SITHCCC020 Work effectively as a cook

Learner Assessment Pack

V2.1_July 2019

Evidence recorded Evidence Type/ Method of assessment Evidenc

e
Submit
ed
Unit Assessment 1 Unit Knowledge Assessment (UKA) Yes / No

Unit Assessment 2 Unit Skills Assessment (USA) Yes / No

 Pre Work Placement

Practical Assessment
 Work placement participation
 Post Work Placement
Practical Assessment
SITHCCC020 Work effectively as a cook

UNIT DESCRIPTION

This unit describes the performance outcomes, skills and knowledge required to work as a cook.
It incorporates all aspects of organising, preparing and cooking a variety of food items across
different service periods and menu types; using a range of cooking methods and team
coordination skills. The unit integrates key technical and organisational skills required by a
qualified commercial cook. It brings together the skills and knowledge covered in individual
units and focuses on the way they must be applied in a commercial kitchen.

The unit applies to cooks working in hospitality and catering organisations. This could include
restaurants, educational institutions, health establishments, defence forces, cafeterias, kiosks,
cafes, residential caterers, in flight and other transport caterers, and event and function
caterers. Menu types may be classical, contemporary or ethnic and service may be formal or
informal.

It applies to individuals who work under the guidance of more senior chefs. They demonstrate autonomy
and judgement to complete routine activities and take limited responsibility in known and stable contexts
within established parameters.

Element Performance Criteria

1. Organise 1.1.Determine and calculate commodity quantities and determine requirements for
and prepare quality and style according to recipes and specifications.
for food 1.2.Prepare a job checklist for food preparation that is clear, complete and
appropriate
service or to the situation.
production. 1.3.Liaise with other team members about menu requirements and job roles.
1.4.Develop and follow a work schedule to maximise efficiency, taking into
consideration roles and responsibilities of other team members.
1.5.Complete food organisation and preparation according to different food
production and service requirements.
2. Cook and 2.1.Select and use appropriate commercial equipment to produce menu items in
line
present with manufacturer specifications
menu
items for
food
service or 2.2.Cook menu items according to menu type and service style, using appropriate
production. cookery methods, adjusting where required
2.3.Adjust menu items and ingredients to meet special requests or dietary
requirements of customers
2.4.Produce menu items to meet customer expectations of quality, appeal of
presentation and timeliness of delivery.
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 2.5.Work cooperatively as part of a kitchen team and delegate tasks appropriately.

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 2.6.Follow workplace safety and hygiene procedures according to organisational and
legislative requirements.
2.7.Maintain cleanliness and tidiness of the work environment.
3. 3.1.Complete end of shift procedures according to organisational practices.
Complete
3.2.Store food items appropriately to minimise food spoilage, contamination and
end of shift
waste.
requiremen
3.3.Participate in post-shift debrief or handover.
ts.
Performance Evidence
safely and hygienically prepare, cook and present menu items for a minimum of 48 complete food
service periods that cover:
 breakfast
 dinner
 lunch
 special function
prepare, cook and present items for at least three of the following different menu styles:
 à la carte
 set menu
 table d’hôte
 buffet
 cyclical
prepare, cook and serve items from the following food types that meet quality requirements:
 appetisers and salads
 fish and shellfish
 hot and cold desserts
 meat, poultry and game
 pastries, cakes and yeast goods
 stocks, sauces and soups
 vegetables, fruit, eggs and farinaceous products
multi-task and integrate technical and other skills to respond to multiple demands simultaneously
work professionally as part of a team and coordinate team activities in line with kitchen roles and
responsibilities, and organisational requirements
respond to special customer requests and dietary requirements
prepare dishes for customers within the typical time constraints of a busy commercial kitchen.
Knowledge Evidence
basic principles and methods of cookery

culinary terms commonly used in the industry and organisation

characteristics of foods from all main food categories served in the organisation
features of standard recipes
organisational procedures for:
 planning, preparing and storing food
 workplace safety and hygiene

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  end of shift
essential principles and practices related to:
 planning and organising work
 food safety and hygiene
 kitchen safety and cleanliness
varying requirements of different food service periods and menu types
safe operational practices using essential functions and features of commercial kitchen equipment in
use.
Assessment conditions
Skills must be demonstrated in an operational commercial kitchen. This can be:
 an industry workplace
 a simulated industry environment, such as a training kitchen servicing customers.
Assessment must ensure access to:

fixtures and large equipment:

 bain marie or hot box
 commercial:
o blenders and food mills
o food processors
o planetary mixers
 commercial dishwasher
 commercial grade work benches (1.5 m/person)
 commercial ovens with trays (one per two persons)
 commercial refrigeration facilities:
o cool room
o freezer
o fridge
 computers, printers and stock control software systems currently used by the
hospitality industry
 electronic equipment used for stock control
 deep-fryer
 designated storage areas for dry goods and perishables
 double sink
 gas, electric or induction stove tops (two burners per person)
 hot plate or griddle
 lifting and transporting equipment
 recording systems
 salamander or other form of griller (one per four persons)
 storage facilities:
o shelving
o trays
 slicer
 steamers

small equipment:
 baking sheets and trays
 beaters
 containers for hot and cold food
 cutting boards
 food handler gloves
 graters
 juicers
 knife sharpening equipment
 sharpening steels and stones
 knives and cleavers:
o butcher and boning knives
o bread knives
o carving knives
o chef knives
o filleting knives
o large serrated cake knives
o palette knives
o utility knives
 measurers:
o metric calibrated measuring jugs
o measuring spoons
o portion control scoops
 mortar and pestle
 moulds and forms
 mouli
 oven mitts
 piping bags and attachments
 poachers
 range of pans and pots for small and large production:
o fry pans: stainless steel, cast iron, iron and non-stick
o stock pots
 salad spinner
 scales
 scoops, skimmers and spiders
 service-ware:
o platters, dishes, and bowls
o cutlery and serving utensils
 sets of stainless steel bowls
 small utensils:
o flour and drum sieves
o peelers, corers and slicers
o strainers and chinois
o scrapers
o spatulas
o pastry brush
o tongs and serving utensils
 whisks:
o fine stainless steel wire
o coarse stainless steel wire
  steamers
 spoons:
o large plain and slotted metal spoons
o ladles in a variety of sizes
o serving spoons
o wooden spoons
 temperature probes
 thermometers
cleaning materials and equipment:
 cleaning cloths
 commercial cleaning and sanitising agents and chemicals for cleaning commercial
kitchens, equipment and food storage areas
 dustpans and brooms
 garbage bins and bags
 hand towel dispenser and hand towels
 mops and buckets
 separate hand basin and antiseptic liquid soap dispenser for hand washing
 sponges, brushes and scourers
 tea towels
organisational
specifications:
 equipment manufacturer instructions
 current commercial stock control procedures and documentation for ordering, monitoring
and maintaining stock
 mise en place lists, menus, standard recipes, and recipes for special dietary requirements
 ordering and docketing paperwork
 food safety plans
 guidelines relating to food disposal, storage and presentation requirements
 safety data sheets (SDS) for cleaning agents and chemicals

diverse and comprehensive range of perishable food supplies for commercial cookery or catering
operations

industry-realistic ratios of kitchen staff to customers; these can be:

 staff and customers in an industry workplace during the assessment process; or
 individuals who participate in role plays or simulated activities, set up for the purpose
of assessment, in a simulated industry environment operated within a training
organisation.

AQF SPECIFICATIONS FOR ASSESSMENTS

This assessment is set in accordance with the criteria for AQF Level 4. As stated in the AQF
specification for the Diploma qualifications must be designed and accredited to enable graduates
to demonstrate the learning outcomes expressed as knowledge, skills and the application of
knowledge and skills specified in the level 5 criteria and the Diploma descriptor.
Students at this level will have specialised knowledge and skills for skilled/para-professional
work and/or further learning.
KNOWLEDGE
Students at this level will have technical and theoretical knowledge in a specific area or a broad
field of work and learning.

SKILLS
Students at this level will have a broad range of cognitive, technical and communication skills to
select and apply methods and technologies to:
• analyse information to complete a range of activities
• provide and transmit solutions to sometimes complex problems
• transmit information and skills to others

APPLICATION
Students at this level will apply knowledge and skills to demonstrate autonomy, judgement and
defined knowledge responsibility in known or changing contexts and within broad but established
parameters

ACSF SPECIFICATIONS AND FOUNDATION SKILLS

The term ‘Foundation Skills’ is currently used to include the core skills defined in the Australian
Core Skills Framework (ACSF) as well as the employability skills identified by employers as
critical for effective performance in the workplace. The core skills of the ACSF include reading,
writing, oral communication, numeracy and learning.

Foundation skills encompass the core skills of reading, writing, oral communication, numeracy
and learning as described by the Australian Core Skills Framework (ACSF), and the
Employability Skills/Core Skills for Work. They exist on a continuum from very basic skills to
highly-developed and specialist skills. The foundation skills have been addressed in the
assessment as part of the performance criteria for this unit.

SUBMITTING ASSESSMENTS

Students should submit assessment tasks with the provided cover sheet.
Assessments should be submitted on or before their due date. Extensions for individual
assessment tasks may be negotiated in specific circumstances. Consultation on this must occur
prior to the due date and extensions due to illness will require a medical certificate. Extensions
must be confirmed by the Academic Manager in writing.

TRAINING RESOURCES
The student will have access to the following:
 AIE Student Workbook/ Futura workbook
 PowerPoint presentation
 Learner Assessment Pack (LAP)
 Access to a computer, the Internet and word-processing system such as MS Word.
UNIT ASSESSMENT PLAN

To demonstrate competence in this unit, you must be assessed as satisfactory in each of the
following assessment part.

Evidence recorded Evidence Type/ Method of assessment Evidence Submited

Unit Assessment 1 Unit Knowledge Assessment (UKA) Yes / No

Unit Assessment 2 Unit Skills Assessment (USA) Yes / No

 Pre Work Placement

Practical Assessment
 Work placement participation
 Post Work Placement
Practical Assessment
 UNIT ASSESSMENT 1

UNIT KNOWLEDGE ASSESSMENT (UKA)

STUDENT TO COMPLETE AND SUBMIT

STUDENT INSTRUCTIONS:

You are required to demonstrate the knowledge you have gained from undertaking SITHCCC020
Work effectively as a cook of competency.

 All questions must be answered correctly to be completed satisfactorily.

 All knowledge assessments are untimed and are conducted as open book (this means
student can refer to textbooks or any resources).

 Student may handwrite/use computers to answer the questions.

 This assessment task may be completed in a classroom, at home, learning management

system (i.e. Moodle), or independent learning environment.

 You must complete all questions unassisted by the assessor or other personnel but may
refer to reference material as needed.

Submission details

 The Assessment Task is due on the date specified by your trainer. Any variations to this
arrangement must be approved in writing by your trainer.

 Fill out and attach the Assessment Submission form to the documents you
are submitting to be marked.

 Please answer each question on a separate page provided and clearly indicate the
question number at the top of the page.

 The Trainer/Assessor may further prompt and question in order to receive

answers of appropriate quality or if further clarification is required and to validate
authenticity of your submitted work.
Answer all the following questions :

1. A recipe for steamed puddings requires 0.030kg self raising flour per serve. How much self
raising flour do you need to produce 45 serves?

2. You are peeling 5.000kg of fresh prawns. What is the weight of the peeled prawns if the
waste is 34% of the total weight?

3. You require 2.150 kg prepared carrots for service. The trimming loss for carrots is 14%.
What quantity of raw carrots will you require for preparation?

4. Indicate the correct order for the steps in the catering cycle which govern how a kitchen is
run:

Step Establishing recipe cards

1
Step Receiving and storing stock
2
Step Constructing preparation lists
3
Step Planning the menu
4
Step Producing, plating and serving
5
Step Constructing purchase/order lists
6

5. What do the individual sections in a kitchen need to do once the menu is written and
finalised?

(Answer true or false in space provided)

True or False
Once the menu is constructed it is passed to the various sections so that they can
cost
their dishes to be produced and change recipes accordingly.
Each section can produce preparation checklists based on the menu, so that they
can
organise all of the correct ingredients and serviceware for each service period.
These checklists help to improve efficiency and ensure consistency of the final
product.
The checklists vary between sections.
The larder section may need to prepare terrines, oyster garnishes, dressings and a
range of salads, while the dessert section has to bake, or make ice cream, fruit
garnishes and chocolate filigree.
This means that each section needs the same mise en place list for all team
members.
6. What are the important aspects of WHS to apply before attempting to use or to clean any
commercial equipment?

True Fals
e
All equipment should have a risk assessment completed for it and appropriate
SOPs
must be developed
Whatever equipment you are using, only do so if you have watched somebody else
use it
Staff training must be considered and correct cleaning techniques should be taught
and practised, including the correct use of the various cleaning chemicals
Equipment must be used safely and efficiently in order to produce professional
menu
items
If you are unsure of how something works, find the manufacturer’s instructions or
ask someone who knows

7. Connect the correct description with the relevant large equipment

Font A energy efficient heat source using a magnetic field to heat the pot
or pan. It produces very little heat and assists greatly in keeping
kitchens
cool.
Induction Stove A wall-mounted or suspended device with electric or gas-top heat. It
is
used to gratinate dishes or glaze dishes for a final shine.
Bratt Pan A large, fixed tiltable pot which is used for producing stocks and soups
on a large scale. A lock tab allows for convenient transfer of liquids for
service or storage
Salamander A large, fixed tiltable pan which is used to sauter large volumes of
vegetables, starches or prepared, portioned poultry and meat. It is
often
used for browning bones for stocks.

8. Connect the correct description with the relevant equipment used for grilling:

Char grill often use real wood or charcoal for extra flavour. Commercial
applications also use gas or electricity and many come with hoods or
lids for even cooking
Griddle plate Japanese BBQ type which uses charcoal underneath grill bars
or
solid top
BBQ and Weber Japanese griddle plate, used by chefs to cook in front of the customer
and serve them with great flair
Teppanyaki lava rock grill or charcoal is used to heat the grill bars
Hibachi allows for large numbers of steaks to be cooked without any direct
exposure to fire and no fat burn
9. Connect the correct description with the relevant equipment used for cooking processes:

Sauteuse A long narrow pot with high walls, handles and a perforated tray
insert which allows whole fish to be inserted and poached with
minimum
movement.
Sautoir A round, lidded pan with angled or rounded walls. It usually has a
long
handle and is used to heat and toss small amounts of food until
cooked.
Fish poacher These are made from steel, wood or plastic and may come with
inserts
or baskets to suspend food above boiling water.
Steamer This has straight sides and a matching lid. A long handle allows for
tossing of food and larger varieties have also a smaller handle
opposite for ease of lifting.

10. The important pieces of information which need to be listed in a Standard Recipe Card
(SRC) include:

The name of the recipe

Recipe number
Quantities and specifications of commodities used
A photo of the dish
The recipe portion yield
The preparation time and labour costs
Portion size
Cost per portion
The date the card was produced and the version

11. What needs to be considered in terms of seasonings, herbs and spices when adjusting a
recipe for a large number of serves?

True or False
When you are cooking for large numbers of serves, the amounts may need
adjusting,
not just multiplication.
For example, if you are cooking a stew for 200 serves, you would need more salt
per
portion than if you were cooking 4 serves.
The flavours of herbs and spices intensify as you cook larger amounts and the
natural
salts and meat flavours also intensify.
It is a good idea to add ~⅔ of the required amount initially, taste it after a while,
then
adjust the seasoning if necessary.
12. What is the purpose of a Banquet Analysis Sheet (BAS)?

Tru Fals
e e
Banquet analysis sheets (BAS) are used if you have a number of courses or dishes
to
calculate.
For large functions a BAS is established for each recipe to enable you to calculate
the
requirements for each dish individually.
A BAS enables you to calculate the required ingredients for a range of recipes and
coordinate your mise en place all at once.
A BAS combines the ingredient requirements for multiple recipes.

13. In order to obtain the actual food requirements before you can establish the final serving
weights you need to calculate the:

True or False

Trimming losses

Storage losses

Cooking losses

14. Match the impacts on ordering to the relevant examples:

Meat orders If you simply order potatoes you may end up with any variety, some
of which may not be suitable for what you are trying to cook as they
may
be too waxy or floury.
Vegetable orders Washed potatoes might cost $5 more than brushed potatoes, but it
might take your kitchenhand 1 hour to prepare all of the potatoes. If
your kitchenhand earns $10 per hour, then it is more cost-effective
to
purchase washed potatoes, even though they are more expensive.
Staff costs If you order a leg of lamb you would need to specify whether you
want it butt-on or butt-off, meaning with the chump attached or
removed. The Handbook of Australian Meats provides standards for
the different
cuts of meat, which can be useful when purchasing.
15. The correct procedures which must be followed when receiving stock from a supplier
include:

Tru Fals
e e
As the stock arrives it must be checked off against the requisition order or delivery
docket.
Checking deliveries according to the purchasing specifications ensures that the
correct items, quantities and qualities have been received.
Any variations must be highlighted at this point to avoid problems later.
If you inform the supplier by telephone that the quality is insufficient, or the
weight is incorrect, they can send a representative to verify it and compensate you
on the
next delivery.
Store stock promptly: perishables first – dry goods last.

16. What is the general procedure for organising preparation checklists? The following
statements are:

True or False
The preparation checklist is prepared based on the menu and SRCs.
The preparation checklist is prepared based on the expected numbers of
customers.
At the end of the shift the preparation checklist will be reviewed to check whether
it
was efficient for the shift.
The partie chef or supervisor would check all stock requirements for the next shift
after service.
The preparation checklist lists all required jobs for the day or shift.
The preparation checklist requirements are communicated to each team member
at
the start of the shift.

17. Quality control of food during preparation, before service and during service would typically
include:

True Fals
e
Using a SRC will enable consistent production of recipes.
Most kitchens will have a final tasting session just before service.
In many service instances, wait staff will rearrange food items which are likely to
move when a dish is served.
The Head Chef will go to each section and taste key items such as soup, sauces and
dressings.
Based on the Head Chef’s feedback final adjustments are made and then service
can
begin.
During service the Head Chef will often be on the pass and check all the food as it
comes to the pass before it is served to the customers.
 Wait staff may wipe off any finger marks, ask for a missing garnish or ensure that
the
accompaniments are ready for the various main courses.

18. Being part of a team and supporting other team members raises the whole team’s
productivity level and in a practical situation requires communication and organisation. This
would include the following aspects:

True or False
One of the most important aspects of organisation is establishing systems.
Establishing a preparation list for the daily tasks is imperative, especially in the
beginning of your career.
List all the jobs that you need to do and check it with your supervisor, then
prioritise
the list and cross items off as you complete them.
It may be necessary to communicate with other sections to ensure that
preparation
and presentation requirements for dishes are uniform.
As you complete your mise en place you should place it on your service bench in
readiness for production.
Once your list is complete, take a break then double check the list before service to
make sure nothing has been missed.
Working independently for yourself rather than as part of a team will make your
job
easier.

19. What is the purpose of a workflow plan? How should a workflow plan be written effectively?
The
following statements are:
(Answer true or false in space provided)

True or False
Workflow plans are often fairly logical, e.g. you peel the onion before you cut it.
Workflow plans are used in a variety of instances in the workplace, e.g. the method
of production for a recipe.
Preparation tasks should be listed in order from least important to most important.
As recipes become more elaborate or the number of tasks increases, the workflow
becomes increasingly important for managing the allocated time correctly.
A workflow plan is a set of instructions given by the chef, which lists all tasks
required
to be done in a particular order.
20. Impacts on and examples of communication during service in an à la carte operation include:

(Tick the correct box indicating true or false)

Tru Fals
e e
Orders come in at random and need to be clearly communicated
Plates and cutlery will need to be washed after service to avoid excessive noise
levels
Each section completes their part of the dish and needs to talk to each other to
ensure
that all meals are finished together for each table
To maintain efficient workflow, work and service areas should be cleaned up after
and not during service
Wait staff need to call away meals as various courses are finished

21. How should you deal with orders for special dietary requirements for customers? Why is
knowledge of your menu and how to cook the individual dishes important?

True or False
It is important for chefs to see the occasion as an opportunity to showcase their
skills
and quick thinking rather than yelling at the wait staff.
It is extremely important to treat your customer with respect and to serve them
food
that they want and are capable of eating, not least because they are paying you.
In order to avoid stressful situations, special requests should be politely refused
during busy periods.
Knowing your menu and how to cook the dishes will mean that you use the correct
recipes for each item and how menu items need to be adjusted for special
requests.
It is essential that you understand why the dish uses a specific cookery method
and
also how to apply this method correctly.

22. What is the importance of being organised for service and working as part of the team? What
are the potential risks associated with insufficient preparation?

True or False
If you are organised then you will be better able to cope with the pressure and
pace
of the service period.
During busy periods it is essential that service flows quickly and efficiently which
means that quality standards are not as important.
Always remember your own professional standards – just because the meal in a
club
bistro is cheap doesn’t mean you can serve it with sauce spilt all over the rim.
Even when it is busy you must take time to ensure that the food is cooked and
presented correctly.
It is important that all chefs work independently rather than as a team to create a
better and less stressful work environment for themselves.
When the pressure is on, some chefs use too many shortcuts which not only affect
quality but it can also cause WHS problems.
23. Common tasks which are part of the end of service procedures in a kitchen include:

Tru Fals
e e
Remove all items from bain-marie and incorporate them into staff meals. False
Transfer leftover food to appropriate storage containers, label them with True
information
about contents, date and your name and place in the coolroom.
Record temperature data and sign off HACCP sheets. True
Clean and sanitise benchtops and stovetop areas True
Remove waste to outside bin. True
Check preparation required for next shift/day and move frozen items to kitchen False
sinks
for thawing.

24. What is the purpose of a debrief session after service? What should a debrief include?

True or False
The debrief session is a chance for supervisors to discuss with the HR manager how False
staff performed during the day or shift.
The debrief session may include the front-of-house staff, because they are an True
essential part of the team, especially when discussing communication.
Debrief sessions are perfect for developing better processes and improvements. True
Staff at all levels can provide input on areas such as efficiency, errors, equipment True
needs, commodity needs, communication, etc.
Because Hospitality is a team-based work environment, it is essential to nurture a True
positive work environment where everyone feels that they contribute positively to
the team.
If there is a problem with an individual, the supervisor or Head Chef should deal False
with
it in front of all other team members.

25. The following statements for using dry cookery methods for vegetables are:

True or False
Although grilled vegetables are not served very often, grill marks can be used as a True
decoration for capsicum, eggplant, zucchini, asparagus and tomatoes.
Grilled vegetables can be combined with vinaigrette and feta cheese for an True
interesting accompaniment to a meal.
Some vegetables are pre-cooked and then grilled for additional flavour. True
If vegetables are high in moisture, they are often coated before they are deep- True
fried,
as this retains the inherent moisture and shape.
Vegetables can be coated using crumbs or batter, before deep-frying. True
If vegetables are battered or crumbed the item is directly drawn through egg and False
crumbs or batter without coating in flour.
26. Identify the cookery methods which use shallow-frying technique:

(Tick the correct answers)

Stir-frying √
Deep-frying
Pan-frying √
Shallow-poaching
Cooking on a flat grill
Sautéing √

27. The following statements relating to the cookery method of roasting are:

True or False
For the purpose of roasting, food is exposed to indirect heat in the oven or turned True
over stovetop flame.
Slow-roasting allows more time for the collagen and other connective tissue to be True
broken down inside the meat.
Low temperatures and long cooking times increase the amount of cooking loss. False
Kangaroo and other roasted game should be cooked fairly underdone, as there is True
very
little internal fat and the meat dries out quickly.
Roasting is a popular method of cookery for potatoes, pumpkins, onions, fennel, True
carrots, parsnips and other root and bulb vegetables.
Always double check the degree of doneness with a thermometer, especially True
for
poultry, as it is can harbour Salmonella and must not be served undercooked or
raw.

28. Connect the type of diet to the dietary requirements:

Coeliac disease No gluten products can be used. Use gluten-free bread and avoid all
cross-contamination, including your equipment.
Low-fat diet No gluten products can be used. Use gluten-free bread and avoid all
cross-contamination, including your equipment.
Diabetes Main food intake from grains, vegetables and fruit. Low-fat options for
spreads.
Lactose intolerant Cannot digest this type of sugar contained in dairy products. Ensure
that
no cheese is used on sandwiches.
29. Connect the type of religious diet to the dietary requirements:

Islam Healthy diets with vegetarianism as preferred option. Abstinence of

any
stimulants such as tea, coffee or alcohol.
Hinduism Kosher meals, separation of dairy and meat products.

Judaism Mostly vegetarian with some forbidden meat products such as pork
and
fowl.
Seventh No pork products or any alcohol-based products, e.g. Cumberland
sauce
Day containing Port.
Adventist

30. The following are pre-service requirements to ensure effective kitchen routine and timely
service of food:

True or False
Knowledge of the menu and how the dishes should be presented. True
Clean equipment and utensils are ready at the service stations. True
Clean and undamaged underplates are heated or chilled as required. False
Samples of each dish have been prepared to brief service staff with. False
Garnish mise en place – clearly labelled and dated. True
Herbs washed and cut to size if required. True
Bain-marie and station mise en place, including utensils. True

31. Connect the commodities to their possible menu uses in order to avoid waste and enhance
profits:

Seafood trimmings Farces, quenelles

Seafood off-cuts Goujons
Chicken wings Cocktail drums
Chicken off-cuts Skewers, kebabs
Meat trimmings Farces, skewers, ragoûts

32. Match the sauce classification to the correct menu examples:

Reduction-based sauces Beurre blanc, beurre rouge, modern demi-glace and jus
Roux-based sauces Béchamel, velouté
Emulsion based sauces Mayonnaise, Hollandaise and Béarnaise
Miscellaneous sauces Tomato sauce, peanut sauce, apple sauce, dipping sauces
33. Connect the preparation steps for a jus in correct order:

Step Season the meat and place on a trivet (preferably bones)

1
Step Roast and turn every 15-20 minutes
2
Step Add the mirepoix approximately ½ hour before roasting is finished
3
Step Remove the meat and rest
4
Step Reduce the roasting juices until they form a layer in the pan
5
Step Degrease then release the sediment using cold stock. Simmer for approximately 1
6 hour
to intensify the flavour
Step Thicken with arrowroot if desired then strain through a fine chinois and label
7 Appropriately

34. Which of the following statements relating to the nutritional importance of vegetables are
true?

Tru Fals
e e
Light, temperature, air and water can affect the retention of vitamins in vegetables, True
which is an important consideration when purchasing, storing and preparing
vegetables.
Vitamin levels in fruit and vegetables develop after harvesting. False
Storing peeled and cut vegetables in water in a coolroom will keep them fresh for False
longer.
Minerals, or trace elements, are other essential nutrients obtained from vegetables True
and fruit.
Pulses are an important source of proteins. True
The main mineral elements needed by the body are sodium, potassium, iron, zinc, True
calcium, magnesium and phosphorus.

35. Suitable ingredient combinations to prepare nutritionally balanced meals for vegetarians
include:

Cereals and desserts False

Cereals and legumes True
Cereals and milk products (not for vegans) True
Cereals and nuts False
Legumes and nuts True
Soups and milk products False
36. Connect the method of cookery to the relevant group of suitable vegetables:

Steaming Blanched vegetables, stir-fry, shaped and blanched vegetables

Grilling Asparagus, mushrooms, potatoes
Stewing Onions, eggplant, zucchini, capsicum, tomatoes
Baking Eggplant, potatoes
Shallow- Beans, snow peas, asparagus, sweet potatoes, potatoes
frying

37. Connect the following farinaceous foods to the appropriate ratios of commodity to liquid:

Couscous 1:1 or 1:1.5

Polenta 1:3

Semolina 1:5

38. The following are suitable accompaniments and sauces which would be typically served with
egg dishes:

Tru Fals
e e
At breakfast, grilled tomatoes, bacon, baked beans, sausages and mushrooms go True
well
with eggs for a typical English breakfast.
Various sauces are also common with tomato sauce popular for cooked breakfast, False
cold emulsion sauces for omelettes and Mornay sauce is a must for eggs Benedict.
Eggs are most popular for breakfast and go well with bread in any form, from True
traditional toast to sourdough and little soldiers for soft boiled eggs.
Spinach, fresh vegetables and fried potatoes are perfect for adding colour and True
extra
texture.
Suitable accompaniments depend on the establishment and price. False

39. Connect each portion cut or application to the correct description:

Suprême Literally translated as “the best”. Remove the breast with only the wing
bone attached. French the wing bone
Leg Separate the leg from the carcass through the natural joint. Ensure
removal of the oyster to ensure eating quality and minimise waste

Thigh Separate the thigh by cutting through the line of fat between thigh and
drumstick. Trim the knuckle ends
Drumstick The drumstick is frenched and the top knuckle trimmed for
presentation
 Sauté cuts Preparation of a whole chicken into ten pieces. Although trimmed,
there are some bones left in, which allow for more flavour and
moisture. The
carcass is used for stocks and jus
Ballotine This method of presentation has a couple of approaches resulting in a
boned and stuffed leg and thigh of poultry. It can be used for buffets or
as a hot dish
Galantine A fully boned bird filled with stuffing or seasoning. The wing bones and
drumstick bones may be left in

40. Connect the method of cookery suitable to various poultry and feathered game to the
relevant descriptions:

Steaming Suitable for prepared chicken pieces, suprêmes and portioned game
birds. Place the chicken or breast on top of vegetables and/or herbs
into a steamer basket. Add herbs and spices to the cooking liquid to
impart
extra flavour and aromas.
Shallow poaching Use breast fillet. Butter a pan and sprinkle with diced onion. Place the
chicken breast on top and add white wine, sherry or stock. Poach at
simmering temperature covered with a lid or cartouche and use the
poaching liquid for the sauce.
Deep poaching Use whole birds, breast and thigh. Submerge the chicken in stock and
aromats. Once cooked, remove and cool. Store in the coolroom in the
cooled chicken stock to retain optimum flavour.

41. Connect the type of yeast products to the correct descriptions:

Savarins this mixture is a savarin paste with added currants. The mixture is
placed into greased dariole moulds and once proven, they are baked.
As the name implies, the finished baba are soaked in a stock syrup
containing
rum, then garnished with cream and fresh fruit.
Baba au rhum are piped into barquette moulds, proven and baked, then soaked in
syrup.
After baking an incision is made into the top it is opened and filled with
cream. Fruit garnish is then added.
Marignans is a classical French breakfast speciality. It is a rich yeast dough with a
high content of eggs and butter. It can be produced as a loaf, rolls or
the classical brioche à tête (Parisienne) fluted mould shape with a
topknot. It
is often filled, or served with an entrée such as chicken liver pâté.
Brioche are made from a rich yeast paste containing a high proportion of
butter and a mixture of equal amounts of egg and milk. The finished
goods are soaked in stock syrup. When plated they are garnished with
Chantilly
cream and fresh fruit or compote.
42. Connect the crème to the appropriate description:

Crème Chantilly a “reversed cream” containing liquid (milk, stock, cream) and egg which
sets after cooking and is then turned out, such as Crème Caramel.
Royale is another term used for this type of cream
Crème à l’Anglaise also referred to as Bavarian Cream. It uses English custard, gelatine and
whipped cream. For a cheaper or lighter version replace half of the
cream with whipped egg white
Butter Cream whipped dairy cream with sugar and vanilla
Crème Renversée a mixture of crème pâtissière and whipped cream used for flavoursome
fillings as in profiteroles or bee sting cake
Crème Pâtissière this is a mixture of Anglaise and butter. Variations such as Italian butter
cream or icing can be substituted
Crème Bavarois a mixture of egg yolks, sugar and milk thickened by the egg. Also
referred
to as English custard
Crème Diplomat pastry or confectioner’s cream that can be set with flour. Modern
recipes
substitute pure starch as it does not interfere with the flavour

43. The following statements relating to cleaning procedures and maintaining a tidy workplace
are:

Tru Fals
e e
Cleaning is the process of keeping your kitchen in a tidy and hygienic state. True
Because a kitchen is a busy environment, you should only clean your workstation False
after
each service period.
Cleaning is essential for preventing contamination and for keeping your expensive True
equipment in good condition.
Cleaning is the removal of unwanted dirt, soil and other elements from preparation True
surfaces, knives, benches, floors, equipment and all other areas of food premises
Sanitising refers to the reduction of the number of bacteria present on these True
surfaces
through the use of chemicals, heat, or a combination of both
You should always try to keep your kitchen, storage areas and work spaces as clean True
and tidy as possible
Cleaning work and storage areas and maintaining a clean workplace not only helps True
you
maintain a hygienic workplace, but also an efficient and well-organised one.
44. You work at Hotel Futura as a chef. For a seminar the hotel offers the food choices outlined
in the table below. Which menu adjustments and points of care would be required for each
course for guests requiring gluten free meals?

MORNIN
BREAKFAST LUNCH Afternoon Tea Dinner
G
TEA
Poached Eggs Assorted Pork Mini Danish, Caesar Salad
on sour dough sweet assorted tea Sole fillets with
with ham and muffins Piccata, sandwiches beurre blanc,
spinach mushroom
risotto, steamed
Ratatouille asparagus
Tropical Fruit
Salad
Chocolate

Raspberry
Mille Feuille
Adjustments

MORNIN
BREAKFAST LUNCH Afternoon Tea Dinner
G
TEA
Poached Eggs Assorted Pork assorted tea Caesar Salad
on with ham sweet Fruit Sole fillets with
and spinach Piccata, beurre blanc,
mushroom
risotto, steamed
Ratatouille asparagus

Tropical Fruit
Salad

Chocolate

Raspberry
 UNIT ASSESSMENT 2
UNIT SKILLS ASSESSMENT (USA)

STUDENT TO COMPLETE AND SUBMIT

TASK 1 :

PRE WORK PLACEMENT PRACTICAL ASSESSMENT- OBSERVATION

The assessment is designed to assess performance outcomes, skills and knowledge required to work as a
cook. It incorporates aspects of organising, preparing and cooking a variety of food items for one service
period and for one menu type; using a range of cooking methods and team coordination skills.

This unit integrates key technical and organisational skills required by a qualified commercial cook. It
brings together the skills and knowledge covered in individual units and focuses on the way they must be
applied in a commercial kitchen.

If you are not sure about any aspect of the assessment or would like to discuss your particular needs,
please speak to your trainer/assessor. Your trainer/assessor will tell you the date you need to complete
this assessment.

You need to complete this practical assessment on the same day. This will be a week prior to
commencement of your work placement for this unit.

You will need to perform the tasks i.e. prepare and serve the menu items, complete the documentation
i.e. recipe cards and work flow sheets and attach to the front page of this assessment document, which
you need to complete as an Assessment Cover Page.
Background and context of the assessment
Apex Institute of Education (AIE) is hosting lunch gathering for its staff at Parramatta campus. The date of
this lunch is set by the assessor to coincide with the date of this practical assessment. The staff of AIE will
play the role of customers. Student Common Area next to the AIE’s Training Kitchen will be converted as
dine-in area. It is expected that there will be approximately 20 – 25 customers arrive at the same time
making it a scene for a busy restaurant.

The table below outlines how the dishes selected for the lunch menu cover the various performance
evidence requirements of this unit.

Assessment Plan
Prepare the following dishes to the criteria set out below:

SITHCCC020 Work effectively as a cook – Dishes and Performance Evidence Mapping

Dish to be prepared Food service period Menu style Food types
Dish 1: breakfast à la carte  appetisers
Tofu Skewers on dinner  set menu  salad
Green Paw Paw Salad  lunch table
s fish
shell
special function d’hôte
Recipe Source: Futura fish
buffet
Group, e-coach hot
cyclical
recipes desserts
cold
No. of serves: desserts
meat,
poultry
game
pastries
cakes
yeast
goods
stocks
sauces
soups
 vegetables
 fruit
eggs
farinaceous products
Dish 2: breakfast à la carte appetis
Thai Chicken Curry dinner  set menu ers
with Jasmine Rice  lunch table
salads
fish
special function d’hôte
Recipe Source: Futura shellfish
buffet
Group, e-coach hot
cyclical
recipes desserts
cold
No. of serves: desserts
meat,
 poultry
game
pastries
cakes
yeast
goods
stocks
sauces
 soups
vegetables
fruit
eggs
 farinaceous products

Dish 3: breakfast à la carte appetis

Pan fried Barramundi dinner  set menu ers
 lunch table
salads
Recipe Source: Futura
Group, e-coach
special function d’hôte  fish
buffet shellfish
recipes
cyclical hot
desserts
No. of serves:
cold
desserts
meat,
poultry
game
pastries
cakes
yeast
goods
stocks
sauces
soups
vegetabl
es fruit
eggs
farinaceous products
Dish 4: breakfast à la carte appetis
Homemade dinner  set menu ers
Fettucine with  lunch table
salads
Parmesan and Pesto fish
special function d’hôte
shellfis
buffet
Recipe Source: h
cyclical
Futura Group, e- hot
coach recipes desserts
cold
No. of serves: desserts
meat,
poultry
game
pastries
cakes
yeast
goods
stocks
 sauc
es
soup
s
 vegetabl
 es fruit
eggs
 farinaceous products
Dish 5: breakfast à la carte appetisers
Fresh Fruit Salad dinner
 set menu  salads
Recipe Source:  lunch table fish
Futura Group, e- special function d’hôte shellfish
coach recipes
buffet hot desserts
cyclical
No. of serves:
 cold
desserts
meat,
poultry
game
pastries
cakes
yeast
goods
stocks
sauces
soups
vegetabl
es
 fruit
eggs
farinaceous products
Assessment Information:
This assessment will provide evidence of the student’s ability to serve a SET LUNCH MENU during lunch
period according to industry standards in an allocated timeframe. The assessment is conducted over an 8-
hour period. Students are given the menu and recipes and have 30 minutes to compile a workflow and to
familiarise themselves with the dishes and skill requirements. They also need to finalise the menu
adaptation. After they enter the kitchen, they have 3.5 hours to finish their preparation and then prepare
to serve menu items during lunch hour.

Students are provided with feedback on their performance after the assessment. As this is a follow on
from other practicals from other units, the format is familiar to the students. The time pressures and
complexities of tasks provide evidence of the competency level of the student. The menu chosen
addresses variety of items suitable for different establishments with utilisation of product applying a
range of cookery methods. This assessment is a practice task for students prior to undertaking the work
placement, which provides the practice of tasks they need to perform during work placement at various
venues. The tasks students perform typically include workflow, briefing, de-briefing, and
menus/recipes/calculations to cover the range of requirements as outlined in the unit requirements.

TIME ALLOCATION
9.00am–9:30am Familiarisation with menu AIE Class Room
9:30am–1:00pm Preparation and mise en place AIE Training Kitchen
1:00pm-2:00pm Serving Lunch Menu items as per request AIE Training Kitchen
2:00pm-2:30pm Clean up and debrief
2:30pm - Break
3:00pm
3:00pm - Assessor Feedback Session AIE Class Room
5:00pm

Templates
1. Standard recipe cards listing all ingredients and pricing for the number of recipes required (in an
establishment this could include the recipes of the standard menu and specials as applicable plus
recipes for buffets as produced and displayed for such an occasion). Include methods and a brief job
checklist, which describes tasks in a logical sequence, commonly considered good practice in
industry (use templates “Workflow” and “Standard Recipe Card”).
2. Liaison and communication with team members (use template “Workflow”)
3. List of required equipment for the menu items (use template “Workflow”)
4. Description of special dietary requests from customers, for example Coeliac (See Part A below and
atach a sheet with your explanation)
5. List specific storage requirements to minimise spoilage and wastage (use template “Workflow”).
6. List specific WHS Considerations (use template “Workflow”).
7. Describe end of service procedures and key components of post service debrief (use template
“Workflow”).
8. Your assessor will make observations of your performance and assess your performance against
the criteria set out in the observation checklist (your assessor will use SITHCCC020 Work
effectively as a cook – Kitchen Practicals Observation Checklist).
 LUNCH SET MENU

ENTREÉS

Tofu Skewers on Green Paw Paw Salad (V) (VG) (GF)

***

Main course

Thai Chicken Curry with Jasmine Rice

(GF) Pan fried Barramundi

Homemade Fettucine with Parmesan and Pesto (V)

***

Dessert

Fresh Fruit Salad (V) (VG) (GF)

V – Vegetarian VG – Vegan GF – Gluten Free

Standard Recipe Card
Name of dish: Portion nos.:
Reference source:
Portion cost: $ Portion size:
Sale Price at $
( % Food Cost)
Commodities
Item Specification Weight kg/l/unit Cost per kg/l/unit Actual Cost

Total Cost $

Portion Cost $

Method:
WORK FLOW PLAN/ END OF SERVICE PROCEDURES / DE-BRIEF

TIM TASK (DESCRIPTION) Equipment & WHS Communication (Who, About what?)
E AND PRIORITY

END OF SERVICE Equipment/Syste Communication (Who, About what?)

PROCEDURES/ ms
REPORTING
REQUIREMENTS

POST SERVICE DE-BRIEF Equipment/Syste Communication (Who, About what?)

ms
SITHCCC020 Work effectively as a cook – Kitchen Practicals Observation Checklist
Student No
and
Name:

Checklist S NS Comme
nts
Hygiene and Health and Safety
 Student followed Kitchen Entry Procedures
 Assessment of Personal Hygiene
 Risk Assessment of Tools,
Equipment and Safety Issues
Methods of Preparation and Work Plan
 Student selected and used appropriate
cookery methods and equipment to
produce a range of menu items
 cleaning and preparing vegetables
and other commodities
 portioning food types, ingredients
and dishes
 selecting and using service-ware
and equipment.
 preparation of dishes for customers
within the time constraints typically
found in a busy commercial food outlet
 Handling of a customer special
dietary requests
 Cleaning, storage of items and handover
Team Work
 brief and debrief members of the
kitchen team on new products and
recipes
 discuss process improvements and
changes
to food production and service
requirements
Taste and Presentation
 Colour
 Texture
 Consistency
 Flavour
 Aroma
 Serving Temperature
 Presentation

The student’s overall performance is:  Satisfactory  Not Satisfactory

Assessor
Assessor Dat
Signatur
Name: e:
e
TASK 2 :
WORKPLACEMENT PARTICIPATION (LOGBOOK)

You must have evidence from the work placement facilities that you safely and hygienically prepared,
cooked and presented menu items for a minimum of 46 out of 48 complete food service periods. Your
assessor will conduct work placement observations during your work placement to verify your
participation and performance

SERVICE PERIOD 1 : Pre - work placement practical observation (At your college)
SERVICE PERIOD 2: Post - work placement practical observation

Instructions
1. Contact your work placement facility supervisor you start the work placement and
confirm the start date
2. Check the necessary details with your host employer:
i. Your start and finish times each day.
ii. What should you wear? What is appropriate in that particular workplace?
iii. Any other special requirements or arrangements you will need to be aware of?
iv. What you will be doing during your week at work? Discuss with the employer
the types of tasks that you might be given and the possible program you could
be following. This step is very important. It is one way that you can show
some interest in the workplace and impress your employer even before you
arrive at work!
3. Organise in advance how you will get to and from work each day. Travel
arrangements are your own responsibility.
4. Complete the front page with your details
5. Use the table on fourth page to record your work placement facility details and
service periods you completed at various work placement facilities Note: if you work
in only one work placement facility to complete all service periods then you indicate
1-36 in the last column
6. Use the Work placement Log and Attendance Record to record your attendance
and tasks completed for each instance
7. To record and cost menu items use the template “Standard Recipe Card”.
8. To record workflow planning and communication use the template “Workflow”.
9. Recipe and workflow templates may be copied as required to suit your needs and should be
attached for each service period.
10. Your supervisor must sign for each service period confirming the tasks you have
performed
11. You must present your log book to your assessor during assessor visits, your
assessor will verify your log book records and make notes on the assessor
visit/verification section
12. Once you complete all of the service periods and completed log book, you return the
book to the assessor
 13. If you collected any other supporting evidences such as photos, dairy notes,
feedback records, or any other records from the work placement facility, you must
submit them to your assessor along with the log book

Whilst some service periods may be repetitive in service and/or menu style you need to provide the
following details:

1. Standard recipe cards listing all ingredients and pricing for the number of recipes required (in an
establishment this could include the recipes of the standard menu and specials as applicable plus
recipes for buffets as produced and displayed for such an occasion). Include methods and a brief job
checklist which describes tasks in a logical sequence, commonly considered good practice in industry
(template “Workflow” and “Standard Recipe Card”).

2. Liaison and communication with team members (template “Workflow” and Log book)

3. List of required equipment for the menu items (template “Workflow” and Log book)

4. Description of special dietary requests from customers (if you have no special requests from
customers on any occasion, you need to include adjustments which would have to be made to your
menu items for a number of dietary requirements for example Coeliac, Low Sodium etc.(Log book).

5. List specific storage requirements to minimise spoilage and wastage (template “Workflow” and
Log book).

6. List specific WHS Considerations (template “Workflow”).

7. Describe end of service procedures and key components of post service debrief (template
“Workflow” and Log book).

8. Obtain a signature of your supervisor in the workplace after each service completed (Log book).
Assessor Visit (Assessor use only)
Assessor to complete this section during work place visit
Date of visit:

Work placement facility:

Not
Did the student: Y No
Observ
es
ed
Skills and tasks observed

Notes from work placement facility supervisor (if any)

Notes from the student (if any)

Assessor comments

Assessor Name: Assessor signature:

Student to complete
Work placement facility and service periods details (use this sheet to record details of various work
placement facilities you worked)
Work Work Supervisor name Dates you Servic
placement placeme and Title undertook e
Facility Name nt Signature work Period
Facility placement at s
Address this facility Mappi
ng

List
Service
Period
Number
s
Complet
ed
From:
To:

From:
To:

From:
To:

From:
To:

From:
To:

From:
To:

From:
To:
ELEMENTS AND PERFORMANCE CRITERIA
1. Organise and prepare for food service or production
1.1. Determine and calculate commodity quantities and determine requirements for quality
and style according to recipes and specifications.
1.2. Prepare a job checklist for food preparation that is clear, complete and appropriate to
the situation.
1.3. Liaise with other team members about menu requirements and job roles.
1.4. Develop and follow a work schedule to maximise efficiency, taking into consideration
roles and responsibilities of other team members.
1.5. Complete food organisation and preparation according to different food production
and
service requirements.
2. Cook and present menu items for food service or production
2.1. Select and use appropriate commercial equipment to produce menu items in line with
manufacturer
specifications.
2.2. Cook menu items according to menu type and service style, using appropriate cookery methods,
adjusting where required.
2.3. Adjust menu items and ingredients to meet special requests or dietary requirements of
customers.
2.4. Produce menu items to meet customer expectations of quality, appeal of presentation and
timeliness of delivery.
2.5. Work cooperatively as part of a kitchen team and delegate tasks appropriately.
2.6. Follow workplace safety and hygiene procedures according to organisational and legislative
requirements.
2.7. Maintain cleanliness and tidiness of the work environment.

3. COMPLETE END OF SHIFT REQUIREMENTS

3.1. Complete end of shift procedures according to organisational practices.
3.2. Store food items appropriately to minimise food spoilage, contamination and waste.
3.3. Participate in post-shift debrief or handover.

Performance Evidence
Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the
context of the job role, and:
 safely and hygienically prepare, cook and present menu items for a minimum of 48 complete
food service periods that cover:
o breakfast
o dinner
o lunch
o special function
  prepare, cook and present items for at least three of the following different menu styles:
o à la carte
o set menu
o table d’hôte
o buffet
o cyclical
 prepare, cook and serve items from the following food types that meet quality requirements:
o appetisers and salads
o fish and shellfish
o hot and cold desserts
o meat, poultry and game
o pastries, cakes and yeast goods
o stocks, sauces and soups
o vegetables, fruit, eggs and farinaceous products
 multi-task and integrate technical and other skills to respond to multiple demands
simultaneously
 work professionally as part of a team and coordinate team activities in line with kitchen roles
and responsibilities, and organisational requirements
 respond to special customer requests and dietary requirements
 prepare dishes for customers within the typical time constraints of a busy commercial kitchen.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria
of this unit:
 basic principles and methods of cookery
 culinary terms commonly used in the industry and organisation
 characteristics of foods from all main food categories served in the organisation
 features of standard recipes
 organisational procedures for:
o planning, preparing and storing food
o workplace safety and hygiene
o end of shift
 essential principles and practices related to:
o planning and organising work
o food safety and hygiene
o kitchen safety and cleanliness
 varying requirements of different food service periods and menu types
 safe operational practices using essential functions and features of commercial kitchen
equipment in use.
SITHCCC020 Work effectively as a cook Service Period: of
48
Work placement Log and Atendance
Date: / /
Record

Student Number:
Student Name:
Location / Venue
No of Kitchen Staff
Section
Service period  Breakfast  Dinner  Lunch  Special function
Menu style  à la carte  Set menu  Table d’hôte  Buffet  Cyclical
Record your specific Mise en Place tasks for this service period

Identify which knife skills you demonstrated on which commodities

List 5 methods of cookery which you used during this service period
Cookery
ITEMS COOKED ADJUSTMENTS/REQUESTS EQUIPMENT USED
Methods

Detail end of service procedures that you followed including provisions for waste minimisation,
recycling and storage requirements of commodities, materials and equipment as applicable:

Give examples of the cleaning duties you carried out (including chemicals used and procedures
applied):

Student
Signature: Date:
Declaration
This is my own work
Supervisor Name: Signature: Date:
Standard Recipe Card
Name of dish: Portion nos.:
Reference source:
Portion cost: $ Portion size:
Sale Price at $
( % Food Cost)
Commodities
Item Specification Weight kg/l/unit Cost per kg/l/unit Actual Cost

Total Cost $

Portion Cost $

Method:
WORK FLOW PLAN/ END OF SERVICE PROCEDURES / DE-BRIEF

TIM TASK (DESCRIPTION) Equipment & WHS Communication (Who, About what?)
E AND PRIORITY

END OF SERVICE Equipment/Syste Communication (Who, About what?)

PROCEDURES/ ms
REPORTING
REQUIREMENTS

POST SERVICE DE-BRIEF Equipment/Syste Communication (Who, About what?)

ms
TASK 3 :

POST WORK PLACEMENT PRACTICAL ASSESSMENT- OBSERVATION

The assessment is designed to assess performance outcomes, skills and knowledge required to work as a
cook. It incorporates aspects of organising, preparing and cooking a variety of food items for one service
period and for one menu type; using a range of cooking methods and team coordination skills.

This unit integrates key technical and organisational skills required by a qualified commercial cook. It
brings together the skills and knowledge covered in individual units and focuses on the way they must be
applied in a commercial kitchen.

If you are not sure about any aspect of the assessment or would like to discuss your particular needs,
please speak to your trainer/assessor. Your trainer/assessor will tell you the date you need to complete
this assessment.

You need to complete this practical assessment on the same day. This will be a week prior to
commencement of your work placement for this unit.

You will need to perform the tasks i.e. prepare and serve the menu items, work as part of team, adjusting
menu items as per the customer requests and dietary requirements, complete the documentation i.e.
recipe cards and work flow sheets and attach to the front page of this assessment document, which you
need to complete as an Assessment Cover Page.
Background and context of the assessment
Apex Institute of Education (AIE) is hosting a special function to its staff and students at Parramatta
campus. The date of this function is set by the assessor to coincide with the date of this practical
assessment. The staff and students of AIE will play the role of customers. Student Common Area next to
the AIE’s Training Kitchen will be converted as function area. It is expected that there will be
approximately 100 customers arrive at the same time making it a scene for busy function venue. It is also
expected that the following groups will participate to cover the special diet and customer request
requirements of the unit:

 Customers who are vegetarian

 Customers preferring gluten-free dishes
 Customer requesting dishes with less spices and are easy to digest

The table below outlines how the dishes selected for the menu cover the various performance evidence
requirements of this unit.

Please note that the below menu items were selected based on analysis conducted on the menus from
work placement venues selected. As this is the post work placement assessment and the final
assessment of this unit, assessor may need to add/modify the menu items to include dishes to satisfy the
coverage of performance evidence requirements of this unit. The need for menu modification is
determined only after the assessor analyses data from the log books and the Work placement service
period verification sheets.

SITHCCC020 Work effectively as a cook – Dishes and Performance Evidence Mapping

Dish to be prepared Food service period Menu style Food types
Dish 1: breakf à la carte appetis
Pumpkin soup with a
pastry lid
ast
dinner
 set menu ers
salads
table
lunch fish
d’hôte
Recipe Source: Futura  special function buffet
shellfish
Group, e-coach hot
cyclical
recipes desserts
cold
No. of serves: desserts
meat
poul
try
gam
e
 pastri
es
cakes
yeast
goods
stocks
sauces
 soups
 vegetabl
es fruit
 eggs
farinaceous products
Dish 2: breakf à la carte  appetisers
ast
Caesar salad
dinner
 set menu  sala
ds
lunch table d’hôte
fish
buffet
 special function
Recipe Source: Futura cyclical shellfish
Group, e-coach hot
recipes desserts
cold
No. of serves: desserts
meat
poultry
game
pastries
cakes
yeast
goods
stocks
sauces
soups
vegetabl
es fruit
 eggs
farinaceous products
Dish 3: breakf à la carte  appetis
Oysters Natural or
Mornay
ast
dinner
 set menu ers
salads
table
lunch fish
d’hôte
Recipe Source:  special function buffet  shellfish
Futura Group, e-
cyclical hot
coach recipes No. of
desserts
serves:
cold
desserts
meat
poultry
game
pastries
cakes
yeast
goods
stocks
 sauces
soups
vegetables
fruit
eggs
farinaceous products
Dish 4: breakf à la carte appetis
Braised Duck Legs in
Pinot Noir Sauce
ast
dinner
 set menu ers
salads
table
with Stir Fried Bok lunch fish
d’hôte
Choy and parsley  special function buffet
shellfish
potatoes hot
cyclical
desserts
Recipe Source: Futura cold
Group, e-coach desserts
recipes meat
poultry
No. of serves:
 game
pastries
cakes
yeast goods
 stocks
 sauces
soups
vegetables
 fr
ui
t
e
g
gs
farinaceous products
Dish 5: breakf à la carte appetis
Vegetable curry with
jasmine rice
ast
dinner
 set menu ers
salads
table
lunch fish
d’hôte
Recipe Source: Futura  special function buffet
shellfish
Group, e-coach hot
cyclical
recipes desserts
cold
No. of serves: desserts
meat
poultry
game
pastries
cakes
yeast
goods
stocks
sauces
soups
 vegetabl
es fruit
eggs
 farinaceous products
Dish 6: breakf à la carte appetis
Green Curried Fish
with Chinese style
ast
dinner
 set menu ers
salads
table
rice lunch
d’hôte  fish
 special function buffet shellfish
Recipe Source: Futura
cyclical hot
Group, e-coach
desserts
recipes
cold
desserts
No. of serves:
meat
poultry
game
pastries
cakes
yeast
goods
stocks
sauces
soups
vegetabl
es fruit
eggs
 farinaceous products
Dish 7: breakf à la carte appetis
Potato Croquettes
Stuffed zucchini
ast
dinner
 set menu ers
salads
table
Glazed turned lunch fish
d’hôte
carrots  special function buffet
shellfish
hot
cyclical
Recipe Source: Futura desserts
Group, e-coach cold
recipes desserts
meat
No. of serves: poultry
game
pastries
cakes
 yeast
goods
stocks
sauces
soups
 vegetables
fruit
eggs
farinaceous products
Dish 8: breakf à la carte appetis
Steamed syrup
pudding with
ast
dinner
 set menu ers
salads
table
apricots lunch fish
d’hôte
 special function buffet
shellfish
Recipe Source: Futura hot desserts
cyclical
Group, e-coach
recipes
 cold
desserts
meat
No. of serves:
poultry
game
pastries
cakes
yeast
goods
stocks
sauces
soups
vegetabl
es
fruit
eggs
farinaceous products
Dish 9: breakf à la carte appetis
Rice pudding ast
dinner
 set menu ers
salads
table
Recipe Source: Futura lunch fish
d’hôte
Group, e-coach  special function buffet
shellfish
recipes
cyclical  hot
desserts
No. of serves:
cold
desserts
meat,
poultry
game
pastries
cakes
yeast
goods
stocks
sauces
soups
vegetable
s fruit
 eggs
 farinaceous products
Dish 10: breakf à la carte appetis
Black forest Gateau
Recipe Source: Futura
ast
dinner
 set menu ers
salads
table
Group, e-coach lunch fish
d’hôte
recipes  special function buffet
shellfish
hot
cyclical
No. of serves: desserts
cold
desserts
 meat,
poultry
game
pastries
 cakes
 yeast
goods
stocks
sauces
soups
vegetable
s
fr
ui
t
e
g
g
s
farinaceous products
Dish 11: breakf à la carte appetis
Apple Strudel in Puff
Pastry
ast
dinner
 set menu ers
salads
table
Recipe Source: Futura lunch fish
d’hôte
Group, e-coach  special function buffet
shellfish
recipes hot
cyclical
desserts
No. of serves: cold
desserts
meat,
poultry
game
 pastr
ies
cakes
 yeast
goods
stocks
sauces
soups
vegetable
s
 fruit
eggs
farinaceous products
Vegetarian Dishes respond to special customer requests and dietary requirements
Gluten Free Dishes
Customer

requesting dishes
with less spices
and are easy to digest
All dishes and multi-task and integrate technical and other skills to respond to multiple demands
demonstration of simultaneously
skills preparing and work professionally as part of a team and coordinate team activities in line with
serving dishes kitchen roles and responsibilities, and organisational requirements
prepare dishes for customers within the typical time constraints of a busy commercial
kitchen.
Assessment Information:
This assessment will provide evidence of the student’s ability to produce a THREE COURSE FUNCTION
MENU according to industry standards in an allocated timeframe. The Time Allocation table below
details the plan of events including completion of the Theory Assessment for this unit. The practical
assessment is conducted over an 8 hour period on Day 2. Students will have 30 minutes to compile a
work flow and to familiarise themselves with the dishes and skill requirements. They also need to finalise
the menu adaptation. After they enter the kitchen they have 3.5 hours to finish their preparation and
then have to serve each course in gastronomical order within another hour.

Students are provided with feedback on their performance after the assessment. As this is a follow on
from the Pre Work Placement Assessment, the format is familiar to the students. The time pressures and
complexities of tasks provide evidence of the competency level of the student. The menu chosen
addresses variety of items from a variety of menu options, suitable for different establishments with
utilisation of product applying a wide range of cookery methods. This assessment is the final assessment
undertaken by students post work placement during the last week of the work placement. This
assessment provides the practice of tasks they need to perform for ONE complete service period out of
48 periods required by the unit, which typically would include workflow, briefing, de-briefing, and
menus/recipes/calculations to cover the range of requirements as outlined in the unit requirements.

Templates
1. Standard recipe cards listing all ingredients and pricing for the number of recipes required (in an
establishment this could include the recipes of the standard menu and specials as applicable plus
recipes for buffets as produced and displayed for such an occasion). Include methods and a brief job
checklist, which describes tasks in a logical sequence, commonly considered good practice in industry
(use templates “Workflow” and “Standard Recipe Card”).
2. Liaison and communication with team members (use template “Workflow”)
3. List of required equipment for the menu items (use template “Workflow”)
4. Description of special dietary requests from customers, for example Coeliac (See Part A below and
atach a sheet with your explanation)
5. List specific storage requirements to minimise spoilage and wastage (use template “Workflow”).
6. List specific WHS Considerations (use template “Workflow”).
7. Describe end of service procedures and key components of post service debrief (use template
“Workflow”).
8. Your assessor will make observations of your performance and assess your performance against the
criteria set out in the observation checklist (your assessor will use observation checklist).
 FUNCTION MENU

Entreés
Pumpkin soup with a pastry lid (V) (GF)

Caesar salad

Oysters Natural (GF) or Mornay

***

Main course

Braised Duck Legs in Pinot Noir Sauce

with Stir Fried Bok Choy and parsley potatoes

Vegetable curry with jasmine rice (V) (GF)

Green Curried Fish with Chinese style rice

(GF)

Accompaniments

Potato Croquettes (GF)

Stuffed zucchini (GF)
Glazed turned carrots
(GF)

***
Dessert
s

Steamed syrup pudding with apricots (GF)

Rice pudding (V) (GF)

Black forest Gateau

Apple Strudel in Puff Pastry

V – Vegetarian GF – Gluten Free
Part A:

Special Customer Request – One customer requested that the dishes be prepared with less spices
and are easy to digest. Make changes to the Menu items as per this request.
Note: You must use the ingredients that are available to make changes to the menu items or come
up new items
Explain the reasons for your changes.

Part B:

Prepare yourself for the practicals including the work flow

SITHCCC020 Work effectively as a cook – Kitchen Practicals Observation Checklist
Student No
and
Name:

Checklist S NS Comme
nts
Hygiene and Health and Safety
 Student followed Kitchen Entry Procedures
 Assessment of Personal Hygiene
 Risk Assessment of Tools,
Equipment and Safety Issues
Methods of Preparation and Work Plan
 Student selected and used appropriate
cookery methods and equipment to
produce a range of menu items
 cleaning and preparing vegetables
and other commodities
 portioning food types, ingredients
and dishes
 selecting and using service-ware
and equipment.
 preparation of dishes for customers
within the time constraints typically
found in a busy commercial food outlet
 Handling of customer special
dietary requests
 Cleaning, storage of items and handover
Team Work
 brief and debrief members of the
kitchen team on new products and
recipes
 discuss process improvements and
changes
to food production and service
requirements
Taste and Presentation
 Colour
 Texture
 Consistency
 Flavour
 Aroma
 Serving Temperature
 Presentation

The student’s overall performance is:  Satisfactory  Not Satisfactory

Assessor
Assessor Dat
Signatur
Name: e:
e