Qualification Number and Name SIT30816 C

Qualification Number &
Name:
SIT30816 Certificate III Commercial Cookery
Unit of Competency
Number & Name:
SITHCCC006 Prepare appetisers and salads
Assessment
Assessment Task: WRITTEN ASSESSMENT
Due Date:
Assessment Instructions:
● Complete all tasks detailed in the following pages
● Fill in this assessment cover sheet and submit with your completed assessment task
● Sign the declaration
● Submit the completed task within the outlined timeframe
● Short answers should be between 5 and 20 words.
Assessment Criteria:
● List the applicable performance and knowledge evidence being assessed by this assessment task.
STUDENT ORIGINALITY DECLARATION: Please tick to indicate that you understand the following statements:
I declare that:
□ The attached assessment is my own work, except where I have cited the original source (check with your teacher
as appropriate citation is different for different courses).
For the purposes of assessment, I give the assessor of this assessment permission to:
□ Reproduce my work and provide a copy to another member of staff, and
□ Validate the assessment for its authenticity which may include communicating a copy of my work to a checking
service (which may keep a copy of my work on its database for future plagiarism checking).
Seungjin Jun
Student Name:
AIC 4279
Student ID:
Date: 16/03/2018
Student Signature:
Assessment Outcome: S NS
Assessor Name and Date:

Signature:
Page |1
Activities
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
1. List the reasons why a food preparation list is a valuable tool.
- Efhcenry
- Helps stuff to know what they are doing
- Keeps you organised and prepared
- Ensure nothing is missed
2. List the information that can be found when referring to a recipe.
- Ingredients
- Method
- Time
- Equipment
- Portion sizes
Activity 1B
Objective To provide you with an opportunity to calculate ingredient amounts according
to requirements
Using the information from the recipe below, calculate the amount of
ingredients that would be needed if 10 servings were required. You may use
rounding of amounts if necessary.
Waldorf Salad: Serves 10
 15 tbsp mayonnaise
 5 tbsp lemon juice
 Seasoning, to taste
 1750g sweet apples, cored and chopped
SITHCCC006 Prepare appetisers and salads- Written Assessment - Australian International college-
January 2017-v1.0 EW
Page |2
 875g cup red seedless grapes, sliced in half

 10 stalks of celery, thinly sliced
 500g walnuts, slightly toasted.
Activity 1C
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
1. What indicators may there be that the following produce was not fresh
and/or of poor quality?
 Cucumber = mouldy, floppy, soggy, smell, wet

 Shrimp = smell, colour, hard, slimy
 Cheddar cheese = mouldy, smell, hard and crunch, colour
2. Explain the difference between use-by dates, best-before dates and

rotation labels.
- Use by > can only be used before until this date
- Best before > can be used after but quality is best before
- Rotains rebel > this indicateds
3. What steps would you take with regards to stock rotation to minimise
wastage?
- Using the FIFO method
- Organising less more often
- Re use food products when possible
Activity 1D
Objective To provide you with an opportunity to check perishable supplies for spoilage
or contamination prior to preparation
1. What is meant by the term ‘perishable supplies’?
- Perishable
2. Give 5 examples of different things that may indicate supplies are spoiled
or contaminated.
 7 discoulouration

Page |3
3. What should you do if you find supplies that are spoiled or contaminated?
- Throw it away and record wastage

- Tongs
- Spoons
- Spatulars
- Knife
- Chopping board
- Piping bags
- Moulds
- Cutters
- Garlic press
Activity 2A
Objective To provide you with an opportunity to select type and size of equipment
suitable to requirements
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
 container
 clining wrap
 foil
 baking paper
 Additional equipment – those pieces that aren’t used as often or may be

for specific techniques
* Vacuum system
* closed top cutting skips
* cutting dryer type WSM
 Disposables – equipment that may be required to create a dessert but

cannot be reused.
* rubber gloves
* piping bag
*baking paper
Page |4
Activity 2B
Objective To provide you with an opportunity to safely assemble and ensure cleanliness
of equipment before use
1. List at least 5 precautions that should be taken when using electrical
kitchen equipment.
 No wet hands
 No water around machine
 Don’t use equipment if cord is damaged
 Turn off equipment before use
 Keep hands away from blades
2. According to section 3.2.3 of the Food standards code, what factors make
equipment easier to clean?
- Having equipment on a smooth surface

- Removed safety guards
- Both that are easy to remove
Activity 2C
Objective To provide you with an opportunity to use equipment safely and hygienically
according to manufacturer instructions
1. Outline the process for the safe washing of knives.
- Hand wash in hot soapy water

- Point knife away from us
- Keep knife in a safe place
2. What precautions should you take when removing items from machinery?
- Turn off machine

- Keep hands away from blades
- Use utensils if possible
3. What steps can be taken to prevent electrocution and electrical fires?
- Maintains our ventilation

- Don’t cover equipment
- Keep area dry avoid water near electrical
Page |5
Activity 3A
Objective To provide you with an opportunity to sort and assemble ingredients
according to food production sequencing
1. Provide an overview of no more than 100 words of the ‘mise en place’
method of preparation.
- ‘Set in place’ = This means to have all ingredients ready before you
start the production of cooking
- Scales
- Measuring jugs
- Measuring spoons
2. Within your workplace, 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.
1. check the standard recipe

2. check the cookery methods
3. check the portion size
Activity 3B
Objective To provide you with an opportunity to weigh and measure ingredients and
create portions according to recipe
1. List the types of measuring and weighing equipment that may be used in
a commercial kitchen.
1. weighing scale, machines

2. measuring tapes
2. Within your workplace identify the weighing scales and ensure you know
how to use and read them correctly.
- Read the scales method
Page |6
Activity 3C
Objective To provide you with an opportunity to clean and cut salad ingredients using
basic culinary cuts according to quality standards
1. Explain how to clean fruits and vegetables thoroughly in no more than
200 words.
- Fill up sink with water and soak fruit and veg

- Rub the fruit and veg gently to not bruise them
2. Please explain these cuts
 Large dice- 5 * 5 mm
 Medium dice- 4 * 5mm
 Paysanne- country cut
 Batonnet- large rectangle cut
 Small dice- 3*3mm
 Julienne- matchstick
 Brunoise- 3*3mm
 Chiffonade- shaved very thin
 Butterfly – sliced in half ¾ thru
Activity 3D
Objective To provide you with an opportunity to minimise waste to maximise
profitability of food items prepared
List at least 6 steps that can be taken, both in the kitchen and from menu
decisions to minimise waste and maximise profit in the workplace.
 Using FIFO
Page |7
 Order correctly
 Using extra for specials
 Make compost
 Make staff meals with leftovers
 Use vegetable of cuts for stocks and sauces
Activity 4A
Objective To provide you with an opportunity to select and use relevant cookery
methods for salads and appetisers
Outline the cookery methods may you need to use to make the following
dishes:
 Tuna Nicoise salad = boiled, blanched, frying
 Patatas bravas = fry and simmer sauce and roast potatoes
 Pear and goat’s cheese blini – poach pear and fry bilini
Activity 4B
Objective To provide you with an opportunity to prepare sauces and dressings
according to recipe
1. List all the ingredients for a classic Caesar dressing.
- Anchovies
- Eggs
- Worcestershire sauce
- Parmesan cheese
Page |8
- Oil
- Dijon mustard
- Salt and pepper
- Lemon juice
- Garlic
2. Write a method for making a simple gravy.
- Make a roux
- Add your pan juices stocks until you have a smooth consistency
- Season with salt and pepper
Activity 4C
Objective To provide you with an opportunity to follow standard recipes and make food
quality adjustments within scope of responsibility
1. Define the scope of responsibility in no more than 100 words and identify
your scope of responsibility for quality food adjustments within your
workplace.
Head chef - whole kitchen area

Sous chef – whole kitchen area with head chef
Kitchen staff – benches
2. List the types of adjustments that may be made to food.
- Taste
- Temperature
- Texture
Page |9
3. Using cookery books, internet searches or another method, find and write
down a recipe appropriate for each of the following categories:
 Canape - using a cracker or flat snack. Usually use tuna, fruits etc
 Tapas – an appetizer or snack in Spanish. Fried baby squid, mixed

olives, chees, etc
 Classic salad – lettuce, tomato, cucumber, carrot etc
 Warm salad – grilled vegetables
 Fruit salad. – sweet and sour fruits
Activity 5A
Objective To provide you with an opportunity to present dishes on appropriate service-
ware
1. Give at least 5 examples of service-ware you could use to present salads
and appetisers on.
 Tiles
 Tiered platters
 Shot glasses
 Wooden chopping boards
 Stone
 Bowls
2. What service-ware might you use for the following occasions? Provide
two answers for each.
 Dinosaur-mad 8-year-old boy’s birthday party

 Dinosaur shaped platers
 Green cups
 Charity ball
 Chrystal glasses
P a g e | 10
 Tiles and slate
 Golden wedding anniversary.

 Gold cutlery
 Gold plates
Activity 5B
Objective To provide you with an opportunity to add dips, sauces and garnishes
according to standard recipes and regional variations
1. Which artistic techniques can be employed to apply sauces to a plate?
Briefly, explain each one (no more than 25 words each).
- Lines
- Point
- Pools
- Brushes
- Drops
2. List 5 examples of appropriate appetiser and salad garnishes.
 Edible flowers
 Fresh herbs
 Shallots
 Croutons
 Fresh vegetable
P a g e | 11
Activity 5C
Objective To provide you with an opportunity to visually evaluate dish and adjust
presentation
1. What must you consider when visually evaluating a dish?
- Colour contrast
- Balance
- Garnish
- Presentation
2. What are the five elements of plating a dish?
- Plan
- Simplicity
- Balance
- Portion
- Presentation
3. Give three examples of questions you might ask yourself when visually
evaluating a dish.
 Would you be happy if you were served this?

 Are all the portion the same size?4
 Are all dishes uniform?
P a g e | 12
Activity 5D
Objective To provide you with an opportunity to store dishes in appropriate
environmental conditions
1. What factors need to be considered when storing dishes?
- Atmosphere
- Humidity
- Light
- Packaging
- Temperature
- Use of contaminers
- Ventilation
2. How can light affect food?
- Dries out
- Vitamins and proteins
- Fats
- Colours
3. What affects the rate of photo-degradation?
- The strength of light

- The type or light
- Duration of exposure
- Distance between the light and product
4. What type of packaging and containers may be used for storing dishes?
- Cling warp
P a g e | 13
- Air right containers

- Vacuum seal bags
Activity 5E
Objective To provide you with an opportunity to clean work area, and dispose of or
store surplus and re-usable by-products according to organisational
procedures, environmental considerations, and cost-reduction initiatives
1. Identify the two stages of effective cleaning and elaborate on each in no
more than 250 words.
- Cleaning > remove dirty

- Sanitizer > kill bacteria
2. Discuss the way in which waste should be disposed of
- Never take rubbish through the restaurant

- Use organic water for compost
- Make sure bin lid is properly closed
P a g e | 14
3. Discuss the ways in which produce can be reused to maximise profits and
minimise the environmental impact.
- Use fruit and vegetable in compost

- Use ingredient in specials
- Donate where possible
Section A: Skills Activity

Objective: To provide you with an opportunity to show you have the required skills for this unit.
A signed observation by either an approved third party or the assessor will need to be included in
this activity as proof of completion.
Reading skills to:

 Locate information in food preparation lists and standard recipes to determine food preparation
requirements
 Locate and read date codes and rotation labels on food products
Numeracy skills to:

 Calculate the number of portions
 Determine cooking times and temperatures
Planning and organising skills to:

 Efficiently sequence stages of food preparation and production
Self-management skills to:

 Manage own speed, timing and productivity
Answer the activity in as much detail as possible, considering your organisational requirements.
All activity answers will vary depending on the learner and the organisation they work for but the
learner should be able to demonstrate their competency in the unit requirements.
P a g e | 15
1. Within your workplace or organisation, find an appetiser recipe or food preparation list. Using
the recipe or list, locate necessary ingredients within your kitchen stores and list the date code
and any rotation label information for each.
Nicoiz salad
Ingredients

400g kipfler potatoes, halved lengthways
 olive oil cooking spray
 3 hard-boiled eggs
 175g baby beans, trimmed
 3 tomatoes, cut into wedges
 1 Lebanese cucumber, thinly sliced
 1/2 cup pitted black olives
 425g can tuna in brine, drained, flaked
 1 tablespoon olive oil
 1 lemon, juiced
Use by dates :
Can tuna : 8/02/2020
Black olives : 19/11/2021
2. For one recipe where a cooked/heated element is required, locate the relevant recipe and
calculate ingredients needed to cater for 12 people. Locate the correct cooking temperatures in
the recipe and set the necessary equipment to that temperature.
Caramel pudding
Ingredients

260g caster sugar
 2 eggs, plus 2 extra egg yolks
 350ml vanilla-flavoured soy milk
P a g e | 16
Methods
 Preheat the oven to 160°C.

 Step 2
Place 1 cup (220g) sugar and 1/2 cup water in a pan over low heat, stirring to
dissolve sugar. Brush down sides of pan with a damp pastry brush to prevent
crystals forming. Increase heat, boil for 5 minutes until a golden caramel forms.
 Step 3
Pour into four 150ml dariole moulds.
 Step 4
Lightly whisk the eggs, extra yolks and remaining sugar. Whisk in milk, then strain
mixture into the moulds. Place moulds in a roasting pan, add boiling water until
halfway up the sides of the moulds. Bake for 25 minutes or until just set. Remove,
cool, then chill overnight.
 Step 5
Invert each mould onto a plate to serve.
3. For one standard recipe used within your organisation, efficiently sequence the stages of food
preparation and production and show that you can manage your own speed, timing and
productivity so that 12 uniform dishes are completed and presented within a time frame given
to you by your assessor.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Section B: Knowledge Activity (Q & A)

Objective: To provide you with an opportunity to show you have the required knowledge for this
unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
P a g e | 17
 Culinary terms and trade names for ingredients commonly used in the production of different
appetisers and salads
 Contents of stock date codes and rotation labels and their implication for food quality standards
 Characteristics of different appetisers and salads:

o appearance and presentation
o classical and contemporary variations
o freshness and other quality indicators
o nutritional value
o service style
o taste
o texture
 Quality indicators for appetisers and salads
 Cookery methods for appetisers and salads
 Dressings, sauces and garnishes for salads
 Mise en place requirements for appetisers and salads
 Appropriate environmental conditions for storing appetiser and salad products to:
o ensure food safety
o optimise shelf life
 Safe operational practices using essential functions and features of equipment used to produce
appetisers and salads
Answer each question in as much detail as possible, considering your organisational requirements
for each one.
All answers will vary depending on the learner and the organisation they work for but the learner
should be able to answer each question competently.
1. Using information from the learner guide, create an alphabetised glossary of terms related to
the creation of salads and appetisers. It should have at least 15 entries.
1. Antipasto
2. Baba Ganoush
3. Balsamic
4. Blanching
5. Caesar
6. Canape
7. Cold Salad
8. Dressing
P a g e | 18
9. Gravy
10. Hors d’oeuvre
11. Nicoise
12. Ranch
13. Tapas
14. Tzatziki
15. Warm salad
16. Homus
2. Explain the difference between use-by dates, best before dates and rotation labels in no more
than 200 words.
 Use by dates – can be used up until this date
 Best before – can be used after but quality is best before
3. Your assessor will assign you one variety of salad, e.g. Russian. Create a presentation about it
that must include information about the following:
 Appearance and presentation

 Classical and contemporary variations
 Freshness and other quality indicators
 Nutritional value
 Service style
 Taste
 Texture.
4. List 4 factors that may indicate a high-quality salad or appetiser.

 fresh
 not soggy from the dressing
 for appetiser, not so filling
 good texture
5. List 4 cookery methods that can be used in the preparation of salads and appetisers and outline
them in no more than 200 words each.
 boiling
 grilling
 frying
 poaching
6. List 5 common sauces and dressings that can be used with salads and appetisers.
 Caesar
 Balsamic
 Ranch
 Italian
 Blue cheese
7. Choose one standard salad or appetiser recipe used within your workplace or organisation and
list all the mise en place processes you would need to carry out. Explain in no more than 100
words how carrying out these processes impacts upon the dish’s preparation.
P a g e | 19
<Pear, rocket and parmesan cheese>
Ingredients
 120g pkt Coles Australian Baby Rocket
 2 small pears, thinly sliced lengthways
 1/4 cup (20g) shaved parmesan
 2 tbs pine nuts, toasted
 1 tbs balsamic glaze
 2 tbs olive oil
Methods
 Place the rocket and pear on a serving platter. Top with parmesan and pine
nuts.
 Drizzle with the balsamic glaze and oil. Season.
8. What would the appropriate environmental conditions be for a smoked salmon and cream
cheese appetiser platter that was due to be served in an hour’s time in order to ensure the food
remained safe and to retain its quality and freshness?
- Into the fridge and cool-room
9. For one piece of equipment used in sandwich preparation, explain the essential functions and
features. You may refer to the manufacturer’s manual if needed.
https://images.kogan.com/image/fetch/s--y-
XdorQN--/b_white,c_pad,f_auto,h_400,q_auto:good,w_600/https://assets.kogan.com/images/kg-
electronic/KXG-SM56/1-SM56.jpg
P a g e | 20
OPERATING INSTRUCTIONS PRODUCT MAY VARY SLIGHTLY FROM ILLUSTRATIONS This appliance is
for HOUSEHOLD USE ONLY. It may be plugged into any 120-volt AC electrical outlet (ordinary
household current). Do not use any other type of outlet. To avoid burns, caution should be taken
when handling the sandwich maker. The sides of the heating plates are exposed and may be hot.
During the first few minutes of initial use, you may notice smoke and a slight odor. This is normal
and will quickly disappear. HOW TO USE THE SANDWICH MAKER 1. Check to ensure that the
heating plates are clean and free from dust. If necessary, wipe with a damp cloth. 2. When using
the sandwich maker for the first time, brush the heating plates with oil, butter or margarine. 3.
Close the lid. 4. Plug appliance into a standard electrical outlet. Both the red power light and
amber ready light will come on; unit will immediately begin heating. 5. Allow the appliance to pre-
heat for approximately 5 minutes while preparing the sandwiches. The amber ready light will
come on when unit has reached heating temperature. 6. Open sandwich maker; place a slice of
bread on the bottom plate with the buttered side down. (For golden-toasted sandwiches, butter
the outside of the bread.) 7. Place filling onto the bread. 8. Place the second slice of bread atop the
filling with the buttered side up. Carefully close the top of the sandwich maker. Do not force shut.
Steam will be released between the plates. Caution should be taken to prevent hands from
coming in contact with the steam. 9. Secure the two halves of the sandwich maker with the latch.
10. Toasting time should take approximately 3-5 minutes. Exact toasting time will be a matter of
taste and will depend on type of bread and filling used. The amber ready light turns on and off as
the unit cycles to maintain ideal heating temperature; this prevents overheating. Avoid opening
the sandwich maker before toasting is completed, as this may cause the sandwich to toast poorly.
11. When the sandwiches are toasted to taste, remove the sandwich using a plastic or wooden
spatula. Do not use metal tongs or knives, as this may damage the non-stick coating. 12. Keep the
lids closed to preserve the heat until ready for the next sandwich. 13. After use, immediately
unplug from the electrical outlet. 14. If sandwiches are not to be consumed immediately, place the
sandwiches on a paper napkin to absorb condensation. To keep hot, place on a rack in an
ovenproof dish and warm in the oven at about 200°-250°F. Sandwiches will keep for about 20
minutes and then begin to dry out. RECIPES LEFTOVERS: Transform leftovers into toasted
sandwiches. Here are a few suggestions. Butter outside of bread. Place bread slice (buttered side
down) onto the preheated sandwich maker. Add filling, top with another slice of bread (buttered
side up). Lower lid, clamp and toast. Curried Chicken 1/4 cup finely chopped, cooked chicken 1/4
teaspoon curry powder 1 tablespoon mayonnaise 1/4 tablespoon chopped parsley Combine all
ingredients to prepare filling. Fruit Surprise 1/4 cup leftover canned fruit 1-2 teaspoons sugar 1/4-
1/2 teaspoon cinnamon or mixed spice 1 tablespoon sour cream Combine all ingredients to
prepare filling. Vegetable Medley 1/4 cup leftover cooked vegetables Salt and freshly ground
pepper 2 tablespoons grated American cheese 1/4 teaspoon curry powder Combine all ingredients
to prepare filling. Spaghetti or Baked Beans: Use 1/3 cup leftover canned spaghetti or baked
beans. Roast Beef: Spread inside of bread with cream cheese. Place one to three pieces of roast
beef on bottom slice, as desired. Spread roast beef with mustard or horseradish sauce. Add top
slice of bread and toast. PIZZA FILLINGS: Butter one side of a slice of bread. Spread the unbuttered
side with 1 teaspoon tomato paste or packaged pizza sauce. If desired, sprinkle with a little
oregano, basil, marjoram or thyme. Add any of the suggested fillings or improvise with your own
ideas. Note: Soften onions, green pepper and mushrooms in a little butter or margarine before
using in a filling. Mushroom 1-2 cocktail onions, finely chopped 1 slice American cheese 4 canned
whole mushrooms, sliced 1 green olive, sliced Neapolitan 1 tablespoon chopped anchovies 1 black
olive, sliced 1-2 slices mozzarella cheese 1 teaspoon parmesan cheese 2-3 canned mushrooms,
sliced 2 rings of green pepper, softened in butter Salami 2 slices salami 1 slice cheddar cheese 2-3
rings onion, softened in butter 1 green olive, sliced HEALTHY INSPIRATIONS Ingredients sufficient
for 4 triangles, using 4 slices of bread. Turkey Sandwich 2 asparagus spears 2 slices tomato 2 slices
P a g e | 21
smoked turkey Creamy Ricotta Sandwich 1/3 cup low-fat ricotta cheese 1 tablespoon raisins 1/2
stalk celery, sliced Cinnamon or pepper to taste Chicken Sandwich 2 mushrooms, sliced1/2 green
pepper, sliced 2 oz. cooked chicken breast, sliced and skin removed Crabmeat Sandwich 1/3 cup
crabmeat 2 teaspoons low-fat yogurt Chili powder to taste 2 slices tomato SWEET TREATS
Caramelized Pineapple 2 tablespoons butter 2 slices pineapple, drained 2 tablespoons brown sugar
4 slices raisin bread Cream butter and brown sugar. Spread mixture onto the inside of two slices of
raisin bread. Cut pineapple slices into half lengthwise. Place two pineapple slices onto each slice of
bread; top with remaining slices of bread. Apple Raisin Toast 4 slices raisin bread 2 teaspoons
sugar 1/3 cup stewed apples or canned pie apples 1/2 teaspoon cinnamon Place apples onto
bread. Sprinkle with sugar and cinnamon. Chocolate Raisin Nut Bread 1/4 cup raisins 2
tablespoons honey 2 tablespoons chopped walnuts 1/2 teaspoon mixed spice Melted chocolate.
Combine raisins, walnuts, honey and mixed spices. Place filling onto bread and cook according to
general instructions. Dip half of each toasted sandwich in melted chocolate. Allow to set. USER
MAINTENANCE INSTRUCTIONS This appliance requires little maintenance. It contains no user
serviceable parts. Do not try to repair it yourself. Refer it to qualified personnel if servicing is
needed. NEVER IMMERSE APPLIANCE IN WATER. UNPLUG AND ALLOW TO COOL BEFORE
CLEANING. TO CLEAN: Do not use steel wool, scouring pads or abrasive cleaners, as this will
damage the finish. Inside cleaning: Wipe heating plates with absorbent paper toweling or a soft
cloth. Although the heating plates are coated with a non-stick coating, some filling may still adhere
to the sandwich maker. To remove, simply pour a little cooking oil onto the baked-on food; allow
to stand for 5 to 10 minutes. This should soften the food and make it easy to remove with
absorbent paper toweling or a soft cloth. If the preceding measure fails to remove the food
residue, we suggest wiping the heating plates with a slightly dampened cloth and a little non-
abrasive detergent. Outside cleaning: Wipe dry with a soft, dry cloth. The sandwich maker is
designed for cord storage and can be placed in a vertical position (handles pointed up) for neat
and compact storage. TO STORE: Unplug unit and allow to cool. Store in its box or in a clean, dry
place. Never store it while it is hot or still plugged in. Never wrap cord tightly around the
appliance. Do not put any stress on cord where it enters unit, as this could cause cord to fray and
break.
Competency record to be completed by assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the overall unit. Indicate in the table below if the learner is deemed
competent or not competent for the unit or if reassessment is required.
Learner’s name + ID Seungjin Jun AIC 4279
P a g e | 22
Assessor’s name
Unit of Competence
Date(s) of assessment
Satisfactory Unsatisfactory
Workbook - Completed
Assessment A – Observation
Assessment B - Questionnaire
Learner is deemed: Not competent Competent
If not yet competent, date for re-assessment:
Comments from trainer/assessor:
Learner’s signature
Assessor’s signature

Qualification Number and Name SIT30816 C

Uploaded by

Document Information

Original Description:

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

Qualification Number and Name SIT30816 C

Uploaded by

Copyright:

Available Formats

Qualification Number &

Assessor Name and Date:

2. List the information that can be found when referring to a recipe.

Waldorf Salad: Serves 10

 875g cup red seedless grapes, sliced in half

 Cucumber = mouldy, floppy, soggy, smell, wet

2. Explain the difference between use-by dates, best-before dates and

- Throw it away and record wastage

 Additional equipment – those pieces that aren’t used as often or may be

 Disposables – equipment that may be required to create a dessert but

- Having equipment on a smooth surface

- Hand wash in hot soapy water

- Turn off machine

3. What steps can be taken to prevent electrocution and electrical fires?

- Maintains our ventilation

1. check the standard recipe

1. weighing scale, machines

- Read the scales method

- Fill up sink with water and soak fruit and veg

2. Please explain these cuts

 Medium dice- 4 * 5mm

 Paysanne- country cut

 Batonnet- large rectangle cut

 Small dice- 3*3mm

 Chiffonade- shaved very thin

 Butterfly – sliced in half ¾ thru

 Tuna Nicoise salad = boiled, blanched, frying

 Patatas bravas = fry and simmer sauce and roast potatoes

2. Write a method for making a simple gravy.

Head chef - whole kitchen area

2. List the types of adjustments that may be made to food.

 Tapas – an appetizer or snack in Spanish. Fried baby squid, mixed

 Classic salad – lettuce, tomato, cucumber, carrot etc

 Warm salad – grilled vegetables

 Fruit salad. – sweet and sour fruits

 Dinosaur-mad 8-year-old boy’s birthday party

 Tiles and slate

 Golden wedding anniversary.

2. List 5 examples of appropriate appetiser and salad garnishes.

2. What are the five elements of plating a dish?

 Would you be happy if you were served this?

2. How can light affect food?

3. What affects the rate of photo-degradation?

- The strength of light

- Air right containers

- Cleaning > remove dirty

2. Discuss the way in which waste should be disposed of

- Never take rubbish through the restaurant

- Use fruit and vegetable in compost

Section A: Skills Activity

Reading skills to:

Numeracy skills to:

Planning and organising skills to:

Self-management skills to:

 Preheat the oven to 160°C.

Pour into four 150ml dariole moulds.

Invert each mould onto a plate to serve.

Section B: Knowledge Activity (Q & A)

 Characteristics of different appetisers and salads:

 Quality indicators for appetisers and salads

 Cookery methods for appetisers and salads

 Dressings, sauces and garnishes for salads