SITHCCC008 Student Assessment Tasks

Contents
Introduction........................................................................................................................................ 4
Assessment for this unit.................................................................................................................... 4
Preparing for assessment.................................................................................................................. 4
Assessment Task 1: Knowledge questions.......................................................................................6
Information for students................................................................................................................. 6
Questions...................................................................................................................................... 7
Assessment Task 1: Checklist..................................................................................................... 11
Assessment Task 2: Research report.............................................................................................. 13
Information for students............................................................................................................... 13
Activities...................................................................................................................................... 14
Assessment Task 2: Checklist..................................................................................................... 15
Assessment Task 3: Student logbook............................................................................................. 17
Information for students............................................................................................................... 17
Activities...................................................................................................................................... 19
Assessment Task 3: Student Logbook checklist..........................................................................23
Final results record.......................................................................................................................... 27
VETA-Vocation Education Training Australia

Level 2, Suite 10, 2092 Logan Rd, Upper Mount Gravatt | Ph: 07 3162 2557
RTO No: 45511 | CRICOS No: 03773G
Email: info@veta.qld.edu.au
Introduction
Welcome to the Student Assessment Tasks for SITHCCC008 Prepare vegetable, fruit, egg and
farinaceous dishes. These tasks have been designed to help you demonstrate the skills and
knowledge that you have learnt during your course.
Please ensure that you read the instructions provided with these tasks carefully. You should also
follow the advice provided in the Hospitality Works Student User Guide. The Student User Guide
provides important information for you relating to completing assessment successfully.
Assessment for this unit

SITHCCC008 Prepare vegetable, fruit, egg and farinaceous dishes describes the performance
outcomes, skills and knowledge required to prepare and cook various vegetable, fruit, egg and
farinaceous dishes following standard recipes. It requires the ability to select and prepare
ingredients, and to use relevant equipment, cookery and food storage methods.
For you to be assessed as competent, you must successfully complete three assessment tasks:
 Assessment Task 1: Knowledge questions – You must answer all questions correctly.
 Assessment Task 2: Research report – You must research the historical and cultural origins of
two dishes.
 Assessment Task 3: Student Logbook – You must complete a range of cooking tasks and
complete a Student Logbook. The assessor must also observe a range of cooking tasks.
Preparing for assessment

Please read through all of the assessment tasks and related documents carefully before you get
started. Ensure that you have everything that you need and seek clarification from your trainer,
assessor or workplace supervisor if you have any questions.
Supporting resources: Supporting resources include templates, journals, workbooks and

portfolios which can be used to support you in providing evidence of your competence. Your
assessor will provide you with these documents before you begin your assessment tasks. For
this unit, the supporting resources comprise:
 Research report template (Assessment Task 2)
 Service Planning template (Assessment Task 3)
 Student Logbook (Assessment Task 3)
Once you have read through the assessment tasks and are satisfied that you are clear on the
requirements and submission dates, complete and sign a Student Assessment Agreement. Your
assessor will countersign the agreement and keep it on file. You will find a Student Assessment
Agreement in Appendix B of your Hospitality Works Student User Guide or your RTO will provide
you with one.
Remember to check your Hospitality Works Student User Guide for information about:
 submitting assessments  re-assessment guidelines
 assessment appeals  responding to written questions.

Assessment Task 1: Knowledge questions
Information for students

Knowledge questions are designed to help you demonstrate the knowledge which you have
acquired during the learning phase of this unit. Ensure that you:
 review the advice to students regarding answering knowledge questions in the Hospitality
Works Student User Guide
 comply with the due date for assessment which your assessor will provide
 adhere with your RTO’s submission guidelines
 answer all questions completely and correctly
 submit work which is original and, where necessary, properly referenced
 submit a completed cover sheet with your work
 avoid sharing your answers with other students.
i Assessment information
Information about how you should complete this assessment can be found in Appendix
A of the Hospitality Works Student User Guide. Refer to the appendix for information
on:
 where this task should be completed
 the maximum time allowed for completing this assessment task
 whether or not this task is open-book.

Note: You must complete and submit an assessment cover sheet with your work. A
template is provided in Appendix C of the Student User Guide. However, if your RTO
has provided you with an assessment cover sheet, please ensure that you use that.

Questions
1. List at least three food safety issues which you must consider when handling and cooking with
eggs. Describe how you would reduce each risk.
Risk Strategy for reducing risk
2. Explain how you can reduce the risk of contaminants such as e. coli, salmonella and listeria
when handling and cooking with fruit and vegetables. Provide two examples.
3. Describe three indicators which you would use to select fresh, quality fruit and vegetables.
4. List three signs that vegetables have spoiled or have been contaminated.
5. List three signs that pasta has spoiled or has been contaminated.
6. List the requirements for the safe storage of the following foods:
Food Recommended temperature
Tinned vegetables
Dry pasta and rice
Fresh pasta
Eggs
Ripe pineapple
Pumpkin
Sweet potato
Lettuce
Strawberries
Mushroom
7. Identify the shelf/storage life of the following foods.
Food Shelf life
Dry pasta
Oranges
Cooked rice
Hard boiled eggs (in refrigerator)
Leftover meals containing egg
Watermelon
Eggplant
Fresh peas
Mushroom
8. Assume you have been asked to prepare a dish that contains eggs, but there has been a
special customer request. There are several customers who are vegan. What can you
substitute the eggs with? In your answer, include reference to egg replacers and their
ingredients.
9. Identify three precision cuts you would use when cutting vegetables.
10. Describe four items which you should check before using a blender or food processor to
prepare fruit and vegetables.
11. Describe two things you should do when using the above equipment to ensure you work
safely.
12. Describe four mise en place tasks related to preparing vegetable, fruit, farinaceous and egg
dishes that you can complete without affecting the quality of dishes.
13. Define the following culinary terms:
 Aerating:
 Enriching:
 Farinaceous:
 Infusion:

 Macerate:
 Binding:
 Setting:
 Julienne:
 Thickening:
 Crumbing/coating:
 Zest:
 Garnishing:
 Clarifying:
 Glazing:
 Emulsifying:
14. Provide three reasons why it can be beneficial to use convenience products.
15. Describe at least one convenience product commonly used in dishes that contain fruits,
vegetables, eggs and farinaceous items.
16. Discuss the difference in nutritional values when it comes to using frozen fruit and vegetables
over fresh.
17. Discuss the difference in texture between frozen fruit and vegetables and fresh fruit and
vegetables.
18. Identify two cookery methods commonly used when preparing egg dishes. Include a
description of how each method is used.
19. Identify two cookery methods commonly used when preparing fruit and vegetable dishes.
Include a description of how each method is used.
20. Identify two cookery methods commonly used when preparing farinaceous dishes. Include a
description of how each method is used.
21. List three sauces commonly used with vegetable dishes.
22. List three sauces commonly used with pasta dishes.
23. List three accompaniments commonly served with pasta dishes.

24. In your training kitchen or workplace, locate a range of vegetables and fruits (tinned, frozen
and packaged), farinaceous products and eggs. Take a photo of the labels on each product
that identify best-before/use-by dates and rotation requirements. Try to find at least one item
that has a Julian date on it. For each one, identify the disposal date. Submit the photos as part
of your assessment.

Assessment Task 1: Checklist
Student’s name:
Did the student provide a Completed

sufficient and clear answer successfully? Comments
which met the requirements
of the assessor marking Yes No
guide?
Question 1
Question 2
Question 3
Question 4
Question 5
Question 6
Question 7
Question 8
Question 9
Question 10
Question 11
Question 12
Question 13
Question 14
Question 15
Question 16
Question 17
Question 18
Question 19

Question 20
Question 21
Question 22
Question 23
Question 24
Task outcome:  Satisfactory  Not satisfactory
Assessor signature:
Assessor name:
Date:

Assessment Task 2: Research report

In this task, you will research a range of vegetable, fruit, egg and farinaceous dishes.
You will need access to:
 your learning resources and other information for reference
 your Research Report Template.
Ensure that you:
 review the advice to students regarding responding to written tasks in the Hospitality Works
Student User Guide
 comply with the due date for assessment which your assessor will provide
 adhere with your RTO’s submission guidelines
 answer all questions completely and correctly
 submit work which is original and, where necessary, properly referenced
 submit a completed cover sheet with your work
 avoid sharing your answers with other students.
i Assessment information
Information about how you should complete this assessment can be found in Appendix
A of the Hospitality Works Student User Guide. Refer to the appendix for information
on:
 where this task should be completed
 how your assessment should be submitted.
Note: You must complete and submit an assessment cover sheet with your work. A
template is provided in Appendix B of the Student User Guide. However, if your RTO
has provided you with an assessment cover sheet, please ensure that you use that.

Activities
Complete the following activities.
1. Carefully read the following information.
In this task, you will research vegetable, fruit, egg and farinaceous dishes in order
to discover their:
 historical and cultural origins
 classical and contemporary variations
 appearance and presentation
 freshness indicators
 quality indicators
 nutritional value
 service style
 taste profile
 texture profile.
Your assessor may nominate the dishes which you should research or,
alternatively, you will select a range of dishes which interest you or which are
relevant to your workplace. Seek approval from your assessor on your dishes
before you begin this task.
You will be researching and reporting on two dishes.
2. Research and report
Research each dish in order to discover the criteria listed above. A Research report
template has been provided.
ANS:
Research report
Dish 1: Palak Paneer
Dish 2: Chicken Karahi
Historical and Cultural origins

Dish 1
Palak paneer is a Punjab-based north Indian vegetarian curry. According to history, the first form
of paneer was created by accidentally in saddlebags during the period of the Mongol Empire. The
blazing sun would beat down on their saddlebags as the nomadic inhabitants of the Gobi rode
from one village to the next, combining the milk with the rennet lining of the saddlebags (which
was apparently manufactured from animal stomachs), causing the milk to curdle into a paneer-
like substance.
Dish 2
Chicken karahi, commonly known as chicken kadai, is a delicious dish from South Asia's north and
north-west. Chicken karahi is thought to have originated in the Khyber Pakhtunkhwa province,
near Pakistan's former northern border. The popularity of chicken karahi around the world is
undeniable, and it must be noted that this meal offers a number of benefits. It's easy to make and
takes only a few minutes. It's made with just one utensil and may be made in a cast iron pan or a
wok if you don't have a traditional karahi
Classical and Contemporary variations

Dish 1
Palak belongs to the Spinach family and has a mild, earthy taste. In India, Palak is known as Palak
Main. It is widely used in Northern Indian cooking. Palak is known to be a rich source of beta-
carotene, vitamin C, and Vitamin K. Palak Paneer is a type of paneer dish prepared with spinach
and flavored with aromatic spices. It is usually spicy and creamy, eaten with naan, roti or rice
Dish 2
Chicken Karahi is a traditional dish of Pakistani and Indian cuisine. The chicken is marinated with
spices, roasted on charcoal and garnished with onions and tomatoes. The dish has many
variations in Pakistan and India. The classical version of the dish is made by cooking the chicken
with whole black pepper, while the contemporary variations uses chicken tandoori masala. The
dish is very popular on social gatherings and parties
Appearance and presentation

Dish 1
Palak paneer is presented as deep yellow puree, the puree should be soft not hard. The gravy
should be thick but not runny. The paneer pieces should be in chunks. The mix of spices should be
visibly marinated to the paneer. The noodles should be long and thin. The garnishing should be
red onions, green coriander and some mint leaves.
Dish 2
Chicken curry should appear and be presented with a tinge of gold, with hints of green and red. A
thick, hand-cut, roti (Indian flatbread) or naan should be served on the side. The portion should be
enough to fill a customer up without feeling heavy. Chicken pieces should be slightly soft, but not
too dry. The curry should be thick, spicy and tasty.

Freshness indicators
Dish 1
Fresh spinach should look bright green, with tender, tightly packed leaves. Avoid buying spinach
with wilted or yellowed leaves. The leaves should be free of brown spots. Paneer should not be
bitter and should have a pleasant flavour. The paneer should have a clean, dirt-free appearance.
The paneer should have a spongy texture and be devoid of water.
Dish 2
A pinkish colour is ideal for fresh chicken. Avoid visible flaws such as bruises or holes in the skin,
which can detract from the flavour and freshness of the chicken. Chicken should also be plump,
with meat that retains its shape after being rubbed against it for a few seconds. Onions are solid
and smooth when they are fresh. Squishy or slimy onions and other vegetables are a sure sign
that they are starting to rot. Finally, fresh onions have an onion odour, whereas rotting onions
have a nasty or rotten bad odor
Three quality indicators for each dish.
Dish 1
The first one is that the color of the dish should be green
The second one is the presence of spinach leaves in the dish.
The third one is that the dish should have a bit of a sour taste.
Dish 2
The first quality indicator is the texture. The texture is the most important part of any dish.
The second quality indicator is blending of the flavors.
Lastly, the last quality indicator are the spices used.
Nutritional value
Dish 1
Palak Paneer (1 serving) contains 8g total carbs, 5g net carbs, 18g fat, 10g protein, and 240
calories.
Dish 2
Chicken curry contains 254 calories per 240 g serving. This serving contains 15 g of fat, 16 g of
protein and 16 g of carbohydrate. The latter is 6.2 g sugar and 3.4 g of dietary fiber, the rest is
complex carbohydrate. Chicken curry contains 3.8 g of saturated fat and 53 mg of cholesterol per
serving.

Service style
Dish 1
The best suited service style for palak paneer is a la carte because this dish is ordered individually.
Dish 2
The chicken curry dish is best suited to table d’hote service. As this dish is a multi-dish meal, the
customer will expect to be served the meal from the waiter. The customer will also expect a
waiter to clear their plates once the customer has finished the meal. Therefore, the chicken curry
dish is best suited to table d’hote service
Taste profile
Dish 1
Palak paneer has a distinct taste of spinach. It is simply delicious. It is savory, sweet and spicy. To
enjoy Palak paneer at it's best, we always recommend that you try it with hot, fresh naan - the
hot, crispy bread that comes with every Indian meal.
Dish 2
The blend of sweet and savoury spices that make up chicken curry give it a distinct taste and
flavour. Due to spices like turmeric, which also gives it its colour, chicken curry has a rich earthy
flavour. The deep earthy flavour is complemented by a sprinkling of brightness and vigour
Texture profile
Dish 1
Palak paneer is a popular vegetarian Indian dish made with spinach, paneer (an Indian cottage
cheese) and spices. The texture of spinach is crunchy while paneer is soft, which makes the
texture of palak paneer dish a little crunchy and soft.
Dish 2
The chicken curry has a smooth and creamy texture with a hint of spiciness. The chicken curry can
be eaten with plain rice, chapattis, and naan. The chicken curry dish can be easily prepared in a
crock pot, slow cooker, pressure cooker, or in an oven.

Assessment Task 2: Checklist
Student’s name:
Completed
successfully? Comments
Did the student: Yes No
Accurately describe the appearance of

dish one?
Accurately describe the appearance of

dish two?
Accurately describe the presentation of

dish one?
Accurately describe the presentation of

dish two?
Accurately describe one classical and

one contemporary variation of dish one?
Accurately describe one classical and

one contemporary variation of dish two?
Accurately describe the freshness

indicators for dish one?
Accurately describe the freshness

indicators for dish two?
Accurately describe the quality indicators

for dish one?
Accurately describe the quality indicators

for dish two?
Accurately describe the nutritional value

for dish one?
Accurately describe the nutritional value

for dish two?
Accurately describe the service style for

dish one?

Accurately describe the service style for
dish two?
Accurately describe the taste profile of

dish one?
Accurately describe the taste profile of

dish two?
Accurately describe the texture profile of

dish one?
Accurately describe the texture profile of

dish two?
Accurately describe the historical origins

of dish one?
Accurately describe the historical origins

of dish two?
Accurately describe the cultural origins

of dish one?
Accurately describe the cultural origins

of dish two?
Assessor signature:
Assessor name:
Date:

Assessment Task 3: Student logbook
Cooking tasks required for this unit

This unit of competency requires that you follow standard recipes to prepare dishes for at least
six different customers using each of the following types of products:
 vegetables and fruit:

o dried
o fresh
o frozen
 eggs used for the following applications:

o aerating o emulsifying
o binding o glazing
o setting o clarifying
o coating o garnishing
o enriching o thickening
 farinaceous items:
o couscous o pulses
o pasta and noodles o rice.
o polenta
You must also:

 prepare dishes using each of the following cookery methods at least once:
o boiling o poaching or scrambling
o braising o roasting
o deep and shallow frying o stewing
 demonstrate each of the following culinary applications at least once when working with
eggs:
o aerating o emulsifying
o binding o glazing
o setting o clarifying
o coating o garnishing
o enriching o thickening
 prepare at least three different types of fresh pasta
 respond to special customer requests and dietary requirements.
Instructions for how you will complete these requirements are included below.

Activities
Complete the following activities.
1. Carefully read the following information.
Successful completion of this unit requires that you complete the range of cooking
tasks listed above. It is important that you provide evidence that you have
successfully completed each task. We have provided you with a Student Logbook
to help you.
Below is a guide to the skills and knowledge you must demonstrate when you are
completing each task. We have provided a number of documents to assist you and
you will find these in your Student Logbook.
What do I need to demonstrate?

During your practical assessments, you will be required to demonstrate a range of
the skills and knowledge that you have developed during your course. These
include:
 interpreting standard recipes and food preparation lists
 confirming food production requirements
 calculating ingredient amounts
 identifying and selecting ingredients from stores according to quality, freshness

and stock rotation requirements
 following procedures for portion control
 producing the required quantities
 checking perishable supplies for spoilage
 checking perishable supplies for contamination
 selecting the type and size of equipment required
 ensuring that food preparation equipment safely assembled, clean and ready
for use
 using equipment safely and hygienically
 using equipment according to the manufacturer’s instructions
 sorting and assembling ingredients according to food production sequencing
 weighing and measuring ingredients accurately
 creating portions according to the recipe
 cleaning and cutting ingredients according to culinary standards
 preparing eggs according to the recipes

 preparing fresh farinaceous ingredients according to the recipe
 minimising waste to maximise profitability
 following standard recipes accurately
 selecting and adding accompaniments which are suited to each dish
 making adjustments to dishes to ensure quality
 presenting dishes attractively
 using appropriate service-ware
 adding dips, sauces and garnishes according to standard recipes and regional
variations
 evaluating dishes and adjusting presentation
 storing dishes in appropriate environmental conditions
 following organisational policies and procedures
 maintaining a clean work area
 disposing of or storing surplus products
 working safely
 working hygienically
 working sustainably
 working efficiently
 working within commercial time constraints and deadlines
 responding to special customer requests and dietary requirements.
How will I provide evidence?

In your Student Logbook, you will find some detailed information about providing
evidence, the preparation and planning documents you must complete for each
time that you cook, a logbook summary and a reflective journal. Each time that you
cook or prepare a dish for assessment of this unit, you will need to:
 complete a planning document
 complete a reflective journal (a reflective journal provides an opportunity for

you to think about the cooking process – what went well, what you would do
differently next time). It also helps you to provide evidence for your
assessment
 ask your supervisor/trainer to sign the supervisor declaration section at the end
of the reflective journal.
Your assessor will also observe some of your cooking and food preparation and
complete an observation checklist.

Tips for completing your Student Logbook
 Read through this assessment and your logbook before you get started and
make sure you understand what you need to do. If you are unsure, speak to
your assessor and/or supervisor.
 Stay up to date! Complete a logbook entry at the end of each time that you
cook and ask your supervisor to do the same. Providing organised, complete
evidence forms part of your assessment.
 Stay in touch with your assessor. Ask questions, raise issues, check in,
communicate.
Most importantly, ask for help if you are having trouble!
2. Determine production requirements.

To ensure that you have everything that you require to prepare the standard recipe,
you will need to:
 interpret the standard recipe and associated food preparation list which you
will be working from and:
o confirm the food production requirements
o calculate the number of portions and the amount of each ingredient that
you require
o select the relevant cookery method
o determine the cooking times and temperatures
o select the accompaniments which you will add to the dish
o select the ingredients from stores
o check all perishable supplies for spoilage or contamination
o identify the food preparation equipment that you require
o ensure that the appropriate food preparation equipment is ready for use
o take any customer requirements or special dietary needs into

consideration.
A Service planning template has been provided to help you.
3. Prepare vegetable, fruit, egg and farinaceous dishes.

Now it’s time to put all of that planning and organising to work. Prepare the dish or
dishes as per the standard recipe and food preparation list. Ensure that:
 all food is prepared safely and hygienically
 you follow portion control procedures
 you manage your own speed, timing, sequencing and productivity to ensure
efficiency
 all stages of preparation and cooking are completed in a way which ensures:
o quality of food items
o consistency of food items
o organisational standards are met
o waste is minimised to maximise the profitability of dishes.
 you assemble and use equipment safely and hygienically
 you sort and assemble ingredients logically and efficiently
 food items match the recipes and menu descriptions
 the required quantities of food are produced
 you adjust the taste, texture and appearance of food products according to
any deficiencies which you identify
 you evaluate the quality of finished dishes and make adjustments to ensure a
quality product
 you present dishes attractively on appropriate service-ware
 you add dips, sauces and garnishes as required
 you work within commercial time constraints and deadlines
 you store food safely and in appropriate environmental conditions
 you respond to any special customer requests or dietary requirements
 you maintain a clean and tidy work area
 you dispose of or store surplus products effectively
 you work sustainably.
Complete a reflective journal for each time that you cook a dish as part of your
assessment for this unit. Don’t forget to ask your trainer/assessor or supervisor to
complete the declaration.
4. Submit documents to your assessor.
Finalise your Student Logbook. Ensure that all documents are clear and complete.
It should include the following completed documents for each time that you cook a
dish as part of your assessment for this unit.
 Service planning template
 Reflective journal (endorsed by your trainer/assessor or supervisor).
Send or submit the completed Student Logbook to your assessor.

Assessment Task 3: Student Logbook checklist
Student’s name:
Completed
Follow standard recipes to prepare

dishes for at least six different customers
using each of the following types of
products:
 vegetables and fruit:
o dried
o fresh
o frozen
 eggs used for the following

applications
o aerating
o binding
o setting
o coating
o enriching
o emulsifying
o glazing
o clarifying
o garnishing
o thickening
 farinaceous items:
o couscous
o pasta and noodles
o polenta
o pulses

Student’s name:
Completed
o rice?
Prepare dishes using each of the

following cookery methods at least once:
 boiling
 braising
 deep and shallow frying
 poaching or scrambling
 roasting
 stewing?
Prepare at least three different types of

fresh pasta?
Respond to special customer requests

and dietary requirements?
Interpret the standard recipes and

associated food preparation lists to:
 confirm food production

requirements
 calculate number of portions
 calculate ingredient quantities?
Select the relevant cookery methods and

determine cooking times and
temperatures?
Identify and select ingredients from

stores for each dish according to recipe,
quality, freshness and stock rotation
requirements?
Check perishable supplies for spoilage

or contamination?
Select equipment suitable for

Student’s name:
Completed
requirements.
Ensure that equipment was assembled

and used safely, hygienically and
according to manufacturer instructions?
Ensure cleanliness of equipment before

use?
Sort and assemble ingredients according

to food production sequencing?
Weigh and measure ingredients

accurately?
Follow portion control procedures?
Clean ingredients?
Cut ingredients as required using basic

culinary cuts according to culinary
standards?
Minimise waste to maximise profitability?
Follow standard recipes to select and

use relevant cookery methods for
vegetable, fruit, egg and farinaceous
foods?
Complete all stages of preparation and

cooking in a way which ensured quality
and consistency in food items?
Complete all stages of preparation and

cooking in a way which ensured
organisational standards are met?
Select and add accompaniments suited

to each dish?
Evaluate the quality of dishes and make

Student’s name:
Completed
adjustments as necessary?
Present dishes attractively on

appropriate service-ware?
Visually evaluate dishes and adjust

presentation?
Add dips, sauces and garnishes

according to standard recipes and
regional variations?
Store dishes safely and in appropriate

environmental conditions?
Maintain a clean and tidy work area?
Dispose of or store surplus and re-

usable by-products?
Work safely and hygienically?
Work sustainably?
Prepare dishes within commercial time

constraints?
Produce required quantities?
Manage own speed, timing, sequencing

and productivity to ensure efficiency?
Assessor signature:
Assessor name:
Date:

Final results record
Student name:
Assessor name:
Date:
Unit name:
Qualification name:
Final assessment results
Result
Task Type Satisfactory Unsatisfactory Did not submit
Assessment Task 1 Knowledge questions S U DNS
Assessment Task 2 Research report S U DNS
Assessment Task 3 Student Logbook S U DNS
Overall unit results C NYC
Feedback
 My performance in this unit has been discussed and explained to me.

 I would like to appeal this assessment decision.
Student signature: _________________________________________ Date: _________________
 I hereby certify that this student has been assessed by me and that the assessment has been
carried out according to the required assessment procedures.
Assessor signature: _______________________________________ Date: _________________


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Contents

VETA-Vocation Education Training Australia

Assessment for this unit

Preparing for assessment

Supporting resources: Supporting resources include templates, journals, workbooks and

 Research report template (Assessment Task 2)

 Service Planning template (Assessment Task 3)

 Student Logbook (Assessment Task 3)

 submitting assessments  re-assessment guidelines

 assessment appeals  responding to written questions.

VETA-Vocation Education Training Australia

Information for students

 adhere with your RTO’s submission guidelines

 answer all questions completely and correctly

 submit work which is original and, where necessary, properly referenced

 submit a completed cover sheet with your work

 avoid sharing your answers with other students.

 where this task should be completed

 the maximum time allowed for completing this assessment task

 whether or not this task is open-book.

VETA-Vocation Education Training Australia

Risk Strategy for reducing risk

Food Recommended temperature

Dry pasta and rice

Food Shelf life

Hard boiled eggs (in refrigerator)

Leftover meals containing egg

13. Define the following culinary terms:

VETA-Vocation Education Training Australia

21. List three sauces commonly used with vegetable dishes.

22. List three sauces commonly used with pasta dishes.

23. List three accompaniments commonly served with pasta dishes.

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Did the student provide a Completed

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Task outcome:  Satisfactory  Not satisfactory

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Information for students

 your learning resources and other information for reference

 your Research Report Template.

Ensure that you:

 adhere with your RTO’s submission guidelines

 answer all questions completely and correctly

 submit work which is original and, where necessary, properly referenced

 submit a completed cover sheet with your work

 avoid sharing your answers with other students.

 where this task should be completed

 how your assessment should be submitted.

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1. Carefully read the following information.

 historical and cultural origins

 classical and contemporary variations

 appearance and presentation

2. Research and report

Dish 1: Palak Paneer

Dish 2: Chicken Karahi

Historical and Cultural origins

Classical and Contemporary variations

Appearance and presentation

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Three quality indicators for each dish.

The second one is the presence of spinach leaves in the dish.

The second quality indicator is blending of the flavors.