Banggao, Althea SITHCCC006

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 SITHCCC006 Prepare appetisers and salads 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 .................................................................................................................... 3 Observation/Demonstration ................................................................................................................... 4 Assessment Cover Sheet ......................................................................................................................... 5 Performance Criteria ............................................................................................................................... 6 ACTIVITIES AND WRITTEN QUESTIONS .................................................................................................... 7 Activity 1A ............................................................................................................................................. 7 Activity 1B ............................................................................................................................................. 8 Activity 1C ............................................................................................................................................. 9 Activity 1D .......................................................................................................................................... 10 Activity 2A ........................................................................................................................................... 11 Activity 2B ........................................................................................................................................... 12 Activity 2C ........................................................................................................................................... 13 Activity 3A ........................................................................................................................................... 14 Activity 3B ........................................................................................................................................... 15 Activity 3C ........................................................................................................................................... 16 Activity 3D .......................................................................................................................................... 17 Activity 4A ........................................................................................................................................... 18 Activity 4B ........................................................................................................................................... 19 Activity 4C ........................................................................................................................................... 20 Activity 5A ........................................................................................................................................... 21 Activity 5B ........................................................................................................................................... 22 Activity 5C ........................................................................................................................................... 23 Activity 5D .......................................................................................................................................... 24 Activity 5E ........................................................................................................................................... 25 MAJOR ASSESSMENTS ........................................................................................................................... 26 Section A: Skills Activity ...................................................................................................................... 27 Section B: Knowledge Activity (Q & A) ................................................................................................ 28 Section C: Performance Activity ......................................................................................................... 31 SITHCCC006 Prepare appetisers and salads (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. 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. SITHCCC006 Prepare appetisers and salads (Learner Workbook) Version 2.0

P a g e | 4 The third party observation must be submitted to your trainer/assessor, as directed. The third party observation is to be used by the assessor to assist them in determining competency. The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency. To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit. Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result. As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction. If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor. Observation/Demonstration Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook. An explanation of observations and demonstrations: Observation is on-the-job The observation will usually require:  Performing a work based skill or task  Interaction with colleagues and/or customers. Demonstration is off-the-job A demonstration will require:  Performing a skill or task that is asked of you  Undertaking a simulation exercise. Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit’s elements. The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task. You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide. SITHCCC006 Prepare appetisers and salads (Learner Workbook) Version 2.0

P a g e | 6 Performance Criteria 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 appetiser and salad ingredients from stores according to recipe, quality, freshness and stock rotation requirements 1.4 Check perishable supplies for spoilage or contamination prior to preparation 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 ingredients and create portions according to recipe 3.3 Clean and cut salad ingredients using basic culinary cuts according to quality standards 3.4 Minimise waste to maximise profitability of food items prepared 4. Prepare appetisers and salads 4.1 Select and use relevant cookery methods for salads and appetisers 4.2 Prepare sauces and dressings according to recipe 4.3 Follow standard recipes and make food quality adjustments within scope of responsibility 5. Present and store appetisers and salads 5.1 Present dishes on appropriate service-ware 5.2 Add dips, sauces and garnishes according to standard recipes and regional variations 5.3 Visually evaluate dish and adjust presentation 5.4 Store dishes in appropriate environmental conditions 5.5 Clean work area, and dispose of or store surplus and re-usable by-products according to organisational procedures, environmental considerations, and cost-reduction initiatives SITHCCC006 Prepare appetisers and salads (Learner Workbook) Version 2.0

P a g e | 7 ACTIVITIES AND WRITTEN QUESTIONS Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment). Where applicable, a signed observation by either an approved third party or the assessor will need to be included in these activities as proof of completion. Activity 1A Estimated Time 15 Minutes Objective To provide you with an opportunity to confirm food production requirements from food preparation list and standard recipes SITHCCC006 Prepare appetisers and salads (Learner Workbook) Version 2.0

P a g e | 9  Seasoning, to taste  700g sweet apples, cored and chopped  350g cup red seedless grapes, sliced in half  4 stalks of celery, thinly sliced  200g walnuts, slightly toasted. Waldorf Salad: Serves 10  15 tbsp mayonnaise  5 tbsp lemon juice  Seasoning, to taste  1 750 g sweet apples, cored and chopped  875 g cup red seedless grapes, sliced in half  10 stalks of celery, thinly sliced  500 g walnuts, slightly toasted. Activity 1C Estimated Time 20 Minutes Objective To provide you with an opportunity to identify and select appetiser and salad ingredients from stores according to recipe, quality, freshness and stock rotation requirements SITHCCC006 Prepare appetisers and salads (Learner Workbook) Version 2.0

P a g e | 10 1. What indicators may there be that the following produce was not fresh and/or of poor quality?  Cucumber  Shrimp  Cheddar cheese.  Cucumber - uniform dark green colour, small (yellow) ground spot, be straight and have relatively blocky ends. Flavour is a relatively stable characteristic in cucumber fruit. Bitterness is sometimes a problem and is thought to be associated with adverse growing conditions  Shrimp - If it is fresh, the shell should have a firm and glossy appearance. Smell the shrimp for any offensive odours.  Cheddar cheese - smell and colour of the cheese. 2. Explain the difference between use-by dates, best-before dates and rotation labels.  A use-by date identifies the date after which the purchased food is no longer considered edible due to health and safety constraints.  The use-by coding date differs to the best before date which refers to the date which the produce remains completely saleable and will retain any qualities which it is marketed to possess. In general terms, the use by date is with regards to the safety of consuming the produce whereas the best before date denotes the quality of the food.  Food rotation labels are a way of marking food storage containers within a kitchen. Often, these labels are colour coded for each day of the week so, at a glance, they are easy to interpret. They are a way of identifying when produce was prepared and can include additional information such as ‘Use first’. 3. What steps would you take with regards to stock rotation to minimise wastage? Maintaining the FIFO system Activity 1D Estimated Time 15 Minutes Objective To provide you with an opportunity to check perishable supplies for spoilage or contamination prior to preparation SITHCCC006 Prepare appetisers and salads (Learner Workbook) Version 2.0

P a g e | 12 Create an equipment list of at least 5 items for each of the following categories:  Basic equipment – those items that are used for the creation of nearly every dish  Additional equipment – those pieces that aren’t used as often or may be for specific techniques  Disposables – equipment that may be required to create a dessert but cannot be reused. Basic equipment  A range of knives  Tins and trays  Peeler  Colander  Tongs Additional equipment  Piping nozzles  Moulds  Cutters  Scrape shovel Disposables  Cling film  Plastic piping bags  Gloves  Foil trays  Skewers Activity 2B Estimated Time 20 Minutes Objective To provide you with an opportunity to safely assemble and ensure cleanliness of SITHCCC006 Prepare appetisers and salads (Learner Workbook) Version 2.0

P a g e | 13 equipment before use 1. List at least 5 precautions that should be taken when using electrical kitchen equipment. ➢ Take care when handling blades and moving parts ➢ Electrical equipment should never be assembled when plugged in ➢ Cords should be routinely checked for fraying and loose parts ➢ If equipment is faulty, ensure it is clearly labelled so and inform a superior member of staff ➢ Turn off any equipment when being assembled/ not in use 2. According to section 3.2.3 of the Food standards code, what factors make equipment easier to clean?  Smooth surfaces which have curved edges and no open seams.  No embossing or coarse surfaces where dirt and is easily built up.  Nozzles and taps that can be taken apart with ease.  Dismantling procedures for cleaning that require no specialist tools or excessive force. Activity 2C Estimated Time 20 Minutes Objective To provide you with an opportunity to use equipment safely and hygienically SITHCCC006 Prepare appetisers and salads (Learner Workbook) Version 2.0

P a g e | 15 Objective To provide you with an opportunity to sort and assemble ingredients according to food production sequencing 1. Provide an overview of the ‘mise en place’ method of preparation. Fundamentally, the mise en place technique requires a chef to gather every item needed to complete a recipe and prepare it all accordingly. This means that a cook will need to read a recipe fully and thoroughly, not only to ensure they have the right ingredients but that they also have the right amount and it is all prepared in the correct way. Failure to read a recipe properly is one of the main reasons for dishes going awry, but when utilising mise en place, all the ingredients are already weighed and prepared (cut, sliced, crushed, etc.) so the entirety of your focus can go into the cooking of the dish and paying close attention to timings. 2. Locate a recipe and from it, identify all the steps you would take to ensure the ‘mise en place’ stage of food production was complete. Chicken and Mushroom Risotto I NG RE DI EN TS  2.5L (10 cups) Massel chicken style liquid stock  40g butter  125ml (1/2 cup) olive oil  2 brown onions, finely chopped  880g (4 cups) arborio rice  1 1/2 tablespoons fresh thyme leaves  125ml (1/2 cup) dry white wine  6 (about 500g) chicken thigh fillets, cut into 1cm pieces  200g button mushrooms, cut into 1cm pieces SITHCCC006 Prepare appetisers and salads (Learner Workbook) Version 2.0

P a g e | 16  4 garlic cloves, crushed  120g (1 1/2 cups) finely grated parmesan  Salt flakes, to season M ET HO D Bring the stock just to the boil in a large saucepan. Reduce heat and hold at a gentle simmer. Heat butter and 2 tablespoons of oil in a heavy-based stockpot or large flameproof casserole dish over medium heat. Add the onion. Cook, stirring, for 5 minutes or until soft and translucent but not coloured. Add the rice and 1 tablespoon of thyme. Cook, stirring, for 1 minute or until the grains appear slightly glassy. Add the wine to the rice mixture and cook, stirring, until the liquid is absorbed. Add a ladleful (about 125ml/1/2 cup) of the simmering stock to the rice and stir constantly with a wooden spoon until the liquid is absorbed. Continue adding the stock mixture, a ladleful at a time, stirring constantly and allowing the liquid to be absorbed before adding the next ladleful, for 20-30 minutes or until the rice is tender yet firm to the bite and the risotto is creamy. Heat remaining oil in a large frying pan over high heat. Add the chicken and stir-fry for 5 minutes or until chicken just starts to brown. Add the mushroom and garlic. Cook for 2 minutes. Add the chicken mixture, parmesan and remaining thyme to the risotto and combine. Season with salt and pepper to serve. Activity 3B Estimated Time 15 Minutes Objective To provide you with an opportunity to weigh and measure ingredients and create portions according to recipe SITHCCC006 Prepare appetisers and salads (Learner Workbook) Version 2.0

P a g e | 18 basic culinary cuts according to quality standards 1. Explain how to clean fruits and vegetables thoroughly. ➢ Remove the produce from any packaging and ensure any stickers/labels are removed from the surface ➢ Wash your hands for at least 20 seconds using warm water and soap ➢ Ensure surfaces, cutting boards and any equipment being used is clean ➢ Remove any damaged or bruised areas from the produce or discard these ingredients completely as any spoiled areas can allow germs to spread on the items ➢ Rinse produce under cold running water ➢ Place a colander in the sink so that you can clean smaller items and those that are delicate such as raspberries and peas ➢ Scrub any produce that has a thick skin such as potatoes, carrots or melon in order to get rid of microbes. Do not scrub too hard or use a tool that is too rough though as it may damage the skin ➢ Scrutinise the ingredients and check that there is no visible dirt or bugs left on the produce ➢ Dry the fruits and/or vegetables with a clean, dry paper towel to remove any bacteria that is still lingering on the produce 2. Many different types of knife cuts were outlined in the chapter:  Large dice  Medium dice  Paysanne  Batonnet  Small dice  Julienne  Brunoise  Chiffonade  Butterfly  Oblique  Rondelles. Explain each type of knife cut thoroughly. Dicing Dicing is a cut in which produce is cut into blocks or ‘dice’. The dicing of produce can be done to create a variety of different sized cubes hence there being small, medium and large dice cuts. Using a dicing cut results in uniform SITHCCC006 Prepare appetisers and salads (Learner Workbook) Version 2.0

P a g e | 19 pieces of produce which is valuable for even cooking times, ensuring flavour is distributed throughout a plate of food and creating uniformity in the appearance of a dish. Brunoise is an especially small variation of dicing which is created by cutting produce that has already been cut using the julienne method. Batonnet and Julienne Batonnet is a culinary term which simply means to cut produce into batons such as in when making chips out of a potato. Regardless of the item being cut, the first step in using this culinary cut is always the same; cut both ends off the produce (topping and tailing). The next step is to square off the sides of the produce so that you are left with an almost rectangular block. This is then cut into ¼ inch pieces before these pieces are then cut further, resulting in ¼ inch strips. Julienne is a culinary cut whereby the produce is cut into long, thin strips and is basically a finer version of a batonnet cut. Most commonly used in the preparation of vegetables such as carrots, potatoes, cucumber and celery, it is a common culinary cut used in the creation of stir fry dishes and other Asian cuisine. The measurements for julienne cutting are approximately 3mm x 3mm x 30 to 50 mm. Paysanne The paysanne culinary cut is one where vegetables are cut into slices with a 1mm thickness and is a particularly useful cut for when there is a short cooking time, but the flavour of the vegetable needs to be infused into the dish. Chiffonade This culinary cut is used on herbs or leafy greens such as spinach and cabbage to create long, thin strips. This is achieved by layering leaves on top of one another before rolling them tightly and then slicing. Butterfly The butterfly cut is most commonly used on meat which is frequently a component in salads and appetisers. Butterflying meat can add a touch of finesse to a finished dish but also benefits preparations in the kitchen by reducing cooking times and ensuring meat is cooked through. Only two pieces of equipment are required to successfully butterfly a cut of meat: a cutting board and a sharp chef’s knife. Generally speaking, butterflying requires you to cut the piece of meat in half horizontally, ensuring that each side of the cut is even in thickness. Rondelle Also known as rounds, this culinary cut simply requires fruits and vegetables to be cut down their length, creating round discs if the produce is cut straight, or oval pieces if cut at an angle. Cucumber is often cut this way as are other vegetables when creating such things as soups. Oblique This culinary cut is done by rolling vegetables as they are cut. This creates chunks of produce which are unusual due to their angled nature which exposes more of the inside of the ingredient. SITHCCC006 Prepare appetisers and salads (Learner Workbook) Version 2.0