Learner Workbook - SITHKOP005 3

Name of Student: Due Date: Name of Assessment: SITHKOP005 Coordinate cooking operations LEARNER WORKBOOK | VERSION 1.0 JANUARY 2020 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E Page 0 of 33 LEARNER WORKBOOK

Table of Contents Instructions to Learner ........................................................................................................ 2 Assessment instructions ....................................................................................................... 2 Assessment requirements .................................................................................................... 5 Reasonable Adjustment ...................................................................................................... 6 Assessment Task Coversheet ........................................................................................... 7 Observation/Demonstration .............................................................................................. 8 Third Party Guide ................................................................................................................... 9 Activities checklist – for assessor .................................................................................... 10 Activities ................................................................................................................................... 11 Activity 1A ................................................................................................................................ 11 Activity 1B ................................................................................................................................ 11 Activity 1C ............................................................................................................................... 12 Activity 1D ............................................................................................................................... 12 Activity 1E ................................................................................................................................ 13 Activity 2A ................................................................................................................................ 13 Activity 2B ................................................................................................................................ 14 Activity 3A ................................................................................................................................ 14 Activity 3B ................................................................................................................................ 15 Activity 3C ............................................................................................................................... 15 Activity 4A ................................................................................................................................ 16 Activity 4B ................................................................................................................................ 16 Activity 4C ............................................................................................................................... 16 Activity 4D ............................................................................................................................... 17 Activity 4E ................................................................................................................................ 17 Activity 4F ................................................................................................................................ 18 Summative Assessments .................................................................................................. 19 Section A: Skills Activity ...................................................................................................... 19 Section B: Knowledge Activity (Q & A) .......................................................................... 21 LEARNER WORKBOOK | VERSION 1.0 JANUARY 2020 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E Page 1 of 33

 Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet. If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly. Collusion Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC. Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm). Competency outcome There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience). Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency. If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency. Additional evidence If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments. Confidentiality We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information. LEARNER WORKBOOK | VERSION 1.0 JANUARY 2020 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E Page 3 of 33

LEARNER WORKBOOK | VERSION 1.0 JANUARY 2020 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E Page 4 of 33

Assessment requirements Assessment can either be:  Direct observation  Product-based methods e.g. reports, role plays, work samples  Portfolios – annotated and validated  Questioning  Third party evidence. If submitting third party evidence, the Third-Party Observation/Demonstration document must be completed by the agreed third party. Third parties can be:  Supervisors  Trainers  Team members  Clients  Consumers. The third party observation must be submitted to your trainer/assessor, as directed. The third party observation is to be used by the assessor to assist them in determining competency. The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency. To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit. Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result. As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction. If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to LEARNER WORKBOOK | VERSION 1.0 JANUARY 2020 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E Page 6 of 33

formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor. Reasonable Adjustment As a learner, I have been advised of my rights and responsibilities regarding Reasonable Adjustment. I understand how it relates to measures or actions that can be taken by an education provider, to assist me to succeed in my training program where I have identified myself as having a disability or impairment that could prevent me from fulfilling the requirements of my chosen program. I have indicated where necessary, on my enrolment form, those disabilities that may require a reasonable adjustment to my training schedule and I have ensured that my trainer is aware of any additional recognised issues that will require changes to the standard delivery of this program of study. Should any of these circumstances change during my study I will notify my trainer as soon as possible and my trainer will list these changes here with my signature. I certify I have read and accept the above information as part of my responsibilities during my program of study. Name: Date: Change in circumstance Date Trainer signature Student signature LEARNER WORKBOOK | VERSION 1.0 JANUARY 2020 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E Page 7 of 33

: e: Observation/Demonstration Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook. An explanation of observations and demonstrations: Observation is on-the-job The observation will usually require:  Performing a work-based skill or task  Interaction with colleagues and/or customers. Demonstration is off-the-job A demonstration will require:  Performing a skill or task that is asked of you  Undertaking a simulation exercise. Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit’s elements. The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task. You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide. LEARNER WORKBOOK | VERSION 1.0 JANUARY 2020 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E Page 9 of 33

Third Party Guide You should supply details of the third party to the assessor before you commence the activities (see below), unless the assessor has already selected a third party themselves. The assessor can then contact the third party in instances where they require more evidence to determine competency, or they cannot observe certain tasks themselves. The reasons to use a third party may include:  Assessment is required in the workplace  Where there are health and safety issues related to observation  Patient confidentiality and privacy issues are involved. If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to inform the assessor. They will be able to provide you with a simulated environment in which to complete these tasks. We would prefer that, wherever possible, these be “live” issues for your industry and require application of the principles that you are learning as part of your training. Where this is not possible, you and your third party should simulate the activity tasks and demonstrations that you believe would be likely to arise in your organisation or job role. Third party evidence can also be used to provide “everyday evidence” of tasks included in your work role that relate to the unit of competency but are not a part of the formal assessment process. The third party is not to be used as a co-assessor – the assessor must make the final decision on competency themselves. Documents relevant to collection of third party evidence are included in the Third-Party section in the Observations/Demonstrations document. LEARNER WORKBOOK | VERSION 1.0 JANUARY 2020 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E Page 10 of 33

Activities Complete the following activities individually (as applicable to the specific activity and the assessment environment). Activity 1A Objective To provide you with an opportunity to determine food production requirements. 1. List the potential requirements for preparing and cooking food and beverages.  Customer requirements  Meal quantities required  Menu items  Organisational standards 2. List potential special requirements or requests.  Cultural or religious dietary:  Allergies  sanctions e.g. Halal, Kosher Activity 1B Objective To provide you with an opportunity to choose food production processes to ensure nutritional value, quality and structure of foods and select appropriate in-house food production system to meet food production requirements. 1. List three cookery methods and what they involve and when they are best used.  Boiling – this is a particularly common cookery method which may be used for the preparation of vegetables. The food is usually transferred to a saucepan containing water, before being boiled and then simmered.  Poaching – this cooking method involves transferring ingredients to a saucepan or other piece of equipment and submerging in water with a heat of between 160 and 180 degrees. This method is be used to poach eggs, fish, or chicken.  Steaming – this cooking method involves cooking ingredients via the steam from a saucepan or other item of cooking equipment. The ingredients are usually contained within a bowl which has holes for the steam to enter. This method is best used to steam vegetables, fish, and tender meats. LEARNER WORKBOOK | VERSION 1.0 JANUARY 2020 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E Page 12 of 33

2. Explain how you can protect the nutritional value, quality and structure of foods.  Store foods in sealed airtight containers  Keep cold foods cold  Store vegetables in the correct compartment of the refrigerator (e.g. the crisper tray)  Scrub vegetables instead of peeling them Activity 1C Objective To provide you with an opportunity to select and collate standard recipes for use of food production personnel. Research and collate standard recipes to be used by kitchen staff. Show at least five examples of different recipes.  Recipe category (e.g. breakfast, lunch, soups, appetisers, deserts  Ingredients  Weight and volume of ingredients  Preparation instructions  Cooking temperature  Serving size Activity 1D Objective To provide you with an opportunity to prepare a work flow schedule and mise en place plan for food production according to menu and food volume requirements. 1. Develop a workflow schedule for food production according to food volume requirements.  Which ingredients and tools to gather  How to prepare them e.g. dice, grate, mince, etc.  Pre-measure ingredients into cups or bowls.  What to do first/the order – generally you will start preparing the items which will take longest. 2. Develop a mise en place plan for food production according to food volume requirements. LEARNER WORKBOOK | VERSION 1.0 JANUARY 2020 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E Page 13 of 33

Lamp chop Lamb stock 1 small pan 1 large pan Rosemary sprigs 1 bowl 2 bowls Thyme sprigs 1 bowl 2 bowls Finely diced garlic 1 bowl 2 bowls Sliced onions 1 bowl 2 bowls Herby Mash Chopped potatoes 1 large pan 2 large pans Chopped potatoes 1 large pan 2 large pans Chopped potatoes 1 large pan 2 large pans LEARNER WORKBOOK | VERSION 1.0 JANUARY 2020 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E Page 15 of 33

Activity 2A Objective To provide you with an opportunity to calculate required food supplies for food production period. What do you need to consider/what questions should you ask yourself, to calculate the food supplies for the food production period?  How many tables do you have?  How many meals and drinks do you serve at your busiest times on average?  How many meals and drinks do you serve at your slowest times on average? Activity 2B Objective To provide you with an opportunity to check stores for availability and quantity of required stocks and order or purchase additional stock. 1. Take a stock count and calculate how much additional stock is needed for the period. This activity needs to be observed by the trainer/assessor or third party.  Order direct from suppliers  Order through central stock ordering system  Personally, purchasing food supplies through an inspection and quality selection process  Transfer stocks from central storage to food production storage area. Observation completed at work by manager 2. Use the organisational system to order an appropriate number of items. This activity needs to be observed by the trainer/assessor or third party. Observation completed at work by manager LEARNER WORKBOOK | VERSION 1.0 JANUARY 2020 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E Page 16 of 33

 Chef de cuisine – oversees work of other chefs and is responsible for safety of customers  Sous chef – is second in command and takes over from Chef de cuisine if needed  Commis chef – or kitchen assistants, they help the chefs prepare food 2. Give an example of a time when you have responded promptly to an issue that had upset the flow of work in the kitchen. Ran out of ingredients in the restaurant and I had to rush to the nearest supermarket to get supplies. Activity 3C Objective To provide you with an opportunity to Control production sequence of food items to enable smooth work flow and minimise delays. 1. Give an example of a time when you have controlled the production sequence to enable smooth work flow and minimise delays. I was responsible to control the productions sequence which requires extremely effective communication and teamwork between all the kitchen and serving staff to ensure that all meals are ready to go to one table at the same time. The more people at a table, the more difficult this becomes. 2. List the teamwork skills you need to control the production sequence of food. Giving positive reinforcement when colleagues do good work  Providing positive and constructive feedback  Listening carefully and processing instructions  Using open and closed questions appropriately  Providing guidance and supervision as necessary  Not making judgements based on personal characteristics  Exercising patience and tolerating mistakes. LEARNER WORKBOOK | VERSION 1.0 JANUARY 2020 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E Page 18 of 33

Activity 4A Objective To provide you with an opportunity to monitor kitchen work processes at all stages of preparation and cooking to ensure quality of food items. What are four common problems you should watch out for when monitoring kitchen work processes?  Overfilling the pan – placing too many ingredients in the pan means the heat will be trapped and steam will rise. This will mean that your ingredients don’t brown properly.  Failing to preheat the hob or oven – Not preheating the hob means ingredients are unlikely to brown properly or stick to the bottom of the pan. The food might also have to be left out while waiting for the oven to heat.  Not considering the oven’s characteristics – being aware that the oven may not cook to its specified temperature even if you adjust the dial correctly. If the temperature is too high, then the dishes will cook too quickly and vice versa.  Using the wrong substitutions – using the wrong substitutions can compromise in the flavour and appearance of the finished dish. Activity 4B Objective To provide you with an opportunity to check that items match recipes and menu descriptions. Check that an item on your menu which has been cooked matches the menu and recipe descriptions. Note down the description of the item as stated in the menu descriptions or recipe and what you saw. Cajun chicken uses the following words to describe the meal:  Organic  Juicy  Spicy  Thigh  Baked. Cajun seasoning, it usually contains garlic powder, paprika, black pepper, onion powder, cayenne pepper, thyme LEARNER WORKBOOK | VERSION 1.0 JANUARY 2020 RTO NO: 32217 | CRICOS PROVIDER NO: 03442E Page 19 of 33