Sithccc001-Yatin Final

ASSESSMENT WORKBOOK
SITHCCC001
Use Food Preparation
Equipment
Version 3
Updated 01/10/2020
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
21 October 2020 Version 3.0 produced following assessment 3.0

validation.
Assessment Workbook
Table of Contents
Assessment Delivery........................................................................................................... 3
Competency-Based Assessments......................................................................................3
Assessing Nationally-Recognised Training.......................................................................4
Dimensions of Competency................................................................................................6
Reasonable Adjustment.......................................................................................................6
The Unit of Competency......................................................................................................7
The Context for Assessment...............................................................................................8
Assessment Methods.......................................................................................................... 8
Resources Required for Assessment.................................................................................8
Assessor Instructions.......................................................................................................... 8
Learner Instructions............................................................................................................. 8
Assessment Workbook Cover Sheet..................................................................................9
Knowledge Assessment....................................................................................................10
Practical Assessment........................................................................................................19
Assessor Instructions....................................................................................................19
Learner Instructions.......................................................................................................19
Assessment Overview...................................................................................................19
Practical Observation.....................................................................................................22
Learner Instructions....................................................................................................22
Marking Checklist (For Assessor’s Use Only)...........................................................23
Assessment Workbook Checklist.....................................................................................30
Record of Assessment (For Assessor’s Use Only).........................................................31
Assessment Workbook SITHCCC001 Use Food Preparation Equipment V3

Wakefield International College Pty Ltd, Address: Level 7 25 Franklin Street, Adelaide SA -5000
2 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 Workbook
Instructions
The assessments in this workbook is divided into two (2) categories: Knowledge
Assessment and Practical Assessment.
The questions under Knowledge Assessment are all in a short answer format. The
assessment tasks requiring practical demonstration of skills are covered in the
Practical Assessment. You must answer all questions using your own words.
However, you may reference your Learner Guide and other relevant resources and
learning materials to complete this assessment.
Some questions cover processes you would likely encounter in a workplace. Ideally,
you should be able to answer these questions based on the processes that are
currently in place in your workplace. However, if you do not currently have access to
a workplace, then answer the questions based on processes that should be
implemented in a typical workplace setting.
Competency-Based Assessments
Definition of Competency
Assessment in this context can be defined as:
The fair, valid, reliable and flexible gathering and recording of evidence to support
the judgement on whether competency has been achieved. Skills and knowledge
(developed either in a structured learning situation, at work, or in some other context)
are assessed against national standards of competence required by industry, rather
than compared with the skills and knowledge of other learners.
The features of a competency-based assessment system are:

 It is focused on what learners can do and whether it meets the criteria
specified by the industry as competency standards.
 Assessment should mirror the environment the learner will encounter in the
workplace.
 Assessment criteria should be clearly stated to the learner at the beginning of
the learning process.
 Assessment should be holistic. That is, it aims to assess as many elements
and/or units of competency as is feasible at one time.
 In competency assessment, a learner receives one of only two outcomes –
competent or not yet competent.

Wakefield International College Pty Ltd, Address: Level 7 25 Franklin Street, Adelaide SA-5000
Phone: +61 8 7225 4506 Email: info@wic.sa.edu.au 3
RTO No: 45503 CRICOS No: 03766G All rights reserved to WIC, Version uncontrolled when printed/
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Assessment Workbook
 The basis of assessment is in applying knowledge for some purpose. In a

competency system, knowledge for the sake of knowledge is seen to be
ineffectual unless it assists a person to perform a task to the level required in
the workplace.
 The emphasis in assessment is on assessable outcomes that are clearly
stated for the trainer and learner. Assessable outcomes are tied to the
relevant industry competency standards where these exist. Where such
competencies do not exist, the outcomes are based upon those identified in a
training needs analysis.
Assessing Nationally-Recognised Training

Developing and conducting assessment, in an Australian vocational education and
training context, is founded on the Principles of Assessment and the Rules of
Evidence:
Principles of Assessment
 Assessment must be valid
o Assessment must include the full range of skills and knowledge needed
to demonstrate competency.
o Assessment must include the combination of knowledge and skills with
their practical application.
o Assessment, where possible, must include judgements based on
evidence drawn from a number of occasions and across a number of
contexts.
 Assessment must be reliable
o Assessment must be reliable and must be regularly reviewed to ensure
that assessors are making decisions in a consistent manner.
o Assessors must be trained in national competency standards for
assessors to ensure reliability.
 Assessment must be flexible
o Assessment, where possible, must cover both the on and off-the-job
components of training within a course.
o Assessment must provide for the recognition of knowledge, skills and
attitudes regardless of how they have been acquired.

Assessment Workbook
o Assessment must be made accessible to learners through a variety of

delivery modes, so they can proceed through modularised training
packages to gain competencies.
o Assessment must be mutually developed and agreed upon between
assessor and the assessed.
o Assessment must be able to be challenged. Appropriate mechanisms
must be made for reassessment as a result of challenge.
 Assessment must be fair
o Assessment process must consider the individual needs of the learner.
o Assessment must provide for reasonable adjustments, where
appropriate, to take into account the individual learner’s needs.
(Source: Standards for RTOs 2015, Clauses 1.8 – 1.12)
Rules of Evidence
When collecting evidence, there are certain rules that apply to that evidence. All
evidence must be valid, sufficient, authentic and current:
 Valid
Evidence gathered should meet the requirements of the unit of competency.
This evidence should match, or at least reflect, the type of performance that is
to be assessed, whether it covers knowledge, skills or attitudes.
 Sufficient
This rule relates to the amount of evidence gathered. It is imperative that
enough evidence is gathered to satisfy the requirements that the learner is
competent in all aspects of the unit of competency.
 Authentic
When evidence is gathered the assessor must be satisfied that evidence is
the learner’s own work.
 Current
This relates to the recency of the evidence and whether the evidence relates
to current abilities.
(Source: Training in Australia by M Tovey, D Lawlor)

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Dimensions of Competency
The national concept of competency includes all aspects of work performance and
not only narrow task skills. The four (4) dimensions of competency are:
1. Task skills
2. Task management skills
3. Contingency management skills
4. Job or role environment skills
Reasonable Adjustment
Adapted Reasonable Adjustment in teaching, learning and assessment for learners
with a disability - November 2010 - Prepared by - Queensland VET Development
Centre
Reasonable adjustment in VET is the term applied to modifying the learning
environment or making changes to the training delivered to assist a learner with a
disability. A reasonable adjustment can be as simple as changing classrooms to be
closer to amenities or installing a particular type of software on a computer for a
person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a disability
have:
 The same learning opportunities as learners without a disability, and
 The same opportunity to perform and complete assessments as those without
a disability.
Reasonable adjustment applied to participation in teaching, learning and
assessment activities can include:
 Customising resources and assessment activities within the training package
or accredited course
 Modifying the presentation medium
 Learner support
 Use of assistive/adaptive technologies
 Making information accessible both before enrollment and during the course
 Monitoring the adjustments to ensure learner needs continue to be met

Assessment Workbook
Assistive/Adaptive Technologies
Assistive/Adaptive technology means ‘software or hardware that has been
specifically designed to assist people with disabilities in carrying out daily activities’
(World Wide Web Consortium - W3C). It includes screen readers, magnifiers, voice
recognition software, alternative keyboards, devices for grasping, visual alert
systems, digital note takers.
IMPORTANT:
Reasonable adjustment made for collecting learner assessment evidence must
not impact on the standard expected by the workplace, as expressed by the
relevant unit(s) of competency. For example, if the assessment were gathering
evidence of the learner’s competency in writing, allowing the learner to
complete the assessment verbally would not be a valid assessment method.
The method of assessment used by any reasonable adjustment must still meet
the competency requirements.
The Unit of Competency

The units of competency specify the standards of performance required in the
workplace.
This assessment addresses the following unit of competency:
SITHCCC101 Use Food Preparation Equipment (Release 1)
1. Select food preparation equipment.
2. Use equipment to prepare food.
3. Clean and maintain food preparation equipment.
A complete copy of the above unit of competency can be

downloaded from the TGA website:
https://training.gov.au/Training/Details/SITHCCC001

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The Context for Assessment

To complete the assessments in this workbook, students need to have access to
their learning materials and the Internet. The Knowledge Assessment may be
completed wholly at the learner’s home or chosen place of study. The Practical
Assessment must be completed in a workplace or in a simulated environment.
Assessment Methods
This workbook uses the following assessment method(s):
 Knowledge Assessment – A set of generic and workplace questions testing
the learner’s general knowledge and understanding of the general theory
behind the unit.
 Practical Assessment – A set of tasks or activities completed according to
set instructions and guidelines to meet the requirements of the relevant unit.
These tasks and activities require you to have access to a workplace.
Resources Required for Assessment

The learner will need access to:
 Computer with Internet and email access and a working web browser
 Installed software: MS Word, Adobe Acrobat Reader
 A workplace that will allow you access to:
o A workplace supervisor
o Workplace resources and equipment needed to complete the Practical
Assessment

Assessment Workbook
Assessment Workbook Cover Sheet

To the learner: Print this cover sheet and complete it by filling in all the required
information and signing on the space provided. Your signature must be handwritten.
Scan the completed cover sheet and submit it along with your evidence submissions.
Use the filename: SITHCCC101 Cover Sheet
Workbook SITHCCC101
Title Use Food Preparation Equipment (Release 1)
First and Surname
Phone
Email
Please read the Learner Declaration below and if you agree to the terms
of the declaration, sign and date in the spaces provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have been made
aware of my rights and responsibilities as an assessment learner, and
choose to be assessed at this time.
 I am aware that there is a limit to the number of submissions that I can
make for each assessment, and I am submitting all documents required to
complete this Assessment Workbook.
 I have organised and named the files I am submitting according to the
instructions provided, and I am aware that my assessor will not assess
work that cannot be clearly identified and may request the work be
resubmitted according to the correct process.
 This work is my own and contains no material written by another person
except where due reference is made. I am aware that a false declaration
may lead to the withdrawal of qualification or statement of attainment.
 I am aware that there is a policy of checking the validity of qualifications
that I submit as evidence as well as the qualifications/evidence of parties
who verify my performance or observable skills. I give my consent to
contact these parties for verification purposes.
Name: Signature: Date:

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Knowledge Assessment
1. What is the meaning of the term mise en place?
☐ i. Preparation
☐ ii. Everything in its place
☐ iii. Precision cuts
2. The term mise en place can be used for a range of situations and purposes
within the kitchen environment. Are the following statements true or false?
i. Can apply to individual and collective tasks to ready

service areas ☐ True ☐ False
ii. Good mise en place can reduce wage costs

☐ True ☐ False
iii. Correctly used mise en place will ensure a safe

☐ True ☐ False
workplace due to less cluttering and neatness
iv. Ensuring that equipment is functioning prior to service

☐ True ☐ False

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3. Match the piece of equipment with the correct description.

A. Knives and sharpening equipment
a. Sharpening Steel
b. Butcher knife
c. Boning knife
d. Chef knife
e. Filleting knife
f. Palette knife
g. Utility knife
h. Vegetable knife (paring)
i. Sharpening stone
B. Commercial equipment
a. Blender (stick)
b. Food processor
c. Planetary mixer
d. Mixers
e. Slicer
C. Small equipment
a. Measures (Jugs)
b. Peeler
c. Corer
d. Scales
e. Thermometer
f. Whisk
g. Grater

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A. Knives and sharpening equipment
i. Has a medium-length blade that is narrow and flexible so it

can bend while running along the bone structure
ii. Is similar to a chef’s knife but slightly smaller. Used for
commodities such as vegetables, fruit, meat and poultry. It
can be used for many cutting techniques such as chopping
and dicing
iii. Is used when slicing large cuts of meat into steaks
iv. A two-sided device that has a rough and fine side to enable
you to retrieve the edge of the knife
v. Generally a long thin, circular piece of metal or ceramic used

to keep the edge on your blade
vi. Is a small multi-purpose knife used for small jobs such as
topping and tailing
vii. Can be used for many different commodities such as

vegetables, fruit, meat and poultry. It can be used for many
cutting techniques such as chopping, dicing, shredding and
slicing
viii. Has a short to medium-length blade that is pointed at the

end. It should be strong and rigid. The point is designed to
get close to bones and cut away meat
ix. Has no sharp edges and is manly used for either lifting food
from pan to plate or for spreading items such as butter and
cream. The blade is flexible so it can get under or around
food

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B. Commercial equipment
i. Machine used for making larger quantity of dough, mixes,

sauces and whipping. Generally comes with a dough hook,
K-beater and whisk
ii. Machine used for making dough, mixes, sauces and
whipping. Generally comes with a dough hook, K-beater and
whisk
iii. Works on the same basic principle as a liquidiser except

they can be used in any appropriate container
iv. Is an electric appliance that provides uniform cutting at the

same thickness
v. Used to blend ingredients but also has additional functions

such as pureeing, grating, slicing and mixing
C. Small equipment
i. Used to remove the core from fruits such as apples
ii. Designed to add air, mix liquids, and batters together
iii. Used to accurately measure liquids
iv. Used to shred foods. Often with four different edges to
produce either a coarse or fine end product
v. Used to remove the outer skin from hard fruit and vegetables
vi. Used to accurately weigh ingredients

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vii. Used to measure the temperature of products

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4. When using any equipment within the kitchen you must ensure that you
understand the features, functions and operating procedures including
maintenance. Identify the 4 sources of this information
☐ i. Manufactories instructions (manual)
☐ ii. Standard Operating Procedures
☐ iii. Senior Chef
☐ iv. Kitchen hand
☐ v. Maintenance manual/log
5. Match the traditional precision cuts with the correct measurements and
description.
a. Brunoise
b. Chiffonnade
c. Concasse
d. Jardinière
e. Julienne
f. Macédoine
g. Mirepoix
h. Paysanne
i. 6-8mm dice
ii. Thin matchsticks measuring 2mm x 2mm x 4cm long

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iii. Thinly sliced squares, rounds, triangles or rough-sided

rounds all 10-15mm in diameter
iv. 2mm dice cut from julienne
v. Is a process of peeling, deseeding, and cutting tomatoes
vi. Finely shredded leaves of green leafy vegetables
vii. Batons measuring 4 mm x 4mm x 1.5cm long
viii. Rough cuts of vegetables approximately 2cm x 2cm
7. When using any equipment, you must ensure that correct procedures for
safe and hygienic use are followed. Select 3 correct procedures.
☐ i. The equipment must be switched off and unplugged before

cleaning, assembling or disassembling
☐ ii. Damaged cords are not a problem as long as the plug still
looks good
☐ iii. There is no need to check around blades of equipment for

cleanliness during assembly
☐ iv. All equipment used for food preparation must be cleaned

and sanitised after use
☐ v. You must not use equipment until you have been trained on
the safe operation of it

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8. Can you use any cleaning chemicals you want when cleaning and sanitising
equipment?
☐ True
☐ False
10. To maintain and operate small and large equipment in the correct manner
there are several WHS aspects that need to be considered. Select the 2
correct WHS aspects from the list below.
☐ i. Your preparation list will identify what piece of equipment

and attachments are needed to complete each task
☐ ii. Always follow manufacturer’s instructions when adjusting,

oiling or changing parts
☐ iii. Follow your maintenance schedule for large equipment. This

will outline inspections, adjustments (such as sharpening
and adjusting blades, greasing or oiling moving parts)
13. It is important to follow food safety practices at all times when dealing with
food. Select 3 correct food safety practices from the list below.
☐ i. Keep raw and cooked foods apart
☐ ii. Ensure that food is left in the danger zone
☐ iii. Use clean boards and equipment for different tasks

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☐ iv. Only wash your hands at the start of your shift
☐ v. Clean work area before and after use
14. In order to follow food safety procedures when handling different food types
you must…?
i. Store raw food on top of cooked food ☐ True ☐ False
ii. Wash your hands between tasks ☐ True ☐ False
iii. Use the same chopping board and equipment for all ☐ True ☐ False
tasks
iv. Only use food that is within the use by date ☐ True ☐ False
v. Follow all HACCP procedures ☐ True ☐ False
15. From the list below, select 3 ways that you could conserve energy and or
water within a kitchen to reduce your environmental impact.
☐ i. Wash food in a plugged sink rather than leaving the water

running
☐ ii. Sweep and mop floors rather than using a hose
☐ iii. Keep gas burners on during the day to save time when they
are needed

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☐ iv. Defrost food in the refrigerator and not under running water

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17. If you identify a faulty or unsafe piece of equipment, what should you do?
Select the 3 correct answers.
☐ i. Report it to your supervisor or manager
☐ ii. If you are able to safely rectify the fault you may do it
☐ iii. Keep using it and hope that nothing else goes wrong
☐ iv. Place the piece of equipment in a safe place and ensure

that no one else uses it till it is safe

Assessment Workbook
Practical Assessment
Instructions
The Practical Assessment is a set of tasks that must be completed in a workplace,
or in an environment with conditions similar to that of a real workplace.
This assessment will help you demonstrate skill requirements relevant to Using food
preparation equipment (Release 1)
Type of Assessment
This summative assessment will enable your Assessor to make a judgement of competency
based on the submission of your completed assignments against the requirements of this
unit of competency.
Assessor Instructions
The Assessment Benchmark developed for each unit of competency is the evidence criteria
used to judge the quality of performance (i.e. the assessment decision-making rules).
Assessors must use these benchmarks to make judgement on whether competency has
been achieved and to determine if the participant has performed to the standard expected to
meet unit requirement and learning outcomes. Competency results for each unit are
recorded in the Record of Assessment Form.
Reasonable Adjustment
The Training Provider will allow flexibility in relation to the way in which each unit is
delivered and assessed based on the learner’s requirement. The following are the
reasonable adjustments for this unit:
College On Line
Reasonable Adjustment for this unit
Based Delivery
Choose Choose an
Assistance of a Learning Support Teacher for LLN issues an item. item.
Modifications to physical environment, eg wheelchair Choose Choose an
access an item. item.
Changes to course design, eg instead of written Choose Choose an
assessment task – change to verbal questioning & an item. item.
assessor to write the answers
Changes in lecture schedules and arrangements, eg Choose Choose an
relocating classes to an accessible venue an item. item.
Choose Choose an
Modifications to computer equipment in the computer lab an item. item.
Provision of information or course materials in accessible Choose Choose an
format, eg a text book in braille an item. item.
Supply of specialised equipment or services, eg a Choose Choose an
notetaker for a learner who cannot write an item. item.
Assessment Overview

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Assessment Coding
Assessment of this program of study is based on competency-based principles.
S = Satisfactory
NS = Not Satisfactory
Learners who fail to perform satisfactorily for the assessment in the prescribed
date may be assessed as ‘not satisfactory’. You are required to be assessed as
‘Satisfactory’ on completion of Assessments assigned by your assessor for this
unit of competency.
Re-assessment
Any re-assessment is conducted as soon as practicable after you have been
informed of the requirement to be re-assessed and have been given the
opportunity to be re-trained and assimilate the training. You are re-assessed in
only the areas assessed NS. It is at the assessor/s discretion to re-assess the
entire assessment should it be demonstrated an overall understanding of this unit
has not been achieved.
Learners that are assessed “satisfactory” after re-assessment of areas deemed
NS will achieve competency for this assignment.
LEARNER DECLARATION
I acknowledge the assessment process has been explained. I agreed to
undertake the assessment. I am aware of the outcome of the assessment. I
am aware of the Training Provider’s appeals process, should the need arise. I
also understand I must be assessed as ‘satisfactory’ in all parts of the
assessment to gain a competent result for this unit of competency. I declare the
work contained in this assessment is my own, except where acknowledgement
of sources is made. I understand a person found responsible for academic
misconduct will be subject to disciplinary action (refer to student handbook).
Learner’s signature: Date:

Assessment Workbook
ASSESSOR USE ONLY
Result:  Satisfactory  Not Yet Satisfactory
Assessor comment/feedback:

Assessor’s name:
Assessor’s signature: Date:
Office use only:
Results entered by: Date: Skills Centre:

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Practical Observation
Instructions
You are required to:

 Complete task within the time allowed: = as scheduled in class roll
 Use safe work practices, including the use of PPE, throughout the task
 Submit this Practical Observation to your Assessor when all tasks have
been completed.
Task 1
While working within your workplace or a simulated training environment you are
required to use a range of food preparation equipment while preparing food items
(fixed and hand-held).
The below mentioned items and tasks are a guide and are not limited to,
1.1 This could include items such as salad nicoise, appetisers, fruit coulis and
vegetable sides or fruit sides (for desserts or breakfast dishes)
1.2 This could include items such as batter (beer/tempura), coatings, condiments
(mayonnaise/tomato chucky), dipping oils, garnishes, oils and marinades
1.3 This could include meat tasks such as trimming, portioning, temperature
testing (pre or post cooking), marinating
1.4 This could include poultry tasks such as trimming, portioning, temperature
1.5 This could include seafood tasks such as trimming, portioning, temperature
You will be assessed on your:

 Ability to select and use food preparation equipment safety and hygienically for
a range of food types
 Preform precision cuts on fruit and vegetables
 Work to industry expected timeframes
Pre-requisite Unit
SITXFSA001 Use hygienic practices for food safety

Assessment Workbook
Marking Checklist (For Assessor’s Use Only)
Instructions to the Trainer/Assessor

 Time allowed: = as scheduled in class roll
 Assessment conditions: Under supervision. Open book (i.e. References
permitted for any part of the assessment)
 Assessment conducted – Trainer/Assessor to select delivery mode for this
unit
□ College Based
□ Workplace Based
□ Blended Delivery
□ On-line Delivery
 Issue documentary resources for task e.g. worksheet/job card/plans/

specifications
 Please ensure that the learner:
 Undertakes all tasks in this Practical Observation and completes all
required fields as detailed.
 Submits documentary evidence with this Practical Observation

where applicable.
 You are to observe the learner undertaking the assigned tasks and
complete the Marking Checklist for each learner.
 Learners are entitled to two attempts at each part of the assessment. A
learner will only be retested in those parts of the assessment for which a
satisfactory result was not achieved in the first attempt.

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ASSESSOR MARKING CHECKLIST
Learner’s Name:
Student ID
Group
Date
Practical Observation Task
Task 1 – While working within your workplace or a simulated training environment

you are required to use food preparation equipment (fixed and hand-held)
☐ 1.1 Select and use the appropriate fixed and/or hand-held equipment while
preparing fruit and vegetables
preparing general menu items consisting of;
Batters
Coatings
Condiments and flavourings
garnishes
oils
Sauces and marinades
preparing meat products
preparing poultry products
preparing seafood products
☐ 1.6 Produce precision cuts for menu items from fruit and vegetables as
identified in the list provided (each precision cut must be produced at least
once).
☐ 1.7 Work to industry expected time constraints while performing all tasks

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☐ 1.8 Follow all safety procedures outlined by manufacture recommendations and

Standard Operating Procedures
☐ 1.9 Comply with all food hygiene procedures
☐ 1.10 Correctly clean, maintain and adjust (where necessary) all equipment used
☐ 1.11 Successfully selected the correct equipment item for each task undertaken
☐ 1.12 Use environmentally sustainable practices to reduce energy and water

consumption
☐ 1.13 Follow and complete all tasks as required and where unsure confirm with
requirements with recipes, workplace documents and or team members
☐ 1.14 Report and rectify and WHS issues according to employment responsibility
Marking Checklist
Is the learner able to: S NYS
1.1 Blender ☐ ☐
1.1 Food processor ☐ ☐
1.1 Grater ☐ ☐
1.1 Knife sharpening equipment: ☐ ☐

Sharpening steel
Stones
1.1 Knives:
Chefs ☐ ☐
Vegetable (paring) ☐ ☐
1.1 Mandolin slicer ☐ ☐
1.1 Measures ☐ ☐
1.1 Mouli ☐ ☐

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1.1 Peelers, corers or slicers ☐ ☐
1.1 Scales ☐ ☐
1.1 Thermometers ☐ ☐
1.2 Blender ☐ ☐
1.2 Grater ☐ ☐
1.2 Knife sharpening equipment:
Sharpening steel ☐ ☐
Stones ☐ ☐
1.2 Knives:
Chefs ☐ ☐
Palette ☐ ☐
1.2 Mouli ☐ ☐
1.2 Planetary mixers ☐ ☐
1.2 Scales ☐ ☐
1.2 Whisks: stainless steel wire
Fine ☐ ☐
Coarse ☐ ☐

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Stones ☐ ☐
1.3 Knives:
Butcher and Boning ☐ ☐
1.3 Scales ☐ ☐
Stones ☐ ☐
1.4 Knives:
Butcher and Boning ☐ ☐
1.4 Scales ☐ ☐
1.5 Blender ☐ ☐
Stones ☐ ☐
1.5 Knives:
Filleting ☐ ☐

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1.5 Scales ☐ ☐
1.6 Brunoise ☐ ☐
1.6 Chiffonnade ☐ ☐
1.6 Concasse ☐ ☐
1.6 Jardinière ☐ ☐
1.6 Julienne ☐ ☐
1.6 Macédoine ☐ ☐
1.6 Mirepoix ☐ ☐
1.6 Paysanne ☐ ☐
1.7 Work to industry expected time constraints while preforming all ☐ ☐

tasks
1.8 Follow all safety procedures outlined by manufacture ☐ ☐

recommendations and Standard Operating Procedures
1.9 Comply with all food hygiene procedures ☐ ☐
1.10 Correctly clean, maintain and adjust (where necessary) all ☐ ☐

equipment used
1.11 Successfully selected the correct equipment item for each task ☐ ☐
undertaken
1.12 Use environmentally sustainable practices to reduce energy and ☐ ☐

water consumption
1.13 Follow and complete all tasks as required and where unsure ☐ ☐
confirm with requirements with recipes, workplace documents
and or team members
1.14 Report and rectify and WHS issues according to employment ☐ ☐

responsibility

Assessment Workbook
Practical Observation Results
Result:  Satisfactory  Not Yet Satisfactory
Assessor comment/feedback:

Assessor’s name:
Assessor’s signature: Date:
End of Marking Checklist (For Assessor’s Use Only)

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Assessment Workbook
Assessment Workbook Checklist
When you have completed assessing the assessment workbook, review the
learner’s submission against the checklist below:
 The learner has completed all the assessments in the workbook and
has submitted all of the required evidence:
 Knowledge Assessment
 Practical Assessment
 Practical Observation
 The learner has submitted the following evidence:
 This completed workbook
 Assessment Workbook Cover Sheet signed and scanned
To award the learner competent in the unit relevant to this subject, the learner
must successfully complete all the requirements listed above according to the
prescribed benchmarks.

Assessment Workbook
Record of Assessment (For Assessor’s Use Only)

RECORD OF ASSESSMENT
Learner’s Name:

RTO Name
RTO Contact Number
RTO Email Address
Assessor’s Name:
Unit of Competency SITHCCC101- Use Food Preparation Equipment (Release 1)
Knowledge Assessment S NYS

Question 1  
Question 2  
Question 3  
Question 4  
Question 5  
Question 6  
Question 7  
Question 8  
Question 9  
Question 10  
Question 11  
Question 12  
Practical Assessment
Practical Observation S NYS
Task 1  
Rules of Evidence S NYS

All knowledge and skills evidence submissions are valid ¨ ¨
All knowledge and skills evidence submissions are authentic ¨ ¨
All knowledge and skills evidence submissions are sufficient ¨ ¨
All knowledge and skills evidence submissions are current ¨ ¨


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Assessment Workbook
Signature Authentication Checklist

This checklist will guide you in authenticating the signatures provided by the learner in
their assessment workbook and evidence submissions.
Read each checklist item and tick YES only if you confirm that the item is a true and
accurate reflection of the signature authentication you have conducted.
Check if
Checklist Item
completed
I have checked the signature provided by the learner in the Assessment
Workbook Cover Sheet against the signature they provided to the Training ¨
Provider.
I confirm the signature provided by the learner in the Assessment Workbook
¨
Cover Sheet matches the signature they provided to the Training Provider.
I confirm ALL signatures provided by the learner in their evidence
¨
submissions match with the signature they provided to the Training Provider.
Overall Result for this Workbook S NYS

Overall Result ☐ ☐

Page Break
Assessor’s Comments/Feedback

Assessor Declaration
I declare that the results recorded in this Record of Assessment are true and accurate.
Assessor’s Name Assessor’s Signature

Date

End of Marking Form (For the Assessor’s Use Only)

End of Document


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ASSESSMENT WORKBOOK

Version Control & Document History

Date Summary of modifications Version

21 October 2020 Version 3.0 produced following assessment 3.0

Assessment Workbook SITHCCC001 Use Food Preparation Equipment V3

The features of a competency-based assessment system are:

Assessment Workbook SITHCCC001 Use Food Preparation Equipment V3

 The basis of assessment is in applying knowledge for some purpose. In a

Assessing Nationally-Recognised Training

Assessment Workbook SITHCCC001 Use Food Preparation Equipment V3

o Assessment must be made accessible to learners through a variety of

(Source: Standards for RTOs 2015, Clauses 1.8 – 1.12)

Assessment Workbook SITHCCC001 Use Food Preparation Equipment V3

Assessment Workbook SITHCCC001 Use Food Preparation Equipment V3

The Unit of Competency

A complete copy of the above unit of competency can be

Assessment Workbook SITHCCC001 Use Food Preparation Equipment V3

The Context for Assessment

Resources Required for Assessment

Assessment Workbook SITHCCC001 Use Food Preparation Equipment V3

Assessment Workbook Cover Sheet

Title Use Food Preparation Equipment (Release 1)

First and Surname

Name: Signature: Date:

Assessment Workbook SITHCCC001 Use Food Preparation Equipment V3

☐ ii. Everything in its place

☐ iii. Precision cuts

i. Can apply to individual and collective tasks to ready

ii. Good mise en place can reduce wage costs

iii. Correctly used mise en place will ensure a safe

iv. Ensuring that equipment is functioning prior to service

Assessment Workbook SITHCCC001 Use Food Preparation Equipment V3

3. Match the piece of equipment with the correct description.

Assessment Workbook SITHCCC001 Use Food Preparation Equipment V3

A. Knives and sharpening equipment

i. Has a medium-length blade that is narrow and flexible so it

v. Generally a long thin, circular piece of metal or ceramic used

vii. Can be used for many different commodities such as

viii. Has a short to medium-length blade that is pointed at the

Assessment Workbook SITHCCC001 Use Food Preparation Equipment V3

i. Machine used for making larger quantity of dough, mixes,

iii. Works on the same basic principle as a liquidiser except

iv. Is an electric appliance that provides uniform cutting at the

v. Used to blend ingredients but also has additional functions

i. Used to remove the core from fruits such as apples

iii. Used to accurately measure liquids

vi. Used to accurately weigh ingredients

Assessment Workbook SITHCCC001 Use Food Preparation Equipment V3

vii. Used to measure the temperature of products

Assessment Workbook SITHCCC001 Use Food Preparation Equipment V3

☐ i. Manufactories instructions (manual)

☐ ii. Standard Operating Procedures

☐ iii. Senior Chef

☐ iv. Kitchen hand

i. 6-8mm dice

ii. Thin matchsticks measuring 2mm x 2mm x 4cm long

Assessment Workbook SITHCCC001 Use Food Preparation Equipment V3

iii. Thinly sliced squares, rounds, triangles or rough-sided

iv. 2mm dice cut from julienne

v. Is a process of peeling, deseeding, and cutting tomatoes

vi. Finely shredded leaves of green leafy vegetables

vii. Batons measuring 4 mm x 4mm x 1.5cm long

viii. Rough cuts of vegetables approximately 2cm x 2cm