelled all food items while storing to avoid cross-contamination, ensuring food safety and optimising shelf life.
		5.5 Followed organisational procedures, environmental considerations, and cost-reduction initiatives and cleaned the work area and disposed or stored surplus and reusable by-products 5.5.1 Student checked the time for all perishable food items in the temperature danger zone (5C – 60C) and discarded food items that had been out for more than 4 hours after bringing them to the trainer’s notice. 5.5.2 Student checked the time for all perishable food items in the temperature danger zone and only stored food items that had been out for less than 2 hours. 5.5.3 Student chilled all leftover food for storing as per food safety guidelines, i.e., cooled it to less than 21C within the first 2 hours and then further cooled it to less than 5C in four hours or less. 5.5.4 Student discarded food that did not meet the temperature guidelines after bringing them to the trainer’s notice. 5.5.5 Student correctly covered and labelled all food before storing, removing cross-contamination possibilities. 5.5.6 Student successfully used the wash, rinse, and sanitise steps to clean all equipment, appliances, and tools after use. 5.5.7 Student successfully used the wash, rinse, and sanitise steps to thoroughly clean stoves, grills, and bench tops. 5.5.8 After use, the student successfully scraped, hand-washed, sanitised, and air-dried knives, chopped boards and other small tools. 5.5.9 Student successfully used the wash, rinse, and sanitise steps to clean and sanitise the workstation and all surfaces on which food was prepared. 5.5.10 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. 5.5.11 Student worked with others to sweep, wash, and sanitise all floor areas at the end of service. 5.5.12 Student worked with others to empty, wash, sanitise, and air-dry all garbage bins at the end of service. 5.5.13 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 the dish 6.2 Student successfully prepared, plated and presented the dish within commercial time constraints and deadlines. 6.3 Student successfully prepared, plated and presented the dish following portion control procedures per the standard recipe. 6.4 Student successfully prepared, plated and presented 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 8 – Quiche Lorraine		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 two 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 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 1.3.2.6   mould 1.3.2.7   bad odour 1.3.2.8   soft or mushy spots 1.3.3 Student checked all farinaceous foods, especially flour, for insects, dirt or debris, which can be a source of contamination. 1.3.4 Student checked and selected clean, undamaged, or uncracked eggs to avoid contamination. 1.3.5 The student selected medium-sized eggs with uniform colour, regular shape with long oval shell, one end blunt and another flat. 1.3.6 Student checked the best before the date and selected eggs that did not exceed 28 days from when the egg was laid. 1.3.7 Student successfully located and read food product date codes and rotation labels. 1.3.8 Student selected the older stock when selecting ingredients per the FIFO stock rotation system. 1.3.9 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 vegetables. 2.1.2 The student selected the correct food preparation equipment as per the standard recipe – metal mixing bowl,  pie plate. 2.1.3 Student selected the correct cooking equipment as per the standard recipe – oven tray, oven. 2.1.4 Student selected, prepared and used appropriate tools and equipment to cut, shape and mould the pastry dough as per the recipe using: 2.1.3.1   ☐ Rolling pin 2.1.3.2   ☐ Cookie cutter 2.1.3.3   ☐ Croissant cutter 2.1.3.4   ☐ Dough divider 2.1.3.5   ☐ Cake tins 2.1.3.6   ☐ Pie Moulds 2.1.3.7   ☐ Silicone moulds 2.1.5 Student selected and prepared appropriate baking tins and moulds as per standard recipe.
		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 for assembling 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 the operating manual and operated equipment safely according to the 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 According to the recipe and the quantity of pastries needed, weighed and measured the wet and dry components. 3.2.1 The student used the calculations recorded in the provided template and measured and sorted ingredients per the recipe requirements. 3.2.2 Student weighed and sifted dry ingredients using a weighing scale and sieve per the standard recipe. 3.2.3 The student weighed all wet ingredients using a measuring jug per the standard recipe.
		3.3 Student weighed and measured the ingredients to prepare two portions of the standard recipe: 3.3.1 Checked the ingredients recorded in the template as per the 1.2 requirements and the recipe card 3.3.2 Made any adjustments in the ingredients requirements as per the recipe
		3.4 Diminished wastage to boost the profitability of food items prepared 3.4.1 Student ensured proper stock rotation by following FIFO for ingredients reducing food spoilage. 3.4.2 Student checked labels for ‘use by’ and ‘best before’ dates before using any ingredient, reducing food spoilage. 3.4.3 Student followed correct portion control as per standard recipe to reduce food waste. 3.4.4 Student correctly stored, handled, and prepared foodstuffs to reduce spoilage. 3.4.5 Student accurately measured and calculated all ingredients to reduce waste. 3.4.6 Student used resources efficiently in all food preparation areas, including only running appliances when necessary to reduce energy wastage.
	4. Cook cakes	4.1 For pastries use cooking techniques and sweet and savoury fillings to produce the desired product. 4.1.1 Student successfully prepared pastry and fillings using the following preparation and cookery processes accurately as per the standard recipe: 4.1.1.1   Adding fats and liquids to dry ingredients 4.1.1.1.1 Student correctly added fats and liquids to dry ingredients using reverse cream or pastry-blend method for shortening. 4.1.1.2   Chilling ingredients and work surfaces 4.1.1.2.1 Student ensured ingredients, equipment and worksurfaces were chilled before starting preparation. 4.1.1.2.2 After preparing the dough student chilled it in the fridge. 4.1.1.3   Cutting, shaping, and moulding 4.1.1.3.1 Student successfully cut, shaped and moulded dough as per standard recipe using equipment and tool listed in point 2.1.4 4.1.1.4   Kneading and handling 4.1.1.4.1 Student correctly and sufficiently kneaded and handled dough using: 4.1.1.4.1.1 ☐ Manual kneading method 4.1.1.4.1.2 ☐ Mechanical kneading method 4.1.1.5   Resting 4.1.1.5.1 Student rested the dough for 30-40 mins before moulding it. 4.1.1.6   Rolling 4.1.1.6.1 Student ensured that the dough was at room temperature before rolling, shaping, or portioning it. 4.1.1.7   Stirring and aerating to achieve the required consistency and texture 4.1.1.7.1 The student successfully combined ingredients by correctly stirring ingredients in a circular motion around a bowl with a silicone spatula. 4.1.1.7.2 Student whipped egg whites to stiff peaks incorporating air, successfully aerating it for a light, fluffy product. 4.1.1.8   Using the required amount of batter according to desired characteristics of finished products 4.1.1.8.1 The student used a specified amount of batter per standard recipe to produce the finished product. 4.1.1.9   Sifting dry ingredients 4.1.1.9.1 Student sifted flour before use, successfully aerating it for a lighter product. 4.1.1.10 Whisking, folding and spreading 4.1.1.10.1 Student correctly used the whisking method to mix egg and sugar to create a wet mixture. 4.1.1.10.2 Student correctly used the whisking method to aerate egg whites and cream. 4.1.1.10.3 Student correctly used the folding technique to gently combine two different mixtures of varying thickness and weight into one smooth mixture. 4.1.1.10.4 The student used a rubber spatula to demonstrate the correct cut-and-fold method to combine ingredients. 4.1.2 Student followed the standard recipe to produce the following pastry successfully: 4.1.2.1   ☐ Short, sweet paste 4.1.2.2   ☐ Savoury paste 4.1.2.3   ☐ Choux paste 4.1.2.4   ☐ Puff paste 4.1.3 Student followed the standard recipe and successfully used the following savoury filling in the production of the above pastries: 4.1.3.1   ☐ Animal protein 4.1.3.2   ☐ Dairy 4.1.3.3   ☐ Vegetable 4.1.4 Student followed the standard recipe and successfully used the following sweet filling in the production of the above pastries: 4.1.4.1   ☐ Cheese 4.1.4.2   ☐ Chocolate 4.1.4.3   ☐ Cream 4.1.4.4   ☐ Custard 4.1.4.5   ☐ Fresh or crystallised fruit and fruit purees 4.1.4.6   ☐ Whole or crushed nuts 4.1.5 Student produced end product was checked based on the following: 4.1.5.1   Volume 4.1.5.1.1 Student-produced product of correct size. 4.1.5.2   Crust colour or appearance 4.1.5.2.1 Student-produced product had a nice golden crust. 4.1.5.3   Symmetry or shape 4.1.5.3.1 Student’s final product was symmetrical or even shaped, demonstrating good cutting, shaping, and moulding skills. 4.1.5.4   Overall appearance 4.1.5.4.1.1 Students’ final product looked neat with a good natural shine. 4.1.5.5   Crumb texture strength and colour 4.1.5.5.1 The crumb characteristics of student’s product matched correctly with the product type as required. 4.1.5.5.2 Students’ product had even, open crumbs with a light, airy texture as required. 4.1.5.5.3 The student’s product had evenly coloured crumbs and was not too dark as required. 4.1.5.6   Aroma 4.1.5.6.1 Student’s product had a nice, agreeable aroma. 4.1.5.7   Mouth feel or taste: Student’s product had the following required mouthfeel when eaten: 4.1.5.7.1 ☐ Chewy 4.1.5.7.2 ☐ Melt in the mouth 4.1.5.7.3 ☐ Sticky 4.1.5.7.4 ☐ Gummy 4.1.5.8   Moisture content 4.1.5.9   Students product was appropriately moist as per the standard recipe, not too dry or soggy.
		4.2 Made food quality adjustments within the scope of responsibility following standard recipe. 4.2.1 Student checked the dish’s taste before serving for a balance of basic tastes sweet, salty, bitter, sour, and umami. 4.2.2 Student checked the dish’s texture before serving it as per the standard recipe. 4.2.3 Student brought the dish’s taste, texture or temperature discrepancy to the trainer’s attention and made food quality adjustments accordingly. 4.2.4 Student successfully prepared and served a good quality dish with good taste, texture, and correct temperature.
		4.3 Bake pastries using the chosen baking conditions and required oven temperature. 4.3.1 Student followed baking conditions, baking time and temperature as per standard recipe. 4.3.2 Student successfully preheated oven for 15 minutes at the required baking temperature before putting in products. 4.3.3 The student used a thermometer to determine the product’s internal temperature to see if they were baked. 4.3.4 Student also correctly checked product doneness by inserting a clean skewer. 4.3.5 To avoid damage, student waited until the product was completely cool before removing them from the tins. 4.3.6 Student demonstrated good numeracy skills to determine and use accurate cooking times and temperatures from standard recipes.
		4.4 Cool in the proper circumstances to maintain the best possible freshness and product qualities. 4.4.1 Once the product was out of the oven student successfully cooled the same using the following method: 4.4.1.1   Cooling pastries in the refrigerator 4.4.1.2   Cooling pastries on a Cooling Rack
	5. Decorate, present and store cakes	5.1 Utilise appropriate fillings, icings, and decorations following standard recipes to improve the look and flavour of, pastries. 5.1.1 Student followed the standard recipe to decorate the following cake/ sponge successfully: 5.1.2 Student followed the standard recipe to fill and decorate the following pastry successfully: 5.1.2.1   ☐ Short, sweet paste 5.1.2.2   ☐ Savoury paste 5.1.2.3   ☐ Choux paste 5.1.2.4   ☐ Puff paste 5.1.3 Student followed the standard recipe to use the following decorations when producing the above pastry successfully: 5.1.3.1   ☐ Fresh, preserved, or crystallised fruits 5.1.3.2   ☐ Glazes 5.1.3.3   ☐ Icings 5.1.3.4   ☐ Jellies 5.1.3.5   ☐ Sprinkled icing sugar 5.1.3.6   ☐ Meringue 5.1.3.7   ☐ Whole or crushed nuts 5.1.4 Student successfully prepared and used pre-bake finishes and decorations as per standard recipe. 5.1.5 Student demonstrated good piping skills when decorating the final product.
		5.2 Before displaying visually assess pastries and make necessary presentational changes. 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 ensured the dish’s presentation was neat, simple, clean and attractive, with the product as the focal point on the plate. 5.2.5 Student checked that the service ware was clean and wiped the sides of the plate before serving. 5.2.6 The student brought any discrepancy in the dish’s presentation to the trainer’s attention and adjusted before serving. 5.2.7 Student prepared and served a well-presented dish that was attractive and had eye appeal.
		5.3 Use appropriate service ware to present pastries attractively per organisational guidelines. 5.3.1 Students choose the correct and appropriate service ware for presenting the dish per standard recipe. 5.3.2 Student portioned food correctly as per the standard recipe. 5.3.3 Student checked service ware for cracks and chips before using. 5.3.4 Student checked the temperature service ware before plating, ensuring hot food was served on hot plates. 5.3.5 Student presented dishes attractively on correct service ware as per the standard recipe.
		5.4 To maintain the freshness and product qualities, display and store pastries, and other reusable by-products in the proper settings. 5.4.1 Student stored prepared food in hot holding alto shams or bain-marie above 60 C till served to ensure food safety and optimise its shelf life. 5.4.2 Student stored cold dishes and perishables in refrigeration between 0-5°C, ensuring food safety and optimising their shelf life. 5.4.3 Student avoided exposing food products to the temperature danger zone of 5-60°C. 5.4.4 Students covered and labelled all food items while storing to avoid cross-contamination, ensuring food safety and optimising shelf life.
		5.5 Followed organisational procedures, environmental considerations, and cost-reduction initiatives and cleaned the work area and disposed or stored surplus and reusable by-products 5.5.1 Student checked the time for all perishable food items in the temperature danger zone (5C – 60C) and discarded food items that had been out for more than 4 hours after bringing them to the trainer’s notice. 5.5.2 Student checked the time for all perishable food items in the temperature danger zone and only stored food items that had been out for less than 2 hours. 5.5.3 Student chilled all leftover food for storing as per food safety guidelines, i.e., cooled it to less than 21C within the first 2 hours and then further cooled it to less than 5C in four hours or less. 5.5.4 Student discarded food that did not meet the temperature guidelines after bringing them to the trainer’s notice. 5.5.5 Student correctly covered and labelled all food before storing, removing cross-contamination possibilities. 5.5.6 Student successfully used the wash, rinse, and sanitise steps to clean all equipment, appliances, and tools after use. 5.5.7 Student successfully used the wash, rinse, and sanitise steps to thoroughly clean stoves, grills, and bench tops. 5.5.8 The student successfully scraped, hand-washed, sanitised, and air-dried knives, chopped boards and other small tools after use. 5.5.9 Student successfully used the wash, rinse, and sanitise steps to clean and sanitise the workstation and all surfaces on which food was prepared. 5.5.10 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. 5.5.11 Student worked with others to sweep, wash, and sanitise all floor areas at the end of service. 5.5.12 Student worked with others to empty, wash, sanitise, and air-dry all garbage bins at the end of service. 5.5.13 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 the dish 6.2 Student successfully prepared, plated, and presented the dish within commercial time constraints and deadlines. 6.3 Student successfully prepared, plated, and presented the dish following portion control procedures per the standard recipe. 6.4 Student successfully prepared, plated, and presented the dish using food safety practices when handling food.

		Activity 3: Produce breads
	Additional scenario		You are working as a chef in charge at Feast of Flavour restaurant. On Friday evening, a family comes in 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: They requested gluten-free baguettes (Gluten Free/Nut Free)
	Your task.		Purpose For this task, students must prepare, produce, decorate, and present 5 varied types of breads 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 breads 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 Breads to be Produced: Throughout this task, the following techniques, and conditions for producing breads products 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 1
Recipe 2
Recipe 3
Recipe 4
Recipe 5

Template: Evidence of the finished dish

Recipe 1

Recipe 2

Recipe 3

Recipe 4

Recipe 4

Performance criteria checklist for unit assessment task:
	Trainer/ Assessor to complete
	Trainer name: Date:
	Does the candidate meet the following criteria?
	Recipe 9 – Breads Bath Buns		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 two 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 per the recipe card. 1.3.2 Student checked all farinaceous foods, especially flour, for insects, dirt or debris, which can be a source of contamination. 1.3.3 Student checked and selected clean, undamaged, or uncracked eggs to avoid contamination. 1.3.4 The student selected medium-sized eggs 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 The student selected the correct food preparation equipment as per the standard recipe – mixing bowl, electric mixer, brush. 2.1.2 Student selected the correct cooking equipment as per the standard recipe – oven tray, oven. 2.1.3 Student selected, prepared and used appropriate tools and equipment to cut, shape and mould the dough as per the recipe using: 2.1.3.1   ☐ Rolling pin 2.1.3.2   ☐ Cookie cutter 2.1.3.3   ☐ Croissant cutter 2.1.3.4   ☐ Dough divider 2.1.3.5   ☐ Cake tins 2.1.3.6   ☐ Pie Moulds 2.1.3.7   ☐ Silicone moulds
		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 for assembling 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 the operating manual and operated equipment safely according to the 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 According to the recipe and the quantity of cakes, weighed and measured the wet and dry components. 3.1.1 The student used the calculations recorded in the provided template and measured and sorted ingredients per the recipe requirements. 3.1.2 Student weighed and sifted dry ingredients using a weighing scale and sieve per the standard recipe. 3.1.3 The student weighed all wet ingredients using a measuring jug per the standard recipe. 3.1.4 Student weighed and measured the ingredients to prepare two portions of the standard recipe.
		3.3 Prepared yeast-based dough as directed by the standard recipe, ensuring the proper consistency and shape. 3.3.1 Student successfully prepared yeast dough as per standard recipe using: 3.3.1.1   ☐ Compressed fresh yeast 3.3.1.2   ☐ Active dry yeast 3.3.1.3   ☐ Instant yeast 3.3.2 Student prepared yeast-based dough to correct shape and consistency as per standard recipe.
		3.4 Diminished wastage to boost the profitability of food items prepared 3.4.1 Student ensured proper stock rotation by following FIFO for ingredients reducing food spoilage. 3.4.2 Student checked labels for ‘use by’ and ‘best before’ dates before using any ingredient, reducing food spoilage. 3.4.3 Student followed correct portion control as per standard recipe to reduce food waste. 3.4.4 Student correctly stored, handled, and prepared foodstuffs to reduce spoilage. 3.4.5 Student accurately measured and calculated all ingredients to reduce waste. 3.4.6 Student used resources efficiently in all food preparation areas, including only running appliances when necessary to reduce energy wastage.
	4. Cook breads.	4.1 For bread, use cooking techniques and sweet and savoury fillings to produce the desired product. 4.1.1 Student successfully prepared bread and fillings using the following preparation and cookery processes accurately as per the standard recipe: 4.1.1.1   Adding fats and liquids to dry ingredients 4.1.1.1.1 Student correctly added fats and liquids to dry ingredients using reverse cream or pastry-blend method for shortening. 4.1.1.2   Chilling ingredients and work surfaces 4.1.1.2.1 Student ensured ingredients, equipment and worksurfaces were chilled before starting preparation. 4.1.1.2.2 After preparing the dough student chilled it in the fridge. 4.1.1.3   Cutting, shaping, and moulding 4.1.1.3.1 Student successfully cut, shaped, and moulded dough as per standard recipe using equipment and tool listed in point 2.1.4 4.1.1.4   Kneading and handling 4.1.1.4.1 Student correctly and sufficiently kneaded and handled dough using: 4.1.1.4.1.1 ☐ Manual kneading method 4.1.1.4.1.2 ☐ Mechanical kneading method 4.1.1.5   Resting 4.1.1.5.1 Student rested the dough for 30-40 mins before moulding it. 4.1.1.6   Rolling 4.1.1.6.1 Student ensured that the dough was at room temperature before rolling, shaping, or portioning it. 4.1.1.7   Stirring and aerating to achieve the required consistency and texture 4.1.1.7.1 The student successfully combined ingredients by correctly stirring ingredients in a circular motion around a bowl with a silicone spatula. 4.1.1.7.2 Student whipped egg whites to stiff peaks incorporating air, successfully aerating it for a light, fluffy product. 4.1.1.8   Using the required amount of batter according to desired characteristics of finished products 4.1.1.8.1 The student used a specified amount of batter per standard recipe to produce the finished product. 4.1.1.9   Sifting dry ingredients 4.1.1.9.1 Student sifted flour before use, successfully aerating it for a lighter product. 4.1.1.10 Whisking, folding and spreading 4.1.1.10.1 Student correctly used the whisking method to mix egg and sugar to create a wet mixture. 4.1.1.10.2 Student correctly used the whisking method to aerate egg whites and cream. 4.1.1.10.3 Student correctly used the folding technique to gently combine two different mixtures of varying thickness and weight into one smooth mixture. 4.1.1.10.4 The student used a rubber spatula to demonstrate the correct cut-and-fold method to combine ingredients. 4.1.1.10.5 Student correctly used a palette knife to spread filling on the surface of the sponge cake. 4.1.2 Student followed standard recipes to successfully produced the following type of bread: 4.1.2.1   ☐ Bread rolls or baguettes using basic dough 4.1.2.2   ☐ Brioche 4.1.2.3   ☐ Focaccia 4.1.2.4   ☐ Flatbread 4.1.2.5   ☐ Sourdough 4.1.3 Student produced end product was checked based on the following: 4.1.3.1   Volume 4.1.3.1.1 Student-produced product of correct size. 4.1.3.2   Crust colour or appearance 4.1.3.2.1 Student-produced product had a nice golden crust. 4.1.3.3   Symmetry or shape 4.1.3.3.1 Student’s final product was symmetrical or even shaped, demonstrating good cutting, shaping, and moulding skills. 4.1.3.4   Overall appearance 4.1.3.4.1.1 Students’ final product looked neat with a good natural shine. 4.1.3.5   Crumb texture strength and colour 4.1.3.5.1 The crumb characteristics of student’s product matched correctly with the product type as required. 4.1.3.5.2 Students’ product had even, open crumbs with a light, airy texture as required. 4.1.3.5.3 The student’s product had evenly coloured crumbs and was not too dark as required. 4.1.3.6   Aroma 4.1.3.6.1 Student’s product had a nice, agreeable aroma. 4.1.3.7   Mouth feel or taste: Student’s product had the following required mouthfeel when eaten: 4.1.3.7.1 ☐ Chewy 4.1.3.7.2 ☐ Melt in the mouth 4.1.3.7.3 ☐ Sticky 4.1.3.7.4 ☐ Gummy 4.1.3.8   Moisture content 4.1.3.9   Students product was appropriately moist as per the standard recipe, not too dry or soggy.
		4.2 Made food quality adjustments within the scope of responsibility following standard recipe. 4.2.1 Student checked the dish’s taste before serving for a balance of basic tastes sweet, salty, bitter, sour, and umami. 4.2.2 Student checked the dish’s texture before serving it as per the standard recipe. 4.2.3 Student brought the dish’s taste, texture or temperature discrepancy to the trainer’s attention and made food quality adjustments accordingly. 4.2.4 Student successfully prepared and served a good quality dish with good taste, texture, and correct temperature.
		4.3 Bake bread using the chosen baking conditions and required oven temperature. 4.3.1 Student followed baking conditions, baking time and temperature as per standard recipe. 4.3.2 Student successfully preheated oven for 15 minutes at the required baking temperature before putting in products. 4.3.3 The student used a thermometer to determine the product’s internal temperature to see if they were baked. 4.3.4 Student also correctly checked product doneness by inserting a clean skewer. 4.3.5 To avoid damage student waited until the products were completely cool before removing them from the tins. 4.3.6 Student demonstrated good numeracy skills to determine and use accurate cooking times and temperatures from standard recipes.
		4.4 Cool in the proper circumstances to maintain the best possible freshness and product qualities. 4.4.1 Once the product was out of the oven student successfully cooled it using the following method: 4.4.1.1   Cooling bread in the refrigerator 4.4.1.2   Cooling bread on a Cooling Rack
	5. Decorate, present and store breads	5.1 Utilise appropriate fillings, icings, and decorations following standard recipes to improve the look and flavour of bread. 5.1.1 Student successfully prepared and used pre-bake finishes and decorations as per standard recipe.
		5.2 Before displaying visually assess bread and make necessary presentational changes. 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 ensured the dish’s presentation was neat, simple, clean and attractive, with the product as the focal point on the plate. 5.2.5 Student checked that the service ware was clean and wiped the sides of the plate before serving. 5.2.6 The student brought any discrepancy in the dish’s presentation to the trainer’s attention and adjusted before serving. 5.2.7 Student prepared and served a well-presented dish that was attractive and had eye appeal.
		5.3 Use appropriate service ware to present bread attractively per organisational guidelines. 5.3.1 Students chose the correct and appropriate service ware for presenting the dish per standard recipe. 5.3.2 Student portioned food correctly as per the standard recipe. 5.3.3 Student checked service ware for cracks and chips before using. 5.3.4 Student checked the temperature service ware before plating, ensuring hot food was served on hot plates. 5.3.5 Student presented dishes attractively on correct service ware as per the standard recipe.
		5.4 To maintain the freshness and product qualities, display and store bread and other reusable by-products in the proper settings. 5.4.1 Student stored prepared food in hot holding alto shams or bain-marie above 60 C till served to ensure food safety and optimise its shelf life. 5.4.2 Student stored cold dishes and perishables in refrigeration between 0-5°C, ensuring food safety and optimising their shelf life. 5.4.3 Student avoided exposing food products to the temperature danger zone of 5-60°C. 5.4.4 Students covered and labelled all food items while storing to avoid cross-contamination, ensuring food safety and optimising shelf life.
		5.5 Followed organisational procedures, environmental considerations, and cost-reduction initiatives and cleaned the work area and disposed or stored surplus and reusable by-products 5.5.1 Student checked the time for all perishable food items in the temperature danger zone (5C – 60C) and discarded food items that had been out for more than 4 hours after bringing them to the trainer’s notice. 5.5.2 Student checked the time for all perishable food items in the temperature danger zone and only stored food items that had been out for less than 2 hours. 5.5.3 Student chilled all leftover food for storing as per food safety guidelines, i.e., cooled it to less than 21C within the first 2 hours and then further cooled it to less than 5C in four hours or less. 5.5.4 Student discarded food that did not meet the temperature guidelines after bringing them to the trainer’s notice. 5.5.5 Student correctly covered and labelled all food before storing, removing cross-contamination possibilities. 5.5.6 Student successfully used the wash, rinse, and sanitise steps to clean all equipment, appliances, and tools after use. 5.5.7 Student successfully used the wash, rinse, and sanitise steps to thoroughly clean stoves, grills, and bench tops. 5.5.8 The student successfully scraped, hand-washed, sanitised, and air-dried knives, chopped boards and other small tools after use. 5.5.9 Student successfully used the wash, rinse, and sanitise steps to clean and sanitise the workstation and all surfaces on which food was prepared. 5.5.10 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. 5.5.11 Student worked with others to sweep, wash, and sanitise all floor areas at the end of service. 5.5.12 Student worked with others to empty, wash, sanitise, and air-dry all garbage bins at the end of service. 5.5.13 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 the dish 6.2 Student successfully prepared, plated, and presented the dish within commercial time constraints and deadlines. 6.3 Student successfully prepared, plated, and presented the dish following portion control procedures per the standard recipe. 6.4 Student successfully prepared, plated, and presented 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 10 – Rosemary Baguette		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 two 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 per the recipe card. 1.3.2 Student checked all farinaceous foods, especially flour, for insects, dirt or debris, which can be a source of contamination. 1.3.3 Student successfully located and read food product date codes and rotation labels. 1.3.4 Student selected the older stock when selecting ingredients per the FIFO stock rotation system. 1.3.5 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 The student selected the correct food preparation equipment as per the standard recipe – mixing bowl. 2.1.2 Student selected the correct cooking equipment as per the standard recipe – oven tray, oven. 2.1.3 Student selected, prepared and used appropriate tools and equipment to cut, shape and mould the pastry dough as per the recipe using: 2.1.3.1   ☐ Rolling pin 2.1.3.2   ☐ Cookie cutter 2.1.3.3   ☐ Croissant cutter 2.1.3.4   ☐ Dough divider 2.1.3.5   ☐ Cake tins 2.1.3.6   ☐ Pie Moulds 2.1.3.7   ☐ Silicone moulds
		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 for assembling 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 the operating manual and operated equipment safely according to the 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 According to the recipe and the quantity of cakes, weighed and measured the wet and dry components. 3.1.1 The student used the calculations recorded in the provided template and measured and sorted ingredients per the recipe requirements. 3.1.2 Student weighed and sifted dry ingredients using a weighing scale and sieve per the standard recipe. 3.1.3 The student weighed all wet ingredients using a measuring jug per the standard recipe. 3.1.4 Student weighed and measured the ingredients to prepare two portions of the standard recipe.
		3.3 Prepared yeast-based dough as directed by the standard recipe, ensuring the proper consistency and shape. 3.3.1 Student successfully prepared yeast dough as per standard recipe using: 3.3.1.1   ☐ Compressed fresh yeast 3.3.1.2   ☐ Active dry yeast 3.3.1.3   ☐ Instant yeast 3.3.2 Student prepared yeast-based dough to correct shape and consistency as per standard recipe.
		3.4 Diminished wastage to boost the profitability of food items prepared 3.4.1 Student ensured proper stock rotation by following FIFO for ingredients reducing food spoilage. 3.4.2 Student checked labels for ‘use by’ and ‘best before’ dates before using any ingredient, reducing food spoilage. 3.4.3 Student followed correct portion control as per standard recipe to reduce food waste. 3.4.4 Student correctly stored, handled, and prepared foodstuffs to reduce spoilage. 3.4.5 Student accurately measured and calculated all ingredients to reduce waste. 3.4.6 Student used resources efficiently in all food preparation areas, including only running appliances when necessary to reduce energy wastage.
	4. Cook breads.	4.1 For bread, use cooking techniques to produce the desired product. 4.1.1 Student successfully prepared bread using the following preparation and cookery processes accurately as per the standard recipe: 4.1.1.1   Adding fats and liquids to dry ingredients 4.1.1.1.1 Student correctly added fats and liquids to dry ingredients using reverse cream or pastry-blend method for shortening. 4.1.1.2   Chilling ingredients and work surfaces 4.1.1.2.1 Student ensured ingredients, equipment and work surfaces were chilled before starting preparation. 4.1.1.2.2 After preparing the dough student chilled it in the fridge. 4.1.1.3   Cutting, shaping, and moulding 4.1.1.3.1 Student successfully cut, shaped and moulded dough as per standard recipe using equipment and tool listed in point 2.1.4 4.1.1.4   Kneading and handling 4.1.1.4.1 Student correctly and sufficiently kneaded and handled dough using: 4.1.1.4.1.1 ☐ Manual kneading method 4.1.1.4.1.2 ☐ Mechanical kneading method 4.1.1.5   Resting 4.1.1.5.1 Student rested the dough for 30-40 mins before moulding it. 4.1.1.6   Rolling 4.1.1.6.1 Student ensured that the dough was at room temperature before rolling, shaping, or portioning it. 4.1.1.7   Stirring and aerating to achieve the required consistency and texture 4.1.1.7.1 The student successfully combined ingredients by correctly stirring ingredients in a circular motion around a bowl with a silicone spatula. 4.1.1.7.2 Student whipped egg whites to stiff peaks incorporating air, successfully aerating it for a light, fluffy product. 4.1.1.8   Using the required amount of batter according to desired characteristics of finished products 4.1.1.8.1 The student used a specified amount of batter per standard recipe to produce the finished product. 4.1.1.9   Sifting dry ingredients 4.1.1.9.1 Student sifted flour before use, successfully aerating it for a lighter product. 4.1.1.10 Whisking, folding and spreading 4.1.1.10.1 Student correctly used the whisking method to mix egg and sugar to create a wet mixture. 4.1.1.10.2 Student correctly used the whisking method to aerate egg whites and cream. 4.1.1.10.3 Student correctly used the folding technique to gently combine two different mixtures of varying thickness and weight into one smooth mixture. 4.1.1.10.4 The student used a rubber spatula to demonstrate the correct cut-and-fold method to combine ingredients. 4.1.1.10.5 Student correctly used a palette knife to spread filling on the surface of the sponge cake. 4.1.2 Student followed standard recipes to successfully produced the following type of bread: 4.1.2.1   ☐ Bread rolls or baguettes using basic dough 4.1.2.2   ☐ Brioche 4.1.2.3   ☐ Focaccia 4.1.2.4   ☐ Flatbread 4.1.2.5   ☐ Sourdough 4.1.3 Student produced end product was checked based on the following: 4.1.3.1   Volume 4.1.3.1.1 Student-produced product of correct size. 4.1.3.2   Crust colour or appearance 4.1.3.2.1 Student-produced product had a nice golden crust. 4.1.3.3   Symmetry or shape 4.1.3.3.1 Student’s final product was symmetrical or even shaped, demonstrating good cutting, shaping, and moulding skills. 4.1.3.4   Overall appearance 4.1.3.4.1.1 Students’ final product looked neat with a good natural shine. 4.1.3.5   Crumb texture strength and colour 4.1.3.5.1 The crumb characteristics of student’s product matched correctly with the product type as required. 4.1.3.5.2 Students’ product had even, open crumbs with a light, airy texture as required. 4.1.3.5.3 The student’s product had evenly coloured crumbs and was not too dark as required. 4.1.3.6   Aroma 4.1.3.6.1 Student’s product had a nice, agreeable aroma. 4.1.3.7   Mouth feel or taste: Student’s product had the following required mouthfeel when eaten: 4.1.3.7.1 ☐ Chewy 4.1.3.7.2 ☐ Melt in the mouth 4.1.3.7.3 ☐ Sticky 4.1.3.7.4 ☐ Gummy 4.1.3.8   Moisture content 4.1.3.9   Students product was appropriately moist as per the standard recipe, not too dry or soggy.
		4.2 Made food quality adjustments within the scope of responsibility following standard recipe. 4.2.1 Student checked the dish’s taste before serving for a balance of basic tastes sweet, salty, bitter, sour, and umami. 4.2.2 Student checked the dish’s texture before serving it as per the standard recipe. 4.2.3 Student brought the dish’s taste, texture or temperature discrepancy to the trainer’s attention and made food quality adjustments accordingly. 4.2.4 Student successfully prepared and served a good quality dish with good taste, texture, and correct temperature.
		4.3 Bake bread using the chosen baking conditions and required oven temperature. 4.3.1 Student followed baking conditions, baking time and temperature as per standard recipe. 4.3.2 Student successfully preheated oven for 15 minutes at the required baking temperature before putting in products. 4.3.3 The student used a thermometer to determine the product’s internal temperature to see if they were baked. 4.3.4 Student also correctly checked product doneness by inserting a clean skewer. 4.3.5 To avoid damage student waited until the products were completely cool before removing them from the tins. 4.3.6 Student demonstrated good numeracy skills to determine and use accurate cooking times and temperatures from standard recipes.
		4.4 Cool in the proper circumstances to maintain the best possible freshness and product qualities. 4.4.1 Once the product was out of the oven student successfully cooled it using the following method: 4.4.1.1   Cooling Cakes, pastries, and bread in the refrigerator 4.4.1.2   Cooling Cakes, pastries, and bread on a Cooling Rack
	5. Decorate, present and store breads	5.1 Utilise appropriate fillings, icings, and decorations following standard recipes to improve the look and flavour of bread. 5.1.1 Student successfully prepared and used pre-bake finishes and decorations as per standard recipe.
		5.2 Before displaying visually assess bread and make necessary presentational changes. 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 ensured the dish’s presentation was neat, simple, clean and attractive, with the product as the focal point on the plate. 5.2.5 Student checked that the service ware was clean and wiped the sides of the plate before serving. 5.2.6 The student brought any discrepancy in the dish’s presentation to the trainer’s attention and adjusted before serving. 5.2.7 Student prepared and served a well-presented dish that was attractive and had eye appeal.
		5.3 Use appropriate service ware to present bread attractively per organisational guidelines. 5.3.1 Students chose the correct and appropriate service ware for presenting the dish per standard recipe. 5.3.2 Student portioned food correctly as per the standard recipe. 5.3.3 Student checked service ware for cracks and chips before using. 5.3.4 Student checked the temperature service ware before plating, ensuring hot food was served on hot plates. 5.3.5 Student presented dishes attractively on correct service ware as per the standard recipe.
		5.4 To maintain the freshness and product qualities, display and store bread and other reusable by-products in the proper settings. 5.4.1 Student stored prepared food in hot holding alto shams or bain-marie above 60 C till served to ensure food safety and optimise its shelf life. 5.4.2 Student stored cold dishes and perishables in refrigeration between 0-5°C, ensuring food safety and optimising their shelf life. 5.4.3 Student avoided exposing food products to the temperature danger zone of 5-60°C. 5.4.4 Students covered and labelled all food items while storing to avoid cross-contamination, ensuring food safety and optimising shelf life.
		5.5 Followed organisational procedures, environmental considerations, and cost-reduction initiatives and cleaned the work area and disposed or stored surplus and reusable by-products 5.5.1 Student checked the time for all perishable food items in the temperature danger zone (5C – 60C) and discarded food items that had been out for more than 4 hours after bringing them to the trainer’s notice. 5.5.2 Student checked the time for all perishable food items in the temperature danger zone and only stored food items that had been out for less than 2 hours. 5.5.3 Student chilled all leftover food for storing as per food safety guidelines, i.e., cooled it to less than 21C within the first 2 hours and then further cooled it to less than 5C in four hours or less. 5.5.4 Student discarded food that did not meet the temperature guidelines after bringing them to the trainer’s notice. 5.5.5 Student correctly covered and labelled all food before storing, removing cross-contamination possibilities. 5.5.6 Student successfully used the wash, rinse, and sanitise steps to clean all equipment, appliances, and tools after use. 5.5.7 Student successfully used the wash, rinse, and sanitise steps to thoroughly clean stoves, grills, and bench tops. 5.5.8 The student successfully scraped, hand-washed, sanitised, and air-dried knives, chopped boards and other small tools after use. 5.5.9 Student successfully used the wash, rinse, and sanitise steps to clean and sanitise the workstation and all surfaces on which food was prepared. 5.5.10 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. 5.5.11 Student worked with others to sweep, wash, and sanitise all floor areas at the end of service. 5.5.12 Student worked with others to empty, wash, sanitise, and air-dry all garbage bins at the end of service. 5.5.13 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 the dish 6.2 Student successfully prepared, plated, and presented the dish within commercial time constraints and deadlines. 6.3 Student successfully prepared, plated, and presented the dish following portion control procedures per the standard recipe. 6.4 Student successfully prepared, plated, and presented the dish using food safety practices when handling food. 6.5 Student successfully responded to 1 special customer request by modifying the standard recipe to prepare the dish per the customer’s dietary needs.

Performance criteria checklist for unit assessment task:
	Trainer/ Assessor to complete
	Trainer name: Date:
	Does the candidate meet the following criteria?
	Recipe 11 – Hot Cross Buns		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 two 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 per the recipe card. 1.3.2 Student checked and selected fruits 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 1.3.2.6   mould 1.3.2.7   bad odour 1.3.2.8   soft or mushy spots 1.3.3 Student selected fruits of the optimum colour and size for their type. 1.3.4 Student checked all farinaceous foods, especially flour, for insects, dirt or debris, which can be a source of contamination. 1.3.5 Student checked and selected clean, undamaged, or uncracked eggs to avoid contamination. 1.3.6 The student selected medium-sized eggs 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 fruits. 2.1.2 The student selected the correct food preparation equipment as per the standard recipe – mixing bowl, pastry brush. 2.1.3 Student selected the correct cooking equipment as per the standard recipe – oven tray, oven. 2.1.4 Student selected, prepared and used appropriate tools and equipment to cut, shape and mould the pastry dough as per the recipe using: 2.1.3.1   ☐ Rolling pin 2.1.3.2   ☐ Cookie cutter 2.1.3.3   ☐ Croissant cutter 2.1.3.4   ☐ Dough divider 2.1.3.5   ☐ Cake tins 2.1.3.6   ☐ Pie Moulds 2.1.3.7   ☐ Silicone moulds
		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 for assembling 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 the operating manual and operated equipment safely according to the 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 According to the recipe and the quantity of cakes, weighed and measured the wet and dry components. 3.1.1 The student used the calculations recorded in the provided template and measured and sorted ingredients per the recipe requirements. 3.1.2 Student weighed and sifted dry ingredients using a weighing scale and sieve per the standard recipe. 3.1.3 The student weighed all wet ingredients using a measuring jug per the standard recipe. 3.1.4 Student weighed and measured the ingredients to prepare two portions of the standard recipe.
		3.3 Prepared yeast-based dough as directed by the standard recipe, ensuring the proper consistency and shape. 3.3.1 Student successfully prepared yeast dough as per standard recipe using: 3.3.1.1   ☐ Compressed fresh yeast 3.3.1.2   ☐ Active dry yeast 3.3.1.3   ☐ Instant yeast 3.3.2 Student prepared yeast-based dough to correct shape and consistency as per standard recipe.
		3.4 Diminished wastage to boost the profitability of food items prepared 3.4.1 Student ensured proper stock rotation by following FIFO for ingredients reducing food spoilage. 3.4.2 Student checked labels for ‘use by’ and ‘best before’ dates before using any ingredient, reducing food spoilage. 3.4.3 Student followed correct portion control as per standard recipe to reduce food waste. 3.4.4 Student correctly stored, handled, and prepared foodstuffs to reduce spoilage. 3.4.5 Student accurately measured and calculated all ingredients to reduce waste. 3.4.6 Student used resources efficiently in all food preparation areas, including only running appliances when necessary to reduce energy wastage.
	4. Cook breads.	4.1 For bread, use cooking techniques and sweet and savoury fillings to produce the desired product. 4.1.1 Student successfully prepared bread using the following preparation and cookery processes accurately as per the standard recipe: 4.1.1.1   Adding fats and liquids to dry ingredients 4.1.1.1.1 Student correctly added fats and liquids to dry ingredients using reverse cream or pastry-blend method for shortening. 4.1.1.2   Chilling ingredients and work surfaces 4.1.1.2.1 Student ensured ingredients, equipment and worksurfaces were chilled before starting preparation. 4.1.1.2.2 After preparing the dough student chilled it in the fridge. 4.1.1.3   Cutting, shaping, and moulding 4.1.1.3.1 Student successfully cut, shaped and moulded dough as per standard recipe using equipment and tool listed in point 2.1.4 4.1.1.4   Kneading and handling 4.1.1.4.1 Student correctly and sufficiently kneaded and handled dough using: 4.1.1.4.1.1 ☐ Manual kneading method 4.1.1.4.1.2 ☐ Mechanical kneading method 4.1.1.5   Resting 4.1.1.5.1 Student rested the dough for 30-40 mins before moulding it. 4.1.1.6   Rolling 4.1.1.6.1 Student ensured that the dough was at room temperature before rolling, shaping, or portioning it. 4.1.1.7   Stirring and aerating to achieve the required consistency and texture 4.1.1.7.1 The student successfully combined ingredients by correctly stirring ingredients in a circular motion around a bowl with a silicone spatula. 4.1.1.7.2 Student whipped egg whites to stiff peaks incorporating air, successfully aerating it for a light, fluffy product. 4.1.1.8   Using the required amount of batter according to desired characteristics of finished products 4.1.1.8.1 The student used a specified amount of batter per standard recipe to produce the finished product. 4.1.1.9   Sifting dry ingredients 4.1.1.9.1 Student sifted flour before use, successfully aerating it for a lighter product. 4.1.1.10 Whisking, folding and spreading 4.1.1.10.1 Student correctly used the whisking method to mix egg and sugar to create a wet mixture. 4.1.1.10.2 Student correctly used the whisking method to aerate egg whites and cream. 4.1.1.10.3 Student correctly used the folding technique to gently combine two different mixtures of varying thickness and weight into one smooth mixture. 4.1.1.10.4 The student used a rubber spatula to demonstrate the correct cut-and-fold method to combine ingredients. 4.1.1.10.5 Student correctly used a palette knife to spread filling on the surface of the sponge cake. 4.1.2 Student followed standard recipes to successfully produced the following type of bread: 4.1.2.1   ☐ Bread rolls or baguettes using basic dough 4.1.2.2   ☐ Brioche 4.1.2.3   ☐ Focaccia 4.1.2.4   ☐ Flatbread 4.1.2.5   ☐ Sourdough 4.1.3      Student produced end product was checked based on the following: 4.1.3.1   Volume 4.1.3.1.1 Student-produced product of correct size. 4.1.3.2   Crust colour or appearance 4.1.3.2.1 Student-produced product had a nice golden crust. 4.1.3.3   Symmetry or shape 4.1.3.3.1 Student’s final product was symmetrical or even shaped, demonstrating good cutting, shaping, and moulding skills. 4.1.3.4   Overall appearance 4.1.3.4.1.1 Students’ final product looked neat with a good natural shine. 4.1.3.5   Crumb texture strength and colour 4.1.3.5.1 The crumb characteristics of student’s product matched correctly with the product type as required. 4.1.3.5.2 Students’ product had even, open crumbs with a light, airy texture as required. 4.1.3.5.3 The student’s product had evenly coloured crumbs and was not too dark as required. 4.1.3.6   Aroma 4.1.3.6.1 Student’s product had a nice, agreeable aroma. 4.1.3.7   Mouth feel or taste: Student’s product had the following required mouthfeel when eaten: 4.1.3.7.1 ☐ Chewy 4.1.3.7.2 ☐ Melt in the mouth 4.1.3.7.3 ☐ Sticky 4.1.3.7.4 ☐ Gummy 4.1.3.8   Moisture content 4.1.3.9   Students product was appropriately moist as per the standard recipe, not too dry or soggy.
		4.2 Made food quality adjustments within the scope of responsibility following standard recipe. 4.2.1 Student checked the dish’s taste before serving for a balance of basic tastes sweet, salty, bitter, sour, and umami. 4.2.2 Student checked the dish’s texture before serving it as per the standard recipe. 4.2.3 Student brought the dish’s taste, texture or temperature discrepancy to the trainer’s attention and made food quality adjustments accordingly. 4.2.4 Student successfully prepared and served a good quality dish with good taste, texture, and correct temperature.
		4.3 Bake bread using the chosen baking conditions and required oven temperature. 4.3.1 Student followed baking conditions, baking time and temperature as per standard recipe. 4.3.2 Student successfully preheated oven for 15 minutes at the required baking temperature before putting in products. 4.3.3 The student used a thermometer to determine the product’s internal temperature to see if they were baked. 4.3.4 Student also correctly checked product doneness by inserting a clean skewer. 4.3.5 To avoid damage student waited until the products were completely cool before removing them from the tins. 4.3.6 Student demonstrated good numeracy skills to determine and use accurate cooking times and temperatures from standard recipes.
		4.4 Cool in the proper circumstances to maintain the best possible freshness and product qualities. 4.4.1 Once the product was out of the oven student successfully cooled it using the following method: 4.4.1.1   Cooling Cakes, pastries, and bread in the refrigerator 4.4.1.2   Cooling Cakes, pastries, and bread on a Cooling Rack
	5. Decorate, present and store breads	5.1 Utilise appropriate fillings, icings, and decorations following standard recipes to improve the look and flavour of bread. 5.1.1 Student successfully prepared and used pre-bake finishes and decorations as per standard recipe. 5.1.2 Student demonstrated good piping skills when decorating the final product.
		5.2 Before displaying visually assess bread and make necessary presentational changes. 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 ensured the dish’s presentation was neat, simple, clean and attractive, with the product as the focal point on the plate. 5.2.5 Student checked that the service ware was clean and wiped the sides of the plate before serving. 5.2.6 The student brought any discrepancy in the dish’s presentation to the trainer’s attention and adjusted before serving. 5.2.7 Student prepared and served a well-presented dish that was attractive and had eye appeal.
		5.3 Use appropriate service ware to present bread attractively per organisational guidelines. 5.3.1 Students chose the correct and appropriate service ware for presenting the dish per standard recipe. 5.3.2 Student portioned food correctly as per the standard recipe. 5.3.3 Student checked service ware for cracks and chips before using. 5.3.4 Student checked the temperature service ware before plating, ensuring hot food was served on hot plates. 5.3.5 Student presented dishes attractively on correct service ware as per the standard recipe.
		5.4 To maintain the freshness and product qualities, display and store bread and other reusable by-products in the proper settings. 5.4.1 Student stored prepared food in hot holding alto shams or bain-marie above 60 C till served to ensure food safety and optimise its shelf life. 5.4.2 Student stored cold dishes and perishables in refrigeration between 0-5°C, ensuring food safety and optimising their shelf life. 5.4.3 Student avoided exposing food products to the temperature danger zone of 5-60°C. 5.4.4 Students covered and labelled all food items while storing to avoid cross-contamination, ensuring food safety and optimising shelf life.
		5.5 Followed organisational procedures, environmental considerations, and cost-reduction initiatives and cleaned the work area and disposed or stored surplus and reusable by-products 5.5.1 Student checked the time for all perishable food items in the temperature danger zone (5C – 60C) and discarded food items that had been out for more than 4 hours after bringing them to the trainer’s notice. 5.5.2 Student checked the time for all perishable food items in the temperature danger zone and only stored food items that had been out for less than 2 hours. 5.5.3 Student chilled all leftover food for storing as per food safety guidelines, i.e., cooled it to less than 21C within the first 2 hours and then further cooled it to less than 5C in four hours or less. 5.5.4 Student discarded food that did not meet the temperature guidelines after bringing them to the trainer’s notice. 5.5.5 Student correctly covered and labelled all food before storing, removing cross-contamination possibilities. 5.5.6 Student successfully used the wash, rinse, and sanitise steps to clean all equipment, appliances, and tools after use. 5.5.7 Student successfully used the wash, rinse, and sanitise steps to thoroughly clean stoves, grills, and bench tops. 5.5.8 The student successfully scraped, hand-washed, sanitised, and air-dried knives, chopped boards and other small tools after use. 5.5.9 Student successfully used the wash, rinse, and sanitise steps to clean and sanitise the workstation and all surfaces on which food was prepared. 5.5.10 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. 5.5.11 Student worked with others to sweep, wash, and sanitise all floor areas at the end of service. 5.5.12 Student worked with others to empty, wash, sanitise, and air-dry all garbage bins at the end of service. 5.5.13 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 the dish 6.2 Student successfully prepared, plated, and presented the dish within commercial time constraints and deadlines. 6.3 Student successfully prepared, plated, and presented the dish following portion control procedures per the standard recipe. 6.4 Student successfully prepared, plated, and presented 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 12 – Unleavened Zaatar Bread		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 two 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 per the recipe card. 1.3.2 Student checked all farinaceous foods, especially flour, for insects, dirt or debris, which can be a source of contamination. 1.3.3 Student successfully located and read food product date codes and rotation labels. 1.3.4 Student selected the older stock when selecting ingredients per the FIFO stock rotation system. 1.3.5 Student checked and selected ingredients within the use-by and best-before dates.
	2. Select, prepare and use equipment.	2.4 Selected the type and size of equipment suitable to the requirements of the recipe: 2.4.1 The student selected the correct food preparation equipment as per the standard recipe – mixing bowl 2.4.2 Student selected the correct cooking equipment as per the standard recipe – oven tray, oven. 2.4.3 Student selected, prepared and used appropriate tools and equipment to cut, shape and mould the pastry dough as per the recipe using: 2.1.3.1   ☐ Rolling pin 2.1.3.2   ☐ Cookie cutter 2.1.3.3   ☐ Croissant cutter 2.1.3.4   ☐ Dough divider 2.1.3.5   ☐ Cake tins 2.1.3.6   ☐ Pie Moulds 2.1.3.7   ☐ Silicone moulds
		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 for assembling 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 the operating manual and operated equipment safely according to the 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 According to the recipe and the quantity of bread needed, weighed and measured the wet and dry components. 3.2.1 The student used the calculations recorded in the provided template and measured and sorted ingredients per the recipe requirements. 3.2.2 Student weighed and sifted dry ingredients using a weighing scale and sieve per the standard recipe. 3.2.3 The student weighed all wet ingredients using a measuring jug per the standard recipe.
		3.3 Student weighed and measured the ingredients to prepare two portions of the standard recipe: 3.3.1 Checked the ingredients recorded in the template as per the 1.2 requirements and the recipe card 3.3.2 Made any adjustments in the ingredients requirements as per the recipe
		3.4 Diminished wastage to boost the profitability of food items prepared 3.4.1 Student ensured proper stock rotation by following FIFO for ingredients reducing food spoilage. 3.4.2 Student checked labels for ‘use by’ and ‘best before’ dates before using any ingredient, reducing food spoilage. 3.4.3 Student followed correct portion control as per standard recipe to reduce food waste. 3.4.4 Student correctly stored, handled, and prepared foodstuffs to reduce spoilage. 3.4.5 Student accurately measured and calculated all ingredients to reduce waste. 3.4.6 Student used resources efficiently in all food preparation areas, including only running appliances when necessary to reduce energy wastage.
	4. Cook breads.	4.1 For bread, use cooking techniques to produce the desired product. 4.1.1 Student successfully prepared bread using the following preparation and cookery processes accurately as per the standard recipe: 4.1.1.1   Adding fats and liquids to dry ingredients 4.1.1.1.1 Student correctly added fats and liquids to dry ingredients using reverse cream or pastry-blend method for shortening. 4.1.1.2   Chilling ingredients and work surfaces 4.1.1.2.1 Student ensured ingredients, equipment and worksurfaces were chilled before starting preparation. 4.1.1.2.2 After preparing the dough student chilled it in the fridge. 4.1.1.3   Cutting, shaping, and moulding 4.1.1.3.1 Student successfully cut, shaped, and moulded dough as per standard recipe using equipment and tool listed in point 2.1.4 4.1.1.4   Kneading and handling 4.1.1.4.1 Student correctly and sufficiently kneaded and handled dough using: 4.1.1.4.1.1 ☐ Manual kneading method 4.1.1.4.1.2 ☐ Mechanical kneading method 4.1.1.5   Resting 4.1.1.5.1 Student rested the dough for 30-40 mins before moulding it. 4.1.1.6   Rolling 4.1.1.6.1 Student ensured that the dough was at room temperature before rolling, shaping, or portioning it. 4.1.1.7   Stirring and aerating to achieve the required consistency and texture 4.1.1.7.1 The student successfully combined ingredients by correctly stirring ingredients in a circular motion around a bowl with a silicone spatula. 4.1.1.7.2 Student whipped egg whites to stiff peaks incorporating air, successfully aerating it for a light, fluffy product. 4.1.1.8   Using the required amount of batter according to desired characteristics of finished products 4.1.1.8.1 The student used a specified amount of batter per standard recipe to produce the finished product. 4.1.1.9   Sifting dry ingredients 4.1.1.9.1 Student sifted flour before use, successfully aerating it for a lighter product. 4.1.1.10 Whisking, folding and spreading 4.1.1.10.1 Student correctly used the whisking method to mix egg and sugar to create a wet mixture. 4.1.1.10.2 Student correctly used the whisking method to aerate egg whites and cream. 4.1.1.10.3 Student correctly used the folding technique to gently combine two different mixtures of varying thickness and weight into one smooth mixture. 4.1.1.10.4 The student used a rubber spatula to demonstrate the correct cut-and-fold method to combine ingredients. 4.1.2 Student followed standard recipes to successfully produced the following type of bread: 4.1.2.1   ☐ Bread rolls or baguettes using basic dough 4.1.2.2   ☐ Brioche 4.1.2.3   ☐ Focaccia 4.1.2.4   ☐ Flatbread 4.1.2.5   ☐ Sourdough 4.1.3 Student produced end product was checked based on the following: 4.1.3.1   Volume 4.1.3.1.1 Student-produced product of correct size. 4.1.3.2   Crust colour or appearance 4.1.3.2.1 Student-produced product had a nice golden crust. 4.1.3.3   Symmetry or shape 4.1.3.3.1 Student’s final product was symmetrical or even shaped, demonstrating good cutting, shaping, and moulding skills. 4.1.3.4   Overall appearance 4.1.3.4.1.1 Students’ final product looked neat with a good natural shine. 4.1.3.5   Crumb texture strength and colour 4.1.3.5.1 The crumb characteristics of student’s product matched correctly with the product type as required. 4.1.3.5.2 Students’ product had even, open crumbs with a light, airy texture as required. 4.1.3.5.3 The student’s product had evenly coloured crumbs and was not too dark as required. 4.1.3.6   Aroma 4.1.3.6.1 Student’s product had a nice, agreeable aroma. 4.1.3.7   Mouth feel or taste: Student’s product had the following required mouthfeel when eaten: 4.1.3.7.1 ☐ Chewy 4.1.3.7.2 ☐ Melt in the mouth 4.1.3.7.3 ☐ Sticky 4.1.3.7.4 ☐ Gummy 4.1.3.8   Moisture content 4.1.3.9   Students product was appropriately moist as per the standard recipe, not too dry or soggy.
		4.2 Made food quality adjustments within the scope of responsibility following standard recipe. 4.2.1 Student checked the dish’s taste before serving for a balance of basic tastes sweet, salty, bitter, sour, and umami. 4.2.2 Student checked the dish’s texture before serving it as per the standard recipe. 4.2.3 Student brought the dish’s taste, texture or temperature discrepancy to the trainer’s attention and made food quality adjustments accordingly. 4.2.4 Student successfully prepared and served a good quality dish with good taste, texture, and correct temperature.
		4.3 Bake bread using the chosen baking conditions and required oven temperature. 4.3.1 Student followed baking conditions, baking time and temperature as per standard recipe. 4.3.2 Student successfully preheated oven for 15 minutes at the required baking temperature before putting in products. 4.3.3 The student used a thermometer to determine the product’s internal temperature to see if they were baked. 4.3.4 Student also correctly checked product doneness by inserting a clean skewer. 4.3.5 To avoid damage student waited until the products were completely cool before removing them from the tins. 4.3.6 Student demonstrated good numeracy skills to determine and use accurate cooking times and temperatures from standard recipes.
		4.4 Cool in the proper circumstances to maintain the best possible freshness and product qualities. 4.4.1 Once the product was out of the oven student successfully cooled the same using the following method: 4.4.1.1   Cooling bread in the refrigerator 4.4.1.2   Cooling bread on a Cooling Rack
	5. Decorate, present and store breads	5.1 Utilise appropriate fillings, icings, and decorations following standard recipes to improve the look and flavour of bread. 5.1.1 Student followed the standard recipe to decorate the following cake/ sponge successfully: 5.1.2 Student successfully prepared and used pre-bake finishes and decorations as per standard recipe. 5.1.3 Student demonstrated good piping skills when decorating the final product.
		5.2 Before displaying visually assess bread and make necessary presentational changes. 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 ensured the dish’s presentation was neat, simple, clean and attractive, with the product as the focal point on the plate. 5.2.5 Student checked that the service ware was clean and wiped the sides of the plate before serving. 5.2.6 The student brought any discrepancy in the dish’s presentation to the trainer’s attention and adjusted before serving. 5.2.7 Student prepared and served a well-presented dish that was attractive and had eye appeal.
		5.3 Use appropriate service ware to present bread attractively per organisational guidelines. 5.3.1 Students chose the correct and appropriate service ware for presenting the dish per standard recipe. 5.3.2 Student portioned food correctly as per the standard recipe. 5.3.3 Student checked service ware for cracks and chips before using. 5.3.4 Student checked the temperature service ware before plating, ensuring hot food was served on hot plates. 5.3.5 Student presented dishes attractively on correct service ware as per the standard recipe.
		5.4 To maintain the freshness and product qualities, display and store bread and other reusable by-products in the proper settings. 5.4.1 Student stored prepared food in hot holding alto shams or bain-marie above 60 C till served to ensure food safety and optimise its shelf life. 5.4.2 Student stored cold dishes and perishables in refrigeration between 0-5°C, ensuring food safety and optimising their shelf life. 5.4.3 Student avoided exposing food products to the temperature danger zone of 5-60°C. 5.4.4 Students covered and labelled all food items while storing to avoid cross-contamination, ensuring food safety and optimising shelf life.
		5.5 Followed organisational procedures, environmental considerations, and cost-reduction initiatives and cleaned the work area and disposed or stored surplus and reusable by-products 5.5.1 Student checked the time for all perishable food items in the temperature danger zone (5C – 60C) and discarded food items that had been out for more than 4 hours after bringing them to the trainer’s notice. 5.5.2 Student checked the time for all perishable food items in the temperature danger zone and only stored food items that had been out for less than 2 hours. 5.5.3 Student chilled all leftover food for storing as per food safety guidelines, i.e., cooled it to less than 21C within the first 2 hours and then further cooled it to less than 5C in four hours or less. 5.5.4 Student discarded food that did not meet the temperature guidelines after bringing them to the trainer’s notice. 5.5.5 Student correctly covered and labelled all food before storing, removing cross-contamination possibilities. 5.5.6 Student successfully used the wash, rinse, and sanitise steps to clean all equipment, appliances, and tools after use. 5.5.7 Student successfully used the wash, rinse, and sanitise steps to thoroughly clean stoves, grills, and bench tops. 5.5.8 The student successfully scraped, hand-washed, sanitised, and air-dried knives, chopped boards and other small tools after use. 5.5.9 Student successfully used the wash, rinse, and sanitise steps to clean and sanitise the workstation and all surfaces on which food was prepared. 5.5.10 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. 5.5.11 Student worked with others to sweep, wash, and sanitise all floor areas at the end of service. 5.5.12 Student worked with others to empty, wash, sanitise, and air-dry all garbage bins at the end of service. 5.5.13 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 the dish 6.2 Student successfully prepared, plated, and presented the dish within commercial time constraints and deadlines. 6.3 Student successfully prepared, plated, and presented the dish following portion control procedures per the standard recipe. 6.4 Student successfully prepared, plated, and presented 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 13 – Focaccia		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 two 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 per the recipe card. 1.3.2 Student checked all farinaceous foods, especially flour, for insects, dirt or debris, which can be a source of contamination. 1.3.3 Student successfully located and read food product date codes and rotation labels. 1.3.4 Student selected the older stock when selecting ingredients per the FIFO stock rotation system. 1.3.5 Student checked and selected ingredients within the use-by and best-before dates.
	2. Select, prepare and use equipment.	2.4 Selected the type and size of equipment suitable to the requirements of the recipe: 2.4.1 The student selected the correct food preparation equipment as per the standard recipe – mixing bowl 2.4.2 Student selected the correct cooking equipment as per the standard recipe – oven tray, oven. 2.4.3 Student selected, prepared and used appropriate tools and equipment to cut, shape and mould the pastry dough as per the recipe using: 2.1.3.1   ☐ Rolling pin 2.1.3.2   ☐ Cookie cutter 2.1.3.3   ☐ Croissant cutter 2.1.3.4   ☐ Dough divider 2.1.3.5   ☐ Cake tins 2.1.3.6   ☐ Pie Moulds 2.1.3.7   ☐ Silicone moulds 2.4.4 Student selected and prepared appropriate tins and moulds as per standard recipe.
		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 for assembling 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 the operating manual and operated equipment safely according to the 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 According to the recipe and the quantity of bread needed, weighed and measured the wet and dry components. 3.2.1 The student used the calculations recorded in the provided template and measured and sorted ingredients per the recipe requirements. 3.2.2 Student weighed and sifted dry ingredients using a weighing scale and sieve per the standard recipe. 3.2.3 The student weighed all wet ingredients using a measuring jug per the standard recipe. 3.2.4 Student weighed and measured the ingredients to prepare two portions of the standard recipe.
		3.3 Prepared yeast-based dough as directed by the standard recipe, ensuring the proper consistency and shape. 3.3.1 Student successfully prepared yeast dough as per standard recipe using: 3.3.1.1   ☐ Compressed fresh yeast 3.3.1.2   ☐ Active dry yeast 3.3.1.3   ☐ Instant yeast 3.3.2 Student prepared yeast-based dough to correct shape and consistency as per standard recipe.
		3.4 Diminished wastage to boost the profitability of food items prepared 3.4.1 Student ensured proper stock rotation by following FIFO for ingredients reducing food spoilage. 3.4.2 Student checked labels for ‘use by’ and ‘best before’ dates before using any ingredient, reducing food spoilage. 3.4.3 Student followed correct portion control as per standard recipe to reduce food waste. 3.4.4 Student correctly stored, handled, and prepared foodstuffs to reduce spoilage. 3.4.5 Student accurately measured and calculated all ingredients to reduce waste. 3.4.6 Student used resources efficiently in all food preparation areas, including only running appliances when necessary to reduce energy wastage.
	4. Cook breads.	4.1 For bread, use cooking techniques to produce the desired product. 4.1.1 Student successfully prepared bread using the following preparation and cookery processes accurately as per the standard recipe: 4.1.1.1   Adding fats and liquids to dry ingredients 4.1.1.1.1 Student correctly added fats and liquids to dry ingredients using reverse cream or pastry-blend method for shortening. 4.1.1.2   Chilling ingredients and work surfaces 4.1.1.2.1 Student ensured ingredients, equipment and worksurfaces were chilled before starting preparation. 4.1.1.2.2 After preparing the dough student chilled it in the fridge. 4.1.1.3   Cutting, shaping, and moulding 4.1.1.3.1 Student successfully cut, shaped and moulded dough as per standard recipe using equipment and tool listed in point 2.1.4 4.1.1.4   Kneading and handling 4.1.1.4.1 Student correctly and sufficiently kneaded and handled dough using: 4.1.1.4.1.1 ☐ Manual kneading method 4.1.1.4.1.2 ☐ Mechanical kneading method 4.1.1.5   Resting 4.1.1.5.1 Student rested the dough for 30-40 mins before moulding it. 4.1.1.6   Rolling 4.1.1.6.1 Student ensured that the dough was at room temperature before rolling, shaping, or portioning it. 4.1.1.7   Stirring and aerating to achieve the required consistency and texture 4.1.1.7.1 The student successfully combined ingredients by correctly stirring ingredients in a circular motion around a bowl with a silicone spatula. 4.1.1.7.2 Student whipped egg whites to stiff peaks incorporating air, successfully aerating it for a light, fluffy product. 4.1.1.8   Using the required amount of batter according to desired characteristics of finished products 4.1.1.8.1 The student used a specified amount of batter per standard recipe to produce the finished product. 4.1.1.9   Sifting dry ingredients 4.1.1.9.1 Student sifted flour before use, successfully aerating it for a lighter product. 4.1.1.10 Whisking, folding and spreading 4.1.1.10.1 Student correctly used the whisking method to mix egg and sugar to create a wet mixture. 4.1.1.10.2 Student correctly used the whisking method to aerate egg whites and cream. 4.1.1.10.3 Student correctly used the folding technique to gently combine two different mixtures of varying thickness and weight into one smooth mixture. 4.1.2      Student followed standard recipes to successfully produced the following type of bread: 4.1.2.1   ☐ Bread rolls or baguettes using basic dough 4.1.2.2   ☐ Brioche 4.1.2.3   ☐ Focaccia 4.1.2.4   ☐ Flatbread 4.1.2.5   ☐ Sourdough 4.1.3 Student produced end product was checked based on the following: 4.1.3.1   Volume 4.1.3.1.1 Student-produced product of correct size. 4.1.3.2   Crust colour or appearance 4.1.3.2.1 Student-produced product had a nice golden crust. 4.1.3.3   Symmetry or shape 4.1.3.3.1 Student’s final product was symmetrical or even shaped, demonstrating good cutting, shaping, and moulding skills. 4.1.3.4   Overall appearance 4.1.3.4.1.1 Students’ final product looked neat with a good natural shine. 4.1.3.5   Crumb texture strength and colour 4.1.3.5.1 The crumb characteristics of student’s product matched correctly with the product type as required. 4.1.3.5.2 Students’ product had even, open crumbs with a light, airy texture as required. 4.1.3.5.3 The student’s product had evenly coloured crumbs and was not too dark as required. 4.1.3.6   Aroma 4.1.3.6.1 Student’s product had a nice, agreeable aroma. 4.1.3.7   Mouth feel or taste: Student’s product had the following required mouthfeel when eaten: 4.1.3.7.1 ☐ Chewy 4.1.3.7.2 ☐ Melt in the mouth 4.1.3.7.3 ☐ Sticky 4.1.3.7.4 ☐ Gummy 4.1.3.8   Moisture content 4.1.3.9   Students product was appropriately moist as per the standard recipe, not too dry or soggy.
		4.2 Made food quality adjustments within the scope of responsibility following standard recipe. 4.2.1 Student checked the dish’s taste before serving for a balance of basic tastes sweet, salty, bitter, sour, and umami. 4.2.2 Student checked the dish’s texture before serving it as per the standard recipe. 4.2.3 Student brought the dish’s taste, texture or temperature discrepancy to the trainer’s attention and made food quality adjustments accordingly. 4.2.4 Student successfully prepared and served a good quality dish with good taste, texture, and correct temperature.
		4.3 Bake bread using the chosen baking conditions and required oven temperature. 4.3.1 Student followed baking conditions, baking time and temperature as per standard recipe. 4.3.2 Student successfully preheated oven for 15 minutes at the required baking temperature before putting in products. 4.3.3 The student used a thermometer to determine the product’s internal temperature to see if they were baked. 4.3.4 Student also correctly checked product doneness by inserting a clean skewer. 4.3.5 To avoid damage student waited until the products were completely cool before removing them from the tins. 4.3.6 Student demonstrated good numeracy skills to determine and use accurate cooking times and temperatures from standard recipes.
		4.4 Cool in the proper circumstances to maintain the best possible freshness and product qualities. 4.4.1 Once the product was out of the oven student successfully cooled the same using the following method: 4.4.1.1   Cooling bread in the refrigerator 4.4.1.2   Cooling bread on a Cooling Rack
	5. Decorate, present and store breads	5.1 Utilise appropriate fillings, icings, and decorations following standard recipes to improve the look and flavour of bread.   5.1.1 Student successfully prepared and used pre-bake finishes and decorations as per standard recipe.
		5.2 Before displaying visually assess bread and make necessary presentational changes. 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 ensured the dish’s presentation was neat, simple, clean and attractive, with the product as the focal point on the plate. 5.2.5 Student checked that the service ware was clean and wiped the sides of the plate before serving. 5.2.6 The student brought any discrepancy in the dish’s presentation to the trainer’s attention and adjusted before serving. 5.2.7 Student prepared and served a well-presented dish that was attractive and had eye appeal.
		5.3 Use appropriate service ware to present bread attractively per organisational guidelines. 5.3.1 Students chose the correct and appropriate service ware for presenting the dish per standard recipe. 5.3.2 Student portioned food correctly as per the standard recipe. 5.3.3 Student checked service ware for cracks and chips before using. 5.3.4 Student checked the temperature service ware before plating, ensuring hot food was served on hot plates. 5.3.5 Student presented dishes attractively on correct service ware as per the standard recipe.
		5.4 To maintain the freshness and product qualities, display and store bread and other reusable by-products in the proper settings. 5.4.1 Student stored prepared food in hot holding alto shams or bain-marie above 60 C till served to ensure food safety and optimise its shelf life. 5.4.2 Student stored cold dishes and perishables in refrigeration between 0-5°C, ensuring food safety and optimising their shelf life. 5.4.3 Student avoided exposing food products to the temperature danger zone of 5-60°C. 5.4.4 Students covered and labelled all food items while storing to avoid cross-contamination, ensuring food safety and optimising shelf life.
		5.5 Followed organisational procedures, environmental considerations, and cost-reduction initiatives and cleaned the work area and disposed or stored surplus and reusable by-products 5.5.1 Student checked the time for all perishable food items in the temperature danger zone (5C – 60C) and discarded food items that had been out for more than 4 hours after bringing them to the trainer’s notice. 5.5.2 Student checked the time for all perishable food items in the temperature danger zone and only stored food items that had been out for less than 2 hours. 5.5.3 Student chilled all leftover food for storing as per food safety guidelines, i.e., cooled it to less than 21C within the first 2 hours and then further cooled it to less than 5C in four hours or less. 5.5.4 Student discarded food that did not meet the temperature guidelines after bringing them to the trainer’s notice. 5.5.5 Student correctly covered and labelled all food before storing, removing cross-contamination possibilities. 5.5.6 Student successfully used the wash, rinse, and sanitise steps to clean all equipment, appliances, and tools after use. 5.5.7 Student successfully used the wash, rinse, and sanitise steps to thoroughly clean stoves, grills, and bench tops. 5.5.8 The student successfully scraped, hand-washed, sanitised, and air-dried knives, chopped boards and other small tools after use. 5.5.9 Student successfully used the wash, rinse, and sanitise steps to clean and sanitise the workstation and all surfaces on which food was prepared. 5.5.10 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. 5.5.11 Student worked with others to sweep, wash, and sanitise all floor areas at the end of service. 5.5.12 Student worked with others to empty, wash, sanitise, and air-dry all garbage bins at the end of service. 5.5.13 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 the dish 6.2 Student successfully prepared, plated, and presented the dish within commercial time constraints and deadlines. 6.3 Student successfully prepared, plated, and presented the dish following portion control procedures per the standard recipe. 6.4 Student successfully prepared, plated, and presented the dish using food safety practices when handling food.

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