SITHCCC020

SITHCCC020 Work effectively as a cook Learner Workbook 2.0

P a g e | 1 Table of Contents Table of Contents ............................................................................................................................. 1 Instructions to Learner ..................................................................................................................... 3 Assessment instructions ................................................................................................................ 3 Assessment requirements ............................................................................................................. 5 Candidate Details ............................................................................................................................. 6 Assessment – SITHCCC020: Work effectively as a cook ................................................................. 6 Observation/Demonstration ............................................................................................................ 7 Activities ........................................................................................................................................... 8 Activity 1A ...................................................................................................................................... 8 Activity 1B ...................................................................................................................................... 9 Activity 1C .................................................................................................................................... 10 Activity 1D ................................................................................................................................... 11 Activity 1E .................................................................................................................................... 12 Activity 2A .................................................................................................................................... 13 Activity 2B .................................................................................................................................... 14 Activity 2C .................................................................................................................................... 15 Activity 2D ................................................................................................................................... 16 Activity 2E .................................................................................................................................... 17 Activity 2F .................................................................................................................................... 18 Activity 2G ................................................................................................................................... 19 Activity 3A .................................................................................................................................... 20 Activity 3B .................................................................................................................................... 21 Activity 3C .................................................................................................................................... 22 Major Assessments ......................................................................................................................... 23 Section A: Skills Activity ............................................................................................................... 24 Section B: Knowledge Activity (Q & A) ......................................................................................... 26 Section C: Performance Activity ................................................................................................... 30 MIA_RTO 40813 _SITHCCC020 Work effectively as a cook – Student Workbook V2.0

P a g e | 3 Instructions to Learner Assessment instructions Overview Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process. Written work Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:  Address each question including any sub-points  Demonstrate that you have researched the topic thoroughly  Cover the topic in a logical, structured manner  Your assessment tasks are well presented, well referenced and word processed  Your assessment tasks include your full legal name on each and every page. Active participation It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time. Plagiarism Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:  Presenting any work by another individual as one's own unintentionally  Handing in assessments markedly similar to or copied from another learner  Presenting the work of another individual or group as their own work  Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet. MIA_RTO 40813 _SITHCCC020 Work effectively as a cook – Student Workbook V2.0

P a g e | 4 If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly. Collusion Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC. Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm). Competency outcome There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience). Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency. If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency. Additional evidence If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments. Confidentiality We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information. MIA_RTO 40813 _SITHCCC020 Work effectively as a cook – Student Workbook V2.0

P a g e | 6 Assessment requirements Assessment can either be:  Direct observation  Product-based methods e.g. reports, role plays, work samples  Portfolios – annotated and validated  Questioning  Third party evidence. If submitting third party evidence, the Third Party Observation/Demonstration document must be completed by the agreed third party. Third parties can be:  Supervisors  Trainers  Team members  Clients  Consumers. The third party observation must be submitted to your trainer/assessor, as directed. The third party observation is to be used by the assessor to assist them in determining competency. The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency. To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit. Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result. As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction. If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor. MIA_RTO 40813 _SITHCCC020 Work effectively as a cook – Student Workbook V2.0

P a g e | 7 Candidate Details Assessment – SITHCCC020: Work effectively as a cook Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for SITHCCC020: Work effectively as a cook. Name: Mae Angelyn Queddeng Address: 80 GRANADILLA ST. MACGREGOR 4109 Email: maeangelynqueddeng@gmail.com Employer: Heather Garcia Declaration I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed. Signed: Date: October 5,2023 MIA_RTO 40813 _SITHCCC020 Work effectively as a cook – Student Workbook V2.0

P a g e | 9 Activities Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment). Activity 1A Estimated Time 30 Minutes Objective To provide you with an opportunity to identify how to determine and calculate commodity quantities and determine requirements for quality and style according to recipes and specifications. 1. Explain how you would determine your ingredient quantities, and how you would choose these for quality and style to meet workplace requirements. You should say where you will find this information and the expectations for quality for the type of catering/hospitality environment that you either work in, or are looking to work in. Spoon measures must be measured with the correct sized spoons. A level spoon is essential. Liquid ingredients should be measured in jugs. Set the jug on a flat surface and check at eye level. 2. Provide two examples of equipment that are used within the work environment for weighing or measuring ingredients; briefly describe how you would use them. ➢ Measuring cups e.g. 1/4, 1/3, 1/2 and 1 cup measurements ➢ Measuring spoons e.g. ½ teaspoon, teaspoon, tablespoon, etc MIA_RTO 40813 _SITHCCC020 Work effectively as a cook – Student Workbook V2.0

P a g e | 10 Activity 1B Estimated Time 30 Minutes Objective To provide you with an opportunity to prepare a job checklist for food preparation that is clear, complete and appropriate to the situation. For your place of work, or an practical training session, create a job checklist that can be used for a specific dish on the menu. Your checklist should include:  The tasks required in the recipe to prepare and serve the dish  The order that tasks should be done (considering any parts that may need to be prepared in advance, such as a sauce)  The persons responsible for the work tasks (this may just be you, or it may include other kitchen staff)  Any required work checks, such as preparation, hygiene, storage and cooking checks and quality checks. Appropriate to situation – think carefully about specific requirements and characteristics of certain types of food e.g. raw meat, dairy products, etc. They may require different items on their checklists. Don’t just apply the same checks to all categories of food. For example, you need to put checks in place to stop cross contamination of foods, spoiling of foods, food wastage, etc. In order to prepare a checklist, you first need to know what food you are required to prepare and cook. You can establish this by using your literacy skills to carefully read any menus and recipes. Then, use your planning and organising skills to prepare the jobs checklist(s) in a logical way. MIA_RTO 40813 _SITHCCC020 Work effectively as a cook – Student Workbook V2.0

P a g e | 12 Activity 1D Estimated Time 20 Minutes Objective To provide you with an opportunity to identify how to develop and follow a work schedule to maximise efficiency, taking into consideration roles and responsibilities of other team members. 1. What are the key benefits of developing and following a work schedule? ➢ Sets objectives for employees to follow ➢ Provides a better understanding of the amount of work required to achieve objective ➢ Provides a logical process for staff to follow – in one single document ➢ Delegates responsibilities and tasks; each member of staff is aware of their own. 2. Describe the information that ought to be included in a work schedule in hospitality context. The following is a guide of what may be included in a work schedule for place of work: ➢ Tasks designated to time of day (start times i.e. 9:00, 12:00, 15:00) ➢ Time estimated to complete jobs (duration e.g. 30 minutes, 1 hour, 1 day) ➢ Designated tasks – e.g. designating to different staff depending on skills, knowledge, and experience (pastry, soup, pasta, meat, etc.) ➢ Menu requirements – e.g. split into breakfast, lunch and dinner/dessert, or divided into vegetarian and non-vegetarian, etc. ➢ Health and safety requirements – cleaning of premises, equipment, and personal hygiene to avoid the spread of bacteria and cross-contamination, etc. MIA_RTO 40813 _SITHCCC020 Work effectively as a cook – Student Workbook V2.0

P a g e | 13 Activity 1E Estimated Time 30-40 Minutes Objective To provide you with an opportunity to identify how to complete food organisation and preparation according to different food production and service requirements. 1. Choose two dishes or commodities that are served by your organisation or practical training session. Describe the actions required to organise and prepare the food prior to cooking. ➢ Cleaning and preparing vegetables and other commodities ➢ Cooking soups and other precooked items ➢ Preparing and portioning: o meat o poultry o seafood ➢ Preparing: o desserts o dressings o garnishes o sauces o stocks ➢ Selecting and using service ware and equipment. 2. How would you present these two dishes for service? You should include how you would choose which service ware was appropriate to use, how food would be placed, and any garnishes that you would use. I will present it nicely, use a presentable plates, use fruit slices, edible flowers and I will also shaped the vegetables and fruits to make it classy as possible MIA_RTO 40813 _SITHCCC020 Work effectively as a cook – Student Workbook V2.0

P a g e | 15 Activity 2B Estimated Time 15 Minutes Objective To provide you with an opportunity to understand how to cook menu items according to menu type and service style, using appropriate cookery methods, adjusting where required. Referring to your organisation or practical training session, identify two different menu items and explain how the cookery methods you would use and how you would serve these. o stewing – cooking slowly with food covered in liquid in a lidded pan o boiling – cooking in a liquid that has reached boiling point o stir-frying – cooking food in a small amount of fat or oil on extremely high heat, stirring constantly, short cooking time o baking– cooking using dry heat, without direct exposure to flame, usually in an oven MIA_RTO 40813 _SITHCCC020 Work effectively as a cook – Student Workbook V2.0

P a g e | 16 Activity 2C Estimated Time 15 Minutes Objective To provide you with an opportunity to recognise how to adjust menu items and ingredients to meet special requests or dietary requirements of customers. Highlight two different dietary requirements based on medical issues that you need to be aware of. How can you adjust menu items for these requirements? ➢ Diabetic – the body cannot break down glucose into energy, due to lack of/improperly functioning insulin. They need to eat a low fat, moderate calorie, and nutrient dense diet. Having 'rich' foods can cause problems if they do not have an insulin injection ➢ Low-cholesterol – cholesterol is a fatty substance which is essential to health (high-density lipoprotein). If excessive bad cholesterol (low-density lipoprotein) is consumed, it builds up in the artery walls, leading to high blood pressure. Diets in low cholesterol can reduce this build up – this means eating a diet avoiding animal fats MIA_RTO 40813 _SITHCCC020 Work effectively as a cook – Student Workbook V2.0

P a g e | 18 Activity 2E Estimated Time 25 Minutes Objective To provide you with an opportunity to identify how to work cooperatively as part of a kitchen team and delegate tasks appropriately. 1. How would you work cooperatively in a team environment? (Identify four points.) ➢ It allows the cooking process to be carried out safely – if the cooking process isn’t carried out logically it will become potentially dangerous and hazardous ➢ It allows the overall aim to be achieved – never forget that every member of staff, responsible for their own task, is a part of reaching the team goal. Working in a team breaks the overall task down into smaller objectives and responsibilities that are easier to achieve ➢ Each position within the team is vital. Any task performed incorrectly has a knock on effect e.g. delays, customer complaints, etc. Teamwork creates synergy ➢ Listen and respect their point of view 2. What are the key aspects that need to be considered when delegating tasks within the workplace? Guide and check the work and provide feedback Appreciate their efforts Choose the right person for the job Provide trainings MIA_RTO 40813 _SITHCCC020 Work effectively as a cook – Student Workbook V2.0

P a g e | 19 Activity 2F Estimated Time 30 Minutes Objective To provide you with an opportunity to identify how to follow the workplace safety and hygiene procedures according to organisational and legislative requirements. Access the Food Standards Code and Standard 3.2.2. Identify the following points that food handling businesses will need to incorporate into their work procedures to ensure they work safely and hygienically:  What you will need to do when displaying food for self-service  What you would need to do if you fell ill with a foodborne disease at work  What you would do if you identified a chipped, broken or cracked eating or drinking utensil. The Food Standards Code can be accessed from the Food Standards website at: http://www.foodstandards.gov.au/code/Pages/default.aspx The food safety standards define a food business as any business or activity that involves the handling of any type of food for sale, or the sale of food in Australia. The requirements apply to commercial, charitable or community activities including ‘once-only’ projects that involve the handling or sale of food. A crucial aspect of working for a hospitality business where drinks are served is to ensure staff act with high levels of hygiene at all times. This is a factor that is held in high regard by customers, and poor hygiene standards could result in customers looking to other businesses. Not only will they be able to spot signs of poor cleanliness, but illness could result from inadequate hygiene standards, and this could well lead to losses to customer numbers in the future. Clean hands are essential for working in an environment where beverages are served. It’s very easy for bacteria to spread from the hands of employees to things they touch such as cups, glasses, bottles, plates, and spoons. Hand washing is one of the best ways to prevent the spread of germs between people. Hand washing should take place regularly throughout the shift of employees preparing and serving drinks. MIA_RTO 40813 _SITHCCC020 Work effectively as a cook – Student Workbook V2.0