SITHPAT006 Learner Workbook V1.1 ACOT

Unit Result Record Sheet
SITHPAT006 Produce desserts

Student Name:
BLOCK Print
Student Number:
BLOCK Print
Assessmen
Reassessmen
t Result t Completed Result
Completed (If required)
Date
Satisfactory
Satisfactory
Satisfactory
Satisfactory
Date
Not Yet
Not Yet
Reassesse
Assessed
(Evidence must be in d
(Evidence must be students file)
in students file)
Written Assessment
Questions
Summative Written
Assessment Questions
Summative Practical
Demonstration of Skills
Result for unit Competent Not Yet Competent

Assessor Name:
Signature:
& Signature
Date result
reached:
Comments:
Student Declaration:
I declare that:
 I was made aware of all assessment requirements for this/these unit/s
 I have received feedback from my assessor on the results of each individual assessment task and my overall result
for this/these unit/s
 I have been made aware of the reassessment policy for any assessment tasks and/or units that I have not yet
satisfactorily completed
 All work for assessment tasks submitted for this unit is my own with no part of any assessment being
copied/plagiarised from another person’s work, except where authorized and listed/referenced
Student Signature:
Student Name: Student ID:
Received by Australian College of Trade:
NAME: Signature: Date:

UNIT: SITHPAT006 Produce desserts
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SITHPAT006
Produce desserts
Learner Workbook
VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019

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Table of Contents
Table of Contents.............................................................................................................................2
Instructions to Learner..........................................................................Error! Bookmark not defined.
Assessment instructions..................................................................Error! Bookmark not defined.
Assessment requirements.............................................................................................................6
Observation/Demonstration............................................................................................................7
Third Party Guide.............................................................................................................................8
Third party details (required information from the learner)..........................................................8
Activities...........................................................................................................................................9
Activity 1A......................................................................................................................................9
Activity 1B....................................................................................................................................10
Activity 1C....................................................................................................................................11
Activity 2A....................................................................................................................................13
Activity 2B....................................................................................................................................14
Activity 2C....................................................................................................................................15
Activity 3A....................................................................................................................................16
Activity 3B....................................................................................................................................17
Activity 3C....................................................................................................................................18
Activity 4A....................................................................................................................................19
Activity 4B....................................................................................................................................20
Activity 4C....................................................................................................................................21
Activity 4D....................................................................................................................................22
Activity 4E....................................................................................................................................23
Activity 5A....................................................................................................................................24
Activity 5B....................................................................................................................................25
Activity 5C....................................................................................................................................26
Activity 5D....................................................................................................................................27
Activity 5E....................................................................................................................................28
Activity 5F....................................................................................................................................29
Activity 5G....................................................................................................................................30
Activity 5H....................................................................................................................................31
Activity 5I.....................................................................................................................................32

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Summative Assessments................................................................................................................33
Section A: Skills Activity...............................................................................................................34
Section B: Knowledge Activity (Q & A).........................................................................................36
Section C: Performance Activity...................................................................................................55
Workplace Documentation – for learner........................................................................................58
Workplace documents checklist..................................................................................................58
Supplementary Oral Questions (optional) – for assessor................................................................59
Competency record to be completed by assessor...........................................................................62

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

assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised
to discuss this with you, and further action may be taken accordingly.

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

If you feel that you have been unfairly treated during your assessment, and you are not happy with
your assessment and/or the outcome as a result of that treatment, you have the right to lodge an
appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed
further with the request after discussions with your trainer/assessor, you need to lodge your appeal
to the course coordinator, in writing, outlining the reason(s) for the appeal.

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Recognised prior learning

Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required
adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs
immediately.
Assessment requirements
Assessment can either be:
 Direct observation
 Product-based methods e.g. reports, role plays, work samples
 Portfolios – annotated and validated
 Questioning
 Third party evidence.
If submitting third party evidence, the Third-Party Observation/Demonstration document must be
completed by the agreed third party.
Third parties can be:
 Supervisors
 Trainers
 Team members
 Clients
 Consumers.
The third-party observation must be submitted to your trainer/assessor, as directed.
The third-party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria,
skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have
them deemed satisfactory by the assessor. If you do not answer some questions or perform certain
tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you
supplementary questions to determine your competence. Once you have demonstrated the
required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your
assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as
provided during induction.

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If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your
assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish
to do so, discuss this with your trainer/assessor.
Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through
observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must
complete or tasks to be observed. The observations and demonstrations will be completed as well as
the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
 Performing a work-based skill or task
 Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
 Performing a skill or task that is asked of you
 Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The
observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment,
depending on the task to be undertaken and whether it is an observation or demonstration. Your
trainer/assessor will ensure you are provided with the correct equipment and/or materials to
complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learner Guide.

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Third Party Guide

You should supply details of the third party to the assessor before you commence the activities (see
below), unless the assessor has already selected a third party themselves. The assessor can then
contact the third party in instances where they require more evidence to determine competency, or
they cannot observe certain tasks themselves.
The reasons to use a third party may include:

 Assessment is required in the workplace
 Where there are health and safety issues related to observation
 Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to
inform the assessor. They will be able to provide you with a simulated environment in which to
complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require
application of the principles that you are learning as part of your training. Where this is not possible,
you and your third party should simulate the activity tasks and demonstrations that you believe
would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work
role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on
competency themselves. Documents relevant to collection of third-party evidence are included in
the Third-Party section in the Observations/Demonstrations document.
Third party details (where required from the learner)

A third party may be required for observations or demonstrations; please provide details below of
your nominated third party and obtain their signature to confirm their agreement to participate. This
information will be required by your trainer/assessor in advance of arranging any future
observations or demonstrations.
Third party name:
Position of third party:
Telephone number:
Email address:
Declaration for nominated third party

I declare my intention to act as third party for (learner’s name here)
Third party signature: Date:

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Activities
Complete the following activities individually or in a group (as applicable to the specific activity
and the assessment environment).
Activity 1A
Estimated Time 15 Minutes
Objective To provide you with an opportunity to confirm food production requirements
from food preparation list and standard recipes
1. List the reasons why a food preparation list is a valuable tool.
Following are the reasons that food preparation list is a valuable tool
- It helps to maintain the timing for preparation staffs before and after the preparation of
food
- Provide an overview for each and every production records as per required in each and
every department or station
- Act as a glance to the recipe that which ingredient is required for each and every dish
- It also makes the complicated recipe that is hard to prepare for this purpose the food
preparation list helps to make the work convenient and save our time and cost.
- Make sure of nothing is missed
- Make it easier way to schedule the staff work pressure and work can be divided equally for
the preparation of the food.
2. List the information that can be found when referring to a recipe.

As, we know recipe refers to the cooking procedures or the preparation procedures of the
specific food items that is enlisted with the cooking timing, required ingredients and all the
preparation procedures of the food. Following are the information can be found when
referring the recipe:
- It is set up with the equipment required for the preparation and for the specific dishes.
- All the ingredients list for the preparation of dish
- All quantities and portion required for serving and preparing the recipe
- Cooking temperature
- Cooking time
- Procedures for making the dish from step by step method
- Accurate nutritious and balance diet information
- Notes and queries of the recipe.

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Activity 1B
Objective To provide you with an opportunity to calculate ingredient amounts
according to requirements
Using the information from the recipe below, calculate the amount of ingredients that would be
needed if 10 servings were required. You may use rounding of amounts if necessary.
Millionaire’s Shortbread: Serves 4
For the shortbread:

 225g plain flour
 175g unsalted butter
 75g caster sugar

For the topping:
 150g butter
 1 can of condensed milk
 100g golden syrup
 350g dark chocolate.
Millionaire’s shortbread: Serves 10
For the short bread for 10 servings we are required with the following quantity of the
ingredients:
- 562.5g plain flour
- 437.5g unsalted butter
- 187.5g caster sugar
For the toppings:

- 375g butter
- 2.5 condensed milk
- 250g golden syrup
- 875g dark chocolate
Based on the formula and calculation we make the above calculation for 10 serving of
short bread.

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Activity 1C
Objective To provide you with an opportunity to identify and select ingredients from
stores according to recipe, quality, freshness and stock rotation requirements
1. Write down the attributes that may indicate a decline in quality for the following
ingredients:
 Butter
Butter is one of the essentially required products for the food preparation and is
very useful substances for cooking purpose to provide flavour for the taste and also
nutritious for the health too although it has more fats its good for a healthy person
to take with the foods. As per the packaging of butter we can check its quality, so,
we need to see the packaging of butter is air tight or loose also we can check the
pure butter in spoons by melting them if the butter melts and changes into brown
its pure butter if it melts and turns into light yellow colour it is impure and not fresh
butter.
 Eggs
Eggs quality can be known through its appearance and taste too and colour too. Normally
we can do experiment of eggs in water if the eggs sink in water it is fresh eggs and if the
eggs float in water it is old and expired eggs. Also if the egg colour is black its quality is
already declined too.
 Milk/cream
The quality of the milk/cream can be checked through its packaging date and also from its
smell and taste too. We can also check the fresh and quality of the milk/cream through the
help of device lactometer. Also we can check it through its colour and appearance too.
 Flour
Flour quality can be checked through its moisture quality and its resistance level as well as
from its packaging we can identify the its quality and freshness of the products we selected
for cooking. Also by taste if the flour taste sour it is already expired or not fresh products
for consumption.
 Chocolate
The quality of chocolate can be identified through its crispy nature, soft nature and when it
is broken it has got sharp edges in the broken part and it can be also checked through its
packaging and expiring date too as well as from the taste chocolate quality can be
identified.
 Cocoa powder

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Cocoa powder quality and freshness can be checked through its pH value that
need to be around 7.5 to 8 which is its standard quality pH value. It is light in colour and
have strong cocoa flavour. If this quality is maintained than we can determine the quality is
ok with this product.
 Dried fruit
The quality of the dried fruit can be known through its appearance as well as its textures
and colour and as well as its taste too. Which need to be free from yeasts and bacteria, If
the colour of fruit is unusual and very hard to chew it means the quality is already declined
and its expired.
 Yeast.
The quality of the yeast can be identified through its colour that need to be moist cream
that denotes its quality. If the yeast dark or dry, we should not select that yeast for the
preparation of food because its results is unproductive which already expired and cannot
be used for the better performance in the preparation.

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2. Explain the difference between use-by dates, best-before dates and rotation labels.
Use- by dates means the products or ingredient need to be used by the specific date and consume them
within that specific time period. It is for the safety and maintaining the hygiene the food is based with the
use-by dates that is marked on the packaging of the products and it need to consumed by that specific date
enlisted. If it is consumed after that date it is harmful for the health of the individuals.
Best- before dates products are special products which basically don’t need refrigerator or freezing process
to store the food. It means the products that can be perishable soon and it need to be consumed soon as
possible to have it. It contains less nutrition and lost the quantity too. Examples like dairy products,
vegetables etc.
Rotation labels mean the Food rotation labels is the process of arranging food storing containers inside the
preparation room. Mostly, this label is coded with the colour for identification in a day in a week so, they are
very easy to recognize. They are a way of identifying when produce was prepared and can include additional
information such as ‘Use first’. Rotation labels help maintain an efficient FIFO system and minimise food
wastage. As food containers are reused, it is important to use rotation labels that are easily removed with no
residue left behind that can trap bacteria.
So, there is difference between this all packaging and arranging of the food items.
3. What steps would you take with regards to stock rotation to minimise wastage?
I use the FIFO methods that stands for first in first out. It is the procedures, if we apply in our workplace it
would be helpful to reduce and minimize the wastage. I can be listed below:
- Always locate the products with the sudden used by soonest best before or use by dates
- Remove and clear the damaged products and label the new dates for further use by confirming its quality
- Arrange the items in front which is near expiry date products, so we can cook and prepare it early.
- Manage the items likes new date items should be placed back and near expiry products need to be placed first
- Always use or sell the product from the sequential order as per its production date.

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Activity 2A
Objective To provide you with an opportunity to select type and size of equipment
suitable to requirements
Create an equipment list for each of the following categories:
 Basic equipment – those items that are used for the creation of nearly every dish
Following are the list of the basic equipment:
➢ Baking tins and trays
➢ Cooling rack
➢ Sieve
➢ Mixing bowl
➢ Spoons and spatulas
➢ Measuring jug
➢ Palette knife
➢ Rolling pin
➢ Pastry brush
➢ Scales
➢ Whisk
➢ Food mixer/processor
 Additional equipment – those pieces that aren’t used as often or may be for specific
decoration techniques
following are the list of additional equipment:

➢ Piping nozzles
➢ Moulds
➢ Cutters
➢ Sugar craft tools
➢ Wrappers and cases
➢ Airbrush
➢ Icing smoother
➢ Veiners.

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 Disposables – equipment that may be required to create a dessert but cannot be reused.
Following are the list for disposables equipment:
➢ Greaseproof paper
➢ Parchment paper
➢ Cling film
➢ Plastic piping bags
➢ Gloves
➢ Foil trays
➢ Skewers
Hairnets and masks too.

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Activity 2B
Objective To provide you with an opportunity to safely assemble and ensure cleanliness
of equipment before use
1. List the precautions that should be taken when using electrical kitchen equipment.
Following are the precautions that need to be taken while using the electrical kitchen equipment:
- Beware and be conscious while using the food processors blades and other moving parts
that is used while preparing the food.
- Electrical equipment should not be run while plugged in
- All the cords need to be monitored and checked in the regular basis for fraying and loose
parts
- If there is the failure to run the equipment, then immediately report to the supervisor or
duty manager for its maintenance or the replacement for our safety.
- Make sure to off all the switches if it is not being operated or while it is not in use
- Do not use the extension or the multi plucks for the cooking appliances use directly in the
main connection
- Make sure the equipment is in level surface and its safe
- Don’t use the electrical equipment if we don’t have the proper instruction or the manuals
to operate or else need to be trained to assemble them for safe use purposes.
2. According to section 3.2.3 of the Food standards code, what factors make equipment easier
to clean?
According to the section 3.2.3 of the food standards codes the factors below listed make
equipment easier to clean:
➢ Smooth surfaces which have curved edges and no open seams
➢ No embossing or coarse surfaces where dirt and is easily built up
➢ Nozzles and taps that can be taken apart with ease
➢ Dismantling procedures for cleaning that require no specialist tools or excessive force
➢ Easy to reach and remove duct panels
➢ Grease filters that can be detached (for example in extraction hoods)
➢ Adequate space between the wall and mounting shelves to prevent food becoming
trapped

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➢ Detachable safety shields
➢ Wheels or castors fixed to equipment so it can be moved easily to enable effective
cleaning and sanitation around all sides as well as the surfaces behind and underneath
➢ Wires, pipes and hosing that can be disconnected (or long enough so that equipment can
be moved) to enable cleaning and sanitising

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Activity 2C
Objective To provide you with an opportunity to use equipment safely and hygienically
according to manufacturer instructions
1. Outline the process for the safe washing of knives.
To sanitise and clean knives we need to follow all the food and safety procedures of hygiene and
safety to make safe washing for the knives. Following are the procedures of safe washing of the
knives:
Refrain from putting knives into a sink of soapy water as your risk cutting yourself trying to locate
and pick them up from the bottom of the sink
➢ Always carry or use the knife with the blade pointing away from us
➢ Use a dishcloth to wipe the blade from handle to the tip. This ensures it does not come into
contact with the sharpened end
➢ Hold the handle firmly and rinse the knife thoroughly under very hot running water. Take care
not to scald yourself
➢ Wipe the knife dry, again from handle to tip
➢ Put the knife away – leaving it on a surface could be dangerous.
2. What precautions should you take when removing items from machinery?
Following are the precautions that need to be taken place for removing items from machinery:
- Need to pluck out the machinery equipment before cleaning it
- Follow the SOP accurately
- Use the manual and guidelines of cleaning
- Always make the switch off of the machinery while cleaning
- Follow proper procedures for cleaning machinery

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3. What steps can be taken to prevent electrocution and electrical fires?
Following are the steps taken to prevent the electrocution and electrical fires:
- Use the extensions only temporarily
- Upgrade the electrical system as per the requirement in the workplace
- Keep away the electrical codes from the heat and water
- Stop running electrical codes from the ground side of the carpet

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Activity 3A
Objective To provide you with an opportunity to sort and assemble ingredients
according to food production sequencing
1. Provide an overview of the ‘mise en place’ method of preparation
Mise en place is the food preparation area where all the arrangements for the food preparation are
conducted and carried out for the measurement of ingredients, cutting procedures, peeling, sliced,
grated before the cooking of foods.
2. Within your workplace, locate a recipe and from it identify all the steps you would take to
ensure the ‘mise en place’ stage of food production was complete.
For cooking aloo paratha we need to conduct the mise en place that is early preparation of the
food items like we need to vegetables like potato, onion, green chillies and wash them
properly and cut them in dice cut for the potato and mash them with all the ingredients like
salt, graham masala, chilli and other materials and then we need to chop the onion and
coriander and place them together with the mixture and also prepare the flour quantity and
arrange them for cooking which is known as the ensuring the mise en place before cooking our
dish.

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Activity 3B
Objective To provide you with an opportunity to weigh and measure wet and dry
ingredients according to the recipe and quantity of desserts required
1. List the types of measuring and weighing equipment that may be used in a
commercial kitchen.
Following are the types of measuring and weighing equipment which is useful in the commercial
cooking:
➢ Scales
o electronic
o mechanical
l ➢ Measuring jugs
➢ Measuring spoons.
And it can be weigh in gram, kilogram, pounds and ounces
2. Within your workplace identify the weighing scales and ensure you know how to use
and read them correctly.
Following are the weighing scales and how can we use correctly are described below:
Measuring jugs, measuring scales and scales using procedures are as follows:
Make sure that the scale is set to zero before you begin i.e. the scale is correctly
calibrated. Ensure the weight of the weighing bowl is not being read. The scales should
read zero with the empty bowl already on
➢ Place the ingredient to be measured in the weighing bowl. Continue to do so until the
scales display the desired amount. Make sure you are reading the scales in the correct unit
➢ Remove the ingredient from the scale, either still in the bowl or transfer to another
container
➢ Wash and dry the weighing bowl or place a clean bowl on the scales
➢ Ensure the scales read zero
➢ Weigh the next ingredient and repeat until all ingredients have been weighed out.

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Activity 3C
Objective To provide you with an opportunity to minimise waste to maximise
profitability of desserts produced
Discuss steps that can be taken, both in the kitchen, and from menu, decisions to minimise
waste and maximise profit in the workplace.
To make the profit by minimising the waste from kitchen and from the menu we can use the
measurement of waste and later on we can reduce it quantity as per the requirement, also
we can recycle the waste like paper, bottles, plastic etc. and that can be reused later on, also
by engaging staffs and keeping records of the waste and reporting them we can have profit
in the company. As well as by controlling the stock or inventory we can manage the waste
and increase profit in the company.
➢ Analyse the food that is left on plates from consumers

➢ Consider making portions smaller or offering the same dish in different sizes including
children’s portions
➢ If a dish is not selling as well as anticipated, create a specials dish that uses the some of
the same ingredients so that they are not wasted
➢ Consider offering customers the option to take food home

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Activity 4A
Objective To provide you with an opportunity to follow standard recipes, produce
desserts using cookery methods to achieve desired product characteristics
Create a list of cookery methods and preparation techniques that can be undertaken in order to
produce desserts.
Following are the cookery methods and preparation techniques that can be used to produce the
desserts items:
 adding fats and liquids to dry ingredients
 baking
o chilling
o flambé
o freezing
o poaching
o reducing
o selecting and preparing appropriate dessert moulds
o steaming
o stewing
o stirring and aerating to achieve required consistency and texture

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Activity 4B
Objective To provide you with an opportunity to follow special dietary recipes to
produce desserts for those with special dietary requirements
1. Create a list of special dietary requirements that you may be required to cater for when
producing and serving desserts
Following are the list of special dietary requirements that is required for producing and serving
desserts:
- fat free
- low carbohydrate
low fat
low gluten
o gluten free
o low kilojoule
o low sugar
o sugar free
o type one and two diabetic
Vegan
2. What are the 8 most common food allergens?
Following are the 8 most common food allergens:

- Milk
- Eggs
- Peanuts
- Fish
- Tree nuts
- Some fruits
- Vegetables of some kinds
- Shellfish
This all causes like itching of skins and make skin diseases, swelling and many other related
diseases to allergies.

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3. How can an establishment ensure they cater for special dietary requirements?
We can ensure the cater for special dietary requirements from the following ways:
- By providing the variety of nutritious food for the customers
- Provide with water as per the needed
- By enough kilojoules to obtain energy and the carbohydrates from the food
- Ensuring the health condition of the customers and providing with need dietary only
- Adequate the protein and all calories required.

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Activity 4C
Objective To provide you with an opportunity to produce hot and cold sauces to desired
consistency and flavour
Create a list of sauces that can be served with desserts.
Following are the list of sauces that can be served with desserts:
- Butterscotch sauces
- Fruits sauces like strawberry
- Hot fudge sauces
- Salted caramel sauce
- Chocolate sauce
- Praline sauces
- Chocolate shell sauces

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Activity 4D
Objective To provide you with an opportunity to use thickening agents suitable for
sweet sauces
Provide an example of a thickener for each of the following categories:
 Starch thickeners
Starch thickeners are made from the cornflour, arrowroot and tapioca are the types of
starch thickeners.one of the best flour to use as a thickener is all-purpose flour because it's
higher in starch than other wheat flours. Corn-starch is a pure starch derived from corn. It can
withstand a good amount of cooking and stirring before it begins to break down
 Protein thickeners
Protein thickeners like eggs and gelatine from eggs we can make the protein thickeners thicken
sauces as is the case in custards and sabayon. They must be added to the heat of sauces
carefully, however, as otherwise they will scramble and create an unpleasant texture to the
sauce
 Other thickeners.
Other thickeners like agar agar , pectin and xanthium gum are the other thickeners that are
used in cooking for thickening purposes

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Activity 4E
Objective To provide you with an opportunity to make food quality adjustments within
scope of responsibility
1. Define the scope of responsibility and identify your scope of responsibility for quality food
adjustments within your workplace.
The scope of responsibility and identify of the scope of responsibility for quality food adjustments
depends on our health and safety practice in workplace. It denotes our hygiene standards also the
food and safety procedures we are applying for the safety purposes in the workplace. It shows the
hospitality improvement by maintaining the quality food and it counts our accountability and the
creditability for the quality food adjustments too. So, it is useful for us to maintain the quality food it
helps to build up our career in hospitality industry too.
2. List the types of adjustments that may be made to food.

The adjustment of food is required to make the business growth and also ensure the safety of
the individuals regarding the hygiene and the quality of the food served. Following are the
types of adjustments can be done to made to food:
- Ratio of wet to dry ingredients or the materials used in food
- Adjustment as per the taste
- Adjustment with respect to accurate temperature for the varieties of foods
- Adjustment made on textures of the food.

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Activity 5A
Objective To provide you with an opportunity to portion desserts to maximise yield and
profitability of food production
1. Explain the aspects of dessert creation that can affect yield
2. What steps can be taken to ensure maximum profit from desserts made?

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Activity 5B
Objective To provide you with an opportunity to use accompaniments that balance and
enhance taste and texture of desserts
Using your reading and wider work experience, create a list of appropriate accompaniments for
desserts

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Activity 5C
Objective To provide you with an opportunity to select garnishes and decorations with
flavours and textures that complement desserts
Using your reading and wider work experience, create a list of appropriate garnishes and
decorations for desserts

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Activity 5D
Objective To provide you with an opportunity to plate desserts, accompaniments and
garnishes attractively, with artistic flair appropriate for the occasion and the
item
1. Create a list of alternative tableware that could be used to serve desserts.
2. What aspects of serving desserts should be considered when plating?
3. Which artistic techniques can be employed to apply sauces to a plate?

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Activity 5E
Objective To provide you with an opportunity to plate and decorate desserts for
practicality of service and customer consumption
What considerations should be made plating desserts for the practicality of service and
consumption? Make reference to tableware, height and structure and provide examples where
possible.

P a g e | 34
Activity 5F
Objective To provide you with an opportunity to visually evaluate desserts and adjust
presentation before serving
1. What are the five elements to plating a dish?
2. What questions may you ask yourself when visually evaluating a dish?
3. What steps can be taken to adjust presentation?

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Activity 5G
Objective To provide you with an opportunity to display desserts with appropriate
sauces and garnishes
1. In which ways can desserts be displayed?
2. What factors should be considered when deciding on appropriate sauces and garnishes
for use in dessert displays?

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Activity 5H
Objective To provide you with an opportunity to store desserts in appropriate
environmental conditions
1. What factors need to be considered when storing desserts?
2. How can light affect food?
3. What affects the rate of photodegradation?
4. What type of packaging and containers may be used for storing desserts?

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Activity 5I
Objective To provide you with an opportunity to clean work area, and dispose of or
store surplus and re-usable by-products according to organisational
procedures, environmental considerations, and cost-reduction initiatives
1. Identify the two stages of effective cleaning and elaborate on each.
2. Discuss the way in which waste should be disposed of.
3. Discuss the ways in which produce can be reused to maximise profits and minimise
the environmental impact.

P a g e | 38
Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and
performance, as required to show competency in this unit. These activities should be completed
after finishing the Learner Guide. You should complete these as stated below and as instructed by
your trainer/assessor.
Skills, knowledge and performance may be termed as:
 Skills – skill requirements, required skills, essential skills, foundation skills
 Knowledge – knowledge requirements, required knowledge, essential knowledge,

knowledge evidence
 Performance – evidence requirements, critical aspects of assessment, performance

evidence.
Section A: Skills Activity

The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by
observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide
further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)

The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series
of questions to confirm your competency for all of the required knowledge in the unit of
competency.
Section C: Performance Activity

The Performance Activity is designed to be a practical activity performed either in the workplace or a
simulated environment. You should demonstrate the required practical tasks for the unit of
competency and be observed by the assessor and/or third party, as applicable to the situation. If the
third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attached completed written answers, portfolios or any
evidence of competency to this workbook.

P a g e | 39
Section A: Skills Activity

Objective: To provide you with an opportunity to show you have the required skills for this unit.
This activity will enable you to demonstrate the following skills:
Reading skills to:
 Locate information in food preparation lists and standard recipes to determine preparation
requirements
 Locate and read date code and stock rotation labels
Writing skills to:
 Write notes on recipe requirements and calculations
Numeracy skills to:
 Calculate the number of portions
Planning and organising skills to:
 Efficiently sequence the stages of food preparation and production
Self-management skills to:
 Manage own speed, timing and productivity
Answer the activity in as much detail as possible, considering your organisational requirements.
All activity answers will vary depending on the learner and the organisation they work for but
the learner should be able to demonstrate their competency in the unit requirements.
1. Within your workplace, locate one food preparation list and one standard recipe and identify
the food preparation requirements for each.
2. Within your workplace, identify and write down the date codes for five different products.

P a g e | 40
3. Over the course of a day, maintain notes on the recipe requirements for any dishes you have
created as well as any calculations regarding ingredient amounts or portion sizes.
4. You are required to cater for 40 people for a dessert. You decide to serve tiramisu with
chocolate shavings, Chantilly cream and fresh strawberries. From the ingredients below,
calculate the portion size each person would receive for each ingredient:
 5kg of prepared tiramisu
 600g chocolate shavings
 800g Chantilly cream
 120 prepared slices of strawberry.
5. For a dessert commonly created at your workplace, identify all the steps that need to be taken
in order to complete the dish and in what sequence they should be done.
6. Under supervision, over the course of one service, manage your speed, time and productivity
efficiently so that the completion of your duties falls in line with those of other staff members.

P a g e | 41
Section B: Knowledge Activity (Q & A)

Objective: To provide you with an opportunity to show you have the required knowledge for this
unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
 Culinary terms and trade names for:

o variety of common desserts:
 bavarois
 crème brulee
 crème caramel
 crêpes
 custards and creams
 flans
 fritters
 ice-cream
 meringues
 mousse
 parfait
 pies
 prepared fruit
 puddings
 sabayon
 sorbet
 soufflé
 tarts
o ingredients commonly used to produce desserts
o substitute ingredients used to produce desserts for special dietary recipes:
 gluten free flour
 yeast-free flour
 non-sugar sweeteners
 Common special dietary requirements which must be considered when
producing desserts:
o fat free
o low carbohydrate
o low fat
o low gluten
o gluten free
o low kilojoule
o low sugar
o sugar free
o type one and two diabetic
o vegan
 Meaning of:
o food allergy
o food intolerance
 Key health and legal consequences of failing to address special requirements
 Contents of stock date codes and rotation labels
 Cookery methods used when preparing desserts:
o adding fats and liquids to dry ingredients

P a g e | 42
o baking
o chilling
o flambé
o freezing
o poaching
o reducing
o selecting and preparing appropriate dessert moulds
o steaming
o stewing
o stirring and aerating to achieve required consistency and texture
o using required amount of batter according to desired characteristics of finished
products
o weighing or measuring and sifting dry ingredients
o whisking, folding, piping and spreading
 Expected product characteristics of the classical and contemporary desserts specified in
the performance evidence:
o appearance
o colour
o consistency
o moisture content
o shape
o size
o structure
o taste
o texture
 Common garnishes and decorations used when preparing desserts:
o coloured and flavoured sugar
o fresh, preserved or crystallised fruits
o jellies
o shaved chocolate
o sprinkled icing sugar
o whole or crushed nuts
 Appropriate cooking temperatures and times for desserts
 Techniques to garnish, decorate, plate and present attractive desserts
 Indicators of freshness and quality of stocked ingredients for desserts
 Mise en place requirements for producing desserts
 Appropriate environmental conditions for storing desserts and re-usable by products of
their preparation to:
o ensure food safety
o optimise shelf life
 Safe operational practices using essential functions and features of equipment used to
produce desserts
Answer each question in as much detail as possible, considering your organisational requirements
for each one.
All answers will vary depending on the learner and the organisation they work for but the
learner should be able to answer each question competently.

P a g e | 43
1. Create a glossary that defines culinary terms and trade names for:
 Variety of common desserts:

o Bavarois
o crème brulee
o crème caramel
o crêpes
o custards and creams
o flans
o fritters
o ice-cream

P a g e | 44
o meringues
o mousse
o parfait
o pies
o prepared fruit
o puddings
o sabayon
o sorbet

P a g e | 45
o soufflé
o tarts
 Ingredients commonly used to produce desserts
 Substitute ingredients used to produce desserts for special dietary recipes:

o gluten free flour
o yeast-free flour
o non-sugar sweeteners

P a g e | 46
2. List how within your workplace, desserts are created to meet the following
dietary requirements when requested:
 Fat free
 Low carbohydrate
 Low fat
 Low gluten
 Gluten free
 Low kilojoule
 Low sugar

P a g e | 47
 Sugar free
 Type one and two diabetic
 Vegan.
3. Explain the difference between food allergy and food intolerance.
4. What symptoms may an allergy or intolerance suffer if an establishment fails to cater to their
dietary requirements?

P a g e | 48
5. Provide an overview for how stock date codes and rotation labels are used within your
workplace or organisation
6. Write an overview for each of the following cookery and preparation methods:
 Adding fats and liquids to dry ingredients
 Baking

P a g e | 49
 Chilling
 Flambé
 Freezing

P a g e | 50
 Poaching
 Reducing
 Selecting and preparing appropriate dessert moulds

P a g e | 51
 Steaming
 Stewing
 Stirring and aerating to achieve required consistency and texture

P a g e | 52
 Using required amount of batter according to desired characteristics of finished products
 Weighing or measuring and sifting dry ingredients
 Whisking, folding, piping and spreading

P a g e | 53
7. Within your workplace, identify three commonly produced desserts and note the standards
for their characteristics. You must make reference to:
 Appearance
 Colour
 Consistency
 Moisture content
 Shape
 Size
 Structure
 Taste
 Texture.

P a g e | 54

P a g e | 55
8. Write an overview for each of the following garnishes and decorations. Where applicable,
include a method for creation, examples or garnishes and decorations and serving
suggestions.
 Coloured and flavoured sugar

 Fresh, preserved or crystallised fruits
 Jellies
 Shaved chocolate and chocolate decoration
 Sprinkled icing sugar
 Whole or crushed nuts
 Spun sugar.

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9. For 5 desserts made within your workplace or organisation, identify the appropriate cooking
temperatures and times for them.
10. Explain techniques that can used to plate desserts attractively and with creative flair.

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11. How can the quality and freshness of dessert ingredients be assessed?
12. For a dessert created within your workplace, identify all the mise en place requirements.
13. For each of the items listed below, write down the optimum storage conditions in order to
optimise shelf life and maintain food safety:
 Unfrosted/undecorated cakes
 Cakes decorated with buttercream, ganache or fondant
 Cakes decorated with cream cheese or whipped cream
 Cooked fruit pies, crumbles and tarts

P a g e | 58
 Pies and tarts with meringue, custard or cream
 Puff pastry desserts
 Ice creams and sorbets
 Crème brulee and crème caramel
 Crêpes
 Soufflé
 Mousse and sabayon
 Flan.

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14. List the safe operating practices and the functions of 5 pieces of equipment within your
workplace that are used in the preparation of desserts.

P a g e | 60
Section C: Performance Activity

Objective: To provide you with an opportunity to demonstrate the required performance
elements for this unit.
This activity will enable you to demonstrate the following 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:
 Follow standard and special recipes to produce at least ten different desserts from the
common desserts listed in the knowledge evidence
 Ensure that at least two of the above desserts are produced to meet requirements of
different special dietary requirements as listed in the knowledge evidence
 Produce and use each of the following sauces at least once when preparing above range
of desserts:
o chocolate based sauces
o custards and crèmes
o flavoured butters and creams
o fruit purées, sauces or coulis
o fruit syrups
o sabayon and zabaglione
o sugar syrups
 Use each of the garnishes and decorations listed in the knowledge evidence at least
once when preparing above desserts
 Use appropriate cookery methods from the list in the knowledge evidence when
producing the above desserts
 Present desserts, accompaniments and garnishes attractively and decoratively
 Prepare above desserts:
o that are consistent in quality, size, shape and appearance
o within commercial time constraints
o reflecting required quantities to be produced
o following procedures for portion control and food safety practices when handling
and storing desserts
o responding to special customer requests and dietary requirements.
Answer the activity in as much detail as possible, considering your organisational requirements.
All activity answers will vary depending on the learner and the organisation they work for but
the learner should be able to demonstrate their competency in the unit requirements.
1. Follow standard and special recipes to produce at least ten different desserts from the
common desserts listed below:
 Bavarois
 Crème brulee
 Crème caramel
 Crêpes
 Custards and creams
 Flans
 Fritters

P a g e | 61
 Ice-cream
 Meringues
 Mousse
 Parfait
 Pies
 Prepared fruit
 Puddings
 Sabayon
 Sorbet
 Soufflé
 Tarts.
2. From the list of desserts in question 1, produce two that meet the requirements of different
dietary requirements from the following:
 Fat free
 Low carbohydrate
 Low fat
 Low gluten
 Gluten free
 Low kilojoule
 Low sugar
 Sugar free
 Type one and two diabetic
 Vegan.
3. Produce and use each of the following sauces at least once when preparing the range of
desserts listed in question 1:
 Chocolate based sauces

 Custards and crèmes
 Flavoured butters and creams
 Fruit purées, sauces or coulis
 Fruit syrups
 Sabayon and zabaglione
 Sugar syrups.
4. Use each of the garnishes and decorations listed below at least once when preparing the
desserts from question 1:
 Coloured and flavoured sugar

 Fresh, preserved or crystallised fruits
 Jellies
 Shaved chocolate
 Sprinkled icing sugar
 Whole or crushed nuts.
5. Within your workplace, use appropriate cookery methods from the following list when
producing the desserts listed in question 1:

P a g e | 62
 Adding fats and liquids to dry ingredients

 Baking
 Chilling
 Flambé
 Freezing
 Poaching
 Reducing
 Selecting and preparing appropriate dessert moulds
 Steaming
 Stewing
 Stirring and aerating to achieve required consistency and texture
 Using required amount of batter according to desired characteristics of finished products
 Weighing or measuring and sifting dry ingredients
 Whisking, folding, piping and spreading.
6. Within your workplace, present desserts, accompaniments and garnishes attractively and
decoratively.
7. Within your workplace, prepare the desserts listed in question 1 ensuring:
 That they are consistent in quality, size, shape and appearance

 It is done so within commercial time constraints
 They reflect required quantities to be produced
 You follow procedures for portion control and food safety practices when handling and
storing desserts
 You respond to special customer requests and dietary requirements.

P a g e | 63
Workplace Documentation – for learner

Workplace documents checklist
To demonstrate and support workplace knowledge, workplace documents can be submitted to the
assessor or third party. Indicate in the table below the documents that have been provided. Please
refer to your trainer/assessor if clarification is required or if you have any further questions on what
you are able to provide or use.
Document name/description Document attached
Yes No (Please circle)
For RTO use only
Have originals or digital copies been supplied for the workplace Yes No (Please circle)
documents?
If not originals, have the originals been validated or checked? Yes No (Please circle)
Learner’s signature
Assessor’s signature

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Supplementary Oral Questions (optional) – for assessor

The below table is for you to document any supplementary verbal questions you have asked the
learner to determine their competency. For example, if you are unsure of their answer to a question
in the Learner Workbook, you may choose to ask them a supplementary question to clarify their
understanding of the relevant criteria.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:

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Question:
Learner answer:
Question:
Learner answer:
Question:
Learner answer:

P a g e | 66
Feedback for the learner
I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name
Assessor’s name

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Competency as recorded by Assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the overall unit. Indicate in the table below if the learner is deemed
competent or not yet competent for the unit or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Activities List 1A-1C, 2A-2C, 3A-3C, 4A – 4E, 5A – 5I S NS
Have the activities been answered and performed fully, as required to assess Yes No
the competency of the learner? (Please circle)
Has sufficient evidence and information been provided by the learner for the Yes No
activities? (Please circle)
Comments from trainer/assessor:
Summative Assessments: Section A checklist S NS

Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)
activity? (Please circle)
Summative Assessments: Section B checklist S NS

Summative Assessments: Section C checklist S NS


P a g e | 68
Unit Result
Has the learner completed all required assessments to a satisfactory Yes No
standard? (Please circle)
Has sufficient evidence and information been provided by the learner to Yes No
prove their competency across the entire unit? (Please circle)
Has the learner completed all required assessments to a satisfactory Yes No

standard? (Please circle)
Has sufficient evidence and information been provided by the learner to Yes No
prove their competency across the entire unit? (Please circle)
The learner has been assessed as competent in the elements and performance criteria and the evidence has
been presented as:
Yes No
Authentic
(Please circle)
Yes No
Valid
(Please circle)
Yes No
Reliable
(Please circle)
Yes No
Current
(Please circle)
Yes No
Sufficient
(Please circle)
The learner is deemed: Not yet Competent Competent
If not yet satisfactory, date for reassessment:

SITHPAT006 Learner Workbook V1.1 ACOT

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Unit Result Record Sheet

SITHPAT006 Produce desserts

Result for unit Competent Not Yet Competent

Student Name: Student ID:

Received by Australian College of Trade:

NAME: Signature: Date:

VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019

 Address each question including any sub-points

 Demonstrate that you have researched the topic thoroughly

 Cover the topic in a logical, structured manner

 Presenting any work by another individual as one's own unintentionally

 Handing in assessments markedly similar to or copied from another learner

 Presenting the work of another individual or group as their own work

 Handing in assessments without the adequate acknowledgement of sources used, including

VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019

Assessment appeals process

VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019

Recognised prior learning

VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019

An explanation of observations and demonstrations:

The observation will usually require:

 Performing a work-based skill or task

 Interaction with colleagues and/or customers.

A demonstration will require:

 Performing a skill or task that is asked of you

 Undertaking a simulation exercise.

VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019

Third Party Guide

The reasons to use a third party may include:

Third party details (where required from the learner)

Third party name:

Position of third party:

Declaration for nominated third party

Third party signature: Date:

VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019

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

VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019

Millionaire’s Shortbread: Serves 4

For the shortbread:

 175g unsalted butter

 75g caster sugar

 1 can of condensed milk

 100g golden syrup

 350g dark chocolate.

Millionaire’s shortbread: Serves 10

For the toppings:

VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019

following are the list of additional equipment:

VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019

➢ Analyse the food that is left on plates from consumers

VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019