SITHCCC035-Learner-Workbook-V1 1 Docx v1 1

SITHCCC035
Prepare poultry dishes

Learner Workbook
Version 1.0
Contextualised and customised by MIA

RTO: 40813
Student Name:
Student ID Number:
Trainer/Assessor
Name:
Class:
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Table of Contents
Table of Contents...........................................................................................................................1
Instructions to Learner...................................................................................................................3
Assessment instructions................................................................................................................3
Assessment requirements.............................................................................................................6
Candidate Assessment Cover Sheet................................................................................................7
Observation/Demonstration..........................................................................................................8
Activities........................................................................................................................................9
Activity 1A......................................................................................................................................9
Activity 1B....................................................................................................................................10
Activity 1C....................................................................................................................................11
Activity 2A....................................................................................................................................12
Activity 2B....................................................................................................................................13
Activity 2C....................................................................................................................................14
Activity 3A....................................................................................................................................15
Activity 3B....................................................................................................................................16
Activity 3C....................................................................................................................................17
Activity 3D...................................................................................................................................19
Activity 3E....................................................................................................................................20
Activity 4A....................................................................................................................................21
Activity 4B....................................................................................................................................22
Activity 4C....................................................................................................................................23
Activity 5A....................................................................................................................................24
Activity 5B....................................................................................................................................25
Activity 5C....................................................................................................................................26
Activity 5D...................................................................................................................................27
Activity 5E....................................................................................................................................28
Activity 5F....................................................................................................................................29
Major Assessments.......................................................................................................................30
Section A: Skills Activity...............................................................................................................31
Section B: Knowledge Activity (Q & A).........................................................................................32
Section C: Performance Activity...................................................................................................38
Case Studies.....................................................................................................................................39
SITHCCC035 Student Workbook v1.0

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Case Study B – Chestnut & wild mushroom stuffed three-bird roast..........................................39

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

assessments taken totally or in part from the internet.

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

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Assessment appeals process

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

Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required
adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs
immediately.

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Assessment requirements
Assessment can either be:
 Direct observation
 Product-based methods e.g., reports, role plays, work samples
 Portfolios – annotated and validated
 Questioning.
The assessment activities in this workbook assess aspects of all the elements, performance criteria,
skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities (formative and summative)
in this workbook and have them deemed satisfactory by the assessor. If you do not answer some
questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your
trainer/assessor may ask you supplementary questions to determine your competence. Once you
have demonstrated the required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your
assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as
provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your
assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish
to do so, discuss this with your trainer/assessor.

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Candidate Assessment Cover Sheet

Students: Please fill out this cover sheet clearly and accurately for this student workbook. Make sure
you have kept a copy of your work.
Student Name:
Unique Student Identifier

(USI):
Email:
Units: SITHCCC035 Prepare poultry dishes
Trainer/Assessor Name:
Due Date:
Declaration:
I declare that:
 These tasks are my own work
 None of this work has been completed by any other person
 No part of these tasks has been copied from another person’s work, except
where document or work is listed/ referenced.
 I understand that if I am found to be in breach of policy, disciplinary action
may be taken against me
Student’s Signature:
Date of Submission:

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Observation/Demonstration
Throughout this unit, you may be expected to show your competency of the elements through
observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must
complete or tasks to be observed. The observations and demonstrations will be completed as well as
the activities found in this workbook.
Observation and evidence checklists have been included for all performance criteria in the Assessor
Workbook, but the assessor only needs to record evidence in this document if they deem it
necessary to judge competency for that particular activity.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
 Performing a work-based skill or task
 Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
 Performing a skill or task that is asked of you
 Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The
observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment,
depending on the task to be undertaken and whether it is an observation or demonstration. Your
trainer/assessor will ensure you are provided with the correct equipment and/or materials to
complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learner Guide.

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Activities
Complete the following activities individually or in a group (as applicable to the specific activity
and the assessment environment).
Activity 1A
Estimated Time 25 Minutes
Objective To provide you with an opportunity to identify how to confirm food
production requirements from standard recipes.
This activity does not require observation.
1. List the information provided in a recipe and explain how you would use
it to confirm food production requirements.
2. Explain what the term mise en place means.
3. Summarise the advantages of using mise en place lists alongside standard

recipes when determining food production requirements.

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Activity 1B
Objective To provide you with an opportunity to identify how to calculate ingredient
amounts according to requirements.
1. In your own words, explain the meaning of scaling a recipe and say briefly
why you may need to do this.
2. Briefly explain how you would scale a recipe.

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Activity 1C
Objective To provide you with an opportunity to identify how to identify and select
poultry products and other ingredients from stores according to recipe,
quality, freshness and stock rotation requirements.
1. Briefly explain the meaning of stock rotation and summarise how stock
rotation methods are utilised in your own establishment or environment
known to you.
2. Provide a brief explanation of the different types of date labels you will
see on food packaging and describe how you would use the information
to identify and select products for quality and freshness.
3. Explain how you ensure the products you select from stores are suitable
for the recipe you will use
4. Explain how you would know poultry products were fresh and of good
quality when selecting them from stores.

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Activity 2A
Objective To provide you with an opportunity to identify how to select type and size of
knives and other equipment suitable to requirements.
Equipment  Access to a learning group
needed  Access to a maximum of four peers for group discussion.
This activity requires observation.
In groups of no more than four, discuss the types of knives and equipment
you would require in the following scenarios:
 A menu featuring only feathered game dishes prepared from scratch,

including removing feathers prior to any further preparation and
cooking
 A special menu featuring fried chicken dishes and chicken burgers
 A gourmet menu featuring pheasant ballotine, confit duck and poultry
liver pate.
When taking part in the discussion, you must:
 Allow other learners the opportunity to speak freely

 Practice active listening
 Make an active contribution
 Work co-operatively with others in the discussion group.

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Activity 2B
Objective To provide you with an opportunity to identify how to safely assemble and
ensure cleanliness of equipment before use.
1. Briefly explain how you would find out how to assemble equipment safely
and why is doing so important.
2. Explain why you should ensure that equipment is clean before use.
3. List and briefly explain the 4-step process you can undertake to ensure
the cleanliness of equipment.

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Activity 2C
Objective To provide you with an opportunity to identify how to use knives and other
equipment safely and hygienically according to manufacturer instructions.
1. Briefly explain the processes for handling and using knives safely.
2. Explain briefly why it is important to read the instructions before using

any equipment.
3. Explain the importance of using equipment hygienically, and list ways

that you can ensure good hygiene practices are followed.

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Activity 3A
Objective To provide you with an opportunity to identify how to thaw frozen poultry
according to food safety guidelines as required.
1. Explain the processes you must undertake to thaw poultry safely.
2. Explain why it is important that poultry is stored and thawed correctly.

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Activity 3B
Objective To provide you with an opportunity to identify how to sort and assemble
ingredients according to food production sequencing.
1. In your own words, explain what food production sequencing means as it

applies to your current role or your role of interest.
2. Explain how you would utilise food production sequencing in your

establishment, or an environment known to you when preparing and
cooking food.

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Activity 3C
Objective To provide you with an opportunity to identify how to weigh and measure
ingredients and create portions according to recipe.
Equipment  Access to a peer
needed  Access to weighing and measuring ingredients
 Access to a range of ingredients from stores to weigh and measure
 Access to a pen, paper and calculator to calculate ingredients for
specific portion sizes.
Working in a pair, interpret the recipe provided.
You must discuss the equipment you will need to weigh and measure the
ingredients listed in the recipe.
You must discuss how to scale the recipe to create 2 and 8 portions. You must
display the calculations in an appropriate format. You may use the table
below and amend it to suit your requirements, e.g., by adding/removing
rows.
You must then demonstrate that you can accurately weigh and measure the
ingredients to create two portions.
Ingredients (as 1 portion 2 portions 8 portions

listed for 6)
When working in your pair, you should:
 Work cooperatively and respectfully

 Approach the task appropriately
 Practise team working skills to undertake the task
 Practise active listening and allow your partner the freedom of
expression when deciding how to approach the task.
Recipe for Chicken pie. Serves 6
Required ingredients:
Filling:

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50g butter
100g leek, finely sliced
8 skinless, boneless chicken thighs, cut into chunks
30g thyme leaves from the sprig
3 bay leaves
40g plain flour
100ml white wine or dry sherry
300ml chicken stock
100ml crème fraiche or double cream
20g wholegrain mustard
Pastry:
150g cold butter, cut into cubes, plus extra for the dish
400g self-raising flour, plus extra for dusting
30g egg, beaten

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Activity 3D
Objective To provide you with an opportunity to identify how to use poultry
preparation techniques according to recipe requirements.
What are the different poultry preparation techniques you are aware of or
have utilised in your current role or role of interest? List as many techniques
as you know and provide a brief explanation of each.

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Activity 3E
Objective To provide you with an opportunity to identify how to minimise waste to
maximise profitability of food items prepared.
1. Briefly explain how you can help to minimise waste when preparing food.
2. In your own words, explain why it is important to minimise waste.

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Activity 4A
Objective To provide you with an opportunity to identify how to follow standard recipes
to select and use cookery methods for poultry.
1. List the cooking methods for poultry that you know up to a maximum of
6, alongside a brief explanation of the method.
2. Describe the poultry cooking methods you would utilise for the following
dishes you will likely find in standard recipes.
 Southern fried chicken

 Quail risotto
 Buffalo chicken wings
 Turkey shawarma
 Stuffed breast of chicken
 Lentil and partridge soup.
3. In the recipe for a chestnut & wild mushroom stuffed three-bird roast
provided in Case Study B, list all the cooking methods you would need to
follow the recipe accurately:

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Activity 4B
Objective To provide you with an opportunity to identify how to prepare poultry
accompaniments and add marinades as required.
Equipment  Access to a learning group
needed  Access to 4 peers to take part in a discussion group
 Pens and paper to make notes where required.
Working in a group of no more than four, discuss suitable poultry

accompaniments and the preparation required for each of the following
dishes.
 Roast pheasant
 Chicken pie
 Pan-fried breast of pigeon.
Some points you may wish to discuss:
 How you would select the ingredients

 Cooking methods
 Plating arrangements.
After you have discussed the accompaniments to the above dishes, discuss
suitable marinades for the following poultry and discuss the methods you
would use:
 Chicken which is to be curried

 Duck breast which is to form part of a pan Asian dish
 Whole partridge which is to be roasted.
When working within your group, you must:
 Practice active listening and respond to verbal and non-verbal cues

and gestures
 Allow others the freedom to speak freely
 Make an active contribution, considering the ideas of others and
building upon them where appropriate.

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Activity 4C
Objective To provide you with an opportunity to identify how to make food quality
adjustments within scope of responsibility.
1. Provide an example of a food quality adjustment you may be required to

make within the scope of responsibilities undertaken in your
establishment or an environment known to you.
2. List three considerations when inspecting dishes and making food quality
adjustments and provide a brief explanation of each.

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Activity 5A
Objective To provide you with an opportunity to identify how carve poultry using
appropriate tools and techniques, taking account of meat and bone structure
and waste minimization.
1. Explain the method you would use to carve poultry and say what you
would do to consider meat, bone structure and waste minimisation
2. Provide a brief overview of the tools you would need to carve poultry.
3. List five tips for carving poultry effectively and safely.

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Activity 5B
Objective To provide you with an opportunity to identify how to portion and serve
poultry according to recipe requirements.
1. Explain how you would ensure that you portioned and served poultry
according to recipe requirements.
2. Explain why it is important to accurately control portions for every dish
you make.

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Activity 5C
Objective To provide you with an opportunity to identify how to add sauces and
garnishes according to standard recipes
1. Briefly explain which garnishes are best for the following types of poultry
as commonly advised in standard recipes:
 Chicken
 Duck
 Feathered game
 Turkey.
2. Briefly explain why garnishes are often used in poultry dishes.

3. List types of sauces that can be served with poultry commonly found in
standard recipes.
4. Provide 4 examples of standard recipes and suggest suitable sauces or

garnishes to add.

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Activity 5D
Objective To provide you with an opportunity to identify how to visually evaluate dish
and adjust presentation as required.

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1. Briefly explain why you should visually evaluate dishes before they are
served.
2. Provide an example of how you might evaluate a dish and adjust the
presentation.
Activity 5E
Objective To provide you with an opportunity to identify how to store prepared food

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items in appropriate environmental conditions.

1. Explain how you should store prepared food items correctly and in the
appropriate environmental conditions.
2. Explain why it is important to store prepared food items correctly.
Activity 5F

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Objective To provide you with an opportunity to identify how to clean work area and
dispose of or store surplus and re-usable by-products according to
organisational procedures, environmental considerations, and cost-reduction
initiatives.
Equipment  Access to a small group.
needed
In groups of no more than 4, address the following discussion points related

to cleaning the work area and disposing of products or storing surplus and
reusable by-products.
When you consider each point, think about the organisation procedures in
place for each item listed within your own establishment or environment
known to you.
 Discuss the process you should follow in cleaning the work area and
equipment effectively
 Discuss the methods used in your establishment to dispose of or store
surplus and re-useable by-products
 Discuss how the storage or disposal of products links to
environmental considerations
 How can effective storage or disposal of products impact cost
reduction initiatives?
When working in your group, you should:
 Practise active listening

 Respond respectfully and appropriately to others
 Allow others the opportunity to speak freely
 Make an active contribution.

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

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

evidence.
Section A: Skills Activity

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

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

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

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Section A: Skills Activity

Objective: To provide you with an opportunity to show you have the required skills for this unit.
Foundation skills essential to performance are explicit in the performance criteria of this unit of
competency.
The skills have been combined with the performance evidence for this unit. Therefore, there is no
skills activity required for this unit, as they have been covered in the previous activities.

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Section B: Knowledge Activity (Q & A)

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

o ingredients commonly used in the production of different poultry dishes
o a variety of classical and contemporary poultry dishes
o different cuts of poultry and styles of cooking
 Contents of date codes and rotation labels for stock
 Characteristics of poultry products and poultry dishes:
o appearance:
 balance
 colour
 contrast
o fat content
o freshness and other quality indicators
o size
o taste
o texture
 Historical and cultural origin of different poultry products and poultry dishes
 Characteristics of poultry cuts including:
o breast
o supreme
o Maryland
o drumstick
o thigh
o wing
o sauté cuts
o tenderloin
 Safe and effective methods of using poultry by-products and off-cuts to reduce wastage and
maximise profitability
 Preparation techniques for different cuts and types of poultry specified in the performance
evidence, including:
o ballotine
o galantine
 Cookery methods as specified in the performance evidence for different cuts and types of
poultry
 Equipment used to produce poultry dishes:
o knife care and maintenance

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o essential features and functions

 Plating methods for practicality of service and customer consumption
 Mise en place requirements for poultry dishes
 Appropriate environmental conditions for cooking and storing poultry products and dishes
to:
o ensure food safety:
 cooking and cooling processes
 timeframes and temperatures
o optimise shelf life
 Safe operational practices using essential functions and features of equipment used to
produce poultry dishes.

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Answer each question in as much detail as possible.
All answers will vary, but the learner should be able to answer each question competently.
1. List the ingredients most commonly used in the preparation of poultry dishes. You must
use the correct culinary terms and trade names used within industry as appropriate. You
may use the table provided to help you organise your responses.
Ingredients type Details

Vegetables, fruit,
herbs, and spices
Fats
Dairy
Starches
Meat
Alcohol
2. List the names of up to five of each both classical and contemporary poultry dishes that
you are aware of. You may use the table below to help you to organise your responses.
Classical dishes
Contemporary dishes
3. List the different cuts of poultry and provide a brief explanation of the cooking style for
each.
4. Briefly explain the kind of information would you find on each of the following:
 Dates codes
 Rotation labels for stock
5. Provide a brief explanation of how you would assess poultry products based on their
appearance regarding each of the following:
 Balance

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 Colour
 Contrast
6. Provide details of the fat content for each of the following poultry products. You may
utilise independent research methods for your response or calculate the fat percentage
per 100g based on a specific recipe utilised in your own establishment or environment
known to you:
 Roast pheasant
 Confit duck (leg)
 Chicken chasseur
 Duck liver pate.
7. Provide details of how you would assess freshness and other quality indicators for a roast
chicken based on each of the following:
 Size
 Taste
 Texture.
8. Explain the historical and cultural origin of up to 3 poultry products of your choice.
9. Explain the historical and cultural origin of up to 3 poultry dishes of your choice. You may
utilise independent research methods to answer this question.
10. For each poultry cut listed, provide a brief explanation of the characteristics of the cut:
 Breast
 Supreme
 Maryland
 Drumstick
 Thigh
 Wing
 Sauté cuts
 Tenderloin.
11. Provide an example of a safe and effective method to use poultry by-products and offcuts
which may reduce wastage.
12. Explain how utilising poultry by-products and offcuts may help to maximise profitability.
13. Explain the preparation techniques for each of the following:
 Ballotine
 Galantine.
14. Briefly explain one method that you would use to prepare the each of the following types
of poultry:
 Chicken
 Duck
 Feathered game
 Poultry offal

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15. Provide one example of one cut (where appropriate) and the corresponding cookery
method you would use for each of the following types of poultry:
 Chicken
 Duck
 Feathered game
 Poultry offal
16. List the knives that you would require when producing poultry dishes.
17. Briefly explain how knives used in poultry dish production should be cared for and
maintained.
18. Explain the essential features and functions of the knives used to prepare and produce
poultry dishes.
19. Provide an example of the plating methods that you would utilise in your establishment,
or an environment known to you that would be suitable for the practicality of service and
customer consumption.
20. List the mise en place requirements for poultry dishes as utilised in your establishment or
an environment known to you.
21. Explain how poultry should be stored to ensure food safety.
22. Explain the way poultry should be cooked to ensure food safety.
23. Explain the method that should be used to cool poultry and poultry dishes for storage and
ensure food safety.
24. Explain the timeframes and temperatures that should be adhered to when cooking and
storing poultry dishes to ensure food safety.
25. Explain the methods that should be utilised to ensure the shelf life of poultry products is
optimised.
26. Identify two good practices for thawing poultry safely.
27. List the most common items of equipment utilised in your establishment or environment
known to you to produce poultry dishes and for each, briefly explain how you would safely
use the equipment, including any essential features or functions. You may use the table
provided to help you to organise your ideas.
Commonly used equipment How to safely use the Safety points related to
equipment essential
features/functions (where
applicable)

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Section C: Performance Activity

Objective: To provide you with an opportunity to demonstrate the required performance
elements for this unit.
Refer to the Major Assessment C Activity to complete the performance demonstration and
observation record for this unit and your trainer will record their observations and feedback
within the Assessment record for this unit.

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Case Studies
Case Study B – Chestnut & wild mushroom stuffed three-bird roast

Ingredients
1 medium-large chicken (1.8-2kg is ideal)
1 pheasant
1 duck breast, skinned
2 shallots, roughly chopped
½ large pack thyme
1 large carrot, roughly chopped
50g softened butter
1 glass of white wine
2 tbsp plain flour
300ml chicken stock
For the stuffing
25g dried porcini mushrooms
25g butter
2 shallots, finely chopped
½ pack thyme
100g cooked chestnut, crushed
200g good-quality pork sausage, skinned
small pack parsley, roughly chopped
zest 1 lemon, roughly chopped
2 tbsp breadcrumb
Method
STEP 1
For the stuffing, soak the porcini in 300ml boiling water and set aside for 20 mins, then drain,
reserving the liquid, and finely chop. Heat the butter and fry the shallots for 2 mins; add the
mushrooms and cook for 3 mins more. Leave to cool. Mix with all the other stuffing ingredients
and set aside.
STEP 2
Place the chicken, breast-side down, on the board. Use a sharp boning knife to cut through the
skin on the backbone along the bird's length. Slowly run your knife down against one side of the
ribcage, working down the length of the chicken and keeping it close to the bone. As you cut, use
the other hand to pull away the skin and expose the flesh gently. Pop out the thigh and wing joints
and cut through where they are attached to the main carcass. Continue cutting down the side of
the bird, keeping the knife as close to the carcass as possible until you reach the ridge of the
breastbone, and then repeat with the other side.
STEP 3
To remove the carcass completely, snap away the wishbone where it joins at the neck end and
carefully cut beneath the breastbone – this is where the skin is at its thinnest, so carefully cut
away, then lift and cut away the carcass, as you don’t want to nip or pierce the skin.
STEP 4

P a g e | 42
Open up the chicken, skin-side down, and scrape clean or cut away the thigh bones and any other
stray bits of bone or cartilage like the wishbone. Remove the 2 smaller fillets that run along the
breast and set them aside. Finally, use a larger chopping knife to cut off the feet and wing tips, but
don’t discard them.
STEP 5
Repeat with the pheasant but cut the legs off completely so you are left with just the 2 breasts
attached by the skin. Cut the legs in half and keep. You should now have the semi-boned chicken,
the pheasant breasts, the skinned duck breast and the stuffing.
STEP 6
To assemble the roast, open the chicken skin-side down. Put a third of the stuffing between 2
pieces of cling film and use a rolling pin to roll it out flat so that it covers the surface area, then
place it on top of the chicken. Lay the duck breast in the middle of the stuffing, cover it with a
layer of stuffing, and then add the pheasant breasts, skin-side down. Add a final layer of stuffing
and lay the 2 chicken mini fillets on top.
STEP 7
Tuck in the top and bottom edges of the chicken and pull the two long edges together. Tuck one
edge of it over the other so everything is rolled together and neatly encased, then flip over. Using
butcher’s string, tie the chicken at regular intervals around the width, then tie it once around the
length to hold the stuffing in. Finally, tie the legs together. Can be pre-prepared for this stage and
chilled up to 1 day ahead.
STEP 8
Heat oven to 200C/180C fan/gas 6. Scatter the shallots, thyme and carrot into a roasting tin with
the pheasant legs and chicken wing tips. Place the roast on the vegetables and rub all over with
the softened butter. Pour the wine over, then season generously. Put the tin in the oven and cook
for 1 hr 40 mins until beautifully browned, or until a digital cooking thermometer reads 68C (or
above) when inserted in the middle. Remove, loosely cover with foil, and leave to rest somewhere
warm for 30 mins.
STEP 9
While the roast is resting, make the gravy. Place the tin on a low flame if flameproof or tip the
contents into a saucepan if not. Scatter over the flour and cook until light brown. Gradually pour in
the mushroom-soaking liquid, then the chicken stock. Simmer everything together until you have
a smooth, thickened gravy, adding any resting juices from the roast. Season to taste, then strain
the gravy through a sieve into another saucepan. When the roast has rested, remove the string,
carefully carve into thick slices and sprinkle with thyme.
Source:
Recipe adapted from https://www.bbcgoodfood.com/recipes/chestnut-wild-mushroom-stuffed-
three-bird-roast
Accessed 20.09.22

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Prepare poultry dishes

Contextualised and customised by MIA

SITHCCC035 Student Workbook v1.0

Case Study B – Chestnut & wild mushroom stuffed three-bird roast..........................................39

SITHCCC035 Student Workbook v1.0

 Address each question including any sub-points

 Demonstrate that you have researched the topic thoroughly

 Cover the topic in a logical, structured manner

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

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

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

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

SITHCCC035 Student Workbook v1.0

SITHCCC035 Student Workbook v1.0

Assessment appeals process

Recognised prior learning

SITHCCC035 Student Workbook v1.0

 Product-based methods e.g., reports, role plays, work samples

 Portfolios – annotated and validated

SITHCCC035 Student Workbook v1.0

Candidate Assessment Cover Sheet

Unique Student Identifier

Units: SITHCCC035 Prepare poultry dishes

SITHCCC035 Student Workbook v1.0

An explanation of observations and demonstrations:

The observation will usually require:

 Performing a work-based skill or task

 Interaction with colleagues and/or customers.

A demonstration will require:

 Performing a skill or task that is asked of you

 Undertaking a simulation exercise.

SITHCCC035 Student Workbook v1.0

2. Explain what the term mise en place means.

3. Summarise the advantages of using mise en place lists alongside standard

SITHCCC035 Student Workbook v1.0

2. Briefly explain how you would scale a recipe.

SITHCCC035 Student Workbook v1.0

SITHCCC035 Student Workbook v1.0

 A menu featuring only feathered game dishes prepared from scratch,

When taking part in the discussion, you must:

 Allow other learners the opportunity to speak freely

SITHCCC035 Student Workbook v1.0

SITHCCC035 Student Workbook v1.0

2. Explain briefly why it is important to read the instructions before using

3. Explain the importance of using equipment hygienically, and list ways

SITHCCC035 Student Workbook v1.0

1. Explain the processes you must undertake to thaw poultry safely.

2. Explain why it is important that poultry is stored and thawed correctly.

SITHCCC035 Student Workbook v1.0

1. In your own words, explain what food production sequencing means as it

2. Explain how you would utilise food production sequencing in your

SITHCCC035 Student Workbook v1.0

Working in a pair, interpret the recipe provided.

Ingredients (as 1 portion 2 portions 8 portions

When working in your pair, you should:

 Work cooperatively and respectfully

Recipe for Chicken pie. Serves 6

SITHCCC035 Student Workbook v1.0

SITHCCC035 Student Workbook v1.0

SITHCCC035 Student Workbook v1.0

2. In your own words, explain why it is important to minimise waste.

SITHCCC035 Student Workbook v1.0