Navdeep KAUR_16955_0

SITHCCC035 LEARNING ACTIVITY BOOKLET 3 CHAPTER 4: COOK POULTRY DISHES ................................................................................ 26 Activity 1: Choose the Right Method ...................................................................................... 26 Activity 2: How to Prepare Marinades .................................................................................... 27 Activity 3: Adjust That Dish If You Can .................................................................................... 28 Activity 4: Cook A Dish ........................................................................................................... 29 CHAPTER 5: PRESENT POULTRY DISHES ........................................................................... 31 Activity 1: Carve It Right ......................................................................................................... 31 Activity 2: Plate Your Dish ...................................................................................................... 32 Activity 3: It Is All About the Sauce ......................................................................................... 33 Activity 4: How to Present the Dish ........................................................................................ 34 Activity 5: Store Your Dish Safely ............................................................................................ 35 Activity 6: How to Clean Your Work Area ................................................................................ 38

SITHCCC035 LEARNING ACTIVITY BOOKLET 6 Learner Information This Learning Activity Booklet contains formative activities that you will complete on your own, in a classroom, or a similar environment. These activities include knowledge questions and practical activities. This aims to test your understanding of the knowledge and skills required for the unit of competency where you will undertake the assessment. These activities are used by your trainers to complement both the learning and training processes, and to evaluate how you are progressing throughout these processes. IMPORTANT: The completion of the formative assessments and learning activities included in this workbook DOES NOT lead to a Qualification or a Statement of Attainment (SOA). Learner Details Learner Name Navdeep Kaur Phone Email Trainer Details Trainer Name Relevant Qualifications Held Training Organisation Phone Email

SITHCCC035 LEARNING ACTIVITY BOOKLET 9 Contextualisation Contextualisation is the process of modifying learning resources to make learning more meaningful for your learners and their employers. Precision RTO Resources recommends that your RTO contextualise the learning resources before using them. Contextualisation must retain the integrity of the assessment and the outcome of the unit of competency. Contextualising for your state/territory The contents of this learning resource are not written for a specific state/territory. Where the learning resource refers to legislation and other industry requirements which may vary across states/territories, model answers are based on one state/territory. Should your RTO intend to use this learning resource for learners from your state/territory, Precision RTO Resources recommends you to:  Access and review the legislation and industry requirements applicable in your learner’s state/territory.  Update assessments and benchmark answers to reflect the legislation and industry requirements applicable in your learner’s state/territory. A comprehensive guide in contextualising your assessment tools for your RTO can be accessed through this link: https://precisionrtoresources.com.au/blog/latest-news/rto-contextualisation-guide/

SITHCCC035 LEARNING ACTIVITY BOOKLET 12 Activity 3: Rotate That Stock List the three concepts involved in stock rotation requirements. a. First In, First Out (FIFO): This means that the oldest stock should be used or sold first, ensuring that products do not expire or become obsolete. b. Last In, First Out (LIFO): In contrast to FIFO, LIFO involves using or selling the newest stock first. This can be suitable for certain situations but is less common in food service due to freshness concerns. c. First Expired, First Out (FEFO): This concept prioritizes using or selling products that are closest to their expiration or "use by" date to minimize waste and ensure product quality. It is particularly important in the food industry to prevent spoilage and maintain food safety.

SITHCCC035 LEARNING ACTIVITY BOOKLET 15 Chapter 2: Select, Prepare and Use Equipment Activity 1: Select the Right Equipment Let’s review what you’ve learnt about the types of equipment used in preparing poultry dishes. Read each statement below. Tick ‘True’ if the statement is correct and ‘False’ if not. Statement True False Basic tools are hand-held tools. They are used in cleaning, shaping, mixing and cutting food.  ☐ Pots and pans are cooking equipment for food preparation, like boiling, sauteing and roasting.  ☐ A utility knife is an all-purpose kitchen knife. You can use it to chop, dice or slice with a blade several inches to 12 inches long.  ☐ A probe thermometer measures the temperature in the middle of food. It uses a long, thin metal needle that can be inserted into the food.  ☐ A surface thermometer has a larger, flat surface area to monitor the temperature of thinner foods.  ☐ Pans are straight-sided cookware that can contain larger quantities. Pots are cookware that has lower depth sides, such as frying pans. ☐  Mechanical equipment refers to machines powered by electricity and includes component parts.  ☐

SITHCCC035 LEARNING ACTIVITY BOOKLET 18 Activity 4: Maintaining an Equipment MAINTAIN THAT EQUIPMENT You are a chef at La Bellisima. You must safely assemble all the equipment necessary for the next service hours for today's shift. You must observe proper safety and hygiene protocols when handling the equipment. While checking the day's standard recipe, you will use the following mechanical equipment. You need to prepare them and ensure that they are being properly maintained:  Deep fryer  Food processor and blender Use the given information to answer the following questions describing how to organise the stocks based on the requirements properly.

SITHCCC035 LEARNING ACTIVITY BOOKLET 21 Chapter 3: Portion and Prepare Ingredient Activity 1: Thaw Poultry Correctly In your own words, briefly explain how to thaw frozen poultry in the refrigerator. To thaw frozen poultry in the refrigerator, place it on a tray or plate, keep it in its packaging, and allow it to thaw slowly for several hours to several days, depending on its size.

SITHCCC035 LEARNING ACTIVITY BOOKLET 22 Activity 2: Check the Ingredient Assembly Fill in the blanks below to complete the paragraph. FILL IN THE BLANKS When you sort Ingredients , you must make sure that is based on the Standard recipe . Then, when you finish sorting, you must Assemble the ingredients. You must consider When to use the ingredients and How to use the ingredients when assembling them. Always refer to the flow of the steps in the recipe to make sure you assemble the ingredients correctly. SELECTION Assemble Ingredients When to use Standard recipe How to use

SITHCCC035 LEARNING ACTIVITY BOOKLET 23 Activity 3: Weighing Ingredients List at least four guidelines when using a weighing scale for measuring ingredients. a. Zero the scale before use. b. Ensure the correct units are selected. c. Place containers gently and add/remove ingredients slowly. d. Periodically check and calibrate for accuracy.

SITHCCC035 LEARNING ACTIVITY BOOKLET 24 Activity 4: What Poultry Prep Technique Is That? Match the different poultry preparation techniques below their descriptions. DESCRIPTION CLASSIFICATIONS OF POULTRY It is a method of removing bones from meat, poultry or fish before cooking. Trussing It is the process of wrapping fat, such as bacon or fatback, around lean poultry meats. Trimming It is the process of tying meat or poultry with a string woven through the bird parts with a needle. Barding It refers to the leftover meat scraps from more significant cuts of meat that are too tiny to be sold individually. Rolling It is done by flattening the poultry to a consistent thickness. De boning

SITHCCC035 LEARNING ACTIVITY BOOKLET 25 Activity 5: Keep Your Waste Low Let’s review what you ’ve learnt minimising waste. Read each statement below. Tick ‘True’ if the statement is correct and ‘False’ if not. Statement True False Minimising wastage is a set of processes and practices intended to reduce the amount of waste produced.  ☐ To achieve their goals, establishments minimise profitability by using methods to determine the best output and price levels. ☐  Purchase only the various cut and the number or amount required to help minimise excessive stock.  ☐ There will not be any trimming and wastage upon cleaning purchased meat. It cannot be utilised to 'value add' where possible. ☐  As part of minimising waste, only purchase what is needed.  ☐ Consider the storage capacity of the establishment, the skill level of the staff, and the storage cost.  ☐

SITHCCC035 LEARNING ACTIVITY BOOKLET 26 Chapter 4: Cook Poultry Dishes Activity 1: Choose the Right Method Match the following guidelines when choosing a suitable cooking method to their description. DESCRIPTION GUIDELINES Good quality soft meat is developed by domestic breeding and reading. Cuts The tender portion of meat cuts is mostly from the breasts of birds. Breeding According to its physical structure, each variety of birds has distinct traits. Preparation Older birds of the same species are always tougher than younger birds. Species Some preparation processes can aid in tenderising tougher portions of meat. Age

SITHCCC035 LEARNING ACTIVITY BOOKLET 27 Activity 2: How to Prepare Marinades Arrange the steps to follow when preparing marinades. SELECTION 4.Keep the marinade if it is not for immediate use. 2.Add in the choice of flavourings and salt to taste. 3.Mix the three parts of oil for every amount of acid used. 1.Gather the ingredients. Sequence 1 Sequence 2 Sequence 3 Sequence 4

SITHCCC035 LEARNING ACTIVITY BOOKLET 28 Activity 3: Adjust That Dish If You Can Let’s review what you ’ve learnt about adjusting the quality of the dish. Read each statement below. Tick ‘True’ if the statement is correct and ‘False’ if not. Statement True False Food quality is the characteristic of the food that is acceptable to customers. This characteristic includes appearance, texture and flavour.  ☐ To check the dish's texture, regularly taste the dish throughout the cooking process to ensure it is not too bitter, salty or spicy. ☐  As a rule, always ensure that the food served meets the organisation's standards.  ☐ Varying cooking times, ingredients or temperatures of dishes that are not within one’s scope of responsibility create conflict and confusion.  ☐ The components of every dish cannot be tasted as they are being made and the final product assembled must be inspected.  ☐ Deep-fried poultry should be crisp on the exterior. Roasted poultry should be moist and not dry. Curried poultry must be smooth and creamy.  ☐

SITHCCC035 LEARNING ACTIVITY BOOKLET 29 Activity 4: Cook A Dish FOLLOW THE RECIPE Under your trainer’s observation, prepare and cook one pan of Creamy Lemon Chicken based on the recipe provided. Use the appropriate equipment, glassware and ingredients. Ensure to demonstrate the preparation methods and guidelines discussed in the learner resource. Make adjustments when necessary. Follow the steps below: Creamy Lemon Chicken Ingredients:  1 tbsp oil  500 g chicken thigh fillets (skinless)  2 finely chopped garlic cloves  250 mL boiling water  1 pot chicken stock pot  1 tsp oregano leaves (dried)  1 sliced lemon  ½ Crème Fraiche  Fresh ground mixed peppercorns  Chopped parsley to garnish Preparation Procedure: 1. In a large frying pan, heat the oil over medium-high heat. Cook for 5 minutes, or until golden brown, turning regularly. Cook for 30 seconds, stirring constantly. 2. In a heat-proof jug, combine boiling water and Continental Stock Pot. Drizzle over the chicken. Add the oregano and lemon zest. Bring to a boil, then reduce to medium and simmer for 5 minutes, stirring periodically. 3. Add the Crème Fraiche and honey and mix well. Bring to a boil, then reduce to medium- low heat and continue to cook, stirring periodically for 8 to 10 minutes or until sauce has thickened slightly and chicken is cooked through. Season with freshly ground mixed peppercorns to taste. Serve with parsley as a garnish.

SITHCCC035 LEARNING ACTIVITY BOOKLET 30 Role Play Activity Role play the scenario to show how to prepare and cook one pan of Creamy Lemon Chicken based on the recipe provided , while demonstrating the practical skills listed in the checklist below. Perform this activity while being observed by your trainer. If your trainer is not available to directly observe you, you may video record the role play activity and submit the recording to your trainer. Your role For this activity, you will take the role of the chef.

SITHCCC035 LEARNING ACTIVITY BOOKLET 31 Chapter 5: Present Poultry Dishes Activity 1: Carve It Right Let’s review what you ’ve learnt about carving poultry. Read each statement below. Tick ‘True’ if the statement is correct and ‘False’ if not. Statement True False Carving is cutting and slicing portions of cooked meat such as roast and poultry.  ☐ Carving knives are used to keep items in position while food is being prepared and keep hands away from the sharp blades of knives. ☐  Carry-over cooking is when the outside of the meat is significantly hotter than the inside.  ☐ To promote softness, carve the meat across the grain. If you cut the meat parallel to the grain, it will be stringy and chewy.  ☐ Do not throw out the bones or off-cuts. Minimise waste and use the carcass for making soups or stock.  ☐ When the meat has had a chance to rest, the juices have calmed down. It should not be carved because it will be soggy or lose flavour. ☐ 

SITHCCC035 LEARNING ACTIVITY BOOKLET 32 Activity 2: Plate Your Dish In your own words, explain the following things to consider when plating and presenting ingredients:  Selecting portion sizes  Controlling portion sizes Selecting Portion Sizes: This involves determining the appropriate amount of each ingredient to serve on a plate. It's crucial to strike a balance between providing a satisfying portion for the diner while not overwhelming them. Several factors influence portion selection, including the type of dish, the occasion, and the diner's preferences. For instance, a formal, multi-course meal may feature smaller, artfully presented portions to accommodate multiple courses, while a casual family dinner may have larger, hearty portions. Portion sizes should also consider nutritional guidelines and dietary requirements. Controlling Portion Sizes: Controlling portion sizes is about ensuring that the amount of food on the plate aligns with the intended serving size. This can be achieved through careful measuring and consistent plating techniques. It's important to avoid excessive portions that can lead to food wastage and contribute to overeating. Techniques for controlling portion sizes may include using measuring cups and utensils, following standardized recipes, and training kitchen staff to plate consistently. Additionally, the arrangement of ingredients on the plate can help create the illusion of a well-balanced portion even when smaller quantities are served.

SITHCCC035 LEARNING ACTIVITY BOOKLET 33 Activity 3: It Is All About the Sauce Find the words that correspond to the descriptions below hidden within the word search puzzle. 1. This is a sauce made from the fluids and drippings of cooked meats such as beef, pork, chicken, and veal. 2. Egg yolks and butter are used to make this sauce. 3. After being cooked for hours, it is produced with a meat stock reduced to a thick, rich brown sauce. 4. It works well with white meats and is ideal for continental cooking. 5. It is a traditional French white sauce that combines boiling milk with a white roux. F S L H X D G P T I V E L O U T E L Q K S Z C L Q Y R T D P V I T M Y W D F G I G C U R S B Y O E S D U O P Y A Y I X O R K C E Q N E A R U R P Z J T H B O S B A G O T T O L A I M Y K N W E S E H X D V D L W R D R P R M Z Z P K A Z C B X M Y S V A C E I G E N K R L A D R H F M S L Y N E L H E G V E A V H X B R A Z I V Q U P P T B G V M R C I W H R E M E I O V G L C U K O K L K Y E S I L E E L F F W A O S B R O W N S A U C E M C L J L U Z P Z D X B F W T V T V T A F U T S N G A B O C I F F Z G A E V N G S E M L X Q F A N J U I A G G B V M K Z I G D I C E S V K P O Y N O A X O K J B T N X X H A Sauce made from meat drippings: GRAVY Sauce made with egg yolks and butter: HOLLANDAISE Meat stock reduced to a thick sauce: DEMI-GLACE

SITHCCC035 LEARNING ACTIVITY BOOKLET 34 Ideal for continental cooking: VELOUTÉ Traditional French white sauce: BECHAMEL Activity 4: How to Present the Dish List and explain the four factors that affect how poultry dishes are served and presented. a. Type of Poultry: Different poultry varieties and cuts require varying presentation techniques. b. Cooking Method: The method used to cook the poultry influences its appearance and texture. c. Accompaniments and Sauces: Sides and sauces should complement and enhance the poultry dish. d. Plating and Garnishes: Presentation, arrangement, and garnishes impact the visual appeal of the dish.

SITHCCC035 LEARNING ACTIVITY BOOKLET 35 Activity 5: Store Your Dish Safely HANDLE IT SAFELY You are a chef at La Bellisima. Before today’s shift, you need to check the stock requirements and ensure that the ingredients are safe and stored well. While checking the supplies, you noticed that stocks have to be replenished and stored properly. You need to organise the following frozen items in the refrigerator:  Ten newly arrived packs of chicken drumsticks  Leftover turkey carcass  Five packs of chicken breasts that have two weeks before the use-by date  Two packs of expired poultry giblet Use the given information to answer the questions describing how to organise the stocks based on the requirements properly.

SITHCCC035 LEARNING ACTIVITY BOOKLET 36 1. In your own words, describe your considerations when storing a new batch of frozen items. Maintain the correct freezer temperature. Use proper airtight packaging. Label items with names and freezing dates. Organize items for easy access. Follow FIFO (First-In, First-Out). Avoid overcrowding for proper airflow. Adhere to food safety guidelines. Plan for future thawing and use. Regularly clean and maintain the freezer. 2. In your own words, describe the considerations you must take when storing leftover poultry cuts. Cool quickly after cooking. Use airtight containers. Label and date containers. Refrigerate or freeze promptly. Thaw safely before reheating. Reheat to 165°F (74°C). Prevent cross-contamination. Inspect for spoilage. Use in recipes to reduce waste. 3. In your own words, describe your considerations when storing older dated stocks and disposing expired items.

SITHCCC035 LEARNING ACTIVITY BOOKLET 37 Use FIFO inventory management. Properly label items with dates. Store items in recommended conditions. Regularly inspect for spoilage. Organize shelves for easy access. Conduct audits to identify expiring items. Establish a clear disposition plan. Document waste for analysis. Train staff in inventory management. Avoid overstocking perishable items.

SITHCCC035 LEARNING ACTIVITY BOOKLET 38 Activity 6: How to Clean Your Work Area Arrange the procedures to follow for the manual cleaning of the work area. SELECTION 5.To kill any leftover bacteria, use a sanitizer. 1.Remove any loose debris or detergent foam with a hose. 6.Sanitiser must be removed. 4.Allow to dry naturally. 3.Food scraps should be scraped, wiped, swept away, and then rinsed with water. 2.Remove any grease and filth with hot water and detergent. If necessary, soak. Sequence 1 Sequence 2 Sequence 3 Sequence 4 Sequence 5 Sequence 6

SITHCCC035 LEARNING ACTIVITY BOOKLET 39 Well done! Now that you have completed the activities in this workbook, you are ready to take your assessments. Use your Learner Assessment Pack for this unit. Discuss with your trainer/assessor first to know the steps to complete your assessment. Good luck!

SITHCCC035 LEARNING ACTIVITY BOOKLET 40 End of Document

LEARNER ASSESSMENT PACK SITHCCC035 Prepare poultry dishes

SITHCCC035 LEARNER ASSESSMENT PACK 2 Table of Contents Assessment Delivery ............................................................................................................................... 3 Candidate Information ............................................................................................................................ 4 Steps for Candidates ............................................................................................................................... 6 Reasonable Adjustment .......................................................................................................................... 7 Resources Required for Assessment ....................................................................................................... 8 Accessing Intranet Pages and External Links ........................................................................................ 12 Assessment Agreement ........................................................................................................................ 13 Assessment Tasks .................................................................................................................................. 22 Contextualisation of Assessments by RTOs .......................................................................................... 23 Knowledge Assessment .......................................................................................................... 24 Practical Assessment .............................................................................................................. 75 Workplace Assessment ................................................................................................................. 76 Assessment Overview ............................................................................................................... 76 Preliminary Task ........................................................................................................................ 78 Task 1: Prepare the Ingredients and Equipment for Poultry Dishes ......................................... 80 Task 2: Prepare and Present Finished Poultry Dishes ............................................................... 82 Assessment Workbook Checklist .......................................................................................................... 84 Assessment Workbook Checklist ............................................................................................. 85 Recording .............................................................................................................................................. 86 Record of Assessment ............................................................................................................ 87

SITHCCC035 LEARNER ASSESSMENT PACK 3 Learner Assessment Pack Assessment Delivery

SITHCCC035 LEARNER ASSESSMENT PACK 4 Candidate Information This Learner Assessment Pack is designed for you to complete the assessment for SITHCCC035 - Prepare poultry dishes (Release 1) . It may refer to your own workplace/organisation, or to a simulated business provided by your assessor. The assessment tasks include Knowledge Assessment where you need to demonstrate your knowledge and understanding of the unit, and the Practical Assessment, where you need to demonstrate your skills required in the unit. It is recommended that you complete the Practical Assessments in your own workplace/organisation. If you don’t have access to a real workplace, you can complete the assessment in a simulated environment where resources and conditions similar to a workplace must be accessed. Ensure to discuss this with your assessor prior to commencing with the assessment. Each Learner Assessment Pack is made up of four parts: Assessment Delivery Candidate Information Steps for Candidate Assessment Agreement Assessment Tasks Assessment Tasks, including:  Knowledge Assessment  Practical Assessment Assessment Workbook Checklist Assessment Workbook Checklist Recording Record of Assessment

SITHCCC035 LEARNER ASSESSMENT PACK 5 Before you commence your assessment, ensure that you have a good knowledge of the subject, have thoroughly read your Learner Resource, and clearly understand the assessment requirements and the expectations of the industry to which the assessment is related. Assessments are designed to be completed using your industry/organisation, but your Registered Training Organisation (RTO) may assist you by contextualising the unit to be completed in a simulated workplace environment. You will be required to demonstrate knowledge and skills which must be observed directly by your assessor. Where the observation task may be difficult for the assessor to directly observed, a video recording of the practical observation task must be submitted as supplementary evidence. Verification from at least one third-party signatory, and preferably two or more witnesses is required to confirm your demonstration of these practical knowledge and skills. These witnesses would usually be your current or recent supervisors, or your assessor. The practical assessment tasks may be completed using your own workplace, a simulated environment, or a mix of both, as instructed by your assessor. To contextualise this assessment to your industry/organisation, you may be asked by your assessor to provide additional information based on your industry/organisation. Instructions are given for each task. If you have questions, or unclear how to proceed, consult with your assessor. Records of all aspects of the assessment must be kept in your Learner Assessment Pack The record of assessment is a legal document and must be signed, dated, and a copy stored as required by your Registered Training Organisation (RTO).

SITHCCC035 LEARNER ASSESSMENT PACK 6 Steps for Candidates Your Learner Assessment Pack: 1. Upon receiving your Learner Assessment Pack, discuss with your assessor the expectations and requirements of this assessment. You may also need to supply contact details of one or two work referees who can confirm your skills in the industry. Discuss with your assessor if you intend to undertake the practical assessment tasks based on your employing organisation, in a simulated business, or in a mix of both. 2. Your Learner Assessment Pack is where you will get the task information. Complete each task as instructed using either your own workplace, or using a simulated business, as discussed with your assessor. 3. After you complete your assessment, gather and submit your evidence documents as detailed in the task(s) in the timeframe agreed with your assessor. Your assessor will advise you if there are any further steps for you to take to satisfactorily complete this assessment.

SITHCCC035 LEARNER ASSESSMENT PACK 7 Reasonable Adjustment Adapted Reasonable Adjustment in teaching, learning and assessment for candidates with a disability - November 2010 - Prepared by - Queensland VET Development Centre Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a candidate with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities or installing a particular type of software on a computer for a person with vision impairment. Why make a reasonable adjustment? We make reasonable adjustments in VET to make sure that candidates with a disability have:  The same learning opportunities as candidates without a disability, and  The same opportunity to perform and complete assessments as those without a disability. Reasonable adjustment applied to participation in teaching, learning and assessment activities can include:  Customising resources and assessment activities within the training package or accredited course  Modifying the presentation medium  Candidate support  Use of assistive/adaptive technologies  Making information accessible both before enrolment and during the course  Monitoring the adjustments to ensure candidates needs continue to be met Assistive/Adaptive Technologies Assistive/Adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium - W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note-takers. IMPORTANT: Reasonable adjustment made for collecting candidate assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant unit(s) of competency. For example, if the assessment were gathering evidence of the candidate’s competency in writing, allowing the candidate to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements.

SITHCCC035 LEARNER ASSESSMENT PACK 8 Resources Required for Assessment To complete the Practical Assessment tasks, you will require access to:  Computer with internet and email access, and a working web browser  Installed software: Word, Adobe Acrobat Reader  A workplace, or a simulated workplace environment that will allow you access to: o Workplace documentation, including:  Standard recipes of poultry dishes  Organisational procedures for the caring of knives  Organisational requirements for the following: • Equipment manufacturer instructions These refers to manuals on how to safely prepare and use equipment needed to prepare the finished poultry dishes. • Mise en place lists for the poultry dishes based on their standard recipes • Food presentation • Stock control procedures and documentation • Food disposal and storage • Organiisational food safety plan This must include food safety practices relevant to handling and storing poultry. • Safety data sheets (SDS) for cleaning agents and chemicals  Workplace document with information on the scope of your responsibility o Ingredients required for each dish, including:  Chicken  Duck  Feathered game  Poultry offal

SITHCCC035 LEARNER ASSESSMENT PACK 9 o Equipment, tools and facilities available in the candidate’s workplace/organisation, including:  Commercial: • blender • food processor  Commercial grade work benches (1.5 m per person)  Commercial oven with trays (one per two persons)  Commercial refrigeration facilities: • cool room or fridge • Freezer  Deep-fryer  Designated storage areas for dry goods and perishables  Sink  Gas, electric or induction stove top (two burners per person) • Hot plate or griddle • Salamander or other form of griller (one per eight persons)  Storage facilities: • Shelving • Trays  Baking sheets and trays  Containers for hot and cold food  Cutting boards  Knife sharpening equipment: • Sharpening steel • Sharpening stone  Knives and cleavers: • Boning knife • Carving knife • Chef’s knife • Utility knife

SITHCCC035 LEARNER ASSESSMENT PACK 10  Measures: • Measuring jugs • Measuring spoons • Portion control scoops  Meat tenderiser  Mouli  Pans and pots for small and large production:  Stainless steel, cast iron and non-stick fry pan  Poultry shears  Scoops, skimmers and spiders  Scales  Stainless steel bowls  Small utensils: • Sieve • Strainers and chinois • Scraper • Spatula • Tongs and serving utensils  Service-ware • Crockery • Cutlery and serving utensils  Spoons and ladles  Temperature probe  Thermometer  Food safe gloves  Face mask  Hair net

SITHCCC035 LEARNER ASSESSMENT PACK 11 o Cleaning materials and equipment:  Cleaning cloths  Commercial cleaning and sanitising agents and chemicals for cleaning commercial kitchens, equipment and food storage areas  Dustpan and brooms  Garbage bins and bags  Hand towel dispenser and hand towels  Mops and buckets  Separate hand basin and soap for hand washing  Sponges, brushes and scourers  Tea towels o Opportunity to:  Prepare the ingredients and equipment required for the at least six finished poultry dishes Finished poultry dishes are dishes that completed the full preparation process required for them. Once done, they are displayed or served directly to customers without additional processing needed.  Prepare, plate, and present at least two portions each for the at least six finished poultry dishes

SITHCCC035 LEARNER ASSESSMENT PACK 12 Accessing Intranet Pages and External Links Some assessment tasks may require you to access specific pages from the simulated business, The Continent Hotel and/or external webpages. Links to these pages are formatted in Blue Text . To access these, hold the Ctrl key for Windows users while clicking on these links. For Mac users , directly click the link. The simulated business, The Continent Hotel], can be accessed by going to https://thecontinenthotel.precisiongroup.com.au/. Login to The Continent Hotel using the username and password provided by your Registered Training Organisation (RTO).

SITHCCC035 LEARNER ASSESSMENT PACK 13 Assessment Cover Sheet Student Declaration To be filled out and submitted with assessment responses  I declare that this task is all my own work and I have not cheated or plagiarised the work or colluded with any other student(s).  I understand that if I If I am found to have plagiarised, cheated or colluded, action will be taken against me according to the process explained to me.  I have correctly referenced all resources and reference texts throughout these assessment tasks. Student name Navdeep Kaur Student ID number 20230088 Student signature Navdeep Kaur Date 02/09/23

SITHCCC035 LEARNER ASSESSMENT PACK 14 Instructions: Discuss and accomplish this section with your assessor before commencing then sign the confirmation at the end of this Agreement. Assessment Agreement Please tick at least one of the following for each section:  Delivery Method Classroom ☐ Small Group ☐ One-on-One ☐ Online ☐ Other (please describe) ☐ Assessment Pathway (for Practical Assessment) Candidate’s Organisation (Pre-assessment meeting conducted) ☐ Simulated Workplace Environment (Contextualised by RTO) ☐

SITHCCC035 LEARNER ASSESSMENT PACK 15 Assessment Conditions Skills must be demonstrated in an operational commercial kitchen. This can be: an industry workplace; or ☐ a simulated industry environment, such as an industry-realistic training kitchen serving customers. ☐ Assessment must ensure access to fixtures and large equipment: commercial: blender ☐ food processor ☐ commercial grade work benches (1.5 m per person) ☐ commercial oven with trays (one per two persons) ☐ commercial refrigeration facilities: cool room or fridge ☐ freezer ☐ deep-fryer ☐ designated storage areas for dry goods and perishables ☐ sink ☐ gas, electric or induction stove top (two burners per person) ☐ hot plate or griddle ☐ salamander or other form of griller (one per eight persons) ☐

SITHCCC035 LEARNER ASSESSMENT PACK 16 storage facilities: shelving ☐ trays ☐ small equipment: baking sheets and trays ☐ containers for hot and cold food ☐ cutting boards ☐ knife sharpening equipment: sharpening steel ☐ sharpening stone ☐ knives and cleavers: boning knife ☐ carving knife ☐ chef’s knife ☐ utility knife ☐ measures: measuring jugs ☐ measuring spoons ☐ portion control scoops ☐ meat tenderiser ☐ mouli ☐ pans and pots for small and large production:

SITHCCC035 LEARNER ASSESSMENT PACK 17 stainless steel, cast iron and non-stick fry pans ☐

SITHCCC035 LEARNER ASSESSMENT PACK 18 poultry shears ☐ scoops, skimmers and spiders ☐ scales ☐ stainless steel bowls ☐ small utensils: sieve ☐ strainers and chinois ☐ scraper ☐ spatula ☐ tongs and serving utensils ☐ service-ware: crockery ☐ cutlery and serving utensils ☐ spoons and ladles ☐ temperature probe ☐ thermometer ☐ food safe gloves ☐ cleaning materials and equipment: cleaning cloths ☐ commercial cleaning and sanitising agents and chemicals for cleaning commercial kitchens, equipment and food storage areas ☐ dustpans and brooms ☐

SITHCCC035 LEARNER ASSESSMENT PACK 19 garbage bins and bags ☐

SITHCCC035 LEARNER ASSESSMENT PACK 20 hand towel dispenser and hand towels ☐ mops and buckets ☐ separate hand basin and soap for hand washing ☐ sponges, brushes and scourers ☐ tea towels ☐ organisational specifications: equipment manufacturer instructions ☐ current commercial stock control procedures and documentation for ordering, monitoring and maintaining stock ☐ mise en place lists and standard recipes ☐ food safety plans ☐ guidelines relating to food disposal, storage and presentation requirements ☐ safety data sheets (SDS) for cleaning agents and chemicals ☐ diverse and comprehensive range of poultry as specified in the performance evidence. ☐ Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors and: have achieved the Certificate III or Certificate IV in Commercial Cookery, or Certificate III or IV in Catering Operations, or their successors; or ☐ hold a trade certificate as a cook or chef or equivalent; and ☐ have worked in industry for at least three years where they have applied the skills and knowledge of this unit of competency. ☐

SITHCCC035 LEARNER ASSESSMENT PACK 21 I confirm that the activities and assessment completed for this unit are my own work, and comply with all relevant copyright and plagiarism rules. I understand that if there are any issues found in the authenticity of any piece of my assessment, I may be orally re-assessed OR asked to complete further assessment tasks. Candidate’s name Navdeep Kaur Candidate’s signature Navdeep Kaur Date Assessor’s name Mirazul Akbar Assessor’s signature Date End of Assessment Agreement

SITHCCC035 LEARNER ASSESSMENT PACK 22 Learner Assessment Pack Assessment Tasks

SITHCCC035 LEARNER ASSESSMENT PACK 23 Tasks Complete all tasks in this assessment as instructed. If you have questions, consult with your assessor. Contextualisation of Assessments by RTOs Contextualisation is the process of modifying assessment tools to make learning more meaningful for candidates and their employers. Precision RTO Resources recommends that your RTO contextualise the assessment tools to suit particular industry requirements and specific organisational requirements before using them. Contextualisation must retain the integrity of the assessment and the outcome of the unit of competency.

SITHCCC035 LEARNER ASSESSMENT PACK 24 Complete the tables by doing the following: a. Identify at least two ingredients for each category of food items used on poultry dishes. b. Identify at least one trade name for each ingredient identified. Question 1 Knowledge Assessment Food Items Ingredients Trade Name of Each Ingredient i. Poultry meat 1. Chicken Whole chicke 2. Duck Raw duck meat ii. Poultry offal 1. Liver Gizzard 2. Heart Kidney iii. Spices 1. Pepper cumin 2. Paprika Ginger iv. Herbs 1. Basil Lemon basil 2. Parsley Thyme

SITHCCC035 LEARNER ASSESSMENT PACK 25 Question 2 Access recipes for poultry dishes offered in your organisation. These recipes must be for the following types of dishes:  Classical poultry dishes These are dishes that follow traditional sets of procedures and ingredients that have been used without much change.  Contemporary poultry dishes These are dishes derived from classical dishes with ingredients or procedures modified to follow modern cooking techniques. Then, complete the table below by identifying the following: a. At least three dishes for each type of poultry dish b. At least one trade name for each dish identified Classical Poultry Dishes Trade Name of Each Dish i. Coq au vin Rooster in wine ii. Chicken parmigiana Cheese-stuffed chicken parmesan iii. Buffalo wings Spicy chicken Contemporary Poultry Dishes Trade Name of Each Dish i. chicken tikka masala Chicken in a sauce ii. coronation chicken salad Coronation chicken pie iii. Crisp Skinned Sichuan Duck Crispy Duck

SITHCCC035 LEARNER ASSESSMENT PACK 26 Question 3 Listed below are examples of poultry cuts. Complete the table below by doing the following: a. In your own words, describe the characteristics of each poultry cut listed b. Identify at least one trade name for each poultry cut listed c. identify at least one way to cook each cut listed d. Identify at least one trade name for each way of cooking identified Poultry Cuts Characteristic of Each Cut Trade Name of Each Cut How Each Cut is Cooked Trade Name of Each Way of Cooking i. Supreme the supreme cut crafted bycutting the breast open. Nonetheless, the skin the wing,too beatbox with the remaining humerus attached. ➢ Chicken supreme ➢ Duck supreme Turkey supreme • Braised • Grilled Pan-fried ▪ Grilled chicken supreme ▪ Pan-fried duck supreme Braised turkey supreme

SITHCCC035 LEARNER ASSESSMENT PACK 27 ii. Breast breast shape is slim. prepared beef piece by taking away the chest or breast exercising the surface of the chicken. Next, it is boneless and skinned. Chicken breast ▪ Duck breast Turkey breast ➢ Braising ➢ Grilling ➢ Roasting ➢ Poached ➢ Sous vide ➢ Stewed Braised chicken breasts ▪ Grilled duck breasts ▪ Roasted turkey breasts Poached chicken breasts ▪ Sous vide duck breasts Chicken breast stew

SITHCCC035 LEARNER ASSESSMENT PACK 28 Poultry Cuts Characteristic of Each Cut Trade Name of Each Cut How Each Cut is Cooked Trade Name of Each Way of Cooking iii. Maryland Maryland haircut crafted through cutting the whole leg It contains the drumstick and thigh skin-on. It is also known as quarters. ➢ Chicken Maryland ➢ Duck quarters ➢ Turkey quarters ➢ Roasted ➢ Deep-fried ➢ Grilled ➢ Deep-fried breadedchicken Maryland ➢ Grilled duck quarters ➢ Roasted turkey quarters iv. Drumstick drumstick is sliced intopreparation bottom portion of the darker-colored-leg meat. a drumstick thereafter Frenched with knuckles on top trimmed. ➢ Chicken drumstick ➢ Duck leg ➢ Turkey leg ➢ Roasted ➢ Deep-fried ➢ Grilled ➢ Roasted duck legs ➢ Deep-fried chicken drumstick ➢ Grilled turkey legs v. Thigh A thigh cut is made by eliminating flesh clinging to the the top of the leg little above the kneecap. ➢ Chicken thigh ➢ Duck thigh ➢ Turkey thigh ➢ Deep-fried ➢ Grilled ➢ Roasted ➢ Sous vide ➢ Deep-fried duck wings ➢ Grilled chicken wings ➢ Stewed turkey wings

SITHCCC035 LEARNER ASSESSMENT PACK 29 Poultry Cuts Characteristic of Each Cut Trade Name of Each Cut How Each Cut is Cooked Trade Name of Each Way of Cooking vi. Wing Three are on the wing components: wingtip, thewingette drumette. Its wing prepares itselfslicing through connecting joint the drummer for the the breast region. ➢ Chicken wing ➢ Duck wing ➢ Turkey wing ➢ Deep-fried ➢ Grilled ➢ Stewed ➢ Deep-fried duck wings ➢ Grilled chicken wings ➢ Stewed turkey wings i. Sauté cuts frying chops or cutlets being prepped by separating the entire bird into two pair of drumsticks Knees, four pieces of breast of chicken, and a pair of wings sautéing. ➢ Chicken cutlets ➢ Duck cutlets ➢ Turkey cutlets Sautéed ▪ Pan-fried Stewed ▪ Sautéed turkey cutlets ▪ Pan-fried duck cutlets Stewed chicken cutlets

SITHCCC035 LEARNER ASSESSMENT PACK 30 ii. Tenderloin The muscle closest to the deepestpart of the chicken breast that is situated along the breastbone. Cuts are used to prepare it. The muscle of the breast that runs along both on the sides of the breastbone uppermost part of the breast. Chicken tenderloin Duck tenderloin Turkey tenderloin ➢ Grilled ➢ Roasted ➢ Deep-fried Baked ➢ Grilled turkey tenderloins ➢ Roasted duck tenderloins ➢ Deep-fried chicken tenderloins ➢ Baked chicken tenders

SITHCCC035 LEARNER ASSESSMENT PACK 31 Question 4 Answer the questions below about date codes and rotation labels. Date Codes a. Below are two date codes that are commonly used on food items. In your own words, describe each date code. Each response must be in 30 words or more. Types of Date Code Description of Each Date Code i. Use by date To make sure that food is consumed before a giventime, it is used to mark certain foods. If it is still ok to consume. After the use-by date, food shouldn't be sold or consumed because.The individual who will consume them may be at riskfor their health or safety. ii. Best before date Food products are labeled with a best-before dateto indicate how long they will maintain their highest quality. The food item can still be used or eaten after the "best-before" date as long as it is still safe for consumption. b. Access Standard 1.2.5 of the Australia New Zealand Food Standards Code from the link below. https://www.legislation.gov.au/Series/F2015L00401 Make sure to access the latest version of the legislation. Answer the questions below based on the legislation. i. Identify the three items that must be included in a best before date. 1. The words “BEST BEFORE” 2. Relevant date 3. Reference to where the date is located on the label. ii. Identify the three items that must be included in a use by date.

SITHCCC035 LEARNER ASSESSMENT PACK 32 1. The words “USE BY” 2. Relevant Date 3. Reference to where the date is located on the label.

SITHCCC035 LEARNER ASSESSMENT PACK 33 Date Codes iii. Identify what the best before or use by date must include for each scenario below. Scenario Inclusion 1. The duration is within 3 months since the date code was applied on a product and the content is expressed in letters. Best Before Date 2. The duration is over 3 months since it was applied on a product. Use by Date Rotation Labels a. Below are two rotation labels that are commonly used on food items. In your own words, describe each rotation label. Each response must be in 30 words or more. Types of Rotation Labels Description of Each Rotation Label i. Use first The use-first rotation label is placed on food products having the shortest shelf lives or that were purchased initially. This means that in order to ensure that the object is utilized while it is in its optimal condition, it must first be used. ii. Day label Food items have a day label on them to indicate the dayof the week they were prepared on. This helps establish whether the food items should be utilized or thrown away depending on how long they have been in storagesince the day they were made. b. Identify what must be included in a Use First label. This label usually includes the text ‘Use First’ or ‘Use this first.’ c. Identify what must be included in a Day label.

SITHCCC035 LEARNER ASSESSMENT PACK 34 i. Specific day of the week food was prepared. ii. Colour that represents that day

SITHCCC035 LEARNER ASSESSMENT PACK 35 Question 5 Listed below are examples of common poultry products. In your own words, describe the following characteristics of each poultry product listed: a. Colour b. Fat Content c. Size d. Taste e. Texture Poultry Products Colour Fat Content Size Taste Texture a. Chicken meat The color of raw chickenmeat is often bright pinkwith some fatty white chunks. A pink color in a deeper shade may be used for the leg and thigh portions. Compared to other birds like turkey, chicken meat is lower in fat. duck. But compared to turkey, it contains more fat. 100 g of meat equals 14 g of fat are found in chicken meat. Whole chickens are frequently offered in arange of sizes with theinternal organs and intestines removed. The size, which can be anywhere from 12 and 20, is typically denoted by their When no other flavor- enhancing ingredient is introduced, chicken meat can taste bland. Because of this, it needs to be well- seasoned to bring out its inherent flavor. The texture of raw chicken meat should be soft and plump. The meat must retain its shape when pressed after a few seconds despite being soft. Additionally, it must be glossy and not slimy or sticky.

SITHCCC035 LEARNER ASSESSMENT PACK 36 weight. As an illustration, a size 16 chicken typically weighs about 1.6 kg.

SITHCCC035 LEARNER ASSESSMENT PACK 37 Poultry Products Colour Fat Content Size Taste Texture b. Turkey meat Compared to chicken meat, raw turkey meat has a darker pinkish appearance but is otherwise the same color. However, it still hasa paler color than duck meat. Turkey meat contains lessfat than other types of poultry meat, such as duck and chicken flesh. There are just about 8 calories per 100 g of turkey meat. A complete turkey that has had its internal organs and entrails removed, similar to chicken, offered in a range of sizes. sizes, which canvary from 25 to 90, are also available. measured in terms of their weight. For instance, a turkey in size 40 will weight about 4 kg. Without any added components, turkey flesh has a chicken-like flavor. But Turkey meat has a richer flavor than chicken meat because it contains less fat and more lean muscle. The raw turkey shouldbe firm and plump. Generally speaking, turkey meat is not as tender as chicken meat. When pressed, it has a little more resilience than chicken meat. The meat also shouldn't be slimy or sticky.

SITHCCC035 LEARNER ASSESSMENT PACK 38 c. Duck meat Pinkish hues are typicallypresent in raw duck meat. But unlike the rawmeat's color Compared to chicken or turkey, duck meat is a deeper shade of pink. One of the fowl meats with a high fat content is duck. In comparison to chicken and turkey, it contains higher fat. For every 100 g of duck meat, there are about 28g of fat. Ducks come in a range of sizes as well. After the internal organs and entrails are removed, entire ducks can range in size from 18 to 22. The sizes correspond to the weight of the duck, just like they do for chicken and turkey. The flavor of duck meat is strongly gamey. When no other ingredients are added, its flavor is sometimes thought to be more akin to that of red meat than chicken. When touched, raw duck meat should feel moist but not slimy or sticky. The meat must spring back when squeezed, and it must be plump. The texture of duck meat shouldn't be rubbery either.

SITHCCC035 LEARNER ASSESSMENT PACK 39 Question 6 Read the scenarios below about characteristics of poultry dishes. Answer the questions that follow. Scenario 1 Juliet works as a cook at the La Bellissima . Today, two guests arrived and ordered two Club Sandwiches. The first guest requested that poultry meat added into their sandwich must have as less fat as possible. The second guest requested meat that has a deeper taste but should not be too gamey. Before Juliet assembles the sandwich, she first must first check the ingredients. She first checked the texture of the ingredients. Any problem with the texture of the ingredients will make the dish less appealing for the guest. During her check, she made sure that:  The bread slices and vegetables are not soggy  The sauce flows smoothly but not runny  The cheese is not too hard nor melted. She also checked the taste of the sauce by taking a sample. She must ensure that it tastes right. A bland sauce or one that is too salty or sweet will make the sandwich unappealing to the guest. After checking the bread, vegetables, sauce and cheese, she then selects the poultry meat for each sandwich. The available options are chicken, turkey and duck. Juliet knows that duck meat has the most amount of fat among the three. It also has the gamiest taste. Chicken does not taste gamey and also not fatty. Turkey has a deeper taste and fattier than chicken. It is also not as gamey as duck. With these details, Juliet decides to use chicken breast for the first club sandwich. Then, she decides to use turkey breast for the second. Juliet then starts preparing each ingredient. She first seasoned the chicken and turkey breasts with salt and pepper as these meats can taste bland on their own. Then, she roasted them until golden brown. She checks to ensure that the meats are not greasy and rubbery. She then toasted the bread slices until they are golden-brown. She also sliced the vegetables and aligned them for assembly. Answer the questions below based on the scenario. a. Identify the reason why texture of ingredients must be considered. Any problem with the texture of the ingredients will make the dish less appealing for theguest.

SITHCCC035 LEARNER ASSESSMENT PACK 40 b. Identify the three things that Juliet checked to ensure that ingredients have good texture. i. The bread slices and vegetables are not soggy ii. The sauce flows smoothly but not runny iii. The cheese is not too hard nor melted. c. Identify the reason why the taste of the sauce must be considered. She must ensure that it tastes right. A bland sauce or one that is too salty or sweet willmake the sandwich unappealing to the guest. d. Identify the reason why Juliet decided to use chicken meat for the first guest’s request. Chicken does not taste gamey and also not fatty e. Identify the reason why Juliet decided to use turkey meat for the second guest’s request. Turkey has a deeper taste and fattier than chicken

SITHCCC035 LEARNER ASSESSMENT PACK 41 Scenario 2 Juliet has finished preparing the ingredients, she now needs to assemble the sandwich. She knows that for the sandwich to look good, it must have good balance, colour and contrast. These three will also affect the texture and taste that the guest will experience. Juliet held the two toasted bread slices and spread the sauce evenly on each slice. She made sure to apply just enough to not oversaturate the bread. She then placed the lettuce on top of the first slice of bread. She topped the lettuce with the sliced chicken meat. Then, she added two slices of tomato. She added the cheese on top. Finally, she added the second slice of bread. This layering provided contrast in colours and made the sandwich look appealing and appetising. She did the same arrangement for the club sandwich with turkey meat. Juliet made sure that the ingredients are layered evenly to ensure that the customers will be able to enjoy the ingredients in every bite they take. She made sure that there are just enough of every ingredient and their flavours will combine well to achieve balance. It is important to keep the sandwich balanced because if one ingredient overpowers the rest of the ingredients, it will affect how the sandwich will taste. She then sliced each sandwich diagonally into two equally sized triangles. This will allow the customers to see the layers of the sandwich properly. Slicing the sandwiches into triangles makes them smaller. It will make it easier for the customer to eat them. For the garnish, she placed olives on a little stick, and used a wooden stick to keep the sandwiches together. She also placed potato crisps on the side, her chosen garnishes provided a contrast in texture and flavour. Contrasting textures and flavour help keep the customer from getting bored of what they are eating. a. In your own words, briefly describe how Juliet achieved balance in the sandwiches she prepared. Your response must be in 30 words or more. Making sandwiches is crucial. She prepares the sandwiches by maintaining harmony in terms of flavor, texture, and color. She made sure that the ingredients are layered evenly.She made sure that there are just enough of every ingredient and their flavours will combine well to achieve balance. b. Identify the reason why balance needs to be considered. Maintaining the sandwich's balance is important since the taste will vary if one element predominates over the others. In addition, sandwiches with little spread are dry, while those with a lot are soggy. So it's important to use spreads sparingly.

SITHCCC035 LEARNER ASSESSMENT PACK 42 c. In your own words, briefly describe how Juliet made sure to have different colours in the sandwiches she is prepared. Your response must be in 30 words or more. She makes sure that there are vegies added to the sandwich. She then topped the first slice of bread with the lettuce. She placed the fried bean patty on top of the lettuce. Thenshe added two tomato slices. So there are different colors can be seen in the sandwich. d. Identify the reason the sandwiches must have different colours. So that the sandwich looked appealing and tasty thanks to the layering, which createdcolor contrast. And it creates more attraction and pleasant to the eye. e. In your own words, briefly describe how Juliet achieved contrast in the sandwiches she prepared. Your response must be in 30 words or more. The lettuce was then placed on top of the first slice of bread. The fried bean patty was placed on top of the lettuce. Two slices of tomato were next added by her. She topped itoff with the vegan cheese. The second slice of bread was added last. Because of the contrast in color created by the layers, the sandwich appeared inviting and tasty. f. Identify the reason why contrast needs to be considered in the sandwiches. Contrasting textures and flavour help keep the guests from getting bored of what they areeating. It gives a more attractive look and more appealing to the eye. g. Identify the two reasons why Juliet decided to slice the sandwiches into equally sized triangles. I .This will allow the customers to see the layers of the sandwich properly.

SITHCCC035 LEARNER ASSESSMENT PACK 43 ii.Slicing the sandwiches into triangles makes them smaller. It will make it easier forthe customer to eat them.

SITHCCC035 LEARNER ASSESSMENT PACK 44 a. Below are examples of poultry products. In your own words, describe the expected quality of each poultry product in terms of the indicators listed. Each response must be in 30 words or more. Poultry Products Freshness Cleanliness i. Chicken meat Fresh chicken must have skin with a pale, bluish- white or off-white to pinkish colour. The meat must be light pink. Be free of any feathers and excess skin. ii. Turkey meat fresh turkey must have skin that is off-white to cream in colour. The colour of turkey meat is light pink to light orange. It must also have little to no smell. Like chicken, turkey thigh and drumstick may also have a darker pink colour Be free of any feathers and excess skin. Answer the questions below about the quality indicators of poultry products. Question 7

SITHCCC035 LEARNER ASSESSMENT PACK 45 Poultry Products Freshness Cleanliness iii. Duck meat Fresh duck must have skin with an off-white to cream colour. It must have thicker skin than chicken or turkey. It must also have a darker colour than chicken meat. The colour of meat can range from a darker shade of pink to tan, depending on which part of the duck. Duck meat smells a bit gamey when fresh.Be free of any feathers and excess skin. b. Identify the five signs of damage that you must check when buying poultry. i. Any damage in the packaging ii. Any leaks if the ingredient is powder or liquid iii. Any discolouration on the packaging iv. Any bulging in the cans that can indicate spoilage or contamination v. Any foreign object, like hair, mixed into the ingredients

SITHCCC035 LEARNER ASSESSMENT PACK 46 Question 8 Read the following scenarios about the historical and cultural origin of some poultry products. Answer the questions that follow. History of Chicken a. Identify when chicken was first domesticated. Many studies show that chicken was first domesticated around 7,000 to 10,000 years ago b. Identify the reason why people first domesticated chickens. They were not domesticated for food either but for fighting. c. Identify two places where chicken was first domesticated. i. Southeast Asia ii. China d. Identify the location where people dug the bones that proved chicken were eaten as food. An archaeological dig was conducted in Maresha, Israel. e. Identify when chicken meat was eaten according to the results of the dig. The dig revealed that people only started eating chicken a lot around 2,200 years ago. Most of the chicken bones found were of hens since the hens were not used in fighting

SITHCCC035 LEARNER ASSESSMENT PACK 47 History of Turkey a. Identify when turkey started to become globally popular. This bird started its global popularity in the 1500s. b. Identify who were the people who first domesticated turkeys. indigenous Americans. c. Identify who were the people who brought the turkey to Europe and Asia. It was when Spanish traders brought some turkeys domesticated by indigenous Americans. When these traders travelled to Europe and Asia, so did these birds. d. Identify one event when Australians buy a turkey. In Australia, many people also find themselves buying a turkey for some occasions like Christmas History of Duck a. Identify at least two duck breeds that are raised in Australia for consumption. i. Pekin, ii. Muscovy b. Identify which country first bred the Pekin duck. It was first bred in China c. Identify when the Pekin duck was first bred. It was 4,000 years ago d. Identify the reason why Pekin duck is the preferred duck meat in Australia. many prefer this breed because of its fast growth rate e. Identify the two civilisations that farmed Mallard ducks. i. Romans in Europe and. ii. the Malays in Asia

SITHCCC035 LEARNER ASSESSMENT PACK 48 Question 9 Read the following scenarios about the historical and cultural origin of some poultry dishes. Answer the questions that follow. Chicken Parmigiana a. Identify where the ‘parmigiana’ dish that many Australians know today came from. It is an Italian Dish b. Identify the main ingredient of the first ‘parmigiana’ dish that came to Australia. Veal c. Identify the main ingredient of the original ‘parmigiana’ dish identified in The Silver Spoon. Eggplant d. Identify when ‘chicken parmigiana’ was first mentioned in Australia. in the 1980s, the dish was featured by a restaurant on their menu e. Identify the food establishment that first featured chicken parmigiana on their menu in 1980. Pimlico restaurant in Kew

SITHCCC035 LEARNER ASSESSMENT PACK 49 Coq au Vin a. Identify which country the coq au vin dish originated from. It is a French dish b. Identify when the earliest mention of the dish was. the earliest mention of the dish was in a cookbook, Cookery for English Households, in 1864. c. Identify the dish parallel to coq au vin mentioned in the Cookery for English Households. In that book, the dish was chicken in white wine or poulet au vin blanc. d. Identify the purpose of the traditional coq au vin . The traditional coq au vin was intended to tenderise rooster meat

SITHCCC035 LEARNER ASSESSMENT PACK 50 Question 10 Below are examples of poultry by-products. Complete the table below by doing the following: a. Identify at least one method of using each by-product Methods you identify must be those that are safe and effective in reducing wastage and maximising profitability. b. In your own words, describe how you can use each method to: i. Reduce wastage of each by-product ii. Maximise the organisation’s profit from sales Each response must be in 30 words or more. Poultry By-Products Method of Using Each By-Product How Each Method Reduces Wastage How Each Method Maximises Profitability 1. Bones Use trimmings to minimize wastage Bones can creates as stocks and some sauces. You can also use bones in compost. I

SITHCCC035 LEARNER ASSESSMENT PACK 51 Poultry By-Products Method of Using Each By-Product How Each Method Reduces Wastage How Each Method Maximises Profitability 2. Excess fat Use trimmings to minimize wastage Render the fat use as cooking oil. use fat to make oil infusions 3. Blood Use trimmings to minimize wastage use it as a thickening agent for stews and soups. You can also use blood as a traditional ingredient for global dishes.

SITHCCC035 LEARNER ASSESSMENT PACK 52 Question 11 Below are examples of poultry off cuts. Complete the table below by doing the following: a. Identify at least one method of using each off cut. Methods you identify must be those that are safe and effective in reducing wastage and maximising profitability. b. In your own words, describe how you can use each method to: i. Reduce wastage of each off cut ii. Maximise your organisation’s profit from sales Each response must be in 30 words or more. Poultry Offcuts Method of Using Each Offcut How Each Method Reduces Wastage How Each Method Maximises Profitability a. Neck Reuse leftover cuts Can be sold as a separate snack foods increasing the profit they earn from those dishes

SITHCCC035 LEARNER ASSESSMENT PACK 53 Poultry Offcuts Method of Using Each Offcut How Each Method Reduces Wastage How Each Method Maximises Profitability b. Feet Reuse leftover cuts or as a source of cooking oil can save money on additional oilpurchases c. Parson’s nose Reuse leftover cuts Create stocks using them to make stock prevents excess spending on powders and flavourings

SITHCCC035 LEARNER ASSESSMENT PACK 54 Preparation Techniques for Poultry How Each Technique is Done a. Barding Before roasting lean poultry meats, fat, such as bacon or fatback, is wrapped around them to keep the meats moist and stop them from drying out. When roasting meat, the basted fat adds flavor, especially to lean cuts that don't have enough fat to be luscious and moist. b. Brining Brining entails letting food soak in a mixture of water, salt, sugar, herbs, and spices to preserve, flavor, or tenderize particular cuts of food. Food items like fish and meat are displayed to cure or pickle them in brines to increase their shelf life. c. De boning Before cooking, bones can be removed from meat, poultry, or fish by deboning. To make chicken simpler to consume, the bones are frequently removed. Additionally, a whole chicken or chunk cuts might be filled with stuffingor filling. To properly debone a bird, a small amount of flesh must be retained as much as possible on the bone toreduce waste. The bones and trimmings ought to be savedand utilized in stocks, soups, and other dishes. d. Wet marinating Wet marinades are quick and simple to make, especially for simple flavor combinations. They combine mixtures of liquids and dry ingredients to generate flavor and infusions. e. Dry marinating Herbs and spices are used to make dry marinades, also known as dry rubs. The meat's wetness absorbs flavorfuloils from the dry components, giving it a wonderful, delicate flavor. Listed below are some of the preparation techniques usually used on poultry. In your own words, describe how each technique is done. Each response must be in 30 words or more. Question 12

SITHCCC035 LEARNER ASSESSMENT PACK 55 Preparation Techniques for Poultry How Each Technique is Done f. Rolling The poultry is flattened to a uniform thickness before rolling. This will guarantee that the chicken meat is cookeduniformly. For recipes that call for a thinner cut, use this. For meals where the flesh will be molded, rolling poultry meat is frequently done. Typically, the chicken is first softened before being pounded with a wooden or metalpin. g. Trussing To give food a more compact shape, trussing is the procedure of tying meat or poultry with a string weaved through the bird's components using a needle. The wings and legs of poultry are often attached or trussed tightly against the body to ensure an equal cooking process. Tools for trussing may use pins or skewers in place of a string to hold the bird parts together. h. Soaking To soak means to submerge anything in liquid for a while. This method submerges the item in liquid until it is completely saturated. While the technique is same between marinating and soaking, the outcome is different.Only the surface is affected by marinating; flavorful components are merely applied on top. The soaking process, in contrast, tenderizes the meat or poultry before cooking while preserving its juiciness. It makes it possible for the fowl to be both delicate insideand out. i. Ballotine (Stuffing) It is stuffed with substances that improve the flavor of the prepared meat. Common meats that can be rolled and tied to retain the filling in place as the meat cooks include beef, hog, veal, chicken, and fish. j. Galantine (Stuffing) The entire bird is deboned, stuffing is added, and the meatis reshaped to mimic the complete bird for galantine. Raw apples and bread dumplings combined with fresh cranberries, peeled chestnuts, mushrooms, or almonds areappropriate fillers for larger birds and wildlife. Farces

SITHCCC035 LEARNER ASSESSMENT PACK 56 can be created using meat and liver from poultry, as well as vegetable and herb bread fillings. k. Trimming Trimming is the term for the remaining meat pieces from larger chunks of meat that are too small to be sold separately. These trimmed portions can be used to manufacture various meat products like sausages or meat kebabs if they are large enough to be cut into cubes for stew and meat kebabs.Minced meat It is necessary to remove the bones, cartilage, glands, tissue, tendons, and skin.

SITHCCC035 LEARNER ASSESSMENT PACK 57 Cookery Methods Description of Each Method a. Braising The term "braising" describes the process of first searingmeat, fish, or vegetables in hot fat before boiling them incovered liquid. Because the food to be cooked is typicallyhuge rather than in tiny parts as in stews, braising differsfrom stewing. Compared to stewing, braising uses less liquid and only covers half of the item being braised. Harder poultry and game meat portions are tenderized inthis way. b. Deep frying Heat is transferred to food during deep-frying. Submerged inwarm oil or fat. Several foods demand before deep- frying, coat to keep the juices in and guard them against obesity. This approach takes three to four minutes to complete. Andis frequently employed in fast food establishments. c. Grilling Food is heated radiantly while being grilled from below, above, or from both directions. Natural gas, electricity, or charcoal are all potential heat sources. Due to its efficiencyand fat-releasing properties, grilling is one of the most popular cooking methods. The smoke and flavors that the grill imparts frequently improve the flavor of the cooked dish. Below are the different cookery methods used on poultry meats. In your own words, describe how each method is used on poultry meat. Each response must be in 30 words or more. Question 13

SITHCCC035 LEARNER ASSESSMENT PACK 58 Cookery Methods Description of Each Method d. Poaching A "moist-heat" cooking technique is poaching. In a poaching liquid, it employs low temperatures to gradually cook delicate foods like fish and fowl. It is a great method of cooking since it reduces fat, improves flavor, and prevents delicate foods from becoming rough.This easy technique for cooking entails eggs, meat, poultry, fish, seafood, or fruit are cooked by simmering them for an appropriate amount of time in a flavorful liquid. Poaching can be divided into shallow and deep categories. e. Roasting Cooking food by roasting it involves cooking meat, poultry, and fish, using dry heat in an open pan,prepare the food. It is indirect cooking done slowly. heat. The initial style was spitting roasting. In the dry heat of an oven today is preferred. Allowing time for roasting is vital. roasted meats should be given some time to rest after taken out of the oven to cool and be distributed thejuices of . f. Sauteing The term "sautéing" refers to the process of cooking food over high heat in a shallow pan. It combines braising with drizzling in fat. In a little bit of butter oil, the meal is cookedin the pan without cover. When sautéing, the food is simplyflipped once in the pan to cook all sides, as opposed to stir-frying, which involves constant turning. The cooking technique is no longer termed sautéing if the thin cut of meat is rotated more than once and is instead stir-fried or pan-fried. after the meal. It is taken out of the pan after being cooked (usually only two or three minutes per side), and the pan drippings can be used to quickly make a sauce .

SITHCCC035 LEARNER ASSESSMENT PACK 59 Cookery Methods Description of Each Method g. Sous vide The French phrase "sous vide" implies "under vacuum." It means cooking food to a specific temperature in a water bath after vacuum-sealing it in a bag. This technique for cooking yields outcomes that are unattainable with any othercooking technique. It uses careful temperature management to produce consistency. h. Stewing Stewing describes the gradual application of moist heat to food that has been diced into bite-sized pieces. Just enoughsauce or liquid should be simmered over the dish to cover it.As a complete dish, serve the beverage and the food together. The greatest method for making tough meat slices soft is slow, wet cooking. Stews are another excellent way to utilize leftovers. As the ingredients are slowly cooked in a stew, the liquid thickens.

SITHCCC035 LEARNER ASSESSMENT PACK 60 Question 14 Access and review your organisation’s procedures for the caring of knives. Outline the steps for each of the stages of knife care below based on the procedures: A. Cleaning Knives • Always ensure to use a sharp knife. Keep the knives sharpened to maintain their originalprecision. Using a sharp knife is safer than using a dull one. • Do not use the knife for anything but cutting food. Using knives for other tasks could riskyour safety and damage the knife. • Match the knife to the chore. Use the correct knife for the correct task. • Clean the knife after use. Leaving the knife on the cutting board or the sink createsopportunities for contamination and injury. • Store the knives properly. Store the knife in the designated area in the kitchen. Usestorage solutions like knife blocks or rolls to prevent mishaps and increase longevity B. Sharpening Knives As part of maintaining a knife, you must sharpen it regularly. Here are some steps you can follow: o Using the sharpening stone 1. Prepare the stone. A lightweight lubricating oil or water is applied to assist in the sharpening of the blade. Apply to a medium grit stone or the coarser side if it is a two-sided stone. The stone can also be used dry if preferred. 2. Hold the knife firmly by placing the handle in your hand. Place the index finger on the blade and the thumb on the spine. The blade should be facing away from you. Place thefingers of your other hand along the length of the blade. 3. Place the knife's edge on the stone, angled at the same level as the knife's edge. It should be approximately a 20° angle. The sharp edge should be facing away from the person. Start at the tip and grind. Cut it like a fine silver of the stone's surface in a counter-clockwise motion. 4. Continue to rotate in this circular motion on the stone lightly. While gradually moving the blade across the stone, keep the pressure consistent. 5. Grind the entire length of the blade edge on the stone. As the knife’s edge is being sharpened, a slight ridge is an indication that the blade is ready to have the other sidesharpened.

SITHCCC035 LEARNER ASSESSMENT PACK 61 6. To detect the ridge, run the fingernail off the edge of the side of the blade. Ensure that the side has not been sharpened yet. If the fingernail catches at the edge, the blade is ready to have the other side sharpened. Check the ridge along the blade's length in several locations to ensure the entire edge has been sharpened properly. If a spot does not have the ridge, go back and sharpen that area again. 7. Once the first side has been sharpened properly, turn the knife over so the blade edge faces the chef. Hold the knife in the same manner as when sharpening the first side. The hand holding the handle will have the forefinger on the spine and the thumb on the blade. 8. Begin the grinding at the tip in a counter-clockwise direction in the same manner as before. Carefully apply consistent pressure when working across the blade. C. Maintaining Sharpness of Knives ➢ Sharpen it at least once a week. ➢ Always keep the knife dry and clean. ➢ Handwash the knife with a non-abrasive sponge. Do not put it in a dishwasher,even if it is dishwasher-safe. ➢ Use an absorbent cloth when drying the knife to make sure all the water isremoved. ➢ When using a carbon steel knife, wipe it immediately after using it to cut anyacidic ingredients such as: ➢ ● Citrus fruits ● Tomatoes ● Onions

SITHCCC035 LEARNER ASSESSMENT PACK 62 Question 15 Complete the tables by identifying the following for each equipment: a. The main function of each equipment b. At least one feature of the equipment related to the identified function c. At least one safety practice you must follow when using the equipment Equipment Main Function of the Equipment Feature of the Equipment Related to Function Identified Safety Practice You Must Follow When Using the Equipment i. Oven Materials are exposed to a hot environment using an oven as a tool. An oven is a device that has a hollow inside and a technique to regulate the temperature inside. In the kitchen, ovens are used for roasting and heating. Meat, casseroles, and baked goods like bread, cake, and other desserts are among the foods that are typically prepared in this way. Nowadays, a lot of homes all around the world utilize ovens to cook and heat food. Wear proper protective equipmentfor your hand. Make sure to maintain distance fromthe hot surface. Pay attention not to turn up the heattoo much. It may cause your dishes to burn. Regularly to clean the surfaces to remove any residue and grease.

SITHCCC035 LEARNER ASSESSMENT PACK 63 Equipment Main Function of the Equipment Feature of the Equipment Related to Function Identified Safety Practice You Must Follow When Using the Equipment ii. Deep fryer Deep fryers are gas or electric- powered vats with open tops filled with modified fat or oil heated at 190 °C. It generally consists of a temperature-controlled cooking chamber to hold the cooking oil, and it may or may not have a lid. It is a kitchen utensil used to heat cooking oils (fats), so the food can be completely covered in hot oil to be fry cooked. The items are submerged in oil and are cooked within the set temperature and time frame. Place the food in the deep fryer carefully. Put it away from the bodyto avoid splashing. Remember that the fat is 190 °C, and the water boilsat 100 °C. The kitchen staff should keep their sleeves rolled down. Keeping the sleeves down will prevent skin burnsfrom splashes and splatters. If there are instances of spilling oils,clean up immediately. Do not put the arms and face directlyover the fryer. It will penetrate through the pores in the skin and cause burns. Let the fat cool to room temperature before straining the deep fryer. o Cover it with a fitted lid or a fire blanket during a fire. It will shut off the

SITHCCC035 LEARNER ASSESSMENT PACK 64 oxygen supply to the flames and smooth out the flame. iii. Stove top A stove is a kitchen tool that uses direct heat to cook food. Because some stoves are enclosed, many mistake them for ovens, but not all stoves can really cook food; some merely generate heat. A kitchen stove, also known as a cooker or a simple stove, is a device used in the kitchen to cook food. The cooking procedure on kitchen stoves uses direct heat application, and some models additionally have an oven for baking. Turn the handle of pots and pansaway from you while in use. Use pots and pans that are largeenough for your recipe’s yield. Regularly clean the stove. Watch liquid dishes to sure that they do not overflow when they boil

SITHCCC035 LEARNER ASSESSMENT PACK 65 Question 16 Read the scenarios below about the methods of plating poultry dishes. Answer the questions that follow. Scenario 1 Gemma works as a cook for the La Bellissima restaurant of The Continent Hotel. She needs to plate a platter of Chicken Parmigiana to be shared among three guests. Gemma knows that a platter of chicken parmigiana will include:  Three chicken breasts on the plate  The sauce  The garnishes. Knowing these components, Gemma must choose a plating method that:  Ensures that no items will fall around on the plate when it is being moved  Makes it easy for the waitstaff to carry the plate  Makes it easy for the three guests to each take one serving of the dish. a. Identify the dish that Gemma must plate. Chicken Parmigiana b. Identify the three requirements that Gemma must consider when choosing the plating method to use. i. Ensures that no items will fall around on the plate when it is being moved ii. Makes it easy for the waitstaff to carry the plate iii. Makes it easy for the three guests to each take one serving of the dish.

SITHCCC035 LEARNER ASSESSMENT PACK 66 c. Identify the plating method Gemma must use to meet the requirements. Landscape plating method d. In your own words, explain why Gemma must use the identified plating method. Your response must be in 50 words or more. This technique enables spreading out multiple servings of the same dish on the plate. This keeps the items from piling up and maybe toppling over while the wait staff moves around. The balance of the plate's weight makes it simpler for the waitstaff to carry. And itis simpler for the guests to take their piece of the meal without touching the portions meant for others because the contents are spread out. Scenario 2 It is another day at the La Bellissima restaurant. Today, a customer came in and ordered a classic Chicken with Mashed Potatoes and Gravy. There are three components of the dish that Gemma must consider:  The chicken  The gravy  The mashed potatoes Knowing these components, Gemma must choose a plating method that:  Ensures that no items will fall around on the plate when it is being moved  Makes it easy for the waitstaff to carry the plate  Makes it easy for the customer to see each component of the dish on the plate. a. Identify the dish that Gemma must plate. classic Chicken with Mashed Potatoes and Gravy.

SITHCCC035 LEARNER ASSESSMENT PACK 67 b. Identify the three requirements that Gemma must consider when choosing the plating method to use. i. Ensures that no items will fall around on the plate when it is being moved ii. Makes it easy for the waitstaff to carry the plate iii. Makes it easy for the customer to see each component of the dish on the plate c. Identify the plating method Gemma must use to meet the requirements. Landscape plating method d. In your own words, explain why Gemma must use the identified plating method. Your response must be in 50 words or more. This technique also enables the spreading out of multiple servings of the same dish on theplate. By doing this, the items are kept from piling up and maybe toppling over as the waitstaff moves. It is simpler for the waitstaff to carry the plate because of the plate's balancedweight. And as a result of the contents being dispersed, it is simpler for the guests to eat their piece of the meal without disturbing the portions meant for others.

SITHCCC035 LEARNER ASSESSMENT PACK 68 Mise en Place Requirements Why They Must be Followed a. Ingredients because it will aid in ensuring: No ingredient will be overlooked or added needlessly,ensuring that the dish is created with the proper ingredients. The food tastes nice because it contains every component that must come together to produce a delicious result. b. Equipment Using the appropriate tools to prepare each poultrydish is crucial because it will ensure that: The food tastes delicious because utilizing the righttools made it simpler to accurately measure the components. The dish looks good because it has a uniform cut, blend, or texture thanks to the use of the proper tools. c. Procedures It's crucial to follow the recipe's instructions because doing so will help ensure that: The dish is properly made because the instructionsspecify how to cook the dish. The dish tastes good because all the necessary preparation and cooking steps were carried out. d. Timeframes It's crucial to pay attention to the components andhow much of each is needed for the dish because doing so will help ensure that: The dish is prepared in the appropriate amount oftime, preventing under- or overcooking when it isserved. Below are the mise en place requirements you must consider when preparing poultry dishes. In your own words, explain why each requirement must be followed when preparing poultry dishes. Each response must be in 30 words or more. Question 17

SITHCCC035 LEARNER ASSESSMENT PACK 69 The dish is prepared on time, so the customer doesn't receive it after it should have. e. Temperatures It is crucial to adhere to the recommended temperatures for the dish because doing so will helpensure that: When the meal is served to the consumer, it iscorrectly prepared and not raw. Since the food is cooked at a temperature that prevents it from becoming rubbery, too chewy, or toodifficult to consume, the texture is perfect. f. Service-ware It is crucial to use the proper serving ware for the dishbecause it will ensure that: The dish is served on the appropriate plate. For instance, the plate shouldn't be too big, which would give the impression that the portion is too small, or toosmall, which would give the impression that the dish isstrewn about in a small area. The dish is served with the appropriate utensils so that the customer can consume it comfortably. For instance, roasted chicken breast should not be served with a spoon and fork but rather a knife and fork. g. Special customer request It is crucial to comply with any unique dish requestsmade by customers because it will ensure that: Considering the customer's culture, religious beliefs, dietary needs, or medical condition, the prepared dishcan be consumed by them. The establishment prevents any potential mishap in the event that a client consumes food that exacerbatesa pre-existing medical condition.

SITHCCC035 LEARNER ASSESSMENT PACK 70 Poultry Products a. Below are some processes involved in cooking poultry products. In your own words, describe the appropriate environmental condition you must follow when doing each process listed. Each response must be in 30 words or more. Processes Involved in Cooking Poultry Environmental Conditions for Each Process to Ensure Safety i. Thawing Thawing meat properly can prevent food-borne illness. To avoid hazardous bacteria from growing, thaw frozen meat in the refrigerator. Significant cuts of meat or poultry may require more time for thawing in the fridge. ii. Cooking Cook poultry meat to an internal temperature of75 °C at the very least. Put the dish in the pot or other suitable containerso that it can boil. Boiling poultry meat requires using the proper tools, such as a stovetop. It will guarantee that the chicken reaches the necessary internal temperature throughout, evenly, and cook it completely. Poultry Dishes a. In your own words, describe the appropriate environmental condition you must follow when reheating poultry dishes. Your response must be in 30 words or more. Poultry dishes Poultry products   Answer the questions below about the appropriate environmental conditions to follow for cooking the following: Question 18

SITHCCC035 LEARNER ASSESSMENT PACK 71 The dish needs to be set in a spotless, hot holding plate or bowl. Immediately heat the food to at least 60 °C in no more than two hours. Reheating needs to be done in an oven, on a stovetop, or in a microwave. This machinery can raise the dish's temperature immediately. Rapid temperature increase can avoid harmful bacteria are developing Question 19 Listed below are some of the processes involved when cooling poultry products and dishes. In your own words, describe the appropriate environmental conditions that you must follow for each process listed to ensure food safety. Each response must be in 30 words or more. Processes Involved in Cooling Poultry Products Description of Each Process i. Cooling A refrigerator keeps the temperature low, which slowsbacterial growth. Perishables should be stored at a temperature of 3 to 5 °C.Refrigerators are typically maintained at or below -4 °C. Place any meals or products made with poultry in a sterile, airtight container before chilling. These goods or dishes must be quickly chilled in two hoursor fewer from 60 to 21 °C. ii. Freezing Although a deep freezer resembles a conventional refrigerator, there is only one. Both the right and left sides of the door can be opened. Food is kept in both freezers atthe same -18 °C temperature. Food exposed to deep freezing is at -30. to -50 °C in order to quickly cool the product's interior to -18 °C. It food fresh is preferable. Put any dishes or products made with poultry in a pristine, airtight container before freezing. These foods or items need to be quickly

SITHCCC035 LEARNER ASSESSMENT PACK 72 frozen from 21 to 5 °C or lower within four hours. This is done to stop the growth of dangerous microorganisms.

SITHCCC035 LEARNER ASSESSMENT PACK 73 Environmental Conditions How to Store Poultry Products How to Store Poultry Dishes a. Container Take the food out of its packaging, place it in a hygienic container, and then cover it. The replacement container must bear the item's name and the original use-by or expiration date. Use food-friendly packaging, covers, and containers to keep food safe. Additionally, make sure the containers are sealed. b. Location Raw food needs to be kept separate from prepared or cooked food in storage. Cooked food can get contaminated by bacteria that accumulate in raw food. Raw food must be kept in containers that are sealed or covered. It must be put on the fridge's lower shelf.. Above the raw foods, put the prepared and cooked items. c. Exposure to light When storing food that can decay or become hazardous, stay away from warm, wet conditions and direct sunlight. Darken the storage spaces. The products and dishes may warm up if they are exposed to light. This could hasten food spoilage and encourage the growth of dangerous microorganisms. Each response must be in 30 words or more. Poultry dishes Poultry products   Listed below are the environmental conditions you must consider when storing poultry. In your own words, describe how the following must be stored under each condition to optimise their shelf-life: Question 20

SITHCCC035 LEARNER ASSESSMENT PACK 74 d. Temperature range The food is kept frozen in bothfreezers at the same - 18 °C temperature. Food is frozen at -30 to -50 °C tobring the center of the product in an hour to -18 °C.Food should always be kept fresh Keep foods that could be harmful at 5 °C or lower. Check the temperature using a thermometer. e. Timeframe Within two days, refrigerate raw poultry goods like chicken, turkey, and duck meat. These foods must be cooked within two days or thrown out. Before cooking or discarding raw poultry items, keep them in the freezer for up to four to six months. Within two hours of cooking, place prepared poultry dishes in the fridge or freezer. This is especially true if customers aren't being served. For three to four days, the dishes can be kept in the fridge. The dishes can be kept frozen for up to twoto four months before being either reused once or discarded.

SITHCCC035 LEARNER ASSESSMENT PACK 75 Practical Assessment The Practical Assessment is a set of tasks that must be completed in an operational commercial kitchen. This can be an industry workplace or a simulated industry environment, such as an industry-realistic training kitchen servicing customers. To be assessed for this unit of competency, you must demonstrate your skills and knowledge required to prepare and cook a range of poultry dishes following standard recipes. It requires the ability to select, prepare and portion poultry, and to use relevant equipment, cookery and food storage methods. Workplace Practical Observation A set of assessment tasks where the candidate must demonstrate practical skills relevant to the unit of competency. These skills are to be demonstrated while being observed by the assessor. IMPORTANT!  All signatures/initials in your submissions, including yours, must be handwritten and dated. Submissions with signatures/initials must be scanned.  The supervisor/observer who completes and signs your evidence submissions must provide their real name, contact number, and email address for your assessor’s reference.  Should you encounter issue or concerns regarding your assessment, contact your assessor.

SITHCCC035 LEARNER ASSESSMENT PACK 76 This workplace assessment requires you to prepare, plate and present two portions each of at least six poultry dishes. This assessment is divided into two tasks:   Task 1: Complete Mise en Place Task 2: Prepare and Present Finished Poultry Dishes You are required to complete the assessment tasks in an operational commercial kitchen. This can be an industry workplace or a simulated industry environment, such as an industry-realistic training kitchen servicing customers. Each task comes with a set of instructions. You are to follow these instructions to complete the assessment. Each task will require you demonstrate task requirements while being observed by the assessor. Before starting this assessment, your assessor will discuss with you these instructions, resources, and guidance for satisfactorily completing the tasks. You are required to:        Complete the tasks within the time allowed, as scheduled in-class roll. Prepare the ingredients and equipment for at least six dishes in the workplace Prepare two portions of at least six finished poultry dishes Cook each dish using the appropriate cookery method Plate and present the prepared dishes Adjust the presentation of each dish prepared Clean the work area after the preparation of the six finished poultry dishes Workplace Assessment Assessment Overview

SITHCCC035 LEARNER ASSESSMENT PACK 77 Resources Required for Assessment Resources you need to access to complete the workplace assessment are outlined in the Resources Required for Assessment section of this workbook, and in the corresponding Observation Form of each task. Discuss each requirement with your assessor before commencing with each task. They will organise the resources required for this assessment. IMPORTANT: Additional workplace resources may be required upon the contextualisation of this assessment. Observation Forms Observation forms to be used for the assessments are specified for each task. These can be accessed from the following link: SITHCCC035 Observation Forms Review these observation forms with your assessor before starting the task.

SITHCCC035 LEARNER ASSESSMENT PACK 78 Preliminary Task ASSESSMENT INSTRUCTIONS This practical assessment requires you to prepare and present at least two portions each for at least six finished poultry dishes based on their standard recipes. Finished poultry dishes are dishes that completed the preparation process required for them. Once done, they are displayed or served directly to customers without additional processing needed. The standard recipes will vary, but to complete this task, you must use ALL of the following at least once across the preparation of the six finished poultry dishes: 1. Poultry products  Chicken  Duck  Feathered game  Poultry offal 2. Poultry preparation techniques  Barding  Brining  De boning  Wet marinating  Dry marinating  Rolling  Trussing  Soaking  Stuffing  Trimming

SITHCCC035 LEARNER ASSESSMENT PACK 79 3. Cookery methods         Braising Deep frying Grilling Poaching Roasting Sautéing Sous vide Stewing

SITHCCC035 LEARNER ASSESSMENT PACK 80 Task 1: Prepare the Ingredients and Equipment for Poultry Dishes ASSESSMENT INSTRUCTIONS While being observed by your assessor, prepare the ingredients and equipment required for at least six finished poultry dishes. Ingredients you prepare must be for at least two portions of each dish. STEPS TO TAKE 1. Identify at least six finished poultry dishes that you will prepare in Workplace Assessment Task 2 . Dishes identified must be those that meet the requirements outlined in the Preliminary Task. 2. Access and review the following:  Standard recipes for the six finished poultry dishes identified  Organisational requirements for the following: o Mise en place lists for the six finished poultry dishes based on their standard recipes o Equipment manufacturer instructions o Stock control procedures and documentation o Food disposal and storage o Organisational food safety plan o Safety data sheets (SDS) for cleaning agents and chemicals 3. Do the following for each of the six poultry dishes: a. Prepare and safely assemble ALL the equipment needed for the dish based on the standard recipe Follow the manufacturer instructions when assembling and cleaning the equipment before use. b. Identify the ingredients needed to prepare the poultry dish based on the standard recipe

SITHCCC035 LEARNER ASSESSMENT PACK 81 Answer: Step 1: Identify the Six Finished Poultry Dishes Grilled Chicken Breast with Lemon-Herb Sauce Chicken Alfredo Pasta Roast Turkey with Cranberry Sauce c. Calculate and select the ingredients required for each dish based on the following: o o o o Standard recipe Quality Freshness Stock rotation requirements These refer to the date codes and rotation labels on the ingredients. d. Thaw the frozen poultry products to be used for the dish e. Prepare the poultry using the techniques listed in the Preliminary Task at least once f. Create portions of the ingredients based on the standard recipe while using equipment safely and hygienically 4. Clean your work area according to organisational procedures Make sure to complete all the tasks within appropriate timeframes. YOU WILL BE ASSESSED ON YOUR  Practical knowledge of the requirements from standard recipes and mise en place list for each dish  Practical skills relevant preparing the ingredients and equipment needed for each finished poultry dish OBSERVATION FORM Before starting this task, review the Workplace Assessment Task 1 – Observation Form provided along with this workbook. This form lists all the practical skills you need to demonstrate while completing this task. YOUR ASSESSOR WILL     Organise workplace resources required for you to complete this assessment. Advise you on the time and location of the assessment. Discuss with you the practical skills listed in the Observation Form prior to the assessment. Address your queries and concerns regarding this task.

SITHCCC035 LEARNER ASSESSMENT PACK 82 Spicy Chicken Wings Chicken Stir-Fry with Vegetables Chicken Caesar Salad Step 2: Access and Review Materials Obtain the standard recipes for each of the six poultry dishes. Review the mise en place lists for each dish based on their standard recipes. Read equipment manufacturer instructions for all relevant kitchen tools and appliances. Review stock control procedures and documentation. Understand the food disposal and storage guidelines. Familiarize yourself with the organizational food safety plan. Access safety data sheets (SDS) for cleaning agents and chemicals used in the kitchen. Step 3: Prepare Equipment and Ingredients for Each Dish a. Prepare and Safely Assemble Equipment: For each dish, gather the necessary kitchen equipment, such as pots, pans, knives, cutting boards, mixing bowls, and utensils. Follow the manufacturer's instructions for assembling and cleaning the equipment before use. Ensure that all equipment is in good working condition and sanitized. b. Identify Ingredients: For each dish, list the ingredients needed based on the standard recipe. Ensure you have enough for at least two portions of each dish. Organize the ingredients in an orderly manner, and double-check for freshness and quality. Label containers for easy identification and access during cooking. Here's an example of how you might identify ingredients for one of the dishes, "Grilled Chicken Breast with Lemon-Herb Sauce": Chicken breasts Lemons Fresh herbs (e.g., rosemary, thyme, parsley) Olive oil Salt and pepper Garlic cloves Dijon mustard Honey Equipment: Grill, tongs, grill brush, mixing bowls, knife, cutting board, measuring cups and spoons

SITHCCC035 LEARNER ASSESSMENT PACK 83 Task 2: Prepare and Present Finished Poultry Dishes ASSESSMENT INSTRUCTIONS While being observed by your assessor, prepare and present at least two portions each for at least six finished poultry dishes. STEPS TO TAKE 1. Access and review the following:  Standard recipes of the six finished poultry dishes identified in Workplace Assessment Task 1  Organisational requirements for the following: o Equipment manufacturer instructions o Food presentation o Stock control procedures and documentation o Food disposal and storage o Organisational food safety plan o Safety data sheets (SDS) for cleaning agents and chemicals  Workplace document with information on the scope of your responsibility 2. Prepare at least two portions of each poultry dish identified in Workplace Assessment Task 1 In doing so, you must:  Follow the standard recipes to prepare each poultry dish  Use the relevant cookery method in the Preliminary Task to prepare each poultry dish  Complete at least one special customer request in any of the poultry dishes  Check the taste and texture of the dish, and adjust as needed. Any adjustment you make must be within the scope of your responsibility.

SITHCCC035 LEARNER ASSESSMENT PACK 84 3. Prepare the accompaniments of the dish, including sauces and garnishes required for each poultry dish 4. Carve the poultry dishes using the appropriate equipment and techniques to minimise waste. 5. Plate and present the poultry dishes according to their standard recipes Make sure to check the presentation of the dish and adjust as needed. 6. Store each prepared poultry dish in the appropriate environmental condition Appropriate environmental condition refers to the right temperature, location, container, etc. to store the dishes so they stay safe and last longer. 7. Clean your work area according to organisational procedures Make sure to complete all the tasks in this assessment within appropriate timeframes. YOU WILL BE ASSESSED ON YOUR  Practical knowledge of cookery methods, presentation requirements and storage guidelines or the prepared dishes  Practical skills relevant to preparing, plating and presenting the six finished poultry dishes OBSERVATION FORM Before starting this task, review the Workplace Assessment Task 2 – Observation Form provided along with this workbook. This form lists all the practical skills you need to demonstrate while completing this task. YOUR ASSESSOR WILL  Organise workplace resources required for you to complete this assessment.  Advise you on the time and location of the assessment.  Discuss with you the practical skills listed in the Observation Form prior to the assessment.  Address your queries and concerns regarding this task. Answer: Step 1: Access and Review Materials Obtain the standard recipes for each of the six poultry dishes from your Workplace Assessment Task 1. Review the equipment manufacturer instructions for all relevant kitchen tools and appliances. Familiarize yourself with the food presentation guidelines. Understand the stock control procedures and documentation. Know the food disposal and storage guidelines. Review the organizational food safety plan. Access safety data sheets (SDS) for cleaning agents and chemicals used in the kitchen.

SITHCCC035 LEARNER ASSESSMENT PACK 85 Review your workplace document with information on the scope of your responsibility. Step 2: Prepare the Poultry Dishes a. Follow Standard Recipes: Prepare at least two portions of each poultry dish following the standard recipes you identified in Workplace Assessment Task 1. Adhere to the specified ingredients, measurements, and cooking techniques for each dish. b. Use Relevant Cookery Methods: Utilize the appropriate cooking methods for each dish based on your Preliminary Task requirements. For example, grilling, roasting, frying, or sautéing. Pay close attention to cooking times and temperatures. c. Special Customer Request: Complete at least one special customer request for any of the poultry dishes. This could involve customizing the dish to accommodate dietary preferences or restrictions. d. Taste and Adjust: After preparing each dish, check the taste and texture. Adjust seasoning or other elements as needed, within the scope of your responsibility and following the standard recipe. Step 3: Prepare Accompaniments Prepare any accompaniments, sauces, and garnishes required for each poultry dish. Ensure they are made to the specified standards and presentation guidelines. Step 4: Carve the Poultry Dishes Use the appropriate equipment and carving techniques to minimize waste and ensure attractive presentation. For example, for roast chicken, use a carving knife to portion it neatly. Step 5: Plate and Present Plate the poultry dishes attractively, ensuring that each plate is well-balanced in terms of colors and textures. Apply the sauces and garnishes as per the presentation guidelines. Pay attention to portion sizes and arrangement on the plate for aesthetic appeal.

SITHCCC035 LEARNER ASSESSMENT PACK 86 Learner Assessment Pack Assessment Workbook Checklist

SITHCCC035 LEARNER ASSESSMENT PACK 87 Instructions: Your assessor will review your submissions against the checklist below. This section is to be completed by your assessor. Assessment Workbook Checklist The candidate has completed the Knowledge Assessment in this workbook  Knowledge Assessment Questions ☐ The candidate has completed the Practical Assessments in this workbook and has submitted all the required evidence:  Workplace Assessment Task 1: Prepare the Ingredients and Equipment for Poultry Dishes Video recording of the preparation of ingredients and equipment Only if direct observation is not possible. ☐ Task 2: Prepare and Present Finished Poultry Dishes Video recording of the preparation of the six poultry dishes Only if direct observation is not possible. ☐

SITHCCC035 LEARNER ASSESSMENT PACK 88 Learner Assessment Pack Recording

SITHCCC035 LEARNER ASSESSMENT PACK 89 Instructions: This section is to be completed by your assessor. . Record of Assessment Assessment Details Candidate Navdeep Kaur Course Code Unit of Competency SITHCCC035 - Prepare poultry dishes Assessor Name RTO

SITHCCC035 LEARNER ASSESSMENT PACK 90 Assessment Activity Satisfactory Needs more evidence Knowledge Assessment Knowledge Assessment Question 1 ☐ ☐ Knowledge Assessment Question 2 ☐ ☐ Knowledge Assessment Question 3 ☐ ☐ Knowledge Assessment Question 4 ☐ ☐ Knowledge Assessment Question 5 ☐ ☐ Knowledge Assessment Question 6 ☐ ☐ Knowledge Assessment Question 7 ☐ ☐ Knowledge Assessment Question 8 ☐ ☐ Knowledge Assessment Question 9 ☐ ☐ Knowledge Assessment Question 10 ☐ ☐ Knowledge Assessment Question 11 ☐ ☐ Knowledge Assessment Question 12 ☐ ☐ Knowledge Assessment Question 13 ☐ ☐ Knowledge Assessment Question 14 ☐ ☐ Knowledge Assessment Question 15 ☐ ☐ Knowledge Assessment Question 16 ☐ ☐ Knowledge Assessment Question 17 ☐ ☐ Knowledge Assessment Question 18 ☐ ☐ Knowledge Assessment Question 19 ☐ ☐ Knowledge Assessment Question 20 ☐ ☐

SITHCCC035 LEARNER ASSESSMENT PACK 91 Assessment Activity Satisfactory Needs more evidence Workplace Assessment Task 1: Prepare the Ingredients and Equipment for Poultry Dishes ☐ ☐ Task 2: Prepare and Present Finished Poultry Dishes ☐ ☐ Context Details Satisfactory Needs more evidence ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ Supervisor/Observer Verification Log Supervisor/Observer Name Role in the Assessment Contact Details Date of Contact Supervisor/Observer verifies the candidate’s submissions ☐ Yes ☐ No ☐ Yes ☐ No ☐ Yes ☐ No

SITHCCC035 LEARNER ASSESSMENT PACK 92 ☐ Yes ☐ No

SITHCCC035 LEARNER ASSESSMENT PACK 93 Assessor’s Comments Remarks/feedback Details of further evidence required Please tick the appropriate box. Yes No Comments and further action required are noted in the Learner Assessment Pack ☐ ☐ Results discussed and agreed to by the candidate You have the right to appeal the outcome of your assessment. ☐ ☐ The Candidate is ☐ Competent ☐ Not Yet Competent Assessor’s signature Date signed I further confirm that I have verified the candidate’s submissions by contacting the candidate’s supervisor and/or observer whose names appear in the Supervisor/Observer Verification Log above. After reassessment, the Candidate is: ☐ Competent ☐ Not Yet Competent Assessor’s signature Date signed

SITHCCC035 LEARNER ASSESSMENT PACK 94

SITHCCC035 LEARNER ASSESSMENT PACK 95 Candidate’s Comments The signature confirms that I have submitted all my own work, and agree with the assessment decision and feedback. Candidate’s signature Navdeep Kaur Date signed

SITHCCC035 LEARNER ASSESSMENT PACK 96 End of Document

SITHCCC035 - Prepare poultry dishes Observation Form Version 1.0 Produced 19 October 2022 © Precision RTO Resources Page 1 WORKPLACE ASSESSMENT TASK 1 – OBSERVATION FORM This form is for the assessor’s use only. Purpose This Observation Form outlines the specific criteria that the candidate must demonstrate/perform while completing Workplace Assessment Task 1 . This form is to be completed by the candidate ’s assessor to document their observation of the candidate ’s performance in Workplace Assessment Task 1 . Task Overview For this task, the candidate is required to prepare the ingredients and equipment required for at least six finished poultry dishes. Ingredients the candidate prepares must be for at least two portions of each dish. In this task, the candidate will be assessed on their:  Practical knowledge of the requirements from standard recipes and mise en place list for each dish  Practical skills relevant preparing the ingredients and equipment needed for each finished poultry dish

Observation Form Version 1.0 Produced 19 October 2022 Page 2 © Precision RTO Resources Instructions to the Assessor Before the assessment  Organise workplace resources required for this assessment.  Contextualise the criteria in this observation form so that they align with: o Standard recipes for the six finished poultry dishes used in candidate’s organisation o Organisational requirements for the following:  Mise en place lists for the six dishes based on the standard recipes  Equipment manufacturer instructions  Stock control procedures and documentation  Food disposal and storage  Organisational food safety plan  Safety data sheets (SDS) for cleaning agents and chemicals  Advise the candidate on the time and location of the assessment.  Discuss this assessment task with the candidate, including the practical skills they need to demonstrate during this task and the criteria for satisfactorily demonstrating each skill.  Review this form with the candidate and address any queries or concerns they may have about it. During the assessment  Observe the candidate as they complete the Workplace Assessment Task.  For each practical skill listed in this Observation Form : o Tick YES if you confirm you have observed the candidate demonstrate/perform the practical skill. o Tick NO if you have not observed the candidate demonstrate/perform the practical skill.  If you ticked YES, provide the date when you observed the candidate demonstrate the skill.  Write specific comments on the candidate ’s performance in each criterion. Your feedback/insights will help address any area(s) for improvement. After observing the candidate  Complete all parts of the Observation Form , including the Assessor Declaration on the last page of this form. Your signature must be handwritten.

Observation Form Version 1.0 Produced 19 October 2022 © Precision RTO Resources Page 3 Candidate Details Candidate Name Navdeep Kaur Title/Designation 20230088 Assessor/Observer Details Candidate is observed and assessed by .Mirazul Akbar Training Organisation Campbell institute Relevant Qualifications Held Context of the Assessment Assessment Environment  Real workplace/organisation ☐ Simulated environment Mode of Observation ☐ Direct observation  Observation via video recording Date of Observation 31-7-23 to 15-8-23 Workplace/Organisation Campbell institute State/Territory NSW

Observation Form Version 1.0 Produced 19 October 2022 Page 4 © Precision RTO Resources Resources required for assessment  Opportunity for candidate to prepare the ingredients and equipment required for the at least six finished poultry dishes Finished poultry dishes are dishes that completed the full preparation process required for them. Once done, they are displayed or served directly to customers without additional processing needed.  Standard recipes for the six finished poultry dishes used in candidate’s organisation  Mise en place lists for the six dishes based on the standard recipes  Organisational food safety plan  Equipment manufacturer instructions  Organisational requirements for stock control procedures and documentation  Organisational requirements for food disposal and storage  Safety data sheets (SDS) for cleaning agents and chemicals  Equipment needed to prepare the ingredients in this task: These must include:  Commercial: ☐ blender ☐ food processor ☐ Commercial grade work benches (1.5 m per person) ☐ Commercial oven with trays (one per two persons) ☐ Commercial refrigeration facilities: ☐ cool room or fridge ☐ Freezer  Deep-fryer  Designated storage areas for dry goods and perishables ☐ Sink  Gas, electric or induction stove top (two burners per person) ☐ Hot plate or griddle ☐ Salamander or other form of griller (one per eight persons)

Observation Form Version 1.0 Produced 19 October 2022 © Precision RTO Resources Page 5 Resources required for assessment ☐ Storage facilities: ☐ Shelving  Trays  Baking sheets and trays  Containers for hot and cold food  C utting boards  Knife sharpening equipment: ☐ Sharpening steel ☐ Sharpening stone ☐ Knives and cleavers: ☐ Boning knife ☐ Carving knife  Chef’s knife ☐ Utility knife ☐ Measures: ☐ Measuring jugs ☐ M easuring spoons ☐ Portion control scoops ☐ Meat tenderiser  Mouli ☐ Pans and pots for small and large production: ☐ Stainless steel, cast iron and non-stick fry pan ☐ Poultry shears ☐ Scoops, skimmers and spiders ☐ Scales ☐ Stainless steel bowls ☐ Small utensils: ☐ Sieve ☐ Strainers and chinois

Observation Form Version 1.0 Produced 19 October 2022 Page 6 © Precision RTO Resources Resources required for assessment ☐ Scraper ☐ Spatula ☐ Tongs and serving utensils  Service-ware ☐ Crockery ☐ Cutlery and serving utensils ☐ Spoons and ladles  Temperature probe ☐ Thermometer ☐ Food safe gloves ☐ Face mask ☐ Hair net ☐ Ingredients required for each dish, including: ☐ Chicken  Duck ☐ Feathered game ☐ Poultry offal ☐ Equipment needed to clean the work area: ☐ cleaning cloths ☐ commercial cleaning and sanitising agents and chemicals for cleaning commercial kitchens, equipment and food storage areas  dustpans and brooms ☐ garbage bins and bags ☐ hand towel dispenser and hand towels ☐ mops and buckets ☐ separate hand basin and soap for hand washing ☐ sponges, brushes and scourers  tea towels

Observation Form Version 1.0 Produced 19 October 2022 © Precision RTO Resources Page 7 Contextualisation Assessor to specify below contextualisation they have done to this Observation Form. ☐ Standard recipes for the six finished poultry dishes used in candidate’s organisation  Mise en place lists for the six dishes based on the standard recipes ☐ Organisational food safety plan ☐ Equipment manufacturer instructions ☐ Organisational requirements for stock control procedures and documentation ☐ Organisational requirements for food disposal and storage ☐ Safety data sheets (SDS) for cleaning agents and chemicals ☐ Equipment, tools and facilities available in the candidate’s workplace/organisation Summary: Assessor to provide a summary of the contextualisation done here

Observation Form Version 1.0 Produced 19 October 2022 Page 8 © Precision RTO Resources Candidate Assessment Briefing Date of assessment briefing 09/02/23 The assessor confirms: YES/NO 1. They have discussed with the candidate the workplace task they are required to complete for this assessment. ☐ YES ☐ NO 2. The candidate understands they will be assessed while completing this workplace task, as well as any document(s) they will complete as part of this task. ☐ YES ☐ NO 3. They have discussed with the candidate the instructions on how they are to undertake the workplace task. ☐ YES ☐ NO 4. They have provided the candidate guidance on how they can satisfactorily complete the task. ☐ YES ☐ NO 5. They have discussed with the candidate the practical skills (outlined below) they are required to meet to satisfactorily complete the task. ☐ YES ☐ NO 6. They have addressed the candidate ’s questions or concerns about the workplace task and the assessment process. ☐ YES ☐ NO

Observation Form Version 1.0 Produced 19 October 2022 © Precision RTO Resources Page 9 OBSERVATION FORM To the assessor: Complete one copy of this Observation Form for each of the six poultry dishes the candidate will prepare ingredients and equipment for in this task. Workplace/Organisation Campbell institute Work Area Campbell institute Date of Service 31-7-23 to 15-8-23 Time of Service Campbell institute Name of Poultry Dish southern chicken fried During this workplace task: YES/NO Assessor’s comments 1. The candidate prepares the standard recipe of the dish they must prepare The standard recipe must correspond with the standard recipes that the candidate accessed and reviewed in this task. Check at least one of the following to indicate how the candidate prepares the standard recipe. ☐ Gets a copy of the recipe card and places it on a stand for easy viewing ☐ Opens a digital copy of the recipe on a device and places the device on a stand for easy viewing ☐ Opens the page in a cookbook where the recipe is located and places the cookbook on a stand for easy viewing ☐ YES ☐ NO

Observation Form Version 1.0 Produced 19 October 2022 Page 10 © Precision RTO Resources During this workplace task: YES/NO Assessor’s comments 2. The candidate prepares ALL the equipment needed to prepare dish In demonstrating this: a. The candidate identifies the number of portions that must be prepared The candidate must prepare at least two portions of the dish. ☐ YES ☐ NO b. The candidate identifies the equipment required to prepare the dish This must correspond to the tools and equipment indicated in the standard recipe for the dish they will prepare. At a minimum, this must include ALL of the following: i. Equipment for preparing the ingredients For example, knife, cutting board, scale, stainless steel bowls and fridge. ☐ YES ☐ NO ii. Equipment for cooking the poultry dish For example, deep-dryer, stove top, griller and oven. ☐ YES ☐ NO c. The candidate identifies the type of each piece of equipment. For example, if the candidate needs to cut ingredients, the type of equipment can be a knife. ☐ YES ☐ NO d. The candidate identifies the size of each piece of equipment For example, the candidate needs to use a standard- sized chef’s knife. The candidate can select a chef’s knife that is around 20 cm long. ☐ YES ☐ NO

Observation Form Version 1.0 Produced 19 October 2022 © Precision RTO Resources Page 11 During this workplace task: YES/NO Assessor’s comments e. The candidate selects the equipment to be used in preparing the ingredients This includes knives, weighing and measuring equipment. Selection of equipment must include ALL of the following: i. Name of equipment Specify the name of equipment the candidate selects: ☐ YES ☐ NO ii. Type of equipment Specify the type of equipment the candidate selects: ☐ YES ☐ NO iii. Size of equipment Specify the size of equipment the candidate selects: ☐ YES ☐ NO f. The candidate selects the equipment to be used in cooking the ingredients Selection of equipment must be based on ALL of the following: i. Name of equipment Specify the name of equipment the candidate selects: ☐ YES ☐ NO ii. Type of equipment Specify the type of equipment the candidate selects: ☐ YES ☐ NO iii. Size of equipment Specify the size of equipment the candidate selects: ☐ YES ☐ NO