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 Management Database unless all relevant paperwork is completed
and attached to this form.

Student Name: YATIN

Student ID No: 12721545

Final Completion Date: 18/05/2022

Unit Code: SITHCCC006

Unit Title: Prepare Appetisers and Salads
Reassessme
Result
Please attach the following documentation to S = Satisfactory nt
NS = Not S = Satisfactory
this form Date Satisfactory Date NS = Not
NA = Not Assessed Satisfactory
NA = Not Assessed

S|NS| S|NS|
Assessment task 1 q Project NA NA

q Research
S|NS| S|NS|
Assessment task 2 Report/Observ
NA NA
ation
S|NS| S|NS|
Assessment task 3 q Written Question
NA NA

Final Assessment Result for this unit C/ NYC

Assessor Notes: (inclusive of reassessment, reasonable adjustment, further opportunities
for gap training etc.):

Assessor Declaration: I declare that I have conducted a fair, valid,

Student Declaration: I declare that I have been assessed in this unit, and reliable and flexible assessment with this student, and I have provided
I have been advised of my result. I also am aware of my appeal rights. appropriate feedback

Name: YATIN Name: Vikas Toor

Signature: YATIN
Signature:
Date: 18/05/2022
Date: / /

Administrative use only

Entered onto Student Management Database
Date Initials
 Assessment Workbook
SITHCCC006 –
Prepare Appetisers and Salads

Version 3
Updated 21/10/2020

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
25 September 2020 Version 3.0 produced following 3.0
assessment validation.
Table of Contents
Instructions.......................................................................................................................... 3
Competency-Based Assessments...................................................................................... 3
Assessing Nationally-Recognised Training....................................................................... 4
Dimensions of Competency................................................................................................ 5
Reasonable Adjustment...................................................................................................... 5
The Unit of Competency...................................................................................................... 6
The Context for Assessment............................................................................................... 7
Assessment Methods.......................................................................................................... 7
Resources Required for Assessment................................................................................. 7
Assessment Workbook Cover Sheet.................................................................................. 8
Knowledge Assessment...................................................................................................... 9
Practical Assessment........................................................................................................ 20
Instructions..................................................................................................................... 20
Assessment Overview................................................................................................... 21
Practical Observation.................................................................................................... 24
Learner Instructions.................................................................................................... 24
Marking Checklist (For Assessor’s Use Only)........................................................... 27
Assessment Workbook Checklist..................................................................................... 33
Record of Assessment (For Assessor’s Use Only)......................................................... 34
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.
 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.
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)

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
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:
SITHCCC006 - Prepare Appetisers and Salads (Release 1)
1. Select ingredients.
2. Select, prepare, and use equipment.
3. Portion and prepare ingredients.
4. Prepare appetisers and salads.
5. Present and store appetisers and salads.

A complete copy of the above unit of competency can be downloaded from the TGA
website:
Https://training.gov.au/Training/Details/SITHCCC006
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 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:
SITHCCC006 Cover Sheet

Workbook SITHCCC006

Title Prepare Appetisers and Salads (Release 1)

First and Surname YATIN

Phone 0422808494
Email Yatingogna230@gmail.com

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: YATIN Signature: Yatin Date: 18/05/2022

Knowledge Assessment

1. You will find there are 2 main classifications of salads. Match the classifications
with the correct definition.
a. Simple salad
b. Composed salad (also called compound or mixed salad)

b i. Made from a variety of ingredients and mixed with a dressing

a ii. Consists of one ingredient which is usually a vegetable, a

dressing and usually served as an accompaniment

2. What is the basic ratio used when making a vinaigrette?

☐ i. Part oil and 1 part vinegar

☒ ii. 3 parts oil and 1 part vinegar

☐ iii. Part oil and 3 parts vinegar

3. Select 3 possible uses for a vinaigrette.

☒ i. Salad dressing

☐ ii. Coating
☒ iii. Sauce

☒ iv. Marinades
 ☒ True

☐ False

5. The term appetiser has many interpretations. Match the definition for each
interpretation.
a. Appetiser
b. Starter
c. Amuse bouche
d. Hors d’oeuvre
e. Canapés
f. Crudités
g. Entrées

d i. Small bite-size item which are often served upon guest arrival at a
function

f ii. Raw vegetables cut into bite-sized pieces, often served with dip

g iii. Plated meal served before the main course

c iv. Small complimentary item chosen by the chef to ‘amuse the

mouth’ of the customer, create interest and waken the palate

e v. Bite-sized pieced of food served on a base. The base is usually

bread, which may be toasted

a vi. Term used to describe all menu items served at the beginning of a
meal

b vii. Alternative term used in some menus instead of appetisers

 ☐ True

☒ False

7. Match the lettuce type with the correct description.

a. Iceberg
b. Oakleaf
c. Cos
d. Frisée
e. Cress
f. Tat soi
g. Mesclun
h. Baby spinach leaves

b i. A cultivar of butter lettuce with the leaves resembling the shape of an

oak leaf. There are tinges of red and green, providing excellent
variety in colour

e ii. Two forms are available, watercress and mini cress grown in
punnets. Cress is a member of the nasturtium family and has a
slightly pungent, peppery flavour and high vitamin content. Pick
watercress into small bunches as the stalks can be too fibrous

a iii. Probably the most common lettuce used is a wide variety of salad
applications. Iceberg should have crisp, tightly bound inner leaves

g iv. Mixture of young lettuce leaves, herbs and edible flowers, used
as garnish or mixed with other lettuce types as an
accompaniment
h v. Small, crisp, dark green leaves of baby spinach that can be used
directly with salads or as an addition to enhance mixed salads

d vi. ‘Frizzy’ leaves that are very crisp and slightly bitter in taste. Should
be sliced into chiffonnade and can be stored in lemon juice and
water for a short time to leach out some of the bitterness

c vii. Elongated with crisp inner leaves and widely used in Caesar
salad and mixed green salad.
 f viii. Asia salad leaf with dark green colour and spoon-shaped leaves

8. Appetisers can often be enhanced in appearance and taste by adding? Select 4

correct answers.

☒ i. Dressings

☒ ii. Sauces

☐ iii. Heat

☒ iv. Dips

☐ v. Jus

☒ vi. Relishes

9. Match the vinegar type with the correct description.

a. White vinegar
b. Rice vinegar
c. Wine vinegar
d. Balsamic vinegar

c i. Produced from either white or red wine. Acetic acid or mother of

vinegar is added to wine, then the vinegar matures to mellow it

d ii. Traditionally obtained by converting simple sugar through acid

fermentation of cooked grape must and then aged in barrels of
different types of wood

a iii. Produced from diluted and purified ethanol

b iv. Distilled from fermented rice and alcohol of Japanese and

Chinese origin
10. The different kinds of vinegar are used for different dressings, sauces
and garnishes. Match the vinegar type with the correct usage.
a. White vinegar
b. Rice vinegar
c. Wine vinegar
d. Balsamic vinegar

b i. Used for sushi rice

a ii. Potato salad, pickles, and condiments

d iii. Dips, dressings, and garnishes

c iv. High-class dressings and sauces

11. Match the mustard type with the correct explanation/description.

a. Wholegrain mustard
b. Dijon mustard
c. French mustard
d. English mustard
e. American mustard

c i. Milder form of mustard with yellow to brownish colour

e ii. Coloured, bright yellow mustard of medium heat used as an

accompaniment for many typical American foods

d iii. Most popular is the hot variety which is a bright yellow colour

b iv. Defined by the ingredients used, rather than the actual location of
Dijon in France. It is made with white burgundy wines

a v. The mustard seeds are not completely ground and provide extra
texture. Different colours and textures can be achieved
depending on the mustard seed used
 12. As with any other meal food safety is an important component to be aware of.
When serving food you must ensure that it is not in the danger zone. Select the
temperature range of the danger zone.

☐ i. -5°C to +45°C

☐ ii. +4°C to +65°C

☒ iii. +5°C to +60°C

☐ iv. +6°C to +70°C

13. Storage temperatures vary for different food groups. The following table provides
different storage facilities. Using the correct storage facility will help to optimise shelf
life of your product. You are required to match the recommended environmental
storage temperatures with the correct facility.
a. Dry store
b. Cold room
c. Coolroom
d. Freezer

c i. 4°C – 6°C

d ii. -18°C to -32°C

a iii. 12°C – 15°C

b iv. 1°C – 3°C

 ☐ i. Cardboard boxes

☒ ii. Use appropriate food-grade containers

☒ iii. Vacuum packing

☐ iv. On your chopping board

☒ v. Wrapping in cling wrap

15. Once correctly packaged it is important to follow the first in first out (FIFO)
principles in order to monitor the lifespan of your product by using a labelling
process. Select 2 pieces of information that you should include on your labels.

☐ i. Time product was made

☒ ii. Day and Date of production

☒ iii. Name of product

16. In the table below identify if each appetiser or salad is classical or contemporary.

Classical Contemporary

i. Waldorf salad ☒ ☐

ii. Spring quinoa salad ☐ ☒

iii. Chickpea salad ☐ ☒

iv. Nicoise salad ☒ ☐

v. Grapefruit and poached egg salad ☐ ☒

vi. Caprese salad ☒ ☐

vii. Caramelized onion and goats cheese bread ☐ ☒

Assessment Workbook SITHCCC006 Prepare Appetisers and Salads V3

Wakefield International College Pty Ltd. Address: Level 7 25 Franklin Street, Adelaide SA -5000

17
viii.
Devilled eggs ☒ ☐

ix. Devils on Horseback ☒ ☐

x. Mini caviar parfait ☐ ☒

17. The main characteristic of a classical appetiser or salad is that it is made following a
traditional recipe and process?

☒ True

☐ False

18. What characteristic in reference to freshness and quality of appetisers or salads

should you consider when producing and presenting your dishes?

True False

i. Colour, flavour and textures are interesting and provide ☒ True ☐ False
contrast

ii. All ingredients used should be of moderate quality ☐ True ☒ False

iii. When dealing with lettuce, you should tear the leaf ☐ True ☒ False
against the natural fibre

iv. Ingredients are in season ☒ True ☐ False

v. Ingredients are not bruised due to poor transportation, ☒ True ☐ False

storage or preparation methods
19. When considering the nutritional value of your appetisers or salads, you should
ensure that there is a balance for your customers. Select 3 aspects you should
consider in relation to nutritional value to assist in providing a balanced and
nutritional appetiser or salad.

☒ i. Total sugar value

☐ ii. Overall look of the dish

☒ iii. Total salt value

☐ iv. The freshness of the meal

☒ v. Total fats value

20. Appetisers and salads can be served in a variety of ways from hot and cold, small
bit sized pieced to meals in their self and even as side dish. This all depends on
the service style of your establishment or function. Match the service style to the
correct definition.
a. A la cart
b. Table d’hote
c. Buffet
d. Degustation menu

d i. In its simplest form, a menu put together for tasting

c ii. Where guests serve themselves from a variety of dishes set out in
front of them

a iii. Used to describe items on the menu that are priced individually
and cooked to order

b iv. A set menu at a set price

Assessment Workbook SITHCCC006 Prepare Appetisers and Salads V3

Wakefield International College Pty Ltd. Address: Level 7 25 Franklin Street, Adelaide SA -5000

19
 True False

i. Can apply to individual and collective tasks to ready ☒ True ☐ False

service areas

ii. Good mise en place can reduce wastage 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

22. 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. Manufacturer's instructions (manual)

☒ ii. Standard Operating Procedures

☒ iii. Senior Chef

☐ iv. Kitchen hand

☒ v. Maintenance manual/log

23. 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

24. It may be necessary to make adjustments to the taste, temperature and texture of
an appetiser or salad before you serve it in order to meet organisation standards.
This means checking all components from start to finish. Select 4 quality steps and
adjustments you might need to make.

☒ i. On final inspection, you must ensure that garnishes are fresh and
not limp

☒ ii. Portion size must be consistent

☐ iii. Ensure that all salads are dressed at the last minute to ensure
that they do not go soggy, limp and lose flavour

☒ vi. Multiple canapés on a platter should all face a different way and be
multiple colours

☒ iv. Ensure that hot foods are at the required temperature

☐ vii. The overall contrast of the dish including accompaniments and

garnishes does not need to be considered

☒ v. Having a balance of colour, flavour, and textures is important to

consider

☐ vi. You should wipe all drips and spills from the service plate before
leaving the kitchen

25. When serving appetisers and salads, plating considerations do not need to be
considered depending on the service style and rate of expected consumption?

☐ True
 ☒ False

26. Other environmental conditions that must be considered when storing food
products are atmosphere, humidity, light, and ventilation?

☒ True

☐ False

27. Using the correct service-ware and accompaniments, including any regional
variations, should be considered during the entire production process?

☒ True

☐ False

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 SITHCCC006 -
Preparing appetisers and salads (Release 1)
Assessment Overview

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
Assistance of a Learning Support Teacher for LLN Choose Choose
issues an item. an item.
Modifications to physical environment, e.g. wheelchair Choose Choose
access an item. an item.
Changes to course design, e.g. instead of written Choose Choose
assessment task – change to verbal questioning & an item. an item.
assessor to write the answers
Changes in lecture schedules and arrangements, e.g. Choose Choose
relocating classes to an accessible venue an item. an item.
Choose Choose
Modifications to computer equipment in the computer lab an item. an item.
Provision of information or course materials in Choose Choose
accessible format, e.g. a textbook in braille an item. an item.
Supply of specialised equipment or services, e.g. a Choose Choose
notetaker for a learner who cannot write an item. an item.
 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: YATIN Date:18/05/2022

 ASSESSOR USE ONLY

Result: Satisfactory Assessor  Not Yet Satisfactory

comment/feedback:

Assessor’s name:

Assessor’s signature: Date:

Office use only:

Results entered by: Date: Skills Centre:

Practical Observation

Learner Instructions

Task 1
Marking Checklist (For Assessor’s Use Only)
 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 prepare a range of appetisers and salads (a) while following standard recipes
using at least 4 cookery methods (b). Your standard recipes must demonstrate use of
specific ingredients/products (c). You must be able to respond to special customer request
and dietary requirements when asked on 2 occasions (d). Each appetiser and salad must
be prepared for at least 6 different customers.

☐ Range of appetisers and salads (each to be prepared for at least 6

different customers)
Appetisers

☐ Antipasto

☐ Canapés
☐ Hors d’oeuvres
☐ Tapas
Salads

☐ Classical
☐ Modern
☐ Cold
☐ Warm
☐ Fruit
☐ Cookery methods (minimum of 4 must be used)
☐ Baking
☐ Boiling
☐ Blanching
☐ Frying
☐ Grilling
☐ Poaching
☐ Roasting
☐ Steaming

☐ Specific ingredients/products (must be able to demonstrate use of each)

☐ Bread and bakery items
☐ Condiments
☐ Dairy products
☐ Dressing ingredients
☐ Dry goods
☐ Eggs
☐ Farinaceous products
☐ Frozen goods
☐ Fruit
☐ Herbs and spices
☐ Meat
☐ Poultry
☐ Seafood
☐ Vegetables
 ☐ Special customer requests and dietary requirements (must be at least 2 from
each heading)
Special customer requests
☐ Please specify_ _

☐ Please specify_ _
Dietary requirements (may include but not limited to)

☐ Coeliac

☐ Vegetarian

☐ Low fat

☐ Diabetic

☐ Other – please specify_ _

Marking Checklist

Is the learner able to: S NYS

1.1 Verify production requests are in line with the preparation  

list and standard recipes

1.2 Workout and measure ingredients according to  

requirements of task and recipe

1.3 Correctly find and choose correct ingredients from stores  

in line with recipe, quality, freshness and rotation
requirements

1.4 Confirm ingredients for spoilage and possible  

contamination before preparation

1.5 Select correct equipment for the task and assemble in a  

safe manner while ensuring cleanliness prior to use

1.6 Use and follow manufacturers instructions when using  

equipment and do so in a hygienic way

1.7 Arrange workflow of ingredients in line with the production  

order

1.8 Prepare salad ingredients while demonstrating basic  

culinary cuts and meeting organisational standards
1.9 Successfully use waste minimisation techniques to  
increase profits

1.10 Choose the correct cookery method while preparing items  

for appetisers and salads

1.11 Produce sauces and dressings required while following  

standard recipes

1.12 Successfully make food quality adjustments to standard  

recipes in line with individual responsibilities considering
taste, temperature, texture and nutritional value

1.13 Select and use correct service-ware ensuring customer  

consumption and service style has been considered

1.14 Use dips, sauces and garnishes as required taking into  

consideration regional variations

1.15 Inspect product before serving and make adjustments as  

needed taking into account visual appeal of balance,
colour and contrast

1.16 Work in a clean and tidy manner throughout the whole  

process including the storage of leftover product while
taking into consideration organisational procedures and
environmental considerations and disposal of unusable
items

1.17 Adhere to all food safety requirement when handling and  

storing individual food types while meeting portion control
requirements for the task

1.18 Work to industry and organisational time frames and meet  

set timelines

1.19 Store dishes in the correct environment, taking into  

consideration humidity, packaging, temperature and use
of containers
 Practical Observation Results

Result: Satisfactory Assessor  Not Yet Satisfactory

comment/feedback:

Assessor’s name:

Assessor’s signature: Date:

End of Marking Checklist (For Assessor’s Use Only)

Assessment Workbook Checklist
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 SITHCCC006 - Prepare Appetisers and Salads (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 ☐ ☐

Question 13 ☐ ☐

Question 14 ☐ ☐
 ☐ ☐
Question 15
Question 16 ☐ ☐

☐ ☐
Question 17
Question 18 ☐ ☐

☐ ☐
Question 19
Question 20 ☐ ☐

☐ ☐
Question 21
Question 22 ☐ ☐

☐ ☐
Question 23
Question 24 ☐ ☐

☐ ☐
Question 25
Question 26 ☐ ☐

☐ ☐
Question 27

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 ☐ ☐

 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 ☐ ☐

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