SITHKOP001 Student Assessment Workbook

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SITHKOP001
-Clean
Kitchen
Premises and
Equipment
SIT30816 –
Certificate
III in
Commercial
Cookery
Student Name: __dilpreet kaur___________________________
Student ID: __105911_______________________________
RTO # 40471
Student Assessment Workbook
© Skilled Up Pty Ltd. Assessment V:1.0.19 CRICOS # 03666M RTO # 40471 Next Review: Dec.2019
CRICOS # 03666M
Student Name: dilpreet kaur
Student ID No: 105911
Submission Date:
Term: _____________________________
Trainer/Assessor Name:
© Skilled Up Pty Ltd. Assessment V:1.0.19 CRICOS # 03666M RTO # 40471 Next Review: Dec.2019
Page 2 of 53
Unit Name:
SITHKOP001
Unit Code: Clean Kitchen Premises and Equipment
Below is the assessment types & date of assessments. Students need to

successfully complete all assessments in order to be deemed competent for this unit.
Assessment number & type

☐ Assessment 1. Written Questions
☐ Assessment 2. Multiple Choice Questions
☐ Assessment 3. Direct Observation/Written Activity
☐ Formative Activities (in Learner Book)
Number of sessions: Five (5) 20 hours.
Unit Start Date 24/06/2019

Unit end DateClick or tap to enter a date.
Table of Contents
SITHKOP001 ................................................................................................... 3
Assessment number & type...................................................................................................3
Student information.....................................................................................................6
Self-Paced Learning......................................................................................................6
Academic Support........................................................................................................6
LLN Support .................................................................................................................6
Purpose of assessment ................................................................................................7
Overview of the Unit of Competency......................................................................................7
Unit Descriptor.................................................................................................................................7
Application of the unit ..................................................................................................................7
Unit Sector..........................................................................................................................................8
Hospitality..........................................................................................................................................8
Unit Learning outcomes...............................................................................................................8
Licensing/Regulatory Requirements.....................................................................................8
Prerequisite .......................................................................................................................................8
Foundation Skills Requirement ................................................................................................8
Competency Evidence Submission Details ...................................................................8
Knowledge Evidence .....................................................................................................................9
Assessment outcomes/Feedback...............................................................................10
Re-Assessment ..............................................................................................................................11
Reasonable Adjustment .............................................................................................11
Appeal against assessment outcome...................................................................................11
Plagiarism........................................................................................................................................12
Harvard Referencing ..................................................................................................................12
Learner Resources......................................................................................................12
Additional Assessment Resources........................................................................................12
Assessment Cover Sheet:..........................................................................................................13
Assessment Task 1 – Written Questions ................................................................................14
Timeframe for Assessment Tasks: .......................................................................................14
Assessment Objectives ..............................................................................................................14
Assessment Task Instructions: ..............................................................................................14
Assessment Evidence Requirement: ...................................................................................14
Assessment Submission Requirement: ..............................................................................14
Assessment task 1 – Written Questions.............................................................................15
Assessment Task 2 – Multiple Choice Questions ............................................................... 22
Timeframe for Assessment Tasks: .......................................................................................22
Assessment Objectives ..............................................................................................................22
Assessment Task Instructions: ..............................................................................................22
Assessment Evidence Requirement: ...................................................................................22
Assessment Submission Requirement: ..............................................................................22
Assessment Task 3 – Observation / Written Activity.......................................................34
Student information
This student assessment work is for SITXKOP001-Clean Kitchen Premises and Equipment
contains details for your assessment work requirements and the guidelines/instructions to
complete your assessment tasks.
Self-Paced Learning
Self-paced learning meaning outside the classroom you need to spend your time to
complete your assessment task or any home work (if) given by your trainer/assessor. It’s
means student can start planning and complete there require learning which unit of
competency/SKUP targets at the time of student stay with SKUP. The self-paced learning
model will allow student to control their learning outside classroom environment. They can
complete their assessment task in any setting, at home or anyplace. Learners who work at a
fast pace have the opportunity to gain competency quickly by submitting their work, the
self-paced learning also help student who are slow learner. At their own time student, able
to complete the task and manage their learning if they need more time to complete the
assessment task. Skilled Up (SKUP) will provide extra academic support, if student struggling
in their academic during the term.
Academic Support
Skilled Up (SKUP) provide academic support for all student, who struggling achieving the
required competency of required skills and knowledge. The following academic support
provided to all students but not limited to:
 Referencing
 Reasonable adjustment
 Student at risk, who not able to achieve the competency in the unit
 Workshop on assessments
 Catching up their re-assessments work.
LLN Support
Skilled Up (SKUP) School of English provide language, literacy and numeracy support for
those students identified during their study or before commencement of their study. The
LLN support is additional support for student having difficulties in their LLN, the help SKilled
Up (SKUP) provide is additional to the current study load of the student.
Purpose of assessment
Assessment is the process of gathering and judging evidence in order to decide whether has
achieved a standard or objective and it is a competency based assessment. The competency-
based assessment is the method of gathering and judging of evidence in order to decide
whether you achieved a standard of competency.
To evaluate the candidate’s ability to demonstrate the knowledge and skill required to lead
and build teams to perform to required standards of performance, model high standards of
management performance behavior, in this unit you also need to demonstrate the
understanding of how to improve staff performance as well as enhancing the organisation’s
image and how to take a leading role in a team and make informed decisions to solve a
problem.
Successfully completion of assessments will contribute to the attainment of the following
unit of competency:
SITHKOP001- Clean Kitchen Premises and Equipment– Certificate III Commercial Cookery.
Overview of the Unit of Competency
SITXKOP001-Clean Kitchen Premises and Equipment:- This unit describes the

performance outcomes, skills and knowledge required to clean food preparation,
storage areas and equipment in commercial kitchens to ensure the safety of food.
It requires the ability to work safely and to use resources efficiently to reduce
negative environmental impacts.
Unit Descriptor
Application of the unit
This unit is particularly important within a food safety regime and applies to all
hospitality and catering organisations with kitchen premises including permanent or
temporary kitchens or smaller food preparation areas. These can be found within
restaurants, cafes, kiosks, cafeterias, clubs, hotels, attractions and in catering facilities.
It applies to kitchen personnel who work with very little independence and under
close supervision including kitchen attendants and stewards. It can also apply to cooks
and chefs in small organisations.
Unit Sector
Hospitality
Unit Learning outcomes

Clean and sanitise kitchen equipment.
Clean service ware and utensils.
Clean and sanitise kitchen premises.
Work safely and reduce negative environmental impacts.
Licensing/Regulatory Requirements
No licensing, legislative or certification requirements apply to this unit at the time of

publication.
Prerequisite
Not Applicable
Foundation Skills Requirement

 Reading
 Writing
 Oral Communication
 Navigate the work of work
 Interact with others
 Get the work done
Competency Evidence Submission Details

For you to achieve competency in this unit, you are required to complete the following
tasks and submit on the due date specified in your Training Plans. You must achieve
satisfactory ratings on all tasks. Your Assessment Task must be submitted in print – out
form.
Task Number Method of Assessment Venue of Assessment Due Date
Task 1 Written Questions SKUP Onsite
Task 2 Multiple choice questions SKUP Onsite
Task 3 Assignment Activity SKUP Onsite
At each submission of your Assessment Task, you are to fill up the Assessment Cover
Sheet and ensure that it is completely and accurately filled up. The Trainer / Assessor or
Skilled Up representative will provide you with submission receipt to evidence that you
have handed over your Assessment Task.
Upon completion of the Unit Assessments, the Trainer/Assessor will mark the
Assessment Tasks and accomplish a Unit Assessment Summary Sheet to record the
result and feedback. Your Trainer/ Assessor will discuss these with you and thereafter
you will be asked to sign the declaration to evidence the feedback session.
Evidence of the ability to:
 demonstrate the application of diversity policy in a work context
 critically review a diversity policy
 implement strategies to ensure that diversity is understood and respected in the
work team
 demonstrate compliance with procedures for handling complaints or harassment
allegations
 promote the benefits of diversity to others.
 Note: If a specific volume or frequency is not stated, then evidence must be
provided at least once
Knowledge Evidence
Demonstrated knowledge required to complete the tasks outlined in elements and

performance criteria of this unit:
 hygiene and cross-contamination issues for kitchens and the importance

andpurpose of cleaning regimes
 different types of cleaning and sanitising products, chemicals for kitchens and
equipment:
 uses
 safe use
 safe storage
 safe practices for using and storing hazardous substances

 content of MSDS for cleaning agents and chemicals or plain English
workplace documents or diagrams that interpret the content of MSDS
 cleaning sanitising and disinfecting methods for:
 kitchen floors, shelves and walls

 kitchen equipment, serviceware and utensils
 correct use of personal protective equipment

 safe manual handling techniques for cleaning equipment and premises,
especially bending, lifting and carrying heavy equipment
 environmental impacts of cleaning commercial kitchens and equipment and
minimal impact practices to reduce these especially those that relate to water
and energy use
 correct and environmentally sound disposal methods for kitchen waste
including hazardous substances and recyclable glass and plastic bottles
andcontainers
 equipment used to clean kitchen premises and equipment:
 essential features and functions

 safe operational practices
 for the specific organisation:
 contents of cleaning schedules

 contents of safety procedures for chemical accidents
 reporting mechanisms for infestations
 standards of presentation for the premises.
Assessment outcomes/Feedback
At each submission of the Assessment Task, students are required to fill up the
Assessment Cover Sheet contained in the Evidence Plan and Student Assessment
Workbook. You must ensure that it is completely and accurately filled up. You or
Skilled Up (SKUP) Student Support Officer must provide a submission receipt to
evidence that you have received the completed Assessment Task. The Assessment
Task must be submitted in print – out form.
Upon completion of the Unit Assessments, you will mark the Assessment Tasks and
accomplish a Unit Assessment Summary Sheet to record the result and feedback and
sign a Trainer/ Assessor Declaration. You will discuss the result/feedback to your
student. Please ensure that the student sign the declaration to evidence that the
feedback session has occurred.
For your information, there are two (2) outcomes of assessments:
S = Satisfactory NS = Not Satisfactory (requires more training)
You will award the student Competent “C” on the completion of the unit when you
are satisfied that student have completed all assessments and have provided the
appropriate evidence required to meet all criteria. Otherwise, you mark them Not
yet Competent “NYC” and provide an opportunity for re-assessment.
To record the result of the unit for your class list, you will accomplish the Result
Summary, called Result Sheet and submit to your training coordinator for review and
quality check. Once it has been cleared by the RTO Manager, the result sheet will be
forwarded to the Student Administration Department for entry into the Student
Management System.
The student completed assessment works along with the assessment Cover Sheet
and Unit Summary Sheet will be filed into the individual student folder.
Re-Assessment
If the result of the Unit Assessment is “Not yet Competent (NYC)”, students are
given an opportunity for re-assessment. The student will only work on the
component/s of the Task/s that were marked “Not satisfactory”. The re-assessment
must be completed within one (1) study period of the Unit of Competency. Please
note that SKUP will provide two (2) chances for re-assessment at no cost.
If student was not able to achieve competency with all of these opportunities,
student is required to repeat the unit at their own cost which will also impact on
their study period. For further details, please refer to the “Assessment Policy and
Procedure” of SKUP.
Reasonable Adjustment
If student has indicated that they have special needs or disabilities, you must be
organised reasonable adjustment in accordance with the Special Needs / Disabilities
Policy and Procedure of SKUP.
This may include but not limited to:
• Visual difficulty, we can assist by making adjustments such as larger print of
documents and assessment tools and forms
• Physical disabilities, assessment may be broken down into shorter/longer lengths
of time, where applicable
• Sick or have medical condition, due date extension may be provided
Appeal against assessment outcome
If students are unhappy or they don’t agree with the result of the assessment, they
are advised to speak with you. Being their Trainer/Assessor, you must provide an
explanation regarding the outcome you have given. You may also provide an
alternate assessment in order to help the student achieve competency. However, if
they are still unhappy, please advise them to bring their concerns to the RTO
manager or they can access the Complaints and Appeal Policy and Procedure to
lodge their appeal. Appeal against assessment outcome must be lodge within 7
working days after receiving the assessment outcome.
Plagiarism
Upon receipt of the student assessment, you must ensure that original work has
been submitted. You must warrant that there is NO occurrence of plagiarism
committed by the student by signing on the Trainer/Assessor declaration on the Unit
Summary Sheet. Skilled Up (SKUP) follows Harvard referencing method. Make sure
to give proper guideline to student for referencing.
Please refer to the Plagiarism Policy and Procedure to understand the principle in
regards to this. Policy you can download form SKUP Website: http://SKUP.vic.edu.au
Harvard Referencing
Skilled Up following Harvard referencing method. For more details please see the
Harvard referencing guide on http://guides.lib.monash.edu/citing-
referencing/harvard.
Learner Resources
The following resources are used as reference in the delivery of the unit. You can also
remind your students to use the same while they are undergoing training and assessment.
This list can be found on the Evidence plan and Student Assessment Workbook.
1. Learner Book
2. Access to appropriate documentation and resources at SKUP
3. Reference book
4. PowerPoint Presentation
5. Classroom equipped with all necessary requirement.
For additional/general resources, please refer to the Training & Assessment. Resource list,
which can be accessed from academic folder delivery plan for each unit.
Additional Assessment Resources

 Skilled Up kitchen storage areas, hand washing facilities and hand washing soap and
sanitiser
 food ingredients and ready to eat food items
 Skilled Up food safety program
Assessment Cover Sheet:
Student Details
Student ID: 105911
Group No:
Assessment Details
Unit of competency: SITXKOP001-Clean Kitchen Premises and Equipment
Assessment task: Assessment A. Written Questions
Date of submission:
Assessment Outcome: Satisfactory Not Satisfactory Not Assessed
Comments/ Feedback:
Student Plagiarism Declaration: By submitting this assessment to the college, I declare that this
assessment task is original and has not been copied or taken from another source except where this work
has been correctly acknowledged. I have made a photocopy or electronic copy or photograph of my
assessment task, which I can produce if the original is lost.
Assessor: I declare that I have conducted a fair, valid,

reliable and flexible assessment with this student, and I
have provided appropriate feedback. I also declare
that I have undertaken the indicated assessment
integrity checks
Google check for plagiarism Yes No
Student: I have received, discussed and
Check for Copying/Collusion Yes No accepted my result as above for this task and I
Check for Authenticity(own work) Yes No am aware of my appeal rights.
Cheating or use of model answers Yes No
Assessor Name:…………………………………
Signature:.........................................................
Signature:..................................................
Date:................................................................. Date:..........................................................
Assessment Task 1 – Written Questions
Timeframe for Assessment Tasks:

This assessment task is due in the final week of the term or as per trainer/assessor
instruction. Total approximately time student need to allocate on this task will be 4 hours of
your self-paced learning. The time spend on the assessment task depends on individuals
learning abilities.
Assessment Objectives:
You must able to demonstrate the skills and knowledge required to identify the codes of
practice and workplace policies and procedure require to complete the Manage diversity in
the workplace.
Assessment Task Instructions:

You need to complete all written question of the assessment task 1. Your answer should
demonstrate your understanding of the diversity in the workplace, legislative requirements.
Students need to answer all question of the assessment task 1. Further to this, student need
to give answer in brief, you don’t need to answer two three pages. Keep the answer brief,
and concise. Additionally, one or two words answer also not acceptable. You answer should
have logic and covering it in concise manner.
Assessment Evidence Requirement:

Submit your assessment task 1 written question in word file. Student need to type there
answer in Microsoft word or any preferred word typing software. You can be submitting
your answer in hand written. You hand written answer must have neat and in readable
writing style.
Assessment Submission Requirement:

Your assessor will be looking for the following quality specifications as demonstrated in your
written reflection:
Assessment task 1 – Written Questions
1. List the correct six steps for cleaning and sanitising preparing
1 scrape
2 rinse (first time)
3 apply detergent
4 rinse (again)
5 sanitise
6 rinse (last time)
2. What is the purpose of sanitising
Sanitizing lowers the number of germs on surfaces or objects to a safe level, as judged by public health standards or
requirements. This process works by either cleaning or disinfecting surfaces or objects to lower the risk of spreading
infection.
3. List 2 ways cross contamination can be prevented
use different utensils, plates and chopping boards for raw and cooked food.
wash utensils, plates and chopping boards for raw and cooked food thoroughly between tasks.
4. Where in the kitchen will you find all the information about safe use andoperating
procedures for chemicals?
Use the right knife for the job. Do not grab for falling knives. When a knife starts to fall, jump backward
to get out of the way. Always carry a knife with the tip pointing downward and with the cutting edge
turned away from your body. Never talk while holding a knife in your hand.
5. Where should chemicals be stored?
Chemicals should be stored no higher than eye level and never on the top shelf of a storage unit. Do not overcrowd
shelves. Each shelf should have an anti-roll lip. Avoid storing chemicals on the floor (even temporarily) or extending into
traffic aisles
6. Why should you never mix chemicals together?
Though this may seem like a sure-fire way to eliminate household germs and diseases, the mixing of chemicals
can produce highly toxic fumes or create an extremely corrosive product. The Skokie Fire
Department strongly encourages citizens to refrain from the mixing of household chemicals
7. What PPE should you wear when using highly corrosive chemicals like Grillcleaner?
Wear protective gloves/ protective clothing/ eye protection/ face protection
8. What is an MSDS?
The MSDS lists the hazardous ingredients of a product, its physical and chemical characteristics (e.g. flammability,
explosive properties), its effect on human health, the chemicals with which it can adversely react, handling precautions,
the types of measures that can be used to control exposure
9. What information must be on a chemical bottle label?
The HCS requires chemical manufacturers, importers, or distributors to ensure that each container of hazardous chemicals
leaving the workplace is labeled, tagged or marked with the following information: product identifier; signal word; hazard
statement(s); precautionary
10. Why is it best to wash small non-mechanical equipment items in the

dishwasher?
Dishwashers use much hotter water to wash dishes. ... The answer: washing dishes in the dishwasher provides much
cleaner dishes than hand-washing. Even those dishes that don't come completely clean in the washer have less bacteria
on them than most hand-washed dishes
11. What type of chemical should you use to clean the floor, shelves andwalls?
Potassium hydroxide.
Sodium hydroxide.
Bleach.
Ammonia
12. List some of the common PPE used in a kitchen?

Food safe gloves and hair nets help you to hygienically prepare food and prevent foreign objects in falling in to food. Clean
aprons, gloves, towels and more will help you to hygienically prepare food, protecting your customers from food
poisoning or injury.
13. What is the importance of wearing the correct foot wear in a kitchen?
Wearing protective shoes that adequately cover the entire foot is the only way to reduce a chef's risk of numerous kitchen-
related injuries. Protective footwear gives chefs and kitchen staff members extra defense for personal safety, even in the
face of puddles, fires, falling objects, and sharp knives.
14. While cleaning the kitchen you notice a Trainee trying to move a very heavybin on his
own, what should you do?
1stApply anti-slip measures (anti-slip floor coatings and mats) in places where slips are most likely to occur (e.g. washing
area, cooking area).
2ndClear away empty boxes and food packaging lying in the kitchen.
3rdEnsure all employees wear anti-slip shoes.

15. List four ways to safely lift heavy items
i. Keep the load close to the waist.
ii. Adopt a stable position.
iii. Ensure a good hold on the load.
iv. Do not bend the back any further while lifting
16. List three ways you can minimise water usage in a kitchen
1 Install water-saving shower heads and low-flow faucet aerators
2 Minimize use of kitchen sink garbage disposal units
3 Plant drought-resistant lawns, shrubs and plants
17. List three ways you can minimise electricity usage in a kitchen
1 Upgrade any older appliances to newer Energy Star Rating models.
2 Ensure seals around appliances are intact.
3 install energy-friendly exhaust hoods
18. What should you do if you find a large chemical leak in the chemicalstorage
area?
Call for emergency personnel to respond and clean up the spill. Don appropriate PPE including a laboratory coat, splash
goggles, and appropriate chemically resistant gloves. Work with another person to clean-up the spill. Do not clean-up a
spill alone.
19. Where should plastic bottles and glass be disposed of?
The golden rule is to step on them twice and flatten them out. This way more of them can go into the same garbage
bin/truck. You can try and collect them and dispose them together, makes it easier for recyclers to collect them.
20. List features and safe operation procedures for a dishwasher

Place sharp items, like knives, with points down in the utensil basket.
Carefully place glassware to prevent breaking/chipping. ...
Avoid overloading. ...
Allow the machine to cool before reaching in to prevent burns from the steam.
21. What are the advantages of using a measuring dispensing system for yourchemicals
in a kitchen?
It can increase the risk of illness and spread bacteria. Chemical dispensers ensure an accurate dose of chemical, every time.
This promotes thorough cleaning, prevents wastage and controls your costs
22.
a. An employee has accidently had highly corrosive dishwashing machine
detergent splash in her eye, what must you do?
Avoid spraying a high-pressure water stream into the eye or eyes. Flush with lukewarm water for 15 to 30 minutes. For
severe burns, which are commonly caused by household drain cleaner, continue flushing until you see a doctor or you
arrive in an emergency room
b. To whom should you report evidence of pests to?

report a pest by calling the CDFA Pest Hotline at 1-800-491-1899. You can also report pests and diseases you encounter in
the north of Australia including Torres Strait.
23.
a. What information must be contained in a cleaning schedule?
other visible matter at all times. when cleaning an item; cleaning agent to be used for cleaning; person responsible for
cleaning and; signature of the person who cleaned the item
b. What will a customer think of the food you serve if they notice your server
is quite dirty upon entering the restaurant?
this will give a very bad affect on the customer the will teh also will think about the quality of the food so the
cleaness is a very important on your workplace
24. What are the uses and applications for the following cleaning equipment?Which
aspects do you need to check for each piece of equipment before use to ensure it is safe
and ready to use?
Equipment Applications for use Areas to inspect

Dishwashers The function of the dishwasher Step 1: measure the water
is to provide the mechanical hardness. ...
action necessary to distribute Step 2: adjust the water
and direct the detergent softening system. ...
solution and rinse waters over, Step 3: top up the salt. ...
under and around the dishes to Step 4: add rinse aid. ...
loosen and remove soil. Step 5: add detergent. ...
Step 6: run one hot cycle.
Cleaning cloths Use natural laundry soap for DO separate colours and pre-
washing natural fibers such as treat stains. ...
cotton and silk. DO check garment care
Add a half-cup of baking soda labels. ...
to the wash cycle along with DO put delicates in laundry
your normal detergent to get bags. ...
rid of odors and residues left in DO put detergent in the right
clothing. place.
Add a cup of vinegar to your
wash to remove any residue
left by fabric softeners.
Mops Choose a mop based on your Ensure the area being
floor type. If you have a floor cleaned is well ventilated and
with a lot of texture. litter/clutter free. Place
warning signs in position.
Begin mopping at the
furthest point from the exit,
working backwards to the
exit area. Mop the edges first
followed by systematic
overlapping passes.
Floor scrubbers and An automatic scrubber is a 1stCheck the Batteries, if
polishers cleaning machine that can be applicable.
used to efficiently and 2ndInspect Drain/Hose for
effectively clean floors, Clogs or Leaks.
replacing traditional mops and
buckets. They work to apply 3rdCheck Debris Tray.
cleaning solution and 4thDrain Solution and
aggressively scrub and dry Recovery Tanks.
surfaces in one pass. 5thRinse Solution and
Recovery Tanks.
6thStore Tanks with the Lid
Open.
7thClean Squeegee Assembly.
8thRemove and Clean Floor
Pad or Brush.
Brooms and dustpans The dustpan is commonly used Water will make all those
in combination with a broom or dusty bits stick to the
long brush. The small dustpan dustpan and stay there
may appear to be a type of flat until you've finished
scoop. Though often hand-held sweeping the whole floor. It
for home use, industrial and takes about two seconds to
commercial enterprises use a do (just run the dustpan
hinged variety on the end of a under the faucet before you
stick to allow the user to stand head over to sweep up the
instead of stoop while using it. dust pile) and will save you
from sweeping up the same
dust over and over again.
Vacuum cleaner A VACUUM CLEANER CAN Check the floor head for
OFTEN DO A LOT MORE THAN blockages. One of the key
CLEAN THE FLOOR, areas to focus on in
EMPTY SUMPS OR PICK UP vacuum cleaner
SWARF. Regardless of your maintenance is the floor
environment, Mill, Warehouse, head, sometimes called
Foundry, Laboratory, Machine the power head or beater
Shop, Cement Works, bar. ...
Brickworks, Nuclear Industry, Open up the floor head. ...
College or School and
regardless of the substance you Remove debris. ...
need to clean, collect or Check that the roll is
recycle. spinning properly. ...
Check the vacuum belt
25. What should be done if a chemical product comes in contact with skin?
If this chemical contacts the skin, immediately flush the contaminated skin with water. If this chemical penetrates the
clothing, immediately remove the clothing and flush the skin with water. Get medical attention promptly. If this chemical
contacts the skin, flush the contaminated skin with water promptly.
26. What should be done if a chemical comes in contact with eyes?
Flush your eye with water. Use clean, lukewarm tap water for at least 20 minutes. ...
Wash your hands with soap and water. Thoroughly rinse your hands to be sure no chemical or soap is left on them.
Remove contact lenses.
27. The table below lists different types of cleaning agents and chemicals forareas and
equipment in a commercial restaurant environment
a. In the column “Application examples”, list an applications for use for each
product.
b. In the column “Amount of chemical required”, calculate the amount of chemical
required based on the ratio provided and the quantity of water to be used.
The formula to use is:
Example: ratio 1:50 means 1 part chemical to 50 parts water
To calculate how much chemical is required for 1.000 litres (=1000 millilitres), we
divide 1.000 by 50 = 0.020 litres.
Now we know we need 20 ml or 0.020 litres of chemical per litre of water.
If the mixture we require uses 5.000 litres of water, then the calculation is: 5.000
(litres of water) divided by 0.050 (Chemical per litre) = 0.100 Litres chemical.
Chemical Dilution per Water Amount of chemical Application

litre quantity required examples
Dishwashing 1:250 50.000 litres

liquid
Floor cleaners 1:75 9.000 litres
Bleach 1:50 5 litres

Student Details
Student ID: 105911
Group No:
Assessment Details
Assessment task: Assessment B. Multiple – Choice Questions

Date of submission:
Comments/ Feedback:

integrity checks
Signature:.........................................................
Signature:..................................................
Date:................................................................. Date:..........................................................
Assessment Task 2 – Multiple Choice Questions
Timeframe for Assessment Tasks:

This assessment task is due in the final week of the term. Total approximately time student
need to allocate on this task will be 3 hours. The time spend on the assessment task
depends on individuals learning abilities.
Assessment Objectives:
You must able to demonstrate the skills and knowledge required to identify the manage
diversity in the workplace
Assessment Task Instructions:

Each multiple – choice question has four responses, out of these four responses only one
has a right answer. You need to answer all MCQ’s.
Assessment Evidence Requirement:

Submit your Multiple-Choice answer.
Assessment Submission Requirement:

Your assessor will be looking for the following quality specifications as demonstrated in your
written reflection:
Multiple – Choice Questions.
SITHKOP001 Clean Kitchen Premises and Equipment

Question 1:
Connect each procedure with its definition:
Cleaning is the reduction of the number of bacteria present on these
surfaces through the use of chemicals, heat, or a
combination of both
Sanitising is the removal of unwanted dirt, soil and other elements
from preparation surfaces, knives, benches, floors,
equipment and all other areas of food premises
Question 2:
Connect each cleaning product to the correct description:
Water Used to dissolve mineral build-ups that can’t be removed
with detergents or degreasers
Detergent In the commercial kitchen environment, this alone is not an
effective cleaner as it cannot emulsify grease, however it
does help to dissolve dirt and can be used in combination
with abrasives
Abrasives Alkaline detergents that contain an additive to disperse and
emulsify grease or fatty substances. Usually based on
caustic soda (sodium hydroxide)
Degreasers These work by using a combination of physical actions such
Connect the type of sanitation method to the correct description:
Heat UV is very effective at sanitising surfaces when used correctly,
but is not very applicable to kitchens. All of the surface must be
in direct line of the UV and it must be done in an enclosed space
to prevent damage to the skin
Radiation A variety such as chlorine, iodine and quaternary ammonium
(quats) can be used to kill microbes
Chemicals Can be hot water, steam or hot air applied to a surface for the
correct amount of time. Commercial dishwashers often have a
sanitising cycle after the cleaning cycle
Question 4:
Which of the following requirements for the safe storage of chemicals?
(Tick the correct box indicating true or false)
True False
Must be stored away from food, preferably in their own true
lockable room/cabinet away from direct sunlight
Store them in a well lit area to make it easy to read the labels true
Dangerous chemicals must be stored up high, out of reach to true
prevent accidental spillage
Must be stored next to the Safety Data Sheets (SDS) false
Should be stored separately to prevent chemical reactions if true

accidental leakage occurs, especially alkaline, acidic and
flammable chemicals
Never be stored in food containers as the container may be false
used at a later time to store food again
Question 5:
A Safety Data Sheet contains the following information:
(Write true or false in space provided)
True or
False
Name of the manufacturer true
Contact phone numbers in case of emergency true
What to do if poisoning occurs true
The medication to use if poisoning occurs true
How to properly dilute the chemical for use true

Qualifications required to use the product false
Procedures to be followed in case of a chemical accident include:
True or
False
For skin and eye irritations it is usually recommended to flush the area true
with cold water.
If breathing difficulty occurs, move to fresh air immediately. true
If a chemical is ingested, seek assistance urgently. In Australia, the true

Poisons Information Centre can be contacted on 131126 and will
advise on the best course of action.
In the unfortunate situation that an accident does occur, it is important true
that a supervisor be alerted, no matter how minor the situation.
Professional medical care may be required to prevent the occurrence of true
any subsequent reactions or complications.
If you report an incident to your supervisor, you won’t have to false
complete and documentation like incident report forms.
Question 7:
Connect the correct equipment with the appropriate cleaning application:
Dishwashers Are used to remove
stubborn dirt
Cleaning cloths Are used to clean benchtops
and equipment in
combination with hot water
and detergent
Scourers Are used to clean floors with
water. Use only where
water based cleaning is
appropriate
Brooms and dustpans Are periodically used on
tiled areas to refresh the
surface and remove
stubborn stains
Mops, pressurized steam Are used to clean crockery,
cleaners and hoses cutlery and glassware, in
combination with a
detergent
Floor scrubbers and Are used for dry work
polishers surfaces to pick up dirt on
the floor, before wet
cleaning is done
Question 8:
Provisions for effective pest control measures in food premises include:
True False
Vermin can be controlled by eliminating breeding spaces like true
gaps, cracks, damp areas and by maintaining physical barriers
like fly screens and doors.
Inspecting for pests as part of a cleaning schedule will help you true
do this effectively. Regular pest inspections and controls are an
essential part of the cleaning regime.
Food preparation areas should be regularly sprayed with false
insecticides as part of the cleaning program.
Never use sprays or chemicals where the fumes or spay mist true
could come in contact with preparation areas, tools, equipment
or food stuffs.
When evidence of pest infestation is found it must be reported. true
Your supervisor may wish to inspect the area, examine other true
areas for infestation and/or organise a professional pest
control agency to conduct appropriate checks and eradication.
Question 9:
Connect the cleaning equipment to the relevant areas that need to be inspected
before use:
Mops Freshly laundered, sanitised
daily, adequate quality
Brooms Bristles are clean , head is
secure, handle is not
splintered
Brushes Handle is not splintered,
head is affixed firmly, fibres
are clean and untangled,
washed regularly and
bleached occasionally
Bucket Cleaned with hot water and
disinfectant daily, free from
hair and dirt particles,
replaced when shabby
Cleaning cloths Rinsed and clean, intact and
free from holes, durable
handle, wheels roll
Question 10:
Provisions for safe work practices when cleaning food premises include:
True False
Always adhering to the manufacturer’s instructions true
Handling waste cautiously, e.g. by using tongs true
Lifting safely and using mechanical aids when necessary true

Checking equipment after use false
Following instructions from supervisors true
Adhering to organisational policies and procedures true
Reporting any defects, incidents, accidents, near-misses or true

other breaches in safe work practices
Washing hands at the end of the shift true
Question 11:
Connect the types of PPE to the correct applications for use:
Overalls Worn to protect the eyes and respiratory systems
against dust and harmful chemicals, particularly
corrosives.
Jacket Worn to protect your hands from strong chemicals or
to allow the water to be as hot as possible when
washing up.
Apron Worn as protective clothing by maintenance and
cleaning staff, or people who handle chemicals and
other toxic items, in case of spillages.
Goggles and mask Worn to cover the uniform to protect against stains.
Aprons can be quickly changed and replaced.
Gloves Worn to cover the arms and body and protect the
skin.
Waterproof clothing Worn to protect against water-soluble chemicals
and footwear seeping through clothing and affecting the skin.
Question 12:
Write the steps for a general cleaning procedure of a kitchen in order:
2 Remove all food debris, rubbish or dirt before you wash the area
3 Rinse with hot water
1 Erect warning signs “Caution wet floor” or “Cleaning in progress”
5 Sanitise
4 Obtain clean water and mix it with the right detergent
Question 13:
Connect the surface to be cleaned with the correct cleaning procedure:
Glass Use a specialised cleaning product for this surface, or, if
none is available, use salt and vinegar
Stainless steel Wipe clean, dry and coat surface with oil to prevent rust.
Only wash with a detergent when necessary
Copper Gently apply a detergent and water solution, then rinse and
dry. De-lime with a suitable acidic cleaner. In addition,
there are cleaning products available specifically for this
type of surface
Iron Wash with a detergent and water solution, then rinse and
dry immediately. Use a lint-free cloth
Tiles Remove filters, wash in dishwasher separately, leave to
dry. Wash hood and drains with a mild detergent and dry.
Replace filters
Extraction fans Wash with a detergent or disinfectant and water solution,
then rinse and dry. A brush may be required
Question 14:
Write the steps for damp mopping in order:
2 Remove and wring out excess water
1 Submerge mop into a bucket filled with cleaning solution
5 Rinse mop in hot water when finished
3 Apply to floor surface in a snaking motion, moving left to right and

backwards
4 Refresh the mop by dipping into the cleaning solution, then repeat
the process
Question 15:
Write the steps for cleaning pots and pans in the correct order:
1 Rinse off or soak to remove coarse leftovers
4 Rinse off the detergents
3 Remove any scraps or loose food to avoid instant degrading of wash

water
5 Leave to air dry or dry pans in a warm oven
2 Wash in hot water with special detergents to remove all food

particles
Question 16:
The correct cleaning and storage method for cutting boards include:
True False
Cutting boards must be washed in a dishwasher and left to air- false
dry.
Cutting boards should be wiped dry with a tea towel. true
Cutting boards should be stored upright in a rack to allow for true

airflow and prevent bacteria growth due to moisture.
Cutting boards should be stacked for storage to prevent them treu
warping.
Question 17:
The general provisions for cleaning and maintaining small and large equipment
in a kitchen include:
True False
Regularly wash down large equipment to prevent any build up true
of grease.
Check on the maintenance requirements such as routine true
service, changing of water filters for convection ovens and
calibration of ovens and scales.
Blenders, food processors and mincers must be disassembled false
and all internal crevices cleaned thoroughly to remove all food
particles; sanitise and rinse afterwards.
Washing parts of a blender, food processor or mincer in a false
dishwasher will ensure all food particles will be removed.
Large equipment such as fonts and convection ovens should be true
cleaned immediately after use, or at the end of the shift to
prevent encrusting of food particles and/or carbon build-up.
Question 18:
The provisions for efficient supplies of clean, undamaged crockery during service
include:
(Tick the correct answers)
Any crockery used for the service of food must be clean and
should be stored appropriately, according to their intended
use.
Any chipped, cracked or broken crockery and glassware must true
be discarded as cracks can harbour bacteria.
Never use a glass washer to wash glassware used for the
presentation of foods as the fat in the food does not get broken
down in the washing process and can affect the quality of
beverages served later.
An important consideration is the number of plates actually true
needed for service; if you serve all your 50 customers at once,
then you will need at least 50 plates.
Staggered service may allow for lower supplies of crockery true
however it is essential to ensure these are hot or chilled as
required for service.
Question 19:
Measures to reduce or improve water and energy in a kitchen include:
True or False
Sweep and mop floors rather than using a true
hose
Run dishwashing cycles with a full load only false
Buy energy-efficient appliances, e.g. true
dishwashers
Ensure refrigerator/freezer units are true
functioning at lowest possible temperatures
Ensure coolroom seal is in good condition; true
install plastic curtains in the doorway
Position refrigerators away from direct heat true
(windows, direct sunlight, machinery)
Keep gas burners on low flame during false
service periods to eliminate the use of
matches and lighters.
Question 20:
Steps an organization can take to minimise the environmental impact of a
kitchen, include:
True False
Purchase locally to minimise transport costs and true
environmental impacts
Recycle all possible rubbish true
Implement composting/worm farms for food scraps, then false
dispose of correctly
Purchase processed prepared vegetables to eliminate green true
waste
Donate excess food to local farmers for use as feed or true
compost (often arrangements can be reached whereby
farmers provide produce in exchange for leftover food)
Where possible, purchase food items in bulk false
Do not scrape or rinse crockery to save water false
Question 21:
Connect the correct storage procedure with the relevant equipment or utensil:
Small utensils stacked and placed on
shelves
Pots and pans often hung from hooks on
range hoods
Bain-marie dishes and stacked, facing the same
bowls direction, in special holders
Cutlery stacked upside-down on
shelving
Question 22:
Connect the cleaning equipment to the correct end-of-service requirements for
storage:
Vacuum Cleaner clean the bristles, remove dirt and hair, rinse
if necessary and hang to dry
Brooms and Brushes remove pads and wash per manufacturer’s
instructions, wipe over exterior, hang pads to
dry
Wet Mops rinse with hot water and hang to dry; bleach
occasionally
Dusters and Cloths pour out contents, rinse thoroughly, wipe dry
Polishing Machine empty the dust bag, clean the filter, retract
the cord, wipe over the exterior
Buckets shake off excess dirt, deposit in appropriate
laundry bag for washing
Question 23:
Connect the type of waste to the correct waste management procedure:
Recycable items should be composted
(commingled)
Food scraps should be bagged and
placed in garbage
containers for collection
General waste must be collected and
disposed of by an outside
company
Chemical containers and should be sorted into glass,
chemical residuals metal, plastic, paper and
milk cartons (no plastic
bags)
Question 24:
Why is linen sorted and counted? How do you prevent cross-contamination from
linen and separate linen in case of contamination?
True or False
At the end of a shift all linen must be sorted according to type and true
degree of soiling.
Counting linen will ensure that you can check the correct amount is true
received back from the laundry.
Laundry from restaurant and kitchen should be packaged together true
when sending for laundering.
In a kitchen tea towels must be used for specific applications only to false
avoid cross-contamination.
You must wear gloves when handling contaminated guest linen. true
Washing hands regularly will eliminate the need to use gloves for false
handling contaminated linen.
Question 25:
Hazardous substances are present in many hospitality operations. Potential
environmental impacts and accordingly provisions for disposal include:
True False
Hazardous substances encountered in a kitchen environment fasle
may include detergents, bleach, oven cleaner, paints,
fluorescent lights, varnishes and many more.
Hazardous substances pose serious environmental problems. true
When hazardous substances are dumped or flushed into the false

wastewater system, they can destroy environments quickly
and easily.
When hazardous substances are dumped or flushed into the true
wastewater system, they are diluted and become harmless.
Toxic substances can leach into the waterways, destroying true
crops and the marine environments they are exposed to.
Toxic substances should never be flushed down the sink, but fasle
disposed of through the grease trap.
Toxic substances should always be disposed of correctly and true
there are companies that specialise in treating and
transporting contaminated waste.
Question 26:
A cleaning schedule for cleaning premises should include the following details:
Cleaning duties to be performed true
PPE requirements true
First aid procedures true
Equipment to be used true
Frequency
Floor plan
Training requirements true
Chemicals to be used treu
Question 27:
What is the purpose of a cleaning checklist?
True or False
Checklists are developed to help you make
sure that you clean all of the necessary true
areas and equipment.
Checklists may provide the timely needs to true
attend to different cleaning tasks according
to specific needs and traffic.
Checklists can be used to ensure specific true
cleaning requirements have been
completed.
Checklists are generally used for staff who false
tend to forget.
A checklist is ideal to note any infestation false
of pests or maintenance requirements.
Question 28:
For the following dilution ratios calculate the required quantities of chemicals
per 1000mL water
For example a dilution factor of 1 : 2 requires 500mL chemical for 1000mL water
(1000/2 = 500)
1:40 25ml chemical for 1000 ml water
Question 29:
Kitchen surfaces, food preparation and storage areas which need to be cleaned
and sanitised in a commercial kitchen to ensure food safety include:
Walls (tiled or painted) true
Floors true
Windows
Shelves true
Benches and working surfaces
Storerooms, cupboards and pantries
Coolrooms and freezers true
Ovens, stoves and microwaves true

Student Details
Student ID: 105911
Group No:
Assessment Details
Assessment task: Assessment C. Assignment Activity
Date of submission:
Comments/ Feedback:

integrity checks
Signature:.........................................................
Signature:..................................................
Date:................................................................. Date:..........................................................
Assessment Task 3 – Observation / Written Activity
a) Collect one MSDS for a chemical used in kitchen cleaning and attach it to
this
b) Below list the importance and why we use a MSDS
The MSDS lists the hazardous ingredients of a product, its physical and chemical characteristics (e.g. flammability, explosive
properties), its effect on human health, the chemicals with which it can adversely react, handling precautions, the types of
measures that can be used to control exposure, emergency and first aid procedures, and methods to contain a spill. When
new regulatory information, such as exposure limits, or new health effects information becomes available, the MSDS must be
updated to reflect it.
Employers and employees need the information contained on MSDSs to protect themselves from hazardous chemical
exposures and to work safely with chemical products. The result will be a reduction in chemical source illness and injuries in
the workplace. Since the HCS became effective, the use and distribution of MSDSs have proven to be an effective and
efficient way to ensure that employers and employees can obtain necessary information on the hazards associated with
exposure to chemicals in the workplace.
It should also be noted that MSDSs are only required for hazardous chemicals. In reality, MSDSs are prepared and provided
for many products that are not covered by the HCS. It is our understanding that this is being done for product liability
purposes, not for compliance with any Federal regulation. In fact, MSDSs were prepared and made available by many
producers prior to implementation of regulatory requirements. In addition, many customers request MSDSs on all products,
whether they are hazardous or not. This practice has also encouraged producers to provide MSDSs for non-hazardous
products. While OSHA does not require or encourage this practice, we certainly do not have the authority to prohibit
producers from distributing such MSDSs.
2. list three pieces of cleaning equipment and explain how they are stored in a safe manner
i. broom and brush are very useful cleaning equipment for your workplace it is is very
helpful for cleaning dry dust and small dust particles. it should be rinsed inh hot water
after cleaning and hanged for keep it dry
ii. vacum cleaner
vacum cleaner or hose is a very helpful equipment for your workplace or house
it should all dust and garbage in it through the vacuam power it store all the dust and
garbage in the dust bag . you should keep the dust bag empty after cleaning and you
store it away from water
iii.
mops
mops are very imortant cleaning tool for floor it should clean the floor with water
after brooming or you using hose you should mop the floor with cleaning chemical
for bacteria free floor and you should rinse it in hot water and then hang it
3. List three kitchen items that you clean on a regular basis and explain how
they are stored after they have been clean
i. Pewter
Wash thoroughly with hot soapy water, rinse, and dry. Use a soft toothbrush to get into crevices
Rub and silver polish (paste or liquid, not the dip type) with a soft cloth. Use a soft toothbrush to get into
crevices.Rinse in hot soapy water and dry.
ii. Cooking Utensils

Skip to Dishes and Cooking Utensils
Wash and sanitize any dishes, pots, pans, and cooking utensils that were in contact with floodwater. Water for washing and
sanitizing must be certified safe to use.
To wash and sanitize:
1stRemove detachable parts, such as blades, plastic or wooden handles, and screens.
2ndWash dishes, pots, pans, and utensils and detached parts in hot, soapy water. Use a brush, if necessary.
3rdRinse in clear water after washing.

iii. Pots, Pans, and Utensils
1stWash with soap and water, using a stiff brush, scouring powder, or steel wool.
2ndIf rust remains, wipe items with an oil-saturated cloth or a commercial rust remover. If using a commercial rust remover,
be sure to follow the label instructions.
3rdWash again in hot, soapy water, rinse, and dry thoroughly.
4. Explain the sorting process for linen at your venue and why it is done
To sort your laundry, first separate the items by color. This will keep the dye from transferring during washing, which
can ruin the color of your clothes. Next, separate heavier items from lighter items. Heavy items can damage more delicate
items by causing friction while they're in the washing machine. Sorting is the most difficult and time-consuming part of
laundry. If done incorrectly sorting ruins clothes and can damage machines. When done properly sorting saves invaluable
time, energy, and money.
Direct Observation
Cleaning kitchen premises
INSTRUCTIONS
To complete this assessment, you are required to do the following.

Your Assessor will
 Observe you cleaning food preparation and storage areas, and equipment,
service ware and utensils in a commercial kitchen or Training environment.
 Your assessor will observe that you efficiently follow cleaning schedules to clean
food preparation and food storage areas in a SKUP commercial kitchen on at
least six different occasions
 Provide a range of cleaning materials and equipment.
 Your assessor will observe that you clean each of the SKUP simulated
commercial kitchen large and small equipment items on at least six occasions
according to cleaning schedules
 Use the checklist when observing you using a range of cleaning skills/tasks..
 Use the checklist in conjunction with task 2
 Ensure that you can consistently perform all tasks multiple times satisfactorily.
 Decide when you are competent at all tasks.
Learners
Learner name: Occasion 1 Date:
Signature:
Sort and prepare/remove Followed
Clean and replenish
Clean equipment linen cleaning Satisfactory
serviceware and utensils
schedule
□ Cooking equipment □ Cutting boards □ Cleaning cloths □ Yes □ YesNo
 large and small pots □ Containers □ Clothing □ No □
 fry pans □ Cooking utensils □ Napkins
 deep fryers □ Crockery and dishes □ Serving cloths
□ Dishwasher □ Cutlery □ Tablecloths
□ Garbage bins □ Glassware □ Tea towels
□ Glasswasher □ Graters and peelers
□ Measures □ Knives
 scales
 temperature probes
□ Mechanical food preparation equipment
 commercial mixers: food processors,
blenders and attachments
 mincers
 slicing machines
□
Ovens
Learners
Signature:
Clean and replenish
schedule
 scales
 mincers
□
Ovens
Learners
Signature:
Clean and replenish
schedule
 scales
 mincers
□
Ovens
Learners
Signature:
Clean and replenish
schedule
 scales
 mincers
□
Ovens
Learners
Signature:
Clean and replenish
schedule
 scales
 mincers
□
Ovens
Learners
Signature:
Clean and replenish
schedule
 scales
 mincers
□
Ovens
Task 2
Your assessor will:
 Ask you vary of questions during or after the skill is demonstrated

 Assess your responses in the table below
 Decide when you have answered all the questions competently.
 Ensure that you can consistently perform all tasks multiple times satisfactorily
 Observe you in a commercial kitchen
 Observe you over a period of time while you learn and use various skills/tasks
 Use the checklist to observe you using a range of skills/tasks
 Decide when you are competent at all tasks
Satisfactory
Observable skills/tasks the learner Date Date Date
is required to demonstrate Signature Signature Signature Yes No
 X
Selects and prepares cleaning agents

and chemicals according to
product instructions.
Can calculate how to correctly

dilute chemicals and cleaning
products.
Is able to clean and sanitise

kitchen equipment to ensure the
safety of food prepared and
served to customers (as listed in
the skills log).
Safely stores cleaned equipment

in designated place.
Satisfactory
 X
Can sort, clean and replenish
serviceware and utensils (as
listed in the skills log).
Uses technology skills to load

and operate the automatic
dishwasher, and reassemble
equipment after it has been
cleaned.
Handwashes any items not

appropriate for the dishwasher.
Can identify and correctly

dispose of unsafe chipped or
broken service ware within
scope of responsibility.
Discusses the disposal of broken

service ware with supervisors
and can report losses in oral or
written form.
Supports cooking staff by

making sure there’s always
enough clean, undamaged
equipment, serviceware,
utensils and crockery available
during the service period.
Satisfactory
 X
Is able to read, understand and

follow organisational cleaning
schedules to clean food
preparation and storage areas
(as listed in the skills log).
Is able to clean and sanitise

kitchen surfaces, food
preparation and storage areas to
ensure the safety of food
prepared and served to
customers.
Can correctly clean areas of

animal and pest waste.
Discusses and reports incidents

of infestation appropriately.
Can identify a chemical accident

and is able to read and
understand safety procedures
and MSDSs to correctly follow
them if there’s a chemical
accident.
Sorts and removes linen

according to organisational
procedures (as listed in the
skills log).
Can read and understand

manufacturer instructions to
safely use/store chemicals and
cleaning agents/equipment.
Satisfactory
 X
Selects and uses appropriate

personal protective equipment
and safe manual handling
techniques when cleaning
equipment and premises.
Uses energy, water and other

resources efficiently so negative
environmental impacts are
reduced.
Can sort general waste from

recyclables and dispose of them
in designated recycling bins.
Sorts and safely disposes of all

kitchen waste, especially
hazardous substances, to
minimise negative
environmental impacts and
avoid cross-contamination.
Efficiently sequences the stages

of cleaning equipment and
premises.
Satisfactory
 X
Manages own speed, timing and

productivity.
Uses writing skills to complete

orders to replace out-of-stock
cleaning materials.
Uses oral communication skills
to report infestation incidents,
providing specific information
regarding pest waste and
discussing approach to
treatment.
Uses learning skills to locate key
information in cleaning
schedules and procedures
manuals.
Satisfactory
Supplementary verbal questions
(Assessors may ask to support demonstration of skills/task) Yes No
 X
Q: Where can you find information on how to select and
prepare cleaning agents and chemicals?
Q: What cleaning agents/chemicals would you use to
clean the following?
 Kitchen floor
 Sanitise working surfaces
 Wash pots and pans
 Descale the dishwasher
Q: Describe how you would prepare one of these cleaning

agents or chemicals.
Q: Choose another cleaning agent or chemical. Describe

how you would calculate dilution.
Q: If your floor cleaner requires you to dilute 1:5. How
would you work this out?
Q: Describe the importance of cleaning and sanitising

kitchen equipment.
Q: What’s the difference between cleaning and sanitising?
Q: Choose a piece of kitchen equipment you are

responsible for cleaning in your workplace or training
environment. Where should you put it when you’re
finished cleaning it?
Q: Why should you do this?
Q: How do you sort serviceware and utensils in your
workplace or training environment?
Q: What are the features and functions of the dishwasher

in your workplace?
Q: How do you safely load the dishwasher?
Q: How do you safely operate it?

Q: Choose a piece of kitchen equipment in your
workplace or training environment that requires
reassembly to clean/sanitise it. Describe how to safely
reassemble it.
Q: Which items in your workplace or training

environment require handwashing?
Satisfactory
 X
Q: Describe how you handwash items that can’t go into
the dishwasher.
Q: During which activities are you most likely to spot

broken or chipped service ware?
Q: How would you dispose of broken or chipped
serviceware?
Q: Describe how and with whom you would discuss the
disposal of broken service ware.
Q: Imagine I’m your supervisor. What would you say to
report the loss of service ware to me?
Q: Could you please write a simple note which accurately

reflects what you just said?
Q: What are some ways you can manage your own speed,
timing and productivity to make sure sufficient supplies
of clean, undamaged crockery are available at all times
during the service period?
Q: Describe how you cooperate with your team to

continuously clean crockery, etc.
Q: How does this support cooking staff?
Q: Describe the contents of the cleaning schedule in your

workplace or training environment.
Q: What could happen if you don’t follow cleaning
schedules and regimes?
Q: Explain your organisation’s standards of presentation.
Q: What advanced planning or organising might be

necessary to efficiently clean the kitchen floor?
Q: Describe the stages of safely cleaning the floor.
Q: What precautions do you follow when cleaning down

walls to ensure your own safety and that of others
working around you?
Q: What are some signs of pest infestation?

Satisfactory
 X
Q: Imagine you find mouse droppings in a cupboard
where kitchen equipment is stored. Explain how you
would clean the area.
Q: How would you report and discuss a pest infestation
incident according to your organisation’s procedures?
Q: Describe a chemical accident that you’ve identified or

could identify in your organisation.
Q: How did you/would you clean it up according to your
organisation’s safety procedures in order to avoid food
contamination?
Q: Where would you find information on how to do so?
Q: Describe the linen sorting process used in your

organisation.
Q: What is the organisation’s procedure for safely
removing dirty linen?
Q: Where can you find information on safe use and

storage of cleaning and sanitising agents/chemicals,
including those that are hazardous?
Q: Choose a hazardous substance you might use when
cleaning. Describe safe practices you follow when using
and storing it.
Q: Choose a piece of cleaning equipment you use in your
workplace or training environment. Describe how to use
it safely.
Q: Describe the various PPE you use when cleaning
equipment/premises in your workplace or training
environment.
Q: Explain a manual handling technique you have
used/might use in a particular situation in your
workplace or training environment.
Q: Why is it important to use PPE and safe manual
handling techniques?
Q: If you don’t use energy, water and other resources

efficiently, what are the possible negative environmental
impacts?
Satisfactory
 X
Q: Suggest how you and your workplace could use
energy, water and other resources more efficiently.
Q: How is general kitchen waste separated from

recyclables in your workplace or training environment?
Q: Give some examples of items you can put in the
designated recycle bins.
Q: How do you safely dispose of kitchen waste in your

workplace or training environment?
Q: How are cleaning chemicals and hazardous substances
disposed of at your workplace or training environment?
Q: How can you avoid cross-contamination of food when

you are cleaning in the kitchen?
Q: What improvements could you make to procedures to

further minimise negative environmental impacts?
Q: Describe the steps you would take, in order, to

efficiently clean the premises at the end of the day.
Q: Would you clean the equipment before or after the

premises closes for the day? Why?
Q: Tell me about a time you were under time pressure to
get a task done. How did you handle it?
Q: What factors can affect how quickly and efficiently you
can complete your tasks?
Q: What information would you include on an order form

if you need to order replacement floor cleaner and
bleach?
Q: You have located some rat faeces near the storeroom.
How would you share this information with your
supervisor?
Q: What is the procedure you need to follow when you
are cleaning the stove in your workplace?
Q: Where would you find this information?

SITHKOP001 Student Assessment Workbook

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SITHKOP001 Student Assessment Workbook

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Student Name: __dilpreet kaur___________________________

Student ID: __105911_______________________________

Student ID No: 105911

Below is the assessment types & date of assessments. Students need to

Assessment number & type

☐ Assessment 2. Multiple Choice Questions

☐ Assessment 3. Direct Observation/Written Activity

☐ Formative Activities (in Learner Book)

Number of sessions: Five (5) 20 hours.

Unit Start Date 24/06/2019

Overview of the Unit of Competency

SITXKOP001-Clean Kitchen Premises and Equipment:- This unit describes the

Application of the unit

Unit Learning outcomes

No licensing, legislative or certification requirements apply to this unit at the time of

Foundation Skills Requirement

Competency Evidence Submission Details

Demonstrated knowledge required to complete the tasks outlined in elements and

 hygiene and cross-contamination issues for kitchens and the importance

 safe practices for using and storing hazardous substances

 kitchen floors, shelves and walls

 correct use of personal protective equipment

 essential features and functions

 for the specific organisation:

 contents of cleaning schedules

Additional Assessment Resources

Assessment task: Assessment A. Written Questions

Assessment Outcome: Satisfactory Not Satisfactory Not Assessed

Assessor: I declare that I have conducted a fair, valid,

Cheating or use of model answers Yes No

Timeframe for Assessment Tasks:

Assessment Task Instructions:

Assessment Evidence Requirement:

Assessment Submission Requirement:

2. What is the purpose of sanitising

3. List 2 ways cross contamination can be prevented

5. Where should chemicals be stored?

Wear protective gloves/ protective clothing/ eye protection/ face protection

9. What information must be on a chemical bottle label?

10. Why is it best to wash small non-mechanical equipment items in the

12. List some of the common PPE used in a kitchen?

3rdEnsure all employees wear anti-slip shoes.

19. Where should plastic bottles and glass be disposed of?

20. List features and safe operation procedures for a dishwasher

b. To whom should you report evidence of pests to?

Equipment Applications for use Areas to inspect

Chemical Dilution per Water Amount of chemical Application

Dishwashing 1:250 50.000 litres

Floor cleaners 1:75 9.000 litres

Bleach 1:50 5 litres

Assessment task: Assessment B. Multiple – Choice Questions

Assessment Outcome: Satisfactory Not Satisfactory Not Assessed

Assessor: I declare that I have conducted a fair, valid,

Cheating or use of model answers Yes No

Timeframe for Assessment Tasks:

Assessment Task Instructions:

Assessment Evidence Requirement:

Assessment Submission Requirement:

Multiple – Choice Questions.

SITHKOP001 Clean Kitchen Premises and Equipment

Should be stored separately to prevent chemical reactions if true

Contact phone numbers in case of emergency true

What to do if poisoning occurs true

Student Name: dilpreet kaur_________________________

Student ID: 105911_____________________________