STUDENT ASSESSMENT

ASSESSMENT INFORMATION for students Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements . You are going to be assessed for : · Your skills and knowledge using written and observation activities that apply to the workplace. · Your ability to apply your learning. · Your ability to recognise common principles and actively use these on the job. All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit . HOW YOU WILL BE ASSESSED The process we follow is known as competency-based assessment. This means that evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in the workplace, and some in the training room as required by each unit . The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard . Your assessor will ensure that you are ready for assessment and will explain the assessment process. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation . The assessor will also have determined if you have any special needs to be considered during assessment. Changes can be made to the way assessment is undertaken to account for special needs and this is called making Reasonable Adjustment . What happens if your result is ‘ Not Yet Competent ’ for one or more assessment tasks ? Our assessment process is designed to answer the question “ has the desired learning outcome been achieved yet? ” If the answer is “ Not yet” , then we work with you to see how we can get there . In the case that one or more of your assessments has been marked ‘NYC’ , your trainer will provide you with the necessary feedback and guidance, in order for you to resubmit your responses . SITHCCC023 Use food preparation equipment I V1.0 I 2022 2

Assessment Plan To demonstrate competence in this unit, you must be assessed as satisfactory in each of the following assessment tasks. Evidence recorded Evidence Type/ Method of assessment Sufficient evidence recorded/Outcome Unit Assessment Task 1 Unit Knowledge Test (UKT ( S / NS (First Attempt ( S / NS (Second Attempt) Unit Assessment Task 2 Unit Skills Test S / NS (First Attempt ( S / NS (Second Attempt) Unit Assessment Task 3 Unit Project (UP ( S / NS (First Attempt ( S / NS (Second Attempt) Final result C/NYC Date assessed Trainer/Assessor Signature Assessment Conditions Unit purpose/application This unit describes the performance outcomes, skills and knowledge required to safely use commercial kitchen equipment to prepare a range of different food types . The unit applies to operational personnel responsible for general food preparation tasks in hospitality and catering organisations . It applies to individuals who work with very little independence and under close supervision. They follow predefined organisational procedures and report any discrepancies to a higher-level staff member for action . No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication . What the student can expect to learn by studying this unit of competency • Select food preparation equipment • Use equipment to prepare food • Clean and maintain food preaparation equipment Training and assessment resources required for this unit of competency SITHCCC023 Use food preparation equipment I V1.0 I 2022 5

The Foundation Skills describe those required skills (learning, oral communication, reading, writing, numeracy, digital technologyand employment skills) that are essential to performance. Foundation skills essential to performance are explicit in the performance criteria of this unit of competency . Relevant Legislation · Food Standards Australia New Zealand Act 1991 · Food Standards Australia New Zealand Regulations 1994 · Imported Food Control Act 1992 · Food Act 1984 · Food Act 2006 · Food Regulation 2006 · Food Production (Safety) Act 2000 · Food Production (Safety) Regulation 2014 · Food Act 2003 · Food Regulation 2015 · Australian Human Rights Commission Act 1986 · Age Discrimination Act 2004 · Disability Discrimination Act 1992 · Racial Discrimination Act 1975 · Sex Discrimination Act 1984 · Code of ethics and codes of conduct · Ethical Principles in the Workplace · Codes of practice · The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs) · Occupational Health and Safety Act 2004 · Work Health and Safety Act 2011 Principles of assessment and rules of evidence · All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered to . The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent. The rules of evidence state that evidence must be sufficient, valid, current and authentic . AQF Level AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of achievement and the autonomy required to demonstrate that achievement . All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level criteria. For more information, please visit http://www.aqf.edu.au / Further Information For further information about this unit go to https://training.gov.au/Training/Details/SITHCCC001 SITHCCC023 Use food preparation equipment I V1.0 I 2022 8

department for any reasonable adjustments made. • All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department. SITHCCC023 Use food preparation equipment I V1.0 I 2022 11

◻ Disability ◻ Speaking ◻ Reading ◻ Writing ◻ Numeracy ◻ Limited study skills and/or learning strategies ◻ Identify the issues ◻ Create a climate of support ◻ Ensure access to support that the student has agreed to ◻ Appropriately structure the assessment ◻ Provide information or course materials in accessible format, e.g. a textbook in braille ◻ Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures ◻ Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write ◻ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue ◻ Changes to course design, e.g. substituting an assessment task ◻ Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift • Explanation of reasonable adjustments strategy used (If required ( • Unit Assessment Task (UAT ( SITHCCC023 Use food preparation equipment I V1.0 I 2022 14

Assessment Task 1 - Unit Knowledge Test (UKT ( Instructions : · This is an individual assessment. · The purpose of this assessment task is to assess the students’ knowledge essential to use food preparation equipment in a range of contexts and industry settings. · To make full and satisfactory responses you should consult a range of learning resources, other information such as handouts and textbooks, learners’ resources and slides. · All questions must be answeredin order to gain competency for this assessment. 1. What is mise en place? Write down the tasks performed under mise en place at workplace. Write your answer in 100-150 words. This is a French term for having all your ingredients measured, cut, peeled, sliced, grated, etc. before you start cooking. Pans, mixing bowls, tools and equipment set out. It is a technique chefs use to assemble meals so quickly and effortlessly. The ingredients for the meal or dishes should be gathered. Choose the tools you'll use for meal preparation, including the appropriate knives. Any equipment you intend to use must be assembled, ensure that you know how to use them properly, and you must check the cleanliness to ensure that there won't be any issues with hygiene. Safety is crucial and should always be considered. Time to measure, weigh, and count your ingredients. The portions are precisely measured to prevent wasting and ensure that the dish will look and taste. Continue with the fundamental ingredient preparation, such as washing, peeling, and chopping veggies into the appropriate sizes and shapes. Start by preparing the basic components of items that may be precooked and added to a recipe later, like pasta. In the order that you will use them, separate the prepared components into their respective containers. 2. What are the different types of food preparation equipment? Give any five (5) SITHCCC023 Use food preparation equipment I V1.0 I 2022 17

Dicing a tomato Pairing or chef knives Peeling an apple Peeler Securing meat for carving Fillet or carving knife Spreading icing on a cake Spatula Sautéing prawns Pan Poaching eggs Pot Mixing a batter Bowl Crumbing chicken Container Grating cheese Glazer Slicing carrots Mandarin Roasting vegetables and meat Oven Deep frying onion rings in tempura batter Flyer 7. Write down any five (5) do’s and don’ts to safely handle electrical equipment in the kitchen. Do’s Don’ts Follow the instructions First and foremost-don’t touch active electrical circuits Turn switch to position Never touch electrical equipment when any part of your body is wet Check the equipment is properly assembled Don’t use electrical equipment when the floor or bench is wet Switch off electrical equipment after use Never put your hands near any moving parts or hot equipment Cords should not be wet or frayed Don’t operate when the power point is not func - tioning properly 8. Match the correct knife to an appropriate application. SITHCCC023 Use food preparation equipment I V1.0 I 2022 20

S. no. TOOL APPLICATION 1 Bread knife 4 Turning and carving 2 Chef’s knife (French knife) 7 Large, heavy knife for chopping through bones 3 Paring knife 2 Larger cuts, slicing, dicing and chopping 4 Turning knife 1 Serrated edge for slicing bread or tomatoes 5 Boning knife 6 Removing the meat and skin from fish 6 Filleting knife 8 Large flat knife for spreading butter, creams and icings on cakes. 7 Cleaver 3 Trimming, turning and peeling 8 Palette knife 5 Trimming and boning 9. Explain the following precision cuts. Write one (1) or two (2) sentences for each. SITHCCC023 Use food preparation equipment I V1.0 I 2022 21

Brunoise Various veggies can be chopped using fine dice or brunoised cuts. The Brunoise Brunoised or Fine Dice are 2 mm x 2 mm x 2 mm in size Chiffonade Leafy green vegetables like SITHCCC023 Use food preparation equipment I V1.0 I 2022 22

spinach, sorrel, or Swiss chard, as well as herbs Chiffonade with flat leaves like basil, can be sliced into long, thin strips using the chiffonade technique. Mirepoix SITHCCC023 Use food preparation equipment I V1.0 I 2022 23

Although the name mirepoix sounds impressive, it is simply a phrase for the Mirepoix three often used veggies carrots, celery, and onions. The SITHCCC023 Use food preparation equipment I V1.0 I 2022 24

veggies are often blended in a ratio of two parts onion to one part celery and one-part carrots SITHCCC023 Use food preparation equipment I V1.0 I 2022 25

Julienne A very thin, stick- shaped cut is known as a julienne. The approximate Julienne measurements are 1/16 in. X 1/16 in. X 2 in. (2mm X 2mm X 4cm). Jardinière To cut a vegetable SITHCCC023 Use food preparation equipment I V1.0 I 2022 26

into thickish batons is known in French cuisine as Jardinière jardiniere. This is the standard vegetable size for frozen vegetable blends. Cut the vegetables into pieces 10 cm SITHCCC023 Use food preparation equipment I V1.0 I 2022 27

(4 inches) long Macedoine A combination of vegetables is known in French cuisine as macedoine. The Macedoine veggies should be chopped into larger Brunoise of 1/4-inch dice for a Macedoine of vegetables. This cut can be utilized to make soup, stock, or salad SITHCCC023 Use food preparation equipment I V1.0 I 2022 28

Paysanne Vegetables should be thinly sliced, but whenever possible, they should be cut more precisely to match their shape. Carrots should be chopped into thin circles because that is how their shape would suggest. When chopping potatoes or turnips, you want to strive for cubes that are about 1 cm on each side SITHCCC023 Use food preparation equipment I V1.0 I 2022 29

Concasse To make a concasse cut, a tomato must first be peeled, deseeded, and Concasse chopped. The tomato must be placed in simmering water before being submerged in an ice bath in order to make it simpler to peel 10. Why correct grip is important, while using any kitchen equipment? Write your answer in 40-50 words. SITHCCC023 Use food preparation equipment I V1.0 I 2022 30

11. While using a knife, then how can you protect your free hand from cuts? Write your answer in 50-70 words. 12. List any two (2) ways to sharpen knives at the workplace. The ways to sharpen knives at the workplace can be : 1 . Using a manual 13. What safety precautions must be taken, while handling knives in a kitchen? Write your answer in 100-150 words. SITHCCC023 Use food preparation equipment I V1.0 I 2022 31

The safety precautions must be taken while handling knives in a kitchen, should Keep fingertips curled under the hand that is holding the food . Point the blade away from your body when cutting, washing, or drying a knife. Always use a cutting board. Secure your cutting board with a damp paper towel or non-slip mat . 14. Name any three (3) ways in which knives can be stored safely. Wall-mounted magnetic strips, drawer inserts countertop knife blocks . 15. What equipment would you use to weigh and measure the following ingredients? 250 g castor sugar 1 tbls apricot jam 320 ml orange juice 7 blueberries SITHCCC023 Use food preparation equipment I V1.0 I 2022 32

16. You have a recipe of two 23 cm (round) Red Velvet cakes. But you need to make 5 cakes of same size. The recipe requires 120 gm of unsalted butter at room temperature. How many grams will you need to make the required portions? 17. Given below is the recipe to make ‘Coconut Prawn Miang’ for six servings (four prawns each serve). The chef needs to cook for a party of 24 people. How much each ingredient will be needed by the chef? Ingredients for 6 servings Ingredients for 24 servings will be 65 g shredder coconut 40 g plain flour 2 eggs, lightly whisked 24 green prawns, peeled, deveined, tails intact 24 small English spinach leaves Vegetable oil, to shallow-fry 18. Explain any four (4) ways how a food processor can be used to perform a variety of food preparation tasks. 19. Which electric mixer attachment (Whisk, Paddle or Dough Hook) will be used to do the following tasks? Task Attachment used · Prepare cake frosting · Make dough for chocolate chip cookies SITHCCC023 Use food preparation equipment I V1.0 I 2022 33

· Mix a cake mixture · Whipping egg whites to make meringue Question 20: Name any six (6) food types that can be prepared using blender . Question 21: Who will you report if there is any faulty equipment in the kitchen ? Question22: Why is it important to clean and sanitise all equipment properly after usage? Explain in one (1) or two (2) sentences . Question 23: Describe how would you clean a piece of electrical or mechanical equipment. Write your answer in 60-80 words . Question 24: There are four types of cleaning products used in a commercial kitchen. Describe their SITHCCC023 Use food preparation equipment I V1.0 I 2022 34

usage purpose in one (1) or two (2) sentences . · Cleaning product · Usage · Dishwashing detergent · Sanitiser · Disinfectant · De-carboniser Question 25: Describe any four (4) ways to handle chemicals safely at the workplace . Question 26: What is meant by workflow production plan? Write your answer in about 50-80 words . Question 27: What is portion control? Write your answer in 100-150 words . SITHCCC023 Use food preparation equipment I V1.0 I 2022 35

Question 28: Explain any three (3) ways to avoid excessive waste at the workplace. What waste products from a kitchen can be recycled? Explain in 60-80 words . SITHCCC023 Use food preparation equipment I V1.0 I 2022 36

Unit Assessment Result Sheet (UARS ( Assessment Task 1 – Unit Knowledge Test (UKT ( Student and Trainer/Assessor Details Unit code SITHCCC023 Unit name Use food preparation equipment Outcome of Unit Assessment Task (UAT ( First attempt : Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Second attempt : Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Feedback to Student First attempt : · Second attempt : SITHCCC023 Use food preparation equipment I V1.0 I 2022 37

Student Declaration · I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources . · I have kept a copy of all relevant notes and reference material that I used as part of my submission. · I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own. · I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed. · All appeal options have been explained to me . Student Signature Date Trainer/Assessor Name Trainer/Assessor Declaration hold : ☑ Vocational competencies at least to the level being delivered ☑ Current relevant industry skills ☑ Current knowledge and skills in VET, and undertake ☑ Ongoing professional development in VET I declare that I have conducted an assessment of this candidate’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above- named candidate. Trainer/Assessor Signature Date Office Use Only Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date ( by (insert Name) __________________________________ SITHCCC023 Use food preparation equipment I V1.0 I 2022 38

Unit Pre-Assessment Checklist (UPAC ( UAT 2 – Unit Skills Test (UST ( Purpose of the checklist The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it . Section 1: Information for Students • Please make sure you have completed the necessary prior learning before attempting this assessment. • Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed. • Please make sure you understand what evidence is required to be collected and how. • Please make sure you know your rights and the Complaints and Appeal process. • Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor). • Please make sure that you have access to a computer and the internet (if you prefer to type the answers). • Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT). • Due date of this assessment task is according to your timetable. • In exceptional (compelling and compassionate) circumstances, an extensionto submit an assessment can be granted by the trainer/assessor. • Evidence of the compelling and compassionate circumstances must be provided together with your request for anextension to submit your assessment work. • Request for an extension to submit your assessment work must be made before the due date of this assessment task. Section 2: Reasonable adjustments • Students with carer responsibilities, cultural or religious obligations, English as an additional language, disabilityetc. can request for reasonable adjustments. • Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed. • The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability. • Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented. • Trainer/Assessor must notify the administration/compliance and quality assurance SITHCCC023 Use food preparation equipment I V1.0 I 2022 39

department for any reasonable adjustments made. • All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department. Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete ( Category Possible Issue Reasonable Adjustment Strategy (select as applicable) ◻ LLN ◻ Speaking ◻ Reading ◻ Writing ◻ Confidence ◻ Verbal assessment ◻ Presentations ◻ Demonstration of a skill ◻ Use of diagrams ◻ Use of supporting documents such as wordlists ◻ Non-English Speaking Background ◻ Speaking ◻ Reading ◻ Writing ◻ Cultural background ◻ Confidence ◻ Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process ◻ Use methods that do not require a higher level of language or literacy than is required to perform the job role ◻ Use short sentences that do not contain large amounts of information ◻ Clarify information by rephrasing, confirm understanding ◻ Read any printed information to the student ◻ Use graphics, pictures and colour coding instead of, or to support, text ◻ Offer to write down, or have someone else write, oral responses given by the student ◻ Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs ◻ Indigenous ◻ Knowledge and understanding ◻ Flexibility ◻ Services ◻ Inappropriate training and assessment ◻ Culturally appropriate training ◻ Explore understanding of concepts and practical application through oral assessment ◻ Flexible delivery ◻ Using group rather than individual assessments ◻ Assessment through completion of practical tasks in the field after demonstration of skills and knowledge. SITHCCC023 Use food preparation equipment I V1.0 I 2022 40

◻ Age ◻ Educational background ◻ Limited study skills ◻ Make sure font size is not too small ◻ Trainer/Assessor should refer to the student’s experience ◻ Ensure that the time available to complete the assessment takes account of the student’s needs ◻ Provision of information or course materials in accessible format. ◻ Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures ◻ Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write ◻ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue ◻ Changes to course design, e.g. substituting an assessment task ◻ Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift ◻ Educational background ◻ Reading ◻ Writing ◻ Numeracy ◻ Limited study skills and/or learning strategies ◻ Discuss with the Student previous learning experience ◻ Ensure learning and assessment methods meet the student’s individual need SITHCCC023 Use food preparation equipment I V1.0 I 2022 41

◻ Disability ◻ Speaking ◻ Reading ◻ Writing ◻ Numeracy ◻ Limited study skills and/or learning strategies ◻ Identify the issues ◻ Create a climate of support ◻ Ensure access to support that the student has agreed to ◻ Appropriately structure the assessment ◻ Provide information or course materials in accessible format, e.g. a text book in braille ◻ Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures ◻ Supply of specialised equipment or services, e.g. a note taker for a student who cannot write ◻ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue ◻ Changes to course design, e.g. substituting an assessment task ◻ Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift • Explanation of reasonable adjustments strategy used (If required ( • Assessment Task 2 – Unit Skills Test (UST ( SITHCCC023 Use food preparation equipment I V1.0 I 2022 42

Assessment type · Unit Skills Test Assessment task description · This is the second (2) unit assessment task you have to successfully complete to be deemed competent in this unit of competency. · This assessment task is comprised of a Unit Skills Test (UST). · You are required to prepare two dishes and safely use of equipments in this assessment task. · You must attempt all criteria to the required level, e.g. Assessment criteria mentioned in the performance checklist to be deemed satisfactory in this task · You must prepare dishes and use of equipments by following all given instructions, for your trainer/assessor to assess your competency in this assessment task. · You will receive your feedback within two weeks - you will be notified by your Trainer/Assessor when results are available. Applicable conditions · This skill test is untimed and conducted as an open book test (this means you are able to refer to your textbook or other learner materials during the test). · You will be assessed independently on this assessment task. · No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory. · As you complete this assessment taskyou are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor. · Trainer/Assessor may ask you relevant questions during this assessment task. Resubmissions and reattempts · Where a student’s answers are deemed not satisfactory after the first attempt a resubmission attempt will be allowed. · You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment) · For more information, please refer to your RTO Student Handbook. Location · This assessment task may be completed in a learning management system (i.e. Moodleetc.) or independent learning environment. · Your trainer/assessor will provide you further information regarding the location of completing this assessment task. General Instructions for attempting the skills test : · You will be required to correctly attempt all activities of this assessment task. · You will be developing a detailed food preparation in this assessment task. · You will be expanding the knowledge and skills acquired during the previous assessment task. · Instructions to complete the activities are provided within the assessment task. How your trainer/assessor will assess your work ? · This assessment task requires the student to demonstrate practical skills while using equipments and cooking dishes. · Answers must demonstrate the student’s understanding and skills of the unit. · Assessment objectives/ measurable learning outcome(s) are attached as performance checklist/ performance criteria with this assessment task to ensure that you have SITHCCC023 Use food preparation equipment I V1.0 I 2022 43

successfully completed and submitted the assessment task. · If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C). · If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC). · Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC). · The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet. Purpose of the assessment task : This assessment task is designed to evaluate your following skills and abilities : · Skills to verify needs of workplace for food preparation. · Skills to recognize and choose specialised equipment suitable for the food preparation task. · Skills to retain equipment hygiene using suitable cleaning agents. · Skills to preserve the form of equipment within range of responsibility. · Skills to identify and report on unsafe equipments. · Skills to correct condition of equipments according to level of person responsibility. · Skills to verify cleanliness of equipment before usage. · Reading skills to collect, review, understand and analyze text-based business information from a range/number of sources. · Written and oral/speech communication skills to organize and deliver information to effectively communicate work management processes to a range of stakeholders/interested people. · Skill to work independently/freely as well as collaboratively/together to make decisions about work management. · Skill to interact/cooperate with others using appropriate conventions/systems when communicating to and consulting/discussing with stakeholders/interested parties. · Skill to sequence/in order and schedule/plan activities and manage communication. · Skill to analyze relevant/appropriate information to identify scope/range of work, goals and objectives and to evaluate/review options/other choices. · Skill to use familiar/known digital technology to access/get to information, document findings/results. SITHCCC023 Use food preparation equipment I V1.0 I 2022 44

Assessment Task 2 – Unit skills test Assessment Instructions · You are required to prepare food items by using ginen equipments. · Your assessor will assess your work according to the given performance criteria/ performance checklist. · You may attach a separate sheet if required. · You must include the following particulars in the footer section of each page of the attached sheets: o Student ID or Student Name o Unit ID or Unit Code o Course ID or Course Code o Trainer and assessor name o Page numbers · You must staple the loose sheets together along with the cover page. · You must attach the loose sheets chronologically as per the page numbers. · Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words. Resources required to complete the assessment task : · Computer · Internet · MS Word · Printer or e-printer · Adobe acrobat/reader · Learning management system · Cooking equipment · Cleaning equipment Your assessor will be looking for evidence of the following skills while reviewing your work · Ability to make sure needs of workplace for food preparations are fulfilled. · Ability to recognize and choose specialised equipment required for the food preparation. · Ability to keep equipment hygiene using right cleaning agents. · Ability to conserve the form of equipment within range of responsibility. · Ability to sort and stateinsecure equipments. · Ability to mendstate of equipments according to level of responsibility. · Ability to verify cleanliness of equipment before usage. · Reading skills to collect, review, understand and analyze text-based business information from a range/number of sources. · Written and oral/speech communication skills to organize and deliver information. · Ability to work liberally as well as mutually to make decisions about work. · Ability to interact with others using appropriate conventions/systems when communicating to and consulting/discussing with stakeholders/interested parties. · Ability to run and arrange activities and manage communication. · Ability to studyrelated information to identify scope/range of work, goals and objectives and SITHCCC023 Use food preparation equipment I V1.0 I 2022 45

to assess other choices. · Ability to use familiar/known digital technology to access information, document results. Assessment task : Task A Your assessor/trainer will monitor you demonstrating your skills while using each of the following food preparation equipment safely and efficiently . Equipment Tasks Blender Strawberry Puree and Raspberry Coulis Food Processor Process biscuits Mixer Dough Grater · Zest 2 Lemons · Grate 200 gms cheese(medium size) Sharpening steel Sharpen the following knifes · Butcher knife · Boning knife · Filleting knife · Vegetable knife Butcher knife Cut a raw chicken Boning knife Remove wings, leg and thigh from a chicken Butter spreading knife Butter 2 slices of bread Filleting knife Fillet 1 fish Paring knife Peal, quarter, core and slice an apple Slicer Use a mandoline slicer to slice a Beetroot/Potato Measures Measure 1/3 cup of flour Measure 1 cup of sugar Measure 1 cup of brown sugar Measure 500ml milk Measure 1 cup butter Scales Weigh 200 grams of pasta Thermometers Cook a beef steak to medium (60 - 65 o C ( Whisks Whisk egg whites SITHCCC023 Use food preparation equipment I V1.0 I 2022 46

Precision cuts (By using Carrot/zucchinis 200 grams of each to be produced) · Brunoise · chiffonnade · concasse · jardinière · julienne · macedoine · mirepoix · paysanne While performing the task : · Select the appropriate equipment for each task · Use the equipment safely and effectively to complete the tasks outlined below · You should use each piece of equipment to prepare at least one food item. · You must prepare and set up the equipment prior to use. · Ensure that you follow food hygiene procedures during your demonstration. · At the end of the demonstration, clean and pack away each piece of equipment. · You must be the aware about the faults that can occur in the equipments. Assessor Instructions : In order for student to competently pass this unit student must understand and use the following equipment and ingredients at least once in the assessment . Equipment Ingredients ▪ blenders ▪ food processors ▪ graters ▪ mixers ▪ knife sharpening equipment ▪ sharpening steels and stones ▪ knives: ▪ butcher and boning ▪ chef ▪ filleting ▪ palette ▪ utility ▪ fruit and vegetables ▪ general food items: ▪ batters ▪ coatings ▪ condiments and flavourings ▪ garnishes ▪ oils ▪ sauces and marinades ▪ meat ▪ poultry ▪ seafood SITHCCC023 Use food preparation equipment I V1.0 I 2022 47

▪ vegetable ▪ measures ▪ peelers, corers, and slicers ▪ scales ▪ thermometers ▪ whisks Unit Skills Test – Checklist Criteria Did the student Tick or check when each criterion is satisfactorily completed . Comments · Select blender □ Yes □ No · Check blender for cleanliness □ Yes □ No · Ensure blender is connected correctly (jug, blade, cap, etc ( □ Yes □ No · Plug in blender □ Yes □ No · Peel and core fruit □ Yes □ No · Cut fruit into smaller sections appropriate to machine □ Yes □ No · Place fruit into blender jug □ Yes □ No SITHCCC023 Use food preparation equipment I V1.0 I 2022 48

· Attach lid □ Yes □ No · Perform several short bursts to start blending process □ Yes □ No · Blend fruit until puree form □ Yes □ No · Unplug blender □ Yes □ No · Remove cap and jug from blender □ Yes □ No · Pour puree from blender into appropriate container □ Yes □ No · Wash jug, blade and cap correctly □ Yes □ No · Wipe blender and return to storage □ Yes □ No Food Processor · Select processor □ Yes □ No · Check processor for cleanliness □ Yes □ No · Ensure processor is connected correctly (jug, blade, cap, etc ( □ Yes □ No · Plug in processor □ Yes □ No · Insert biscuits into processor jug □ Yes □ No SITHCCC023 Use food preparation equipment I V1.0 I 2022 49

· Attach lid □ Yes □ No · Perform several short bursts to start processing process □ Yes □ No · Process fruit until mixture of small chunks and biscuit powder form □ Yes □ No · Unplug processor □ Yes □ No · Remove cap and jug from processor □ Yes □ No · Pour biscuits from processor into appropriate container □ Yes □ No · Wash jug, blade and cap correctly □ Yes □ No · Wipe processor and return to storage □ Yes □ No Mixer · Select mixer □ Yes □ No · Check mixer for cleanliness □ Yes □ No · Dough - attach paddle □ Yes □ No · Dough - Combine yeast, sugar and warm water, stir and stand until yeast comes alive □ Yes □ No · Dough - Turn mixer on low, add salt, oil and flower (a little at a □ Yes □ No SITHCCC023 Use food preparation equipment I V1.0 I 2022 50

time) until it is incorporated · Dough - increase mixer speed until to medium, stopping periodically to scrape dough off hook □ Yes □ No · Dough - Mix until dough gathers into ball □ Yes □ No · Dough - Remove dough, fold several times, form ball and allow to rise □ Yes □ No · Pastry - Attach flat beater □ Yes □ No · Pastry - Stir flour, sugar and salt in mixer bowl □ Yes □ No · Pastry - Add butter and mix on medium-low speed until texture resembles breadcrumbs □ Yes □ No · Pastry - Add water and mix on low speed until dough pulls together □ Yes □ No · Pastry - Remove dough to work surface, and flatten / roll as needed □ Yes □ No · Remove bowl and beaters, wash and return to mixer □ Yes □ No · Wipe down mixer □ Yes □ No · Return mixer to storage □ Yes □ No Grater SITHCCC023 Use food preparation equipment I V1.0 I 2022 51

· Select grater □ Yes □ No · Ensure grater is clean before use □ Yes □ No · Fine grater o Wash citrus o Slide citrus against grater to remove zest o Turn citrus to ensure full zest is removed o Only remove zest, not underlining · Ensure fingers are kept away from blades whilst grating □ Yes □ No · Shredder o Wash zucchinis o Remove ends (cut) o Place grater over bowl o Rub zucchini over large holes in grater · Ensure fingers are kept away from blades whilst grating □ Yes □ No · Large grater o Remove plastic from cheese o Slide cheese against grater blades in an up and down motion o Ensure fingers are kept away from blades whilst grating · Final grated cheese is consistent in size and shape □ Yes □ No Honing knifes| Did the student Knife Butcher Boning Filleting Vegetable Comments · Hold the steel in one hand (by the handle ( ❒ Yes ❒ No ❒ Yes ❒ No ❒ Yes ❒ No ❒ Yes ❒ No SITHCCC023 Use food preparation equipment I V1.0 I 2022 52

· Grasp the knife with the other hand and apply the edge of the knife to the steel at around 45 o starting with the heel of the knife at the tip of the steel ❒ Yes ❒ No ❒ Yes ❒ No ❒ Yes ❒ No ❒ Yes ❒ No · Stroke the knife blade over the steel and along its full length ❒ Yes ❒ No ❒ Yes ❒ No ❒ Yes ❒ No ❒ Yes ❒ No · Repeat this process with other side of knife blade on the back of the steel ❒ Yes ❒ No ❒ Yes ❒ No ❒ Yes ❒ No ❒ Yes ❒ No · Repeat until knife has been adequately steeled ❒ Yes ❒ No ❒ Yes ❒ No ❒ Yes ❒ No ❒ Yes ❒ No · Clean knife under cold running water to wash off any metal grindings ❒ Yes ❒ No ❒ Yes ❒ No ❒ Yes ❒ No ❒ Yes ❒ No · Dry the knife carefully, with the blade facing away from self ❒ Yes ❒ No ❒ Yes ❒ No ❒ Yes ❒ No ❒ Yes ❒ No General knife skills | Did the student Knife Butcher Boning Filleting Paring Comments · Only hold a knife when cutting, cleaning, sharpening or honing ❒ Yes ❒ No ❒ Yes ❒ No ❒ Yes ❒ No ❒ Yes ❒ No · Leave knife in knife box or knife roll when not in use ❒ Yes ❒ No ❒ Yes ❒ No ❒ Yes ❒ No ❒ Yes ❒ No · Always hold knife edge away from body ❒ Yes ❒ No ❒ Yes ❒ No ❒ Yes ❒ No ❒ Yes ❒ No · Keep hands dry when using a knife ❒ Yes ❒ No ❒ Yes ❒ No ❒ Yes ❒ No ❒ Yes ❒ No · Always cut away from hand or body ❒ Yes ❒ No ❒ Yes ❒ No ❒ Yes ❒ No ❒ Yes ❒ No · Remain focused whilst using knifes ❒ Yes ❒ No ❒ Yes ❒ No ❒ Yes ❒ No ❒ Yes ❒ No · Never run fingers over edge ❒ Yes ❒ No ❒ Yes ❒ No ❒ Yes ❒ No ❒ Yes ❒ No SITHCCC023 Use food preparation equipment I V1.0 I 2022 53

· Never hand knife to anyone – place it on a table and let them pick it up ❒ Yes ❒ No ❒ Yes ❒ No ❒ Yes ❒ No ❒ Yes ❒ No Butchers knife | Did the student Did the student · Select appropriate butcher knife (Cleaver ( ❒ Yes ❒ No · Place chicken, breast side down on cutting board, with the neck pointing away from self ❒ Yes ❒ No · Insert the knife into the front of the chicken. Work the knife from the neck to the tail of the chicken, and cut along one side of the backbone, cutting as close to the bone as possible ❒ Yes ❒ No · Cut down other side of backbone and remove it ❒ Yes ❒ No · With the breast of the chicken still meaty side down, cut a small slit through the membrane and cartilage at the "V" of the neck end . ❒ Yes ❒ No · Grasp the breast with both hands and gently bend both sides backward to snap the breastbone . ❒ Yes ❒ No · With fingers, work along both sides of the breastbone to loosen the triangular keel bone; pull out the bone . ❒ Yes ❒ No · With the tip of sharp knife, cut along both sides of the cartilage at the end of the breastbone; remove cartilage . ❒ Yes ❒ No · Turn the chicken, skin side up. Cut lengthwise down the centre of the chicken to split it into halves . ❒ Yes ❒ No · Cut into quarters, cut through the skin separating the thighs from the breast . ❒ Yes ❒ No Boning | Did the student SITHCCC023 Use food preparation equipment I V1.0 I 2022 54

· Select boning knife ❒ Yes ❒ No · Wings - Cut down until the joint is located ❒ Yes ❒ No · Wings - Cut around the joint to remove wing ❒ Yes ❒ No · Leg / thigh - Cut around leg ❒ Yes ❒ No · Leg / thigh - Cut down and around joint to remove leg / thigh ❒ Yes ❒ No · Remove pin bones with needle- nosed pliers ❒ Yes ❒ No · Wash and dry knife, and return to storage ❒ Yes ❒ No Filleting | Did the student · Select filleting knife ❒ Yes ❒ No · Remove head just behind gills ❒ Yes ❒ No · Hold fish by tail and cut towards the head (with fillet knife ( ❒ Yes ❒ No · Use backbone to guide knife ❒ Yes ❒ No · Remove fillet from fish, turn over and repeat other side ❒ Yes ❒ No · Remove pin bones with needle- nosed pliers ❒ Yes ❒ No · Trim fish to remove belly portion ❒ Yes ❒ No · Remove skin cleanly without chunking skin ❒ Yes ❒ No · Wash and dry knife, and return to storage ❒ Yes SITHCCC023 Use food preparation equipment I V1.0 I 2022 55

❒ No Paring Knife | Did the student · Select paring knife ❒ Yes ❒ No · Grasp knife keeping thumb against fruit ❒ Yes ❒ No · Slice skin off fruit keeping it as thin as possible ❒ Yes ❒ No · Rotate fruit whilst trimming skin ❒ Yes ❒ No · Cut out bad parts of fruit ❒ Yes ❒ No · Keep knife away from thumb and fingers ❒ Yes ❒ No · Place apple on bench and cut in quarters ❒ Yes ❒ No · Cut down from both ends and remove core ❒ Yes ❒ No · Slice apple ❒ Yes ❒ No · Wash and dry knife, and return to storage ❒ Yes ❒ No Butter knife | Did the student · Select butter knife ❒ Yes ❒ No · Ensure butter knife is clean ❒ Yes ❒ No · Slide knife on 45 o angle across soft butter ❒ Yes ❒ No · Using same angle, spread butter onto bread ❒ Yes ❒ No · Butter is spread smoothly, covering 90% of bread ❒ Yes SITHCCC023 Use food preparation equipment I V1.0 I 2022 56

❒ No · Wash and dry knife, and return to storage ❒ Yes ❒ No Mandoline slicer | Did the student · Create a flat edge on potato ❒ Yes ❒ No · Place mandoline perpendicular to self ❒ Yes ❒ No · Place potato in hand guard ❒ Yes ❒ No · Lubricate runway with water ❒ Yes ❒ No · Using even, consistent pressure all the way through stroke to slice potato . ❒ Yes ❒ No · Never place fingers near blade / always use hand guard ❒ Yes ❒ No Measures | Did the student · Flour (2 1/3 cups ( o Stir / fluff the flour in its container before measuring o If required, sift flour before measuring o Spoon flour into dry measuring cup till overflowing o level flour using straight edge utensil ❒ Yes ❒ No · Granulated sugar (1 cup ( o Spoon sugar into dry measuring cup and fill till overflowing o Level sugar using straight edged utensil ❒ Yes ❒ No · Brown sugar (1 cup ( o Pack sugar firmly into dry measuring cup o Level sugar using a straight edged utensil ❒ Yes ❒ No SITHCCC023 Use food preparation equipment I V1.0 I 2022 57

o Sugar holds shape when turned out · Milk (1 1/2 cup ( o Pour water into measuring container o Place container on level surface to ensure it is not tilted o Bend down and read the measure (so the cup is at eye level) o Read the level at the bottom of the meniscus ❒ Yes ❒ No · Butter (1 cup ( o Pack soft butter into dry measure o Ensure air is not trapped o Level butter using a straight edged utensil ❒ Yes ❒ No Scales | Did the student · Turn on scales ❒ Yes ❒ No · Place empty container on top of scales and tare load ❒ Yes ❒ No · Insert uncooked pasta into container until desired weight is reached ❒ Yes ❒ No Thermometer | Did the student · Heat pan over medium high ❒ Yes ❒ No · Brush the steak with oil to prevent from sticking ❒ Yes ❒ No · Place steak in pan ❒ Yes ❒ No · Cook for about 4-5 minutes, then turn ❒ Yes ❒ No · After around 3 minutes, insert thermometer into centre of steak and take reading - aiming for (60 o C ( ❒ Yes ❒ No · Remove thermometer and cook longer if required, rechecking as needed ❒ Yes ❒ No SITHCCC023 Use food preparation equipment I V1.0 I 2022 58

· Remove meat from pan and rest ❒ Yes ❒ No · Wipe away any visible foods and wash in warm water and detergent - air dry ❒ Yes ❒ No Whisk | Did the student · Allow eggs to come to room temperature ❒ Yes ❒ No · Separate egg whites from yolk ❒ Yes ❒ No · Place uncontaminated egg whites into clean, dry bowl ❒ Yes ❒ No · Vigorously swish the whisk back and forth to break up the egg whites until they are foamy ❒ Yes ❒ No · Start whisking in circular motion , lifting the whisk up and out of the egg whites ❒ Yes ❒ No · Whisk until peaks are just starting to hold, and melt back into themselves after a few moments ❒ Yes ❒ No Precision cuts | Did the student Select the correct knife for each cut ❒ Yes ❒ No · brunoise o Vegetables are peeled and cut into 5cm portions as a straight cut o Rounded edges are cut off o Cuts are a consistent 1-2mm on each side ❒ Yes ❒ No · chiffonnade o Greens are placed into neat stack or roll stack o Greens are shredded finely and consistently ❒ Yes ❒ No · concasse (tomato ( o Cut the core of the tomato and mark a small X on the bottom ❒ Yes ❒ No SITHCCC023 Use food preparation equipment I V1.0 I 2022 59

with a knife o Briefly boil tomato to loosen skin o Peel off loosened skin o Cut tomatoes into quarters and remove seeds with spoon o Slice tomato into evenly sized pieces (or fine dice) · jardinière o Vegetables are peeled and cut into 5cm portions as a straight cut o Rounded edges are cut off o Cuts are a consistent 2cm x 4mm x 4mm ❒ Yes ❒ No · julienne o Vegetables are peeled and cut into 5cm portions as a straight cut o Rounded edges are cut off o Cuts are a consistent 4mm x 4mm x 5cm ❒ Yes ❒ No · macedoine o Vegetables are peeled and cut into 5 - 10mmportions as a straight cut o Rounded edges are cut off o Cuts are a consistent cubes (5mm - 10mm) ❒ Yes ❒ No · mirepoix (onions, celery, carrots in 2:1:1 ratio ( o Vegetables are peeled and cut into 2mm portions as a straight cut o Rounded edges are cut off o Cuts are a consistent cubes (2mm) ❒ Yes ❒ No · paysanne . o Vegetables are peeled o Cuts are a consistent thin slice taking the form of the vegetable (normally 3mm thick) ❒ Yes ❒ No All | Did the student SITHCCC023 Use food preparation equipment I V1.0 I 2022 60

· Organise themselves before starting the preparation process ❒ Yes ❒ No · Identify issues as they arose, and took appropriate corrective actions to rectify ❒ Yes ❒ No · Identify equipment faults / errors and rectify promptly ❒ Yes ❒ No · Report faulty equipment ❒ Yes ❒ No · Ensure equipment is kept in operational condition ❒ Yes ❒ No · Complete all tasks within a commercially appropriate time frame ❒ Yes ❒ No · Work safely at all time ❒ Yes ❒ No · Follow instructions (verbal or written) to produce cuts and ingredients as required ❒ Yes ❒ No · Use environmental sources sparingly ❒ Yes ❒ No Comments - Task B SITHCCC023 Use food preparation equipment I V1.0 I 2022 61

Your assessor/trainer will provide you with two (2) recipes and you are to make a production plan and use a range of cookery equipment and prepare food to an industry-acceptable standard. You must then portion and store food correctly and clean cookery equipment to food safety standards . Read carefully all the recipe information given to you when you receive it. If you do not understand any part, please ask your assessor/trainer . You are required to wear a full chef uniform and you must bring your knife kit to the kitchen to perform the task.Your assessor/ trainer will be checking your uniform for appropriateness and cleanliness in the beginning of the task . Document all the recipe details, equipment used, ingredients and workflow plan in the Production Plan template given below : For this task student will be observed selecting, preparing, using and cleaning the following food preparation equipment for the tasks outlined . SITHCCC023 Use food preparation equipment I V1.0 I 2022 62

Recipe Details No. Serves 1 . 2 . Equipment required for both recipes Recipe 1 Recipe 2 Ingredients required Recipe 1 Recipe 2 Ingredient Quantity Ingredient Quantity SITHCCC023 Use food preparation equipment I V1.0 I 2022 63

Workflow Plan Mise en place Tasks Waste minimization techniques used Hygiene and quality checks Adjustments made (if any ( SITHCCC023 Use food preparation equipment I V1.0 I 2022 64

Preparation Tasks Waste minimization techniques used Hygiene and quality checks Adjustments made (if any ( Cooking Tasks Waste minimization techniques used Hygiene and quality checks Adjustments made (if any ( SITHCCC023 Use food preparation equipment I V1.0 I 2022 65

Presentation Tasks Waste minimization techniques used Hygiene and quality checks Adjustments made (if any ( SITHCCC023 Use food preparation equipment I V1.0 I 2022 66

Storage Tasks Waste minimization techniques used Hygiene and quality checks Adjustments made (if any ( SITHCCC023 Use food preparation equipment I V1.0 I 2022 67

SITHCCC023 Use food preparation equipment I V1.0 I 2022 68

Your draft must address the following performance criteria/ performance checklist . To be assessed as satisfactory (S) in this assessment task the participant needs to demonstrate competency in the following critical aspects of evidence S N/S Trainer/Assessor to complete (Comment and feedback to students) ▪ A) Successfully discover information in lists and everyday recipes in order to decide food preparation needs . ▪ B) Successfully calculate and use familiar capacity of cleaning agents on equipment . C) Adequately utilize food making equipment . D) Clarify maker advice for equipment used in a business-related cookery context . SITHCCC023 Use food preparation equipment I V1.0 I 2022 69

E) Identified weigh and measure the required ingredients . SITHCCC023 Use food preparation equipment I V1.0 I 2022 70

Unit Assessment Result Sheet (UARS ( Assessment Task 2 – Unit skills test Student and Trainer/Assessor Details Unit code SITHCCC001 Unit name Use food preparation equipment Outcome of Unit Assessment Task (UAT ( First attempt : Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Second attempt : Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Feedback to Student · First attempt : · Second attempt : SITHCCC023 Use food preparation equipment I V1.0 I 2022 71

Student Declaration · I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources . · I have kept a copy of all relevant notes and reference material that I used as part of my submission. · I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own. · I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed. · All appeal options have been explained to me . Student Signature Date Trainer/Assessor Name Trainer/Assessor Declaration hold : ☑ Vocational competencies at least to the level being delivered ☑ Current relevant industry skills ☑ Current knowledge and skills in VET, and undertake ☑ Ongoing professional development in VET I declare that I have conducted an assessment of this candidate’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above- named candidate. Trainer/Assessor Signature Date Office Use Only Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date ( by (insert Name) __________________________________ SITHCCC023 Use food preparation equipment I V1.0 I 2022 72

Unit Pre-Assessment Checklist (UPAC ( UAT 3 –Unit Project (UP ( Purpose of the checklist The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it. Section 1: Information for Students • Please make sure you have completed the necessary prior learning before attempting this assessment. • Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed. • Please make sure you understand what evidence is required to be collected and how. • Please make sure you know your rights and the Complaints and Appeal process. • Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor). • Please make sure that you have access to a computer and the internet (if you prefer to type the answers). • Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT). • Due date of this assessment task is according to your timetable. • In exceptional (compelling and compassionate) circumstances, an extensionto submit an assessment can be granted by the trainer/assessor. • Evidence of the compelling and compassionate circumstances must be provided together with your request for anextension to submit your assessment work. • Request for an extension to submit your assessment work must be made before the due date of this assessment task. Section 2: Reasonable adjustments • Students with carer responsibilities, cultural or religious obligations, English as an additional language, disabilityetc. can request for reasonable adjustments. • Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed. • The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability. • Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented. • Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made. • All evidence and supplementary documentation must be submitted with the assessment SITHCCC023 Use food preparation equipment I V1.0 I 2022 73

pack to the administration/compliance and quality assurance department. SITHCCC023 Use food preparation equipment I V1.0 I 2022 74

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete ( Category Possible Issue Reasonable Adjustment Strategy (select as applicable) ◻ LLN ◻ Speaking ◻ Reading ◻ Writing ◻ Confidence ◻ Verbal assessment ◻ Presentations ◻ Demonstration of a skill ◻ Use of diagrams ◻ Use of supporting documents such as wordlists ◻ Non-English Speaking Background ◻ Speaking ◻ Reading ◻ Writing ◻ Cultural background ◻ Confidence ◻ Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process ◻ Use methods that do not require a higher level of language or literacy than is required to perform the job role ◻ Use short sentences that do not contain large amounts of information ◻ Clarify information by rephrasing, confirm understanding ◻ Read any printed information to the student ◻ Use graphics, pictures and colour coding instead of, or to support, text ◻ Offer to write down, or have someone else write, oral responses given by the student ◻ Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs ◻ Indigenous ◻ Knowledge and understanding ◻ Flexibility ◻ Services ◻ Inappropriate training and assessment ◻ Culturally appropriate training ◻ Explore understanding of concepts and practical application through oral assessment ◻ Flexible delivery ◻ Using group rather than individual assessments ◻ Assessment through completion of practical tasks in the field after demonstration of skills and knowledge. SITHCCC023 Use food preparation equipment I V1.0 I 2022 75

◻ Age ◻ Educational background ◻ Limited study skills ◻ Make sure font size is not too small ◻ Trainer/Assessor should refer to the student’s experience ◻ Ensure that the time available to complete the assessment takes account of the student’s needs ◻ Provision of information or course materials in accessible format. ◻ Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures ◻ Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write ◻ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue ◻ Changes to course design, e.g. substituting an assessment task ◻ Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift ◻ Educational background ◻ Reading ◻ Writing ◻ Numeracy ◻ Limited study skills and/or learning strategies ◻ Discuss with the Student previous learning experience ◻ Ensure learning and assessment methods meet the student’s individual need SITHCCC023 Use food preparation equipment I V1.0 I 2022 76

◻ Disability ◻ Speaking ◻ Reading ◻ Writing ◻ Numeracy ◻ Limited study skills and/or learning strategies ◻ Identify the issues ◻ Create a climate of support ◻ Ensure access to support that the student has agreed to ◻ Appropriately structure the assessment ◻ provision of information or course materials in accessible format, e.g. a text book in braille ◻ Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures ◻ Supply of specialised equipment or services, e.g. a note taker for a student who cannot write ◻ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue ◻ Changes to course design, e.g. substituting an assessment task ◻ Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift Explanation of reasonable adjustments strategy used (If required ( Unit Assessment Task (UAT ( Assessment Task 3 – Unit Project (UP ( SITHCCC023 Use food preparation equipment I V1.0 I 2022 77

Assessment type : · Unit Project (UP) Assessment task description · This is the third (3) assessment task you have to successfully complete to be deemed competent in this unit of competency. · This assessment task requires you to complete a project. · You will receive your feedback within two weeks - you will be notified by your trainer/assessor when results are available. · You must attempt all activities of the project for your trainer/assessor to assess your competency in this assessment task. Applicable conditions · This project is untimed and are conducted as open book tests (this means you are able to refer to your textbook). · You must read and respond to all criteria of the project. · You may handwrite/use computers to answer the criteria of the project. · You must complete the task independently. · No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory. · As you complete this assessment task you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor. · The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work. Resubmissions and reattempts · Where a student’s answers are deemed not satisfactory after the first attempt a resubmission attempt will be allowed. · You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment). · For more information, please refer to your RTO Student Handbook. Location : · This assessment task may be completed in an independent learning environment or learning management system. · Your trainer/assessor will provide you further information regarding the location of completing this assessment task. General Instructions for attempting the project : · This assessment task is in continuation to the previous task. · You will be prepared mixture and fill a given form in this assessment task. · You will be expanding the knowledge and skills acquired during the previous assessment task. · Instructions to complete the activities is provided within the assessment task. · You will be required to correctly attempt all activities of this assessment task. How yourtrainer/assessor will assess your work ? · This assessment task requires the student to successfully complete and submit a project. SITHCCC023 Use food preparation equipment I V1.0 I 2022 78

· Answers must demonstrate the student’s understanding and skills of the unit. · You will be assessed according to the provided performance checklist/ performance criteria. · Assessment objectives/ measurable learning outcome(s) are attached as performance checklist/ performance criteria with this assessment task to ensure that you have successfully completed and submitted the assessment task. · If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C). · If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC). · Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC). · The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet. Purpose of the assessment task : This assessment task is designed to evaluate your following skills and abilities : · Skills to verify needs of workplace for food preparation. · Skills to recognize and choose specialised equipment suitable for the food preparation task. · Skills to retain equipment hygiene using suitable cleaning agents. · Skills to preserve the form of equipment within range of responsibility. · Skills to identify and report on unsafe equipments. · Skills to correct condition of equipments according to level of person responsibility. · Skills to verify cleanliness of equipment before usage. · Reading skills to collect, review, understand and analyze text-based business information from a range/number of sources. · Written and oral/speech communication skills to organize and deliver information to effectively communicate work management processes to a range of stakeholders/interested people. · Skill to work independently/freely as well as collaboratively/together to make decisions about work management. · Skill to interact/cooperate with others using appropriate conventions/systems when communicating to and consulting/discussing with stakeholders/interested parties. · Skill to sequence/in order and schedule/plan activities and manage communication. · Skill to analyze relevant/appropriate information to identify scope/range of work, goals and objectives and to evaluate/review options/other choices. · Skill to use familiar/known digital technology to access/get to information, document findings/results. SITHCCC023 Use food preparation equipment I V1.0 I 2022 79

Assessment Task 3 - Unit Project (UP ( Instructions to complete this assessment task : · Please write your responses in the template provided. · You may attach a separate sheet if required. · You must include the following particulars in the footer section of each page of the attached sheets: o Student ID or Student Name o Unit ID or Unit Code o Course ID or Course Code o Trainer and assessor name o Page numbers · You must staple the loose sheets together along with the cover page. · You must attach the loose sheets chronologically as per the page numbers. · Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words. · The premise of the project must be closely related to the previous assessment task. · This submission must be well presented and follow the guidelines and instructions provided. · Please follow the format as indicated in the template section below. · One of the most important steps that you can take: proofread your project. · Appropriate citations are required. · All RTO policies are in effect, including the plagiarism policy. Resources required to complete the assessment task : · Computer · Internet · MS Word · Printer or e-printer · Adobe acrobat/reader · Learning management system · Cooking Equipments Your assessor will be looking for evidence of the following skills while reviewing your work . · Ability to make sure needs of workplace for food preparations are fulfilled. · Ability to recognize and choose specialised equipment required for the food preparation. · Ability to keep equipment hygiene using right cleaning agents. · Ability to conserve the form of equipment within range of responsibility. · Ability to sort and stateinsecure equipments. · Ability to mendstate of equipments according to level of responsibility. · Ability to verify cleanliness of equipment before usage. · Reading skills to collect, review, understand and analyze text-based business information from a range/number of sources. · Written and oral/speech communication skills to organize and deliver information. · Ability to work liberally as well as mutually to make decisions about work. · Ability to interact with others using appropriate conventions/systems when communicating SITHCCC023 Use food preparation equipment I V1.0 I 2022 80

to and consulting/discussing with stakeholders/interested parties. · Ability to run and arrange activities and manage communication. · Ability to studyrelated information to identify scope/range of work, goals and objectives and to assess other choices. · Ability to use familiar/known digital technology to access information, document results. Project task : Instructions to attempt following activities . · Read the Case study below then answer the questions listed in your own words using the Case study as basis for your answers. · Do not work with or share answers with other students when completing this assignment task. · All assignments, including case studies, have a set of marking criteria. This is a list of the things a student must do in order to pass the assignment. You are given two (2) different parts of this tasks : · Activity: You must fill all the required draft by reading the recipes and their required ingredients. · Form filling: You must complete the requesting form by reading the situation given in the question. Part A : Assume that you working as a sous chef at The Tasty Treat given below id the Lunch Menu of The Tasty Treat Caf é . Note: Answers will vary from one student to another . SITHCCC023 Use food preparation equipment I V1.0 I 2022 81

The head chef has given you the following recipe to prepare mixture for corn fritters and beer battered fish and chips for the lunch menu at The Tasty Treat Restaurant . Corn Fritters Recipe (Serves 40 ( Ingredients : · 10 eggs · 10 tablespoon water (more if needed) · 10 cup (1.25 kg) plain flour · 10 teaspoon baking powder · 2/3 teaspoon salt and pepper · 4 kg creamed corn · 45 ml vegetable oil for frying Directions : 1. In a medium bowl, lightly beat egg with a little water. Sift in flour and baking powder, add salt and pepper and stir - adding water if needed - to achieve a medium batter. Make SITHCCC023 Use food preparation equipment I V1.0 I 2022 82

sure the mixture is not too thin. Add the can of cream corn, season and stir. 2. Heat half the oil in a frypan to a medium heat and add spoonfuls of the batter in the pan. Flip the fritters when they start to bubble on the top - 1-2 minutes but test they are cooked through before removing them. You may need to add a little more oil after each lot is taken out of the pan as they absorb it quite well. Beer battered Fish and Chips (Serves 40 ( Ingredients : · 40 large (about 200g each) unpeeled potatoes, cut into wedges · 10 egg, lightly whisked · 100 ml olive oil · Salt & freshly ground black pepper · 3.5 l chilled light beer · 2.25 kg self-raising flour · Vegetable oil, to deep-fry · 80 (about 120g each) white fish fillets (such as flathead or whiting) · Lemon wedges, to serve · Sea salt flakes, to serve Directions : 1. Preheat oven to 200 ° C. Line a baking tray with non-stick baking paper. Place potato on tray. Drizzle with olive oil. Cook in oven, turning occasionally, for 40 minutes or until golden brown. 2. Meanwhile, place flour in a bowl. Add the egg and stir to combine. Gradually whisk in the beer until batter is smooth. Season with salt and pepper. Cover and place in the fridge for 30 minutes to rest. 3. Add enough vegetable oil to a large saucepan to reach a depth of 8cm. Heat to 190 ° C over high heat (when oil is ready a cube of bread will turn golden brown in 10 seconds). Dip 2 pieces of fish, 1 at a time, into batter to coat. Drain off excess. Deep-fry for 3-4 minutes or until golden brown and cooked. Transfer to a plate lined with paper towel. Repeat, in 3 more batches, with remaining fish and batter, reheating oil between batches. 4. Divide fish and chips among serving plates. Season with sea salt flakes. Serve with tartare sauce and lemon wedges . After reading the recipes given above, fill the following table about all types of kitchen equipment used and for what purposes for both recipes . SITHCCC023 Use food preparation equipment I V1.0 I 2022 83

Corn Fritters Write down all the names and purpose of all the equipment used to prepare the recipe Kitchen equipment used Purpose of using the equipment Example: Sifter To sift the flour Beer battered fish and chips Write down all the names and purpose of all the equipment used to prepare the recipe Kitchen equipment used Purpose of using the equipment Example: Spatula Stirring egg and flour Note: Answers will vary from one student to another . SITHCCC023 Use food preparation equipment I V1.0 I 2022 84

Part B : You were using a food processor when it started making a rattling noise and giving off a burning smell . According to the workplace policies and procedures regarding equipment failure and maintenance you have to inform your supervisor and fill the following maintenance and equipment failure request form . Make sure you explain when did the problem occurred and what happened . Maintenance and Equipment Failure Request Form Form No. 212 Item Name : Reported by : Date : Time : a.m. /p.m. Location : Problem(s :( Assigned to : Date Completed : Time Spent : Completed by : Remarks : Performance checklist criteria SITHCCC023 Use food preparation equipment I V1.0 I 2022 85

Trainer/ Assessor to complete Assessment activities to be completed · Fill the template in part A and Request form in part B . · For a full project outline, please refer to the student assessment instructions Resources required for the unit assessment task · Unit assessment guide template · Access to live or simulated working environment · Interaction with others Does the candidate meet the following criteria Yes No Trainer/Assessor Comments Successfully, undertake own responsibilities and duties to participate and complete the task . Did student work corporately with other team members during this task . Adequately, used appropriate time and resources to achieve work requirements . Identified and addressed conflicts at workplace appropriately . Understood the importance of collaborative and team members . Appropriately act on constructive feedback received by other members . Has team member provided assistance from you to achieve workgroup goals . Identified the improvements SITHCCC023 Use food preparation equipment I V1.0 I 2022 86

opportunities . Successfully, handled the issues problems and conflicts Suggested possible ways of dealing with issues problems and conflicts SITHCCC023 Use food preparation equipment I V1.0 I 2022 87

Unit Assessment Result Sheet (UARS ( Assessment Task 3 – Unit Project (UP ( Student and Trainer/Assessor Details Unit code SITHCCC023 Unit name Use food preparation equipment Outcome of Unit Assessment Task (UAT ( First attempt : Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Second attempt : Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Feedback to Student · First attempt : · Second attempt : SITHCCC023 Use food preparation equipment I V1.0 I 2022 88

Student Declaration · I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources . · I have kept a copy of all relevant notes and reference material that I used as part of my submission. · I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own. · I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed. · All appeal options have been explained to me . Student Signature Date Trainer/Assessor Name Trainer/Assessor Declaration hold : ☑ Vocational competencies at least to the level being delivered ☑ Current relevant industry skills ☑ Current knowledge and skills in VET, and undertake ☑ Ongoing professional development in VET I declare that I have conducted an assessment of this candidate’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above- named candidate. Trainer/Assessor Signature Date Office Use Only Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date ( by (insert Name) __________________________________ SITHCCC023 Use food preparation equipment I V1.0 I 2022 89