Assessment 2: Canterbury Business College

Canterbury Business College
CRICOS Code – 01899K RTO Code - 6554
ASSESSMENT 2
Unit description:
Cluster PREP 3
Unit of Competency SITHCCC019 - Produce cakes, pastries and breads
Qualification Title SIT40516 - Certificate IV in Commercial Cookery
Assessment Tool Knowledge test
Student must fill this section:

Candidate Name: Mark Andrew Clarete
Candidate ID: 6512
“I give my permission for my assessment material to be used in the auditing,
Privacy Release Clause: assessment validation & moderation Process”
Plagiarism and
“I acknowledge that entire assessment work is done by me”
Collusion:
Student signature: _________________ Date: _____________
Feedback to student:
Assessment Completion Status

Attempt Satisfactory Non-Satisfactory Date Assessor’s Signature
Initial attempt ☐ ☐
2nd attempt/Re-assessment ☐ ☐
CBC-SITHCCC019-A2-V2021.1 Page 1 of 17
Academic Appeal procedures & Re-assessment:
If a student at Canterbury Business College is not happy with his/ her results, the student may appeal against their result via a written request, clearly
stating the grounds of appeal to the SSM. This should be submitted after completion of the subject and within 14 days of commencement of the new
term.
 If the student is dissatisfied with their results, he/she has a right to appeal.
 The notice of appeal should be in writing addressed to the SSM / PRINCIPAL and submitted within seven days of notification of the assessment
results.
 If the appeal is not lodged in the specified time, the result will stand as marked.
 In the event of an emergency, such as in cases of serious illness or injury, the student must forward a medical certificate in support of a
deferred appeal. The notice of appeal must be made within three working days of the concluding date shown on the medical certificate.
Procedures for academic appeals & complaints
CBC motivates students to express any concern they may have about assessments / study-related issues if necessary. Students need to follow
CBC’s defined procedures, while addressing their assessment / study-related concern or wishing to make a complaint.
1. The student is expected to first contact their subject trainer to address their work/study-related concern.
2. If the student is not satisfied with the trainer’s response or has difficulty discussing matters with the trainer, they have the right to escalate the
matter and discuss with the Student Service Manager to seek resolution.
3. Every student has an opportunity to formally present their case with the Student Service Manager / Principal. The student is welcome to bring
a support person if they wish.
4. If the resolution reached is not to the satisfaction of the student, the student has a further right of appeal, which has to be done in writing,
“complaint/appeal form” to the Student Service Manager.
5. The student needs to include all relevant information within their documented complaint.
6. The student may submit the documented complaint in writing by letter, email or in person.
7. The Student Service Manager will respond to the complaint in writing about the appeal outcome including the reasons for the decision within
10 working days from the date of submission. The decision will be reviewed by the Principal / SSM prior to informing the student.
8. If the complainant is not satisfied with the solution provided, or if you want to complain or appeal this decision, you can contact the Overseas
Students Ombudsman. The Overseas Students Ombudsman is free and independent. Find out more at
http://www.ombudsman.gov.au/contact-us or phone 1300 362 072.
Assessments resit policy
All students will be offered an opportunity to resit/resubmit a failed exam/assessment only once. If the student still does-not succeed after the re-
submission the student has to pay $150 reassessment fee for every subsequent attempt.
Students do not qualify for an automatic re-sit:
 If they are absent on the assessment due date without prior approval from the trainer / Principal; and
 Do not meet the minimum attendance requirement.
CBC will inform the student of re-submissions / resit dates.
CBC will consider a student’s request for late-submission / extension on a case-by-case, provided that the evidence submitted by the student is valid.
Resit/Re-assessment Procedure:
 An appeal in writing is made to the Principal / SSM providing reasons for re-assessment /appeal.
 Principal / SSM will review the assessment in consultation with the trainer.
 The student will be advised of the review result.
 If the student is still not satisfied and further challenges the decision, then a review panel is formed comprising the lecturer/trainer in charge, the
Principal or SSM OR if need be an external assessor.
 CBC will advise the student of the appeal decision within 14 days from the submission date of the appeal. The decision of the panel will be final.
 If the student is still not satisfied with the result, he / she has the right to seek independent advice or follow external mediation option with CBC’s
nominated mediation agency.
 Any student who fails a compulsory subject or appeals unsuccessfully will be required to re-enrol in that subject.
The cost of external assessor will be borne by the CBC. The external assessor will base his/her judgement based on principles of assessment.
These principles require assessment to be reliable, fair, practical and valid.
For further information please refer to Student Handbook.
“I acknowledge that I have understood all the above rules and guidelines for the assessment
Full Name Signature Date (dd/mm/yyyy)
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:
 Read the instructions for each question very carefully.
 Be sure to PRINT your FULL name & LAST name in every place that is provided.
 Short questions must be answered in the spaces provided.
 For those activities requesting extra evidence such as: research reports, ESSAY reports, recipe
cards, workflow plans etc, the student must attach its own work formatted in double space, Arial 12
pts.
 All activities must be addressed correctly in order to obtain a competence for the unit of competency.
 If the candidate doesn’t understand the assessment, they can request help from the assessor to
interpret the assessment.
 Candidates with special learning needs should notify their trainer/assessor so measures can be
implemented to address those needs.
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
All work is to be entirely of the candidate. 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.
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).
What will be assessed

The purpose of this assessment is to assess your knowledge required to complete the tasks outlined in
elements and performance criteria of this unit:
culinary terms and trade names for:

o ingredients commonly used to produce cakes, pastries and breads
o a variety of classical and contemporary cakes, pastries and breads
contents of stock date codes and rotation labels
food safety practices for handling and storing cakes, pastries and breads
classical and contemporary:
o cakes:
 basic aerated sponge
 cold set cake and mousse cake
 friands
 fruit cake
 Genoise sponge
 Madeira cake
 meringues
 muffins
 Swiss roll
o pastries:
 choux pastry
 croissant
 Danish pastry
 puff pastry
 short crust
 sweet pastry
 strudel
o sweet and savoury breads:
 baguette
 bath or fruit bun
 bread rolls
 hot cross buns
 unleavened breads
characteristics of a variety of classical and contemporary cakes, pastries and breads:
o appearance
o colour
o consistency
o moisture content
o shape
o taste
o texture
historical and cultural derivations of a variety of cakes, pastries and breads
basic aspects of yeast fermentation and dough development processes
nutritional value of classical and contemporary cakes, pastries and breads
indicators of freshness and quality of stocked ingredients for cakes, pastries and breads
cookery methods for cakes, pastries, breads and fillings:
o adding fats and liquids to dry ingredients
o chilling ingredients and work surfaces
o cutting, shaping and moulding
o kneading and handling
o preparing and using fillings
o preparing and using pre-bake finishes and decorations
o resting
o rolling
o selecting and preparing appropriate cake tins and moulds
o stirring and aerating to achieve required consistency and texture
o using required amount of batter according to desired characteristics of finished products
o weighing or measuring and sifting dry ingredients
o whisking, folding, piping and spreading
main types, culinary characteristics and uses of fillings for cakes, pastries or breads:
o savoury:
 bacon
 cheese
 fish
 ham
 meat
 poultry
 vegetable
o sweet:
 chocolate
 cream
 custard
 fresh or crystallised fruit and fruit purées
 meringue
 whole or crushed nuts.
main types, culinary characteristics and uses of decorations for cakes, pastries or breads:
o chocolate
o coloured and flavoured sugar
o fresh, preserved or crystallised fruits
o fruit purées
o glazes
o icings
o jellies
o sprinkled icing sugar
o whole or crushed nuts
appropriate baking temperatures and cooking times for cakes, pastries, breads and fillings
appropriate environmental conditions for storing cakes, pastries, breads and re-usable by-products of their
preparation to:
o ensure food safety
o optimise shelf life
mise en place requirements for producing cakes, pastries and breads and fillings
safe operational practices using essential functions and features of equipment used to produce cakes, pastries
and breads.
Your Tasks:
You are required to complete all questions and tasks for this assignment.
1. Explain the historical and cultural derivations of a variety of cakes, pastries and bread.

Variety of cakes, pastries, bread Historical and cultural derivations
Sponge cake A light cake made of egg whites, flour and sugar, sometimes leavened
with baking powder, is sponge cake. Leavened with beaten eggs,
sponge cakes originated during the Renaissance, perhaps in Spain.
Friands Friends come from France, where they are referred to as 'financiers.' In
the late nineteenth century, they were first created by a pastry chef
named Lasne, who had a store on rue Saint-Denis near the Bourse, the
stock exchange of the city, and made them in the form of gold
bars/ingots.
Meringues It was invented by the Swiss pastry chef Gasparini in 1720, although
some sources suggest it already existed then and this illustrious chef
only developed it. French and Italian chefs have each invented their
own version, so there are three distinct styles of meringue today:
French, Italian and Swiss.
Muffins The word, spelled moofin, is first found in print in 1703; it is of uncertain
origin but probably derived from the Low German Muffen, the plural of
Muffe meaning a tiny cake, or possibly with some relation to the soft
meaning of the Old French moufflet, as said of bread
Croissant When they hear mention of the croissant, people always think of
France, but Austria is the true country of birth for this popular pastry.
They're Viennese, not French! The 'kipferl' was assumed to be the
croissant's metaphysical ancestor,
Danish pastry The origin of the Danish pastry is often ascribed to a strike amongst
bakery workers in Denmark in 1850. The strike caused bakery owners
to hire workers from abroad, among them several Austrian bakers, who
brought along new baking traditions and pastry recipes.
Strudel A strudel is a type of layered pastry with a filling that is usually sweet. It
became popular in the ... Apple strudel made in the Czech Republic.
Type, Pastry. Place of origin, Austrian Empire. Region or state, Central
Europe, Eastern Europe, Southern Europe, ...
Place of origin: Austrian Empire
Baguette The word baguette comes from the Latin baculum which became
baccheto (Italian) meaning staff or stick.
Hot cross buns The origins of hot cross buns may go back as far as the 12th century.
According to the story, an Anglican monk baked the buns and marked
them with a cross in honor of Good Friday. Over time they gained
popularity, and eventually became a symbol of Easter weekend
Bread rolls While there is no clear proof of the origin of the bread roll, it is assumed
that 'bap' dates back to the 16th century as a kind of broad and soft
bread roll. England is also said to be the location where bread rolls were
eaten from the time the bread came into being.
Unleavened bread In Judaism and Christianity, unleavened bread has symbolic meaning.
As ordered in Exodus 12:18, Jews eat unleavened bread such as matzo
during Passover. ... Eastern Christians equate unleavened bread with
the Old Testament and, as a sign of the New Covenant in the blood of
Christ, allow only bread with yeast.
2. Which piece of equipment would you use to ice a cake?
 Piping bag
 Piping tip
 Offset spatula
3. List five (5) signs that ingredients for cakes, pastries, desserts, and bread are fresh and of high
quality?
 Eggs
 Sugar
 Cake flour
 Chocolate
 Baking powder
4. List some of the culinary and trade names for ingredients commonly used to produce cakes,
pastries, breads, and desserts and explain these.
 Flour
Flour may be made from barley, rye, oats, rice, peas, corn (maize) or wheat. The gluten contained in
some flours stretches and expands to trap air or carbon dioxide. When heated above 60°C, gluten
will coagulate (set hard). Wheat flour is labelled according to its gluten content, i.e. weak flour has
~9% protein and strong flour has ~12% protein.
 Sugar
Sugar is used as a sweetener, to promote browning and to soften the texture of a product. Many
types of sugar are available.
 Fats
Fats in pastries fulfil important functions as they add to the flavour, aerate the paste or dough and
tenderise and enhance the texture. Different types are available for various purposes, including
 Eggs
Eggs have several functions in pastries, cakes, and yeast goods:
When eggs are whisked, they trap air bubbles which will aerate the product
The water content of eggs will help to bind the dry ingredients together
The protein content of eggs will set during baking, helping to provide structure in the productEggs
improve the crust colour
The emulsification of eggs will improve the storage qualities of cake and sponge products
The colour of eggs improves the crumb colour
 Salt
Salt is very important in pastry cooking as it acts as a counter-balance for the sweet flavour in most
pastry goods. Salt should be added in small amounts to all pastes. Generally, unsalted butter is used
in baking to control the amount of salt added to the recipes.
 Dairy Products
Milk is used for moistening and enriching and because of it's flavour. Cream is the fat content of milk
which naturally forms a layer on the top if milk is left standing. It is used for fillings such as crème
Chantilly. Cheese is used in many savoury applications in baking. All varieties can be utilised, from
blue vein cheeses for filo parcels to mozzarella in pizza toppings.
 Chocolate
Chocolate is made from cocoa beans. The solids give the colour and flavour while the fat (cocoa
butter) provides the smoothness and low melting point. Couverture has a cocoa butter content of
32-40%. It has the best flavour but needs to be handled carefully to produce a first class product.
Compound chocolate has vegetable oil added, is more stable and does not require tempering.
 Flavourings and Spices
Many flavourings and spices can be used to enhance products. Examples include vanilla, cinnamon,
poppy seeds, sesame seeds, cloves, nutmeg, ginger and allspice.
5. Discuss the major faults relating to short pastry. Suggest the measures to resolve the issues.
 Some big faults are typically connected to incorrect methods, such as working the paste for
too long and rendering it rubbery or weighing ingredients wrongly, altering the properties of
the paste with too much sugar, fat or flour. If the mixing process is not done properly it will
result to a doughy spot within the paste so mixing it properly is essential to avoid this fault.
Another issue is the temperature of ingredients specially the fat needs to be soft enough to
be worked into the paste, but should not be warmed too much, as it will stick. Lower levels of
fat will lead to toughness in the final product. Also, if the temperature is too low the product
will not stabilise and will soften and melt. If it is too high, it will burn on the outside and may
not be cooked through, so it is important to pre-heat the oven to the desired temperature
before baking.
6. Describe the production steps of choux pastry. Provide some menu examples. Mention some
potentials faults while cooking choux pastry.
Step 1
Boil the liquid and butter together – chopping the fat into smaller pieces speeds up the
melting process.
Step 2
The liquid should be boiling rapidly when the flour is added so the starch cells in the flour
burst open, allowing them to accept more liquid.
Step 3
Once the liquid boils remove it from the heat and then add the sifted flour immediately! This
is important as the liquid would absorb the flour in lumps if added gradually and the fat would
stay separate.
Step 4
Work the mixture through with a wooden spoon and return to the heat to “burn off” the
mixture. This term is used to describe the gelatinisation of the starch in the panada.
Step 5
Once a white layer is formed at the bottom of the pot, remove the mixture from the heat and cool to
below 45°C. Always cool the panada before adding the eggs, otherwise the eggs will be cooked
(protein coagulated) and cannot provide stability and structure.
Step 6
Add the eggs one at a time, or gradually if you use mixed eggs, until the mixture reaches dropping
consistency.
Step 7
Pipe onto a greased tray but leave some room for it to spread. Bake large items such as choux buns
at 200°C and smaller items such as profiteroles at up to 220°C.
Step 8
As you bake the choux paste, the water in the paste turns to steam and pushes the paste up and
out. As the heat increases the egg starts to coagulate and provides structure. The starch also starts
to set and provides structure, with the final shape being held in place once the liquid has evaporated.
The product is finished once it is evenly golden brown, has doubled in size and feels light. If you tap
the finished choux product it should sound hollow. Place onto a wire rack to prevent condensation
 Do not open the oven in the first 10-15 minutes or the pastry products will collapse. The pastry
needs to be almost dry on the inside, as moisture indicates that the egg has not set enough and the
product will collapse and taste doughy.
7. Discuss the production methods of puff pastry. Provide some potential major faults relating to
making puff pastry with solutions. Provide at least 5 menu examples of using puff pastry.
Prepare the dough by mixing the water, salt, 10% of the fat and the flour into the basic dough and then rest.
This is called détrempe or pastry dough. A small amount of white vinegar or lemon juice can be added to the
water (~1% of the water content). This will relax the dough and prevent oxidation
The remaining 90% of the fat is referred to as roll-in fat. Work the roll-in fat with some flour and form it into a
block
Cut a Maltese cross into the pastry dough, roll out the 4 corners, place the roll-in fat in the centre and fold the
4 ends back over
Then make the first turn and refrigerate for at least 30 minutes between each turn.
 Butter must be the same consistency as the dough in order to facilitate the lamination. Purpose-
made butter such as sheeted butter, which is drier than normal butter, can be used.
 If the fridge is too cold you may need to let the paste warm slightly at room temperature before
rolling.
 Never bash the paste with the rolling pin as you will disturb the layering and the finished pastry will
not rise evenly.
Faults in making puff pastry and solution

 Product doesn’t rise- adjust oven temperature
 Fat has run out of the paste- Use the correct technique; allow butter enough time to soften after
removing from the fridge
 Uneven rise- Use the correct technique; take care when brushing with egg wash
8. What is sponge? Discuss three production methods of sponge. Provide menu examples from each
of the groups?
 As its name suggests, the sponge should have the main properties of aeration and lightness. This
are accomplished by the use of eggs inside the finished product as the main structure. To have a
softer crumb, the flour has to be weakened.
Production methods of sponge
 Genoese Method (Pâte à génoise)

The eggs and the sugar are whipped over a bain-marie to blood temperature, placed into a machine
and whipped to sabayon stage, then the flour is folded under. For additional moisture, butter is
added. This method is quick, and the butter extends the shelf life of the product and uses less
equipment.
Example: raspberry jelly roll, Mango Mousse Cake, Strawberries and Cream Sponge Cake
 Cold Method (Pâte à biscuit)

The eggs are separated, and the whites are 3/4 whipped, then half the sugar is folded under and the
mixture is whipped until it forms a meringue. The yolks are whipped with the remaining sugar until
stiff. The meringue mixture is folded carefully into the egg yolk mix and then the flour is folded under.
This provides for extra structure and is normally used for sponge fingers or any products that require
a firmer texture.
Example. Chocolate Gâteau
 Stabilised Method
Use a stabiliser in the mixture or use pre-mixes. The resulting sponge is more stable but lacks the
egg flavour. Other additives such as glycerine may be used to extend the shelf life. This method is
rarely used for high quality restaurant desserts.
Example. Banana sponge roll, chocolate slice
9. List 3 production methods for meringues and provide an example for the use of each type:
Preparation Method Application for use
1. Fruit meringue 1. used for colour and extension of sorbets as well as

petits fours.
2.Italian meringue
2. icing for gâteau
3. swiss meringue
3. for decorations or garnish
10. Illustrate the production methods of fruit cakes. Provide some menu examples.
Example: blueberry banana fruit cake
11. What are the two rules for mousse like preparations? What is the consequence if you do not follow
the rules?
 Ensure that all the mixes to be folded together are of approximately the same texture
 Do not fold or pour something very cold into something very hot (unless you have a good reason)
 This is not always possible. If you have 2 mixes of differing texture the rule is that the lighter
mixture is always folded into the heavier mixture, e.g. a light meringue is first partly folded
into a heavier chocolate base making the 2 mixtures more even and then the rest is added.
Otherwise most of the aeration effect is lost.
 If there is too great a difference in texture or temperature you will create lumps in the
mousse or the mixture will split. This will result in a poor eating quality and texture in your
finished product.
12. List 3 production methods for meringues and provide an example for the use of each type:
Preparation Method Application for use
1. 1.
2. 2.
3. 3.
13. Choose a recipe for a bread (yeast) dough of your choice and list the steps for the production in
order. Provide the key criteria for evaluating the external and internal quality characteristics and
explain what the desired eating characteristics should be in general:
Recipe
Production Steps
Internal Characteristics External Characteristics Eating Characteristics
14. Provide a recipe for unleavened bread and list the production steps.
Recipe Production steps
15. Provide an overview for the storage requirements of pastries, cakes and yeast goods including the
appropriate provisions to meet food safety requirements and explain how these storage areas must
be checked and maintained.
16.
a. You arrive at work to start your shift. List 5 methods you could use to identify the mise en place and
preparation requirements for your shift:
b. You are assigned to make 3 different kind of cakes for 2 separate bookings with 20 and 30 guests,
respectively. Following the templates below prepare the SRC (Standard recipe card), production
requirements, cooking methods, presentation, and garnish. You must mention about the menu
adjustment for the gusts who are coeliac, vegan in a separate footnote.
(NB- You do not need to prepare separate SRC for the coeliac and vegan guests. Only footnote relating
to adjustment is enough.)
Methods to identify mise en place and preparation requirements

1.
2.
3.
4.
5.
Standard Recipe Card
Name of dish: Portion nos.:

Reference source: Futura Portion size:
Commodities
Item Specification Weight kg/l/unit
Dish 1:
Method:
Preparation:
Cooking:
Plating:
Dish 2:
Method:
Preparation:
Cooking:
Plating:
Dish 3:
Method:
Preparation:
Cooking:
Plating:
Prep-list
Item Specification Quantity Mise en place


Assessment 2: Canterbury Business College

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Assessment 2: Canterbury Business College

Uploaded by

Copyright:

Available Formats

Canterbury Business College

CRICOS Code – 01899K RTO Code - 6554

Student must fill this section:

Student signature: _____ Date: _

Assessment Completion Status

Full Name Signature Date (dd/mm/yyyy)

What will be assessed

culinary terms and trade names for:

Faults in making puff pastry and solution

Production methods of sponge

 Genoese Method (Pâte à génoise)

 Cold Method (Pâte à biscuit)

1. Fruit meringue 1. used for colour and extension of sorbets as well as

Preparation Method Application for use

Internal Characteristics External Characteristics Eating Characteristics

Recipe Production steps

Methods to identify mise en place and preparation requirements

Standard Recipe Card

Name of dish: Portion nos.:

Item Specification Quantity Mise en place

You might also like