Task 1 SITHCCC019 Written Assessment - Doc V1

SITHCCC019 –
Produce cakes, pastries and breads

Version 1
Updated 02/02/2021
Copyright
This document was developed for Wakefield International College, and is adapted, used, and distributed by the College only. All rights
reserved.
No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording or otherwise without the prior written permission of Wakefield International College.
Version Control & Document History

Date Summary of modifications Version
02 February 2021 Version 1.0 produced following 1.0
assessment validation.
SITHCCC005
Prepare Dishes Using Basic
LEARNER
Assessment ResourceSITHCCC019 Produce cakes, pastries and breads V1
Methods of Cookery
Wakefield International College Pty Ltd, Address: Level 7 25 Franklin Street, Adelaide SA -5000
GUIDE
Phone: +61 8 7225 4506 Email: info@wic.sa.edu.au
RTO No: 45503 CRICOS No: 03766G All rights reserved to WIC, Version uncontrolled when printed/downloaded
Assessment Resource | SITHCCC019
ASSESSMENT COVER SHEET

This form is to be completed by the assessor and used a final record of student competency.
All student submissions including any associated checklists (outlined below) are to be attached to this cover sheet before
placing on the students file.
Student results are not to be entered onto the Student Database unless all relevant paperwork is completed and attached
to this form.
Student Name: YATIN
Student ID No: 12721545
Final Completion Date: 09/09/2022
Unit: SITHCCC019 Produce cakes, pastries and breads

Result Reassessment
Please attach the following documentation to this form S = Satisfactory
NS = Not Satisfactory
S = Satisfactory
NS = Not Satisfactory
NA = Not Assessed NA = Not Assessed
Assessment 1  Observation Checklist attached (4 pastry batches) S | NS | NA S | NS | NA
Assessment 2  Observation Checklist attached (4 cake batches) S | NS | NA S | NS | NA
Assessment 3  Observation Checklist attached (4 yeast batches) S | NS | NA S | NS | NA
Assessment 4  Written assessment attached S | NS | NA S | NS | NA
Final Assessment Result for this unit C / NYC
Assessor Notes: (inclusive of reassessment, reasonable adjustment, further opportunities for gap training etc.): ______________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Student Declaration: I declare that I have been assessed in this unit,

and I have been advised of my result. I also am aware of my appeal rights. Assessor Declaration: I declare that I have conducted a fair, valid,
reliable and flexible assessment with this student, and I have provided
Name: appropriate feedback
____________________YATIN________ Name: ____________________________
Signature: Signature: ____________________________
_______________YATIN_____________
Date: ____/_____/_____
Date: ___09_/_09 /_2022____
Administrative use only

Entered onto Student Management Database  ________________

Date Initials
This page intentionally blank

Unit Summary
This unit describes the performance outcomes, skills and knowledge required to produce
cakes, pastries and breads in a commercial kitchen following standard recipes. It requires
the ability to select, prepare and portion ingredients; and to use relevant equipment a range
of cookery methods to make and decorate cakes, pastries and breads, and food storage
methods.
It does not cover the specialist skills used by patissiers to produce specialist patisserie
products. These are covered in the range of patisserie units coded ‘PAT’.
The unit applies to hospitality and catering organisations that produce and serve cakes,
pastries and breads, including hotels, restaurants and patisseries.
It applies to individuals who work under the guidance of more senior chefs. They
demonstrate autonomy and judgement to complete routine activities and take limited
responsibility in known and stable contexts within established parameters.
No occupational licensing, certification or specific legislative requirements apply to this unit at

the time of publication.
Prerequisite Units
SITXFSA001 Use hygienic practices for food safety
Summative Assessment - Assessor Instructions

It is important that in conducting assessment, the assessor undertakes the following:
Prior to conducting the assessment

 Read the assessment tasks as detailed throughout this document.
 Contextualise the task (and checklist) to ensure it reflects the students working environment. (Be sure to
check with the mapping document to ensure any contextualisation still covers the unit requirements)
 Read the assessor instructions and checklist prior to commencing the assessment.
 Ensure the assessment environment is suitable for the parameters of the task, to ensure the students will
have an appropriate opportunity to demonstrates their skills.
 Make suitable modifications to the assessment environment (if required), to allow all tasks to be
observed.
 Ensure the student is allocated the appropriate time and resources for the task.
 If undertaken on the job - discuss the assessment with the workplace supervisor, to so they are aware
of what will happen throughout the process.
 If undertaken on the job - Determine and agree with the supervisor an acceptable time frame for each
assessment.
 Advise the student prior to conducting the assessment of:
o what will occur throughout the assessment process.
o when the assessment will occur.
o the level of competency expected (review the checklist or the criteria for the task to ensure the
student understands the assessment process and the expectations).
o the RTO reasonable adjustment process and offer adjustment for any students needing
assistance.
o the RTO re-assessment and appeals process.
 You should not tell the student how to undertake the task, as it would lead the student and render the
assessment process invalid. The student should have been taught "How" to perform each task during the
training stage and is expected to know this prior to commencing the assessment.
 Do not give the student a copy of the Assessor Checklist or Sample Answers prior to the assessment.
The student instructions provide appropriate detail for the student on the expected level of competency
for each task.
Conducting the assessment

 Establish and oversee the evidence gathering process to ensure it remains valid, reliable, fair and
flexible.
 Advise the student when to commence the assessment.
 Observe the student undertake the tasks as outlined.
 Record your observations in the assessor checklist.
 Where a checklist point is not observed due to an inappropriate environment, or for a reason outside the
student’s control, modify the scenario to allow the student an opportunity to perform the associated task
 Where a checklist point is not appropriate, write "N/A" in the space provided.
 Incorporate allowable adjustments to the assessment procedure without compromising the integrity of the
assessment. Be sure to make appropriate notations on the assessment checklist to explain any
variances to the assessment process (such as probing questions, alterations to assessment environment,
etc) to ensure the assessment process is transparent (and the assessment remains Valid)
 Gather supporting documentation where available and appropriate (as evidence)
 Do not interfere with the assessment unless the students’ actions impose a risk to themselves or anyone
else. In the event that the actions of the student impact on the safety of any person - you are to
immediately cease the assessment and take actions to reduce the identified risk.
 If a student performs an action incorrectly, mark it as such. Record what you see, not what you want to
see.
 Once the assessment is complete, advise the student that the assessment has ceased, and record your
comments in the sections provided.
Making and recording the decision

 The student needs to be deemed satisfactory in all assessments to gain competency.

 You are to provide feedback* to the student on their performance and/or the outcome from their
assessment (whether satisfactory or not yet satisfactory)
 If a student has been assessed as "Not Yet Satisfactory" on their performance in an assessment they
should be offered information about the appeal process and/or a reassessment opportunity.
 Re-assessments:
o Re-assessments are to be undertaken on a different date. This is to allow an opportunity for the
student to undergo further training as required, and to ensure the student is assessed on their
ability to demonstrate their actual skills and knowledge - not just their ability to answer questions /
perform actions based on immediate advice of the assessor.
o When undertaking observation-based re-assessments, students must perform the full task that
relates to the observation. This means if a student undertakes an observation and is marked not
satisfactory on one or more points within the observation, they must perform the task again in full.
o If a student has been marked as satisfactory on any full observation task, they are not required to
be re-assessed on that task again.
o Written assessments (if applicable). Students are only required to be re-assessed on the
questions relating to the topic they answered incorrectly in the initial assessment. For example, if
the student answered Q1, 2, 3 correctly, but answered Q4+5 incorrectly; then they must be re-
assessed on Q4+5 on a later date.
 Using the evidence gathered and the rules of evidence (validity, reliability, sufficiency, currency and
authenticity) determine the final outcome for the student. If you are in doubt, gather further evidence to
help guide your decision.
 Assess the students on what you observe during the assessment period, not on their actions before or
after the assessment.
 If you are marking the student NYC, ensure you outline why you have made this decision, and provide
advice on how the student can improve their skills / knowledge prior to reassessment; or if the re-
assessment opportunities have lapsed, provide advice on appeals and or re-enrolment.
 Record the assessment results onto the Assessment Summary / Cover Sheet, ensuring each section is
complete.
 Attach all evidence (projects / checklists / tests, etc) to this form.
 Submit the completed Assessment Summary/ Cover sheet and associated evidence for processing as
per your RTO procedures.
Providing feedback
 Provide constructive feedback to the student on their performance during the assessment period. Do not
make any comments on actions undertaken prior or after the assessment period.
 Provide the student with:
o Their assessment results.
o Clear and constructive feedback based on the assessment decision.
o The reasons underpinning your assessment decision.
o Information on ways of overcoming any identified gaps in competency revealed by the
assessment the opportunity to discuss the assessment process and outcome information on
reassessment and the appeals processes.
o An opportunity for reassessment if appropriate or requested by the candidate.
o Information on appeal process as applicable to your organisation

ASSESSMENTS 1 – ASSESSOR INSTRUCTIONS
WRITTEN ASSESSMENT / PROJECT

This assessment may be undertaken in one of the following formats.
Written assessment
1. Set a date for this written assessment.
2. Advise students of the topic and how the assessment will be conducted / marked.
3. Advise students where this assessment will be undertaken (classroom environment)
4. Set up room with a gap between each student (staggered formation recommended)
5. Set ground rules including no phones, talking, books, etc.
6. Allow time for reading and questions before commencing assessment.
7. Once assessment has commenced, no communication between students is allowed.
8. If students repeatedly talk, or are caught cheating, they are to be removed from the classroom, and reported to
student administration. Mark the assessment tasks as “incomplete”
9. Allow 2.5 hours for this assessment.
10. Remember – assessments are a participatory process, so you can help re-word questions, but be careful NOT
TO LEAD. We are assessing the students, not you!
11. Once completed, mark the assessment accordingly. Refer to the sample answers as direction on expected
student responses.
12. In the event that a question is not answered correctly, discuss the response with the candidate to determine if
the student did not know the answer, or did not understand the question.
13. In order to achieve competency, all questions that are mapped in the associated mapping document MUST be
answered correctly.

ASSESSMENT 1 – WRITTEN ASSESSMENT
Student Name: __YATIN____________________________________________________________
Student ID No: _______12721545__________________________________ Date: ___09/09/2022___________
Student Instructions
Written Assessment
 This assessment will be undertaken in the classroom, under test conditions.
 This is a closed book written assessment.
 Time allocated: 2.5 hours
1 Describe the following characteristics of each yeast-based product listed below
Moisture: Not to dry
Texture Crusty and soft

Croissants
Colour Golden brown
Taste Buttery
Appearance Oval shape
Texture Hard crust

Sourdough Bread
Colour Light golden brown
Taste Sour
Appearance Round in shape
Texture Soft
Hot Cross Bun
Colour Brown
Taste Sweet

Appearance Ring shaped
Texture Soft
Savarin
Colour Light golden brown
Taste Soaked in rum
2 Describe the following characteristics of each cake product listed below
Appearance Different shapes and sizes
Colour Light/ yellow
Consistency Lean
Genoise Sponge
Moisture content Dry
Cake
Shape Round or square
Taste Soft
Texture Light and fluffy
Appearance Lumpy and solid
Colour Dark brown
Consistency Dense
Fruit Cake Moisture content Then be moist
Taste Dense and thick, fruity
Texture Firm
Appearance Long Rolled in jam
Swiss roll Colour Normally dusted with iced sugar
Consistency Light

Moisture content Not to dry
Shape Log
Taste Sponge
Texture Soft
Appearance Can have a various appearances
Colour Light/ yellowish
Consistency Lean
Sponge Moisture content Dry
Taste Light and soft
Texture Light and fluffy
Appearance Golden brown
Colour Golden brown
Consistency Moist and soft
Angles Cake Moisture content Moist
Shape Round with the whole in the centre
Taste Light and soft
Texture Soft and spongy
3 Describe the following pastry structures
Filo Appearance Thin

Texture Crispy and paper like texture
Crumb structure No crumbs
Taste Salty and sweet
Appearance Puffy
Texture Crisp
Puff Colour Golden when cooked
Taste Rich in taste
Moisture content Can be moist depends on the final product
Appearance Thick
Texture Biscuit like
Shortcrust Crumb structure Can be crumbly
Taste Sweet
4 Describe the nutritional value for each of the following yeast products

66% cal,
11% fat,
White bread
78% carb,
11% protein
99% cal per slice
11% fat
Wholemeal Bread
68% carb
21% protein
67% cal
12% fat
Rye bread
78% carb
13% protein
231% cal
47% fat
Croissants
45% carb
8% protein
262% cal
49% fat
Danish pastry
44% carb
7% protein

5 Describe the nutritional value for each of the following cakes
290% cal
8% fat
Sponge Cake
85% carb
7% protein
403% cal
49% fat
Chocolate Mud
Cake
47% carb
4% protein
350% cal
13% fat
Swiss Roll
50% carb
5% protein

325 calories
9% fat
Fruit Cake
62% carb
3% protein
6 Describe the nutritional value for each of the following pastry products
558% cal
38g fat
Puff pastry
46g carb
7% protein
299% cal
6g fat
Filo pastry
53g carb
7g protein

375 cal
27g fat
Choux pastry
24g carb
8g protein
262 cal
49% fat
Danish pastry
44% carb
7% protein
7 Describe the following methods, including what they are and what they achieve
A whisk is a cooking utensil which can be used to blend ingredients smooth or to

Whisking
incorporate air into a mixture, in a process known as whisking.
Folding means when it comes to combining light and heavy ingredients

or mixtures in baking, and top tips to help you fold properly. A
Folding technique used to gently combine a light, airy ingredient (such as
beaten egg whites) with a heavier one (such as whipped cream or
cake mix).

Piping is a way of applying or shaping a preparation with a forcing (or

Piping piping) bag. It is the best way to distribute a mixture evenly and form
regular shapes as it emerges from the nozzle.
A spread is used to enhance the flavour or texture of the food, which

Spreading
may be considered bland without it.
8 Why is it important to weigh / measure your ingredients properly?
It is important to weigh and measures ingredients properly to ensure it doesn’t alter the way the
recipe intended to do.
9 Explain the correct process for measuring flour
Stair the flour in a measuring container fillet till overflowing level the flour with the
spatula

10 Explain the correct process for measuring granulated sugar
Spoon the sugar into a dry measuring cup level the sugar with the spatula.
11 Explain the correct process for measuring brown sugar
Packed the sugar or firmly into the measuring cup level it up with the spatula
12 Explain how you would measure liquid ingredients

Pour the ingredient into the measuring cup place it on the level surface read the
measure and the pour it into the utensils.
13 Describe how to measure soft solid fats
Packed the soft fat into a dry measuring to ensure there is no air level it with the laddle.
14 What is ‘punching down’? Why is this done with dough?

Punching down is a terminology when the dough rises second time this brakes yeast cells so that
they can get contact with air and food.
15 What effect do different proofing methods have on the dough? List some proofing methods.
Different proofing methods have on the dough is to increase co2 development for the better
development in gas and increase co2 retention.
16 What effect does dough handling have?

The effect does dough handling have is to stop temporarily the stretching of gluten.
17 List 4 factors which will have an impact on fermentation time.
Four factors which will have an impact on fermentation time are :

Temperature
Humidity
The amount of the yeast added
Activity of enzymes
18 List 3 possible mistakes in the moulding process
Too much flour

No thick ends
Too tight

19 List 3 factors which influence gluten development
Flour quality
Kneading time
The stiffness of the dough
20 What part do liquids play in the dough making process?

One part of the liquid and three parts of flour
21 What effect do fats and oils have on gluten?
Fats and oil restrict preventing the loaf from gaining volume.
22 What are shortenings? What effect does it have on the product?

Shortening is a process used in baking for shorting to shortens gluten strands
23 You notice a dough's poor lift / rising during baking. Give 3 possible causes for this.
1. Oven too hot or cold

2. Dough roll down too thin
3. In correct amount of fact
24 Why is it important to rest pastry before rolling or moulding it?

Resting the pastries will allow the gluten to relax and preventing the pastries to shrink.
25 Describe how to roll dough
Lightly flour the work bench form dough into a bowl flour the rolling pain work from centre to
out. Turn the dough after each roll
26 What is butter aeration? Give an example of physical aeration

This is the process of allowing air into the butter to make it lighter and in more volume.
27 How can chemical butter aeration be achieved?
Through baking soda, baking powder or yeast.

28 Should sponge batters be stirred or whisked? Why?
Whisked
29 List 3 attachments for vertical mixers, and what each is used for.
1 dough arm - for mixing and kneeding the yeast dough

2 paddle flat blade for general mixing
3 wire – for beating eggs and creams

Some pastry recipes require an initial hotter temperature in the oven (e.g. 220 degrees
30
Celsius) before reducing the temperature. Why is this?
This helps the pastry to set before reducing the temperatures to 180 degres
31 What is the best temperature for baking puff dough products? Explain your answer
200 to 220 degree Celsius the cooler the baking temp will not create steam and pastry wont
rise

Should cakes containing high sugar be cooked at lower or high temperature than a pastry with
32
low sugar content? Explain your answer
The higher the sugar content and the colour of the final product will come more deeper so the
lower temperature should be used when cooking pastries.
What temperature should pie dough be kept at during mixing and makeup? Explain why this is
33
important
Pie dough temp needs to be kept cool when mixing and then 180 degree Celsius we need to
cook it
What information should be included on any food labelling / coding within a commercial
34
kitchen?

1. Name of the dish

2. Cooking dates
3. Best before date
4. Storage instructions
35 How can you maximise shelf life of glazed pastry products?
Store in a cool and dark place, glage the products
36 What would you look for when assessing the quality of a Choux pastry product?

A good choux pastry products should be light and crisp and airy.
How long will cakes typically last if stored at room temperature? How can you maximise this
37
time?
Normally two to four days. We can maximise this time by wrapping it and storing it in a air
tight containers
38 Should you store yeast products in the fridge or on the counter? Please explain your answer.

Yeast products are best stored on the counter because the fridge dry out the product
39 List 4 safety measures when operating a commercial mixer
Always turn off the machine, unplugged the mixture before cleaning never wear loose clothing
or jewellery that may get caught in the mixture
Never put the fingers in the mixing bowl
40 List 2 standard safety features on a commercial mixer
Automatic shut off when the guard is open

Inter locked bowl guards prevent objects to entry
41 Why is it important to maintain personal hygiene when working with food?

Good personal hygiene is one of the best ways to protect you from getting gastro or
infectious diseases such as COVID-19, colds and flu. Washing your hands with soap
removes germs that can make you ill. Maintaining good personal hygiene will also help
prevent you from spreading diseases to other people.
42 What is the Food Safety Act? What does this cover?
The Food Act sets out provisions regarding the monitoring and enforcement of food
sold in South Australia. This includes regulation of the advertising and labelling of
food and specific auditing and reporting requirements for some food businesses. The
Act requires annual reporting regarding food regulation activities.
43 How does the Food Safety Act affect you in food processing?
Food safety standards place obligations on Australian food businesses to produce food

that is safe and suitable to eat. Food safety is a top priority and many traditional food
processing methods help minimize food safety risks, including canning, freezing, drying,
irradiation and pasteurization. These methods preserve food and help reduce bacterial
growth that may cause food poisoning, helping to keep food safe.
44 Describe the optimum conditions that yeast should be stored to optimise its shelf life

Yeast should be stored in a cool or dry place after opening the pack store it in a air tight container
Describe the optimum conditions that yeast products should be stored to optimise their shelf
45
life
Yeast product should be stored in ceramic containers it helps in bread to stay moist
46 How should flour be stored? What is the typical shelf life of all-purpose flour?
In a seal tight container in a cool dark and dry location

47 Describe briefly the history of yeast
The earliest known records of yeast risen bread come from Ancient Egypt in 1300–1500
BCE (Samuel, 1996; Sicard and Legras, 2011) and China in 500–300 BC (Shevchenko et
al., 2014). However, it is likely that organized reliance on organisms for fermentation is far
older. Yeast is a single-celled microorganism that is a member of the Fungi kingdom. Yeast
is found in nature and within our bodies; it consumes sugar and produces by-products such
as carbon dioxide, alcohol, and other chemical compounds. Yeast is an essential ingredient
in baking, brewing, and winemaking.
Provide a basic summary of how yeast based products became a staple of today's western
48
diet.
Yeast is a staple food prepared from a dough of flour (usually wheat) and water, usually by baking.

Throughout recorded history and around the world, it has been an important part of many cultures' diet. It
is one of the oldest human-made foods, having been of significance since the dawn of agriculture, and
plays an essential role in both religious rituals and secular culture.

49 Provide a brief overview of the history of pastry
Pastries were first created by the ancient Egyptians. The classical period of ancient
Greece and Rome had pastries made with almonds, flour, honey and seeds. The
introduction of sugar into European cookery resulted in a large variety of new pastry
recipes in France, Italy, Spain and Switzerland.
50 Describe briefly the overall history of cakes
Meanwhile in mid-17th century Europe, cakes were frequently baked as a result of advances in
technology and access to ingredients. Europe is credited with the invention of modern cakes, which
were round and topped with icing. Incidentally, the first icing was usually a boiled mixture of sugar,
egg whites, and some flavorings. During this time, many cakes still contained dried fruits, like
currants and citrons.
51 Describe the history of sponge cakes
The earliest recorded mention of sponge cakes was from a Renaissance age Italian
baked product. Italian cooks baked “biscuits,” which spread through Italy, England and
France. However, it was not until 1615 when the first sponge cake recipe was recorded
by the English poet and author Gervase Markham.

What temperature should pie dough be kept at during mixing and makeup? Explain why this is
52
important
The pie dough needs to be kept cool at around 15 degree Celsius. Gluten develops slowly at
the cool temperatures
What is the standard bread dough temperature when mixing product? What happens if this is
53
increased?
Standard bread dough temperature should be between 20 to 30 degree Celsius if higher the
temperature it will harden the gluten and the product wont come as required
54 What effect does sugar have on fermentation speed?

Higher the sugar contain the fermentation speed decrease
55 List 2 functions of wheat protein in yeast products
Forms the gluten in the door will give elasticity

Is absorbs the water quickly
56 What is yeast? What does it do in dough?

Yeast is a single-cell organism, called Saccharomyces cerevisiae, which needs food,
warmth, and moisture to thrive. Yeast is a kind of fungus which is used to make
bread rise, and in making alcoholic drinks such as beer. When it eats its two favourite
foods – sugar and starch – they are transformed through fermentation into carbon
dioxide and alcohol.
Describe what product the following tins / moulds are used for when cooking cakes, pastries
57
and breads:
Savarin cakes
Sponges cakes
Just the cakes
Muffin, friands

Bread
Hot cross buns, bread rolls and cookies
Tarts and pies
For each filling type, answer the following questions (in the context of cake, pastry and bread
58
recipes
Savoury or sweet Savoury
Bacon Characteristics Meaty and salty
2 recipes
appropriate to use Pastries and quiche Lorraine
as a filling
Cheese Savoury or sweet Savoury

Characteristics Soft and creamy
2 recipes
appropriate to use Cheese cake topping for breads
as a filling
Fish Characteristics Normally white meat can be fatty or lean
2 recipes
appropriate to use Fish pie and puff pastries
as a filling
Savoury or sweet Sweet
Light the colour more sweeter

Chocolate Characteristics
Dark chocolates can be bitter
2 recipes
appropriate to use Cakes and mousse
as a filling
Poultry Savoury or sweet Savoury

White meat
Characteristics
Must be cooked before serving
2 recipes
appropriate to use Chicken pie and chicken quishe
as a filling
Can be crunchy
Meringue Characteristics
Or soft and chewy
2 recipes
Pavlova
appropriate to use
Lemmon meringue
as a filling
Nuts (whole Crunchy

Characteristics
or crushed)
2 recipes
appropriate to use Carrot cake and walut loaf
as a filling
Vegetables Savoury or sweet Savoury

Characteristics Normally need to mixed with meats
2 recipes
appropriate to use Pies and pastries
as a filling
Cream Characteristics Taken from the milk fat
2 recipes
appropriate to use Chocolates éclairs with cream or cakes
as a filling
Ham Characteristics Meaty flavour
2 recipes
appropriate to use Pies and pastries
as a filling
Meat Savoury or sweet Savoury

Characteristics Can be chewy or tender
2 recipes
appropriate to use Meat pies and meat rolls
as a filling
Savoury or sweet sweet
Custard Characteristics Silky normally thickened and set
2 recipes
appropriate to use Custard tarts and vanilla slices
as a filling
fresh or
crystallised
Characteristics Can be chewy , jam
fruit and fruit
purées
2 recipes
appropriate to use Jam tarts and decorations for cakes and sponges
as a filling
59 Name each of the following:

Sponge
Cheese cake
Chocolate mousse
Friand
Genoise sponge
Madira cake
Meringue

Muffin
Swiss roll
Croquembouche
croissant
Denish pastry
Puff pastry
Short crust pastry

strudel
baguette
Bath bun
Bread roll
Hot cross bun
Naan
Roti

Pite
59 Describe 2 cakes, pastries or breads you would use the following decorations on
Fresh fruits dipped in chocolate

chocolate
Chocolate icing for petitfours
coloured and flavoured Croquembouch

sugar Sponge sugar for decorating cakes
fresh, preserved or
Madira cakes and pavlovas
crystallised fruits
fruit purées Cheese cakes and madira cake
glazes Doughnuts and breads

icings Cakes and muffins
jellies Madira cake and savoury cake
Swiss roll
sprinkled icing sugar
Strudels
whole or crushed nuts Carrot cakes red valet cakes
Name:
___YATIN_____________________
Student Declaration: I declare that the work
submitted is my own and has not been copied or Signature:
plagiarised from any person or source. ____YATIN____________________
Date: __09__/_09_/_2022____
ASSESSOR USE ONLY

Assessment Method: WRITTEN
Comments
Result
Satisfactory Not Satisfactory Incomplete
(Please Circle/Tick)
Name: ________________________
Assessor: I declare that I have conducted a fair, valid,
reliable and flexible assessment with this student, and I have Signature: ________________________
provided appropriate feedback
Date: ____/_____/_____


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SITHCCC019 –

Produce cakes, pastries and breads

Version Control & Document History

ASSESSMENT COVER SHEET

Student Name: YATIN

Student ID No: 12721545

Final Completion Date: 09/09/2022

Unit: SITHCCC019 Produce cakes, pastries and breads

Assessment 1  Observation Checklist attached (4 pastry batches) S | NS | NA S | NS | NA

Assessment 2  Observation Checklist attached (4 cake batches) S | NS | NA S | NS | NA

Assessment 3  Observation Checklist attached (4 yeast batches) S | NS | NA S | NS | NA

Assessment 4  Written assessment attached S | NS | NA S | NS | NA

Final Assessment Result for this unit C / NYC

Student Declaration: I declare that I have been assessed in this unit,

Administrative use only

Assessment ResourceSITHCCC019 Produce cakes, pastries and breads V1

Entered onto Student Management Database  ________________

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Assessment ResourceSITHCCC019 Produce cakes, pastries and breads V1

No occupational licensing, certification or specific legislative requirements apply to this unit at

Summative Assessment - Assessor Instructions

Assessment ResourceSITHCCC019 Produce cakes, pastries and breads V1

It is important that in conducting assessment, the assessor undertakes the following:

Prior to conducting the assessment

Conducting the assessment

Making and recording the decision

Assessment ResourceSITHCCC019 Produce cakes, pastries and breads V1

Assessment ResourceSITHCCC019 Produce cakes, pastries and breads V1

ASSESSMENTS 1 – ASSESSOR INSTRUCTIONS

WRITTEN ASSESSMENT / PROJECT

Assessment ResourceSITHCCC019 Produce cakes, pastries and breads V1

ASSESSMENT 1 – WRITTEN ASSESSMENT

Student Name: __YATIN____________________________________________________________

Student ID No: _______12721545__________________________________ Date: ___09/09/2022___________

1 Describe the following characteristics of each yeast-based product listed below

Moisture: Not to dry

Texture Crusty and soft

Appearance Oval shape

Texture Hard crust

Appearance Round in shape

Assessment ResourceSITHCCC019 Produce cakes, pastries and breads V1

Appearance Ring shaped

Taste Soaked in rum

2 Describe the following characteristics of each cake product listed below

Appearance Different shapes and sizes

Colour Light/ yellow

Shape Round or square

Texture Light and fluffy

Appearance Lumpy and solid

Colour Dark brown

Fruit Cake Moisture content Then be moist

Shape Round or square

Taste Dense and thick, fruity

Appearance Long Rolled in jam

Swiss roll Colour Normally dusted with iced sugar

Assessment ResourceSITHCCC019 Produce cakes, pastries and breads V1

Moisture content Not to dry

Appearance Can have a various appearances

Colour Light/ yellowish

Sponge Moisture content Dry

Shape Round or square

Taste Light and soft

Texture Light and fluffy

Student Name: YATIN__________________________________________________________

Student ID No: _12721545__________________________ Date: _09/09/2022___________