Banggao,Althea SITHCCC019

Student Name: Althea Camille Banggao Student ID Number: 22200780 Trainer/Assessor Name: Chung Tse Cheng Class: CERTIFICATE IV IN COMMERCIAL COOKERY Contextualised and customised by MIA RTO: 40813 SITHCCC019 Produce cakes, pastries and breads Learner Workbook Version 2.0

P a g e | 1 Table of Contents Table of Contents .................................................................................................................................... 1 Instructions to Learner ............................................................................................................................ 2 Assessment instructions ....................................................................................................................... 2 Assessment requirements .................................................................................................................... 5 Observation/Demonstration ................................................................................................................... 6 Assessment Cover Sheet ......................................................................................................................... 7 Performance Criteria ............................................................................................................................... 8 ACTIVITIES AND WRITTEN QUESTIONS .................................................................................................... 9 Activity 1A ............................................................................................................................................. 9 Activity 1B ........................................................................................................................................... 10 Activity 1C ........................................................................................................................................... 11 Activity 2A ........................................................................................................................................... 12 Activity 2B ........................................................................................................................................... 13 Activity 3A ........................................................................................................................................... 14 Activity 3B ........................................................................................................................................... 15 Activity 3C ........................................................................................................................................... 16 Activity 3D .......................................................................................................................................... 17 Activity 4A ........................................................................................................................................... 18 Activity 4B ........................................................................................................................................... 19 Activity 4C ........................................................................................................................................... 20 Activity 4D .......................................................................................................................................... 21 Activity 5A ........................................................................................................................................... 22 Activity 5B ........................................................................................................................................... 23 Activity 5C ........................................................................................................................................... 24 Activity 5D .......................................................................................................................................... 25 Activity 5E ........................................................................................................................................... 26 Activity 5F ........................................................................................................................................... 27 MAJOR ASSESSMENTS ........................................................................................................................... 28 Section A: Skills Activity ...................................................................................................................... 29 Section B: Knowledge Activity (Q & A) ................................................................................................ 30 Section C: Performance Activity ......................................................................................................... 34 SITHCCC019 Prepare cakes, pastries and breads (Learner Workbook) Version 2.0

P a g e | 3 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. Assessment appeals process If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal. Recognised prior learning Candidates will be able to have their previous experience or expertise recognised on request. Special needs Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately. Authenticity Students are required to sign the Assessment Cover sheet, indicating that the work they have submitted for assessment is their own. Practical tasks and clinic observations by the assessor during placement visits ensure that the assessor sees the student demonstrating the skills and knowledge required of this unit. Supervisor reports (where applicable) require clinic supervisors to sign that they have observed the student undertaking the tasks detailed in the checklist Reasonable adjustment A legislation and regulatory framework underpins and supports the delivery of vocational education and training across Australia. Under this framework, providers of vocational education and training must take steps to ensure that learners with recognised disabilities can access and participate in education and training on the same basis as learners without disabilities. Sometimes reasonable adjustments are made to the learning environment, training delivery, learning resources and / or assessment tasks to accommodate the particular needs of a learner with a disability. An adjustment is reasonable if it can accommodate the learner’s particular needs, while also taking into account such as the views of the SITHCCC019 Prepare cakes, pastries and breads (Learner Workbook) Version 2.0

P a g e | 4 learner, the potential effect of the adjustment on the learner and others, the cost and benefits of making the adjustment. Adjustment must:  Be discussed and agreed to by the learner with a disability  Benefit the learner with a disability  Maintain the competency standards  Be reasonable to expect in a workplace. Adjustments are not required if they could  Cause the RTO unjustifiable hardship.  Harm other learners. Making reasonable adjustments requires MIA to balance the need for change with the expense or effort involved in making this change. If an adjustment requires a disproportionately high expenditure or disruption it is not likely to be reasonable. Some examples of reasonable adjustments that could be made for the assessments in this workbook include:  Verbal responses to written activities (such as question and answers tasks and case studies).  Conducting assessor clinic observations via Skype or other video format (for example, in cases of students in remote areas).  Rescheduling assessor observation in the event that clinic conditions may not be suitable for example, safety concerns, required resources not being available, lack of appropriate clients on the day, etc.  Providing students with large – print copies of the Student Workbook. Record any reasonable adjustments made in the space provided in the relevant task’s checklist and in the assessment record. 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 SITHCCC019 Prepare cakes, pastries and breads (Learner Workbook) Version 2.0

P a g e | 6 Assessment Cover Sheet Students: Please fill out this cover sheet clearly and accurately for this student workbook. Make sure you have kept a copy of your work. Student Name: Althea Camille Banggao Unique Student Identifier (USI): 9PWQVEE6JG Email: altheacamillebanggao@yahoo.com Units: SITHCCC019 Prepare cakes, pastries and breads Trainer/Assessor Name: Chung Tse Cheng Due Date: Declaration: I declare that:  These tasks are my own work  None of this work has been completed by any other person  No part of these tasks has been copied from another person’s work, except where document or work is listed/ referenced.  I understand that if I am found to be in breach of policy, disciplinary action may be taken against me Student’s Signature: Date of Submission: Student feedback/comments: SITHCCC019 Prepare cakes, pastries and breads (Learner Workbook) Version 2.0

P a g e | 7 Performance Criteria ELEMENTS PERFORMANCE CRITERIA Elements describe the essential outcomes. Performance criteria describe the performance needed to demonstrate achievement of the element. 1. Select ingredients 1.1 Confirm food production requirements from food preparation list and standard recipes 1.2 Calculate ingredient amounts according to requirements 1.3 Identify and select ingredients from stores according to recipe, quality, freshness and stock rotation requirements 2. Select, prepare and use equipment 2.1 Select type and size of equipment suitable to requirements 2.2 Safely assemble and ensure cleanliness of equipment before use 2.3 Use equipment safely and hygienically according to manufacturer instructions 3. Portion and prepare ingredients 3.1 Sort and assemble ingredients according to food production sequencing 3.2 Weigh and measure wet and dry ingredients according to the recipe and quantity of cakes, pastries and breads required 3.3 Prepare yeast-based dough to correct consistency and shape, according to standard recipes 3.4 Minimise waste to maximise profitability of cakes, pastries and breads produced 4. Cook cakes, pastries, breads 4.1 Use cookery methods for cakes, pastries and breads and sweet and savoury fillings to achieve desired product characteristics 4.2 Follow standard recipes and make food quality adjustments within scope of responsibility 4.3 Select baking conditions, required oven temperature and bake cakes, pastries and breads 4.4 Cool in appropriate conditions to retain optimum freshness and product characteristics 5. Decorate, present and store cakes pastries and breads 5.1 Enhance appearance and taste of cakes, pastries and breads using suitable fillings, icings and decorations, according to standard recipes 5.2 Apply icing to ensure a smooth and seamless finish 5.3 Visually evaluate cakes, pastries and breads and adjust presentation before displaying 5.4 Use suitable service-ware to attractively present cakes, pastries and breads according to organisational standards 5.5 Display cakes, pastries and breads in appropriate conditions to retain optimum freshness and product characteristics 5.6 Store cakes, pastries and breads and reusable by-products in appropriate environmental conditions 5.7 Clean work area, and dispose of or store surplus and re-usable by- products according to organisational procedures, environmental considerations, and cost-reduction initiatives SITHCCC019 Prepare cakes, pastries and breads (Learner Workbook) Version 2.0

P a g e | 9 Activity 1B Estimated Time 20 Minutes Objective To provide you with an opportunity to calculate ingredient amounts according to requirements Using the recipe from the previously identified product, identify what amounts of ingredients are required. Adjust them for the required quantity if necessary. Vanilla buttercake Prep Time: 20 mins Cook: 25mins-30mins Heat Oven to 220C/fan  250 grams butter, softened  1 teaspoon vanilla extract  1¼ cups (275g) caster sugar  3 eggs  2¼ cups (335g) self-raising flour  ¼ cup (35g) plain flour  ¾ cup (180ml) milk  2 teaspoons icing sugar Preheat oven to 180°C/350°F. Grease a deep 20cm (8-inch) square cake pan; line base and sides with baking paper. Beat butter, extract and sugar in a medium bowl with an electric mixer until light and fluffy. Beat in eggs, one at a time. Stir in sifted flours and milk, in two batches. Spread mixture into pan; smooth surface. Bake cake for 1 hour. Leave cake in pan for 5 minutes before turning, top-side up, onto a wire rack to cool. Dust with sifted icing sugar before serving. SITHCCC019 Prepare cakes, pastries and breads (Learner Workbook) Version 2.0

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P a g e | 13 Activity 2A Estimated Time 30 Minutes Objective To provide you with an opportunity to select type and size of equipment suitable to requirements Describe the type and size of equipment you will require. To select the correct size or type, you will need to examine the purpose they are being used for in the recipe. For example, how much ingredients or mixtures are bowls required to hold? Do they need to be made of a specific material? Are the ones available to you undamaged or in good condition? For larger pieces of equipment like the oven, consider whether it can contain all the required baking at once. If it can’t, you may need to stagger production or use multiple ovens. SITHCCC019 Prepare cakes, pastries and breads (Learner Workbook) Version 2.0

P a g e | 15 Activity 2B Estimated Time 30 Minutes Objective To provide you with an opportunity to safely assemble and ensure cleanliness of equipment before use and use equipment safely and hygienically according to manufacturer instructions 1. Choose a piece of equipment and describe how you would use it safely. Oven - preheat the oven and make sure to have 200c, just be careful of the hot surface of the oven for your safety. 2. What cleaning materials and equipment may you require? ➢ Cleaning cloths ➢ Commercial cleaning and sanitising agents and chemicals for cleaning commercial kitchens, equipment and food storage areas ➢ Dustpans and brooms ➢ Garbage bins and bags ➢ Hand towel dispenser and hand towels ➢ Mops and buckets ➢ Separate hand basin and antiseptic liquid soap dispenser for hand washing ➢ Sponges, brushes and scourers SITHCCC019 Prepare cakes, pastries and breads (Learner Workbook) Version 2.0

P a g e | 16 Activity 3A Estimated Time 20 Minutes Objective To provide you with an opportunity to sort and assemble ingredients according to food production sequencing List which ingredients you will need in sequence for the recipe.  butter  vanilla extract  caster sugar  eggs  self-raising flour  plain flour  milk  icing sugar SITHCCC019 Prepare cakes, pastries and breads (Learner Workbook) Version 2.0

P a g e | 18 Activity 3B Estimated Time 20 Minutes Objective To provide you with an opportunity to weigh and measure wet and dry ingredients according to the recipe and quantity of cakes, pastries and breads required Describe what equipment and processes you will need to weigh and measure ingredients.  Measuring cup for 250 grams butter, softened  Measurng spoon for 1 teaspoon vanilla extract  Measuring cup for 1¼ cups (275g) caster sugar  3 eggs  Measuring cup for 2¼ cups (335g) self-raising flour  Measuring cup for ¼ cup (35g) plain flour  Measuring cup for ¾ cup (180ml) milk  Measuring spoon for 2 teaspoons icing sugar SITHCCC019 Prepare cakes, pastries and breads (Learner Workbook) Version 2.0

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