SITHCCC036-Learner-Workbook-V1 0 Docx v1 0

SITHCCC036
Prepare meat 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...................................................................................................................2
Assessment instructions................................................................................................................2
Assessment requirements.............................................................................................................5
Candidate Assessment Cover Sheet................................................................................................6
Observation/Demonstration..........................................................................................................7
Activities........................................................................................................................................8
Activity 1A......................................................................................................................................8
Activity 1B......................................................................................................................................9
Activity 1C....................................................................................................................................10
Activity 2A....................................................................................................................................11
Activity 2B....................................................................................................................................12
Activity 2C....................................................................................................................................13
Activity 3A....................................................................................................................................15
Activity 3B....................................................................................................................................16
Activity 3C....................................................................................................................................17
Activity 3D...................................................................................................................................18
Activity 3E....................................................................................................................................19
Activity 4A....................................................................................................................................20
Activity 4B....................................................................................................................................21
Activity 4C....................................................................................................................................22
Activity 5A....................................................................................................................................23
Activity 5B....................................................................................................................................24
Activity 5C....................................................................................................................................25
Activity 5D...................................................................................................................................26
Major Assessments.......................................................................................................................27
Section A: Skills Activity...............................................................................................................28
Section B: Knowledge Activity (Q & A).........................................................................................29
Section C: Performance Activity...................................................................................................34
SITHCCC036 Student Workbook V1.0

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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.
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.

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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: SITHCCC036 Prepare meat 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 60 Minutes
Objective To provide you with an opportunity to identify how to confirm food production
requirements from standard recipes.
Equipment  Access to the internet
needed  Access to a printer
 Three peers to collaborate with.
Question 1 of this activity does not need to be observed. Question 2 and
Question 3 must be observed.
1. This activity does not require observation.
Firstly, you must independently identify one recipe for a classic meat dish
and one for a contemporary meat dish using the internet. You must print a
copy of each recipe and bring it to the next part of this activity.
2. This activity requires observation.
With three of your peers, you must read the recipes and list the food
production requirements for each recipe. You must identify:
 The ingredients used and any trade names

 The equipment used
 The preparation techniques used
 The cooking techniques used
 Whether the recipes are formatted in the same or a different way and
possible reason(s) for this.
Record your answers in your workbook.
3. This activity requires observation.
In your group, discuss the recipes and any difficulties they posed in
confirming the food production requirements. Identify which recipe would
be easiest to follow.
You should also discuss which dishes you would prefer to prepare and how
ingredients, equipment, preparation, and cooking methods can vary
between similar dishes and the possible reason(s) for this.
Take notes of this discussion in your workbook.

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Activity 1B
Objective To provide you with an opportunity to identify how to calculate ingredient
amounts according to requirements.
Equipment  Access to a calculator.
needed
This activity does not need to be observed.
Read the following recipe:
Serves 10
 900g minced beef

 400g minced pork
 200ml passata
 50g gravy granules
 200g root vegetables.
1. List the amounts of each ingredient you would need to make 17 portions.
2. List the amounts of each ingredient you would need to make 7 portions.

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Activity 1C
Objective To provide you with an opportunity to identify how to select meat products and
other ingredients from stores according to recipe, quality, freshness, and stock
rotation requirements.
Read the following ingredients from a meat pie recipe:
Meat pie (serves 6)
 500g roughly minced beef

 2 onions, chopped
 1 beef bouillon cubes
 2 cups ketchup
 1 tsp Worcestershire sauce
 pinch of salt and pepper
 0.5 tsp oregano
 pinch of nutmeg
 3 tbsp plain flour
 2 puff pastry sheets.
Describe the steps you would take to select the meat and other ingredients in
your workplace or a kitchen you are familiar with. You must include:
 Checking ingredients for quality and freshness

 Meeting stock rotation requirements.

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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.
Read the following instructions from a recipe for Thai beef:
Ingredients
 2 tbsp vegetable oil

 400g beef rump steak
 1 red chilli
 2 tbsp oyster sauce
 Handful basil leaves.
Method
 Tenderise the beef

 Slice the beef into thin strips
 Thinly slice the chilli
 Roughly chop the basil leaves
 Gently mix the oyster sauce, chilli, and basil leaves
 Place the beef in the marinade for 20 minutes
 Heat the oil until it is very hot
 Add the beef and marinade and stir for three minutes.
1. Identify two suitable knives you would recommend if you were writing the
equipment list for this recipe.
2. List all other equipment you would recommend if you were writing the
equipment list for this recipe. This list must include a minimum of six more
items.

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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.
needed  Access to a word processing package.
Create two sets of instructions that could be given to a new employee working
in your place of business or one you are familiar with.
The first set of instructions must clearly direct the worker on how to safely
assemble electrical equipment such as mincers, tenderisers, or blenders.
The second set of instructions must clearly explain how to clean AND sanitise
equipment. These instructions must include using hazardous chemicals.
Both sets of instructions must comply with legislation in the state that you work
in or plan on working in.
To do this you must:
 Use the internet to research legislation and guidelines in your state

 Refer to SafeWork Australia and Food Standards Code
 Use an appropriate word processing package to produce clear
instructions for a new employee.

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Activity 2C
Objective To provide you with an opportunity to show how to use knives and other
equipment safely and hygienically according to manufacturer instructions.
Equipment  Access to equipment manufacturer instructions
needed  Access to equipment where possible
 Access to the internet
 A peer to work with.
Question 1 and Question 3 do not need to be observed. Question 2 and
Question 4 must be observed.
Imagine that you are responsible for training a new employee or apprentice on
how to use knives and kitchen equipment safely and hygienically.
1. Use the manufacturer's instructions to create a tutorial on the safe use of a

piece of electrical equipment used to prepare meat dishes. Your tutorial
must include:
 How to use each feature of the chosen equipment

 Safety tips
 How to dismantle the equipment
 How to clean the equipment after use.
You should attach the completed tutorial to your workbook.
2. Engage in a roleplay with your peer.
You must now ask a peer to play the role of the new employee or
apprentice. Your role is to teach them how to use the piece of selected
equipment safely.
You must either model safe use by using the equipment in a simulated
workplace correctly or by delivering a presentation. Both methods should
be based on your tutorial created in Question 1.
3. You must now select two of the following knives used to prepare meat
dishes:
 Boning knife
 Carving knife
 Chef's knife
 Utility knife.
You must create a tutorial on safely and hygienically using the two selected
knives. You may use both prior knowledge and internet research to create
this.
Your tutorial must include:

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 The purpose of the knives

 How to ensure personal safety when using the knives
 How to ensure the safety of others
 How to use the knives correctly
 How to safely clean the knives after use.
You should attach the completed tutorial to your workbook.
4. Engage in a roleplay with your peer.
You must ask a peer to act as a new staff member or apprentice. Your role is
to teach them how to use the knives safely and hygienically.
You must either model safe use and hygiene by using the knives in a
simulated workplace correctly or by delivering a presentation. Both
methods should be based on your tutorial created in Question 3.

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Activity 3A
Objective To provide you with an opportunity to identify how to thaw frozen meats
according to food safety guidelines where required.
1. Describe the safest way to thaw 5 kg lamb.
You must include:
 Details of the method, including times and temperatures.
2. List the five steps to thawing meat when using a microwave.

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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.
Scenario:
You have been asked to rewrite the procedures on sorting and assembling
ingredients according to food production sequencing for your workplace or one
that you are familiar with.
Write down the procedures detailing how employees should sort and assemble
ingredients for meat dishes according to food production sequencing in your
workbook.

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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 relevant cooking equipment
needed  Access to relevant ingredients or substitutions.
This activity must be observed.
Read the following ingredients list:
Beef Risotto (serves 4)
 455g lean minced beef

 ¼ cup chopped onion
 1 tsp pepper
 400g uncooked Arborio or regular-grain white rice
 1 cup shredded carrot
 1.5 litres beef broth
 ½ cup grated fresh Parmesan cheese
 3 tbsp chopped chives.
Scenario:
You must prepare the beef risotto recipe for 7 people.
You will need access to the following:
 The above ingredients (or appropriate substitutions)

 Kitchen scales
 Measuring jug
 Measuring spoons
 Measuring cups.
To complete this task, you must:
 Collect the ingredients you need - or substitute ingredients - to practise

measuring and weighing with
 Scale the recipe and list the amounts of each ingredient required for 7
portions. You should use reasonable rounding in your answers
 Collect the appropriate equipment to weigh and measure the
ingredients
 Measure and weigh the ingredients to make 7 portions
 Ask your assessor to check that each measurement is correct.

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Activity 3D
Objective To provide you with an opportunity to identify how to use meat preparation
techniques according to recipe requirements.
needed  Access to at least two peers.
 Access to relevant kitchen equipment and ingredients, if applicable.
Question 1 does not need to be observed. Question 2 must be observed.
1. Using the internet, find and select a recipe for one of the following meat
dishes:
 Larded calves’ liver

 Tied roast lamb
 Marinated kangaroo fillet.
Make notes on how to perform the preparation technique featured in the

recipe in your workbook. The preparation techniques should be either
larding, tying or marinating.
2. Based on your findings, create a tutorial for your peers where you
practically demonstrate the preparation technique.
If this is not possible, you may describe the technique in thorough detail or
show a recording of your demonstration.

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Activity 3E
Objective To provide you with an opportunity to identify how to minimise waste to
maximise the profitability of food items prepared.
1. List seven practical methods that you could use to minimise waste and
maximise profitability when preparing meat dishes.
2. Read the following preparation instructions from a recipe for steak, chips
and vegetables:
 Trim the steak

 Peel the potatoes and cut them into thick strips
 Peel the carrots and dice them
 Shell the peas.
List the potential food waste from preparing this dish, then suggest how you
would reuse the waste to maximise profitability. (Max. 100 words)

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Activity 4A
Objective To provide you with an opportunity to identify how to follow standard recipes
to select and use meat cookery methods.
Equipment  Access to the internet.
needed
1. Using the internet, research recipes for meat dishes that use the following
cookery methods:
 Braising
 Deep-frying
 Shallow frying
 Grilling
 Roasting
 Sous vide.
Note the type and cut of meat commonly used for each cookery method.
2. Describe each of the above-listed cookery methods and recommend one

type or cut of meat suitable for each cooking method.

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Activity 4B
Objective To provide you with an opportunity to identify how to prepare marinades and
meat accompaniments as required.
1. Suggest a suitable accompaniment that would complement each of the

following meat dishes:
 Meat pie
 Roasted lamb shank
 Lamb liver
 Pork tenderloin.
2. List the steps you would take to prepare one of the accompaniments you
listed in Question 1. The steps must be detailed so that a person new to
cooking can follow them.
3. Suggest a suitable marinade for each of the following cuts of meat:
 Kangaroo fillet
 Pork chops
 Beef flank.
4. List the steps you would take to prepare one of the marinades you listed in
Question 3. The steps must be detailed so that a person new to cooking can
follow them.

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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. Identify four quality factors that you should check before serving meat
dishes.
2. Give one example of how you would proceed if you found food quality
errors in each of the following areas within scope of responsibility:
 Too much seasoning

 Incorrect temperature
 Undercooked food
 Spills on the plate
 Plated food has a cluttered or inconsistent appearance.

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Activity 5A
Objective To provide you with an opportunity to identify how to carve meats using
appropriate tools and techniques, taking account of meat and bone structure
and waste minimisation.
To portion and serve meat according to recipe requirements.
1. List three tools you would use when carving meat.
2. List ten steps for carving meat effectively and minimising waste.
3. Explain how you would portion and serve meat in your workplace or one
you are familiar with.

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Activity 5B
Objective To provide you with an opportunity to identify how to add sauces and garnishes
according to standard recipes.
To visually evaluate dishes and adjust presentation as required.
1. Identify one sauce and one garnish suitable for each of the following meat
dishes.
 Roasted lamb and potatoes

 Fillet of beef with greens
 Roasted pork and mashed potatoes.
2. Explain why each of the garnishes you have selected is suitable for its dish.
3. Identify three factors you should consider when visually evaluating a dish.
4. Identify three ways you may adjust a dish's presentation at this stage.

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Activity 5C
Objective To provide you with an opportunity to identify how to store dishes in
appropriate environmental conditions.
Create a guide detailing how to store meat in appropriate environmental

conditions for your workplace or one that you are familiar with.
The guide must include:
 How to store raw meat

 How to store cooked meat
 Times and temperatures.

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Activity 5D
Objective To provide you with an opportunity to identify how to clean work area, and
dispose of or store surplus and reusable by-products according to organisational
procedures, environmental considerations, and cost-reduction initiatives.
1. Explain how you clean the work area in your workplace or one you are
familiar with.
You must include:
 Familiar policies and procedures

 Risk control.
2. Explain how you dispose of or reuse surplus food and by-products in your
workplace or one you are familiar with.
You must include reference to each of the following:
 Organisational procedures
 Environmental considerations
 Cost reduction initiatives.

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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.
This activity will enable you to demonstrate the following skills:
Reading skills to:
 Locate information in food preparation lists and standard recipes to determine food
preparation requirements
 Locate and read date codes and rotation labels on food products.
Numeracy skills to:
 Calculate the number of portions
 Determine cooking times and temperatures.
Problem-solving skills to:
 Evaluate quality of meat and finished dishes and adjust ensure a quality product
 Adjust taste, texture, and appearance of food products according to identified deficiencies.
Planning and organising skills to:
 Efficiently sequence the stages of food preparation and production.
Self-management skills to:
 Manage own speed, timing, and productivity.
The skills criteria are explicitly covered in the following Performance Activity and are mapped to
this task.

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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.
Demonstrated knowledge required to complete the tasks outlined in elements and performance
criteria of this unit:
 Culinary terms and trade names for:

o ingredients commonly used in the production of different meat dishes
o classical and contemporary meat dishes
o different cuts of meat and styles of cooking
o meat classifications
 meat classifications as defined in the Handbook of Australian Meat (HAM) Language
 common restaurant terminology for different meat classifications
 primary, secondary, and portioned cuts
 Contents of date codes and rotation labels for stock
 Characteristics of meat products and meat dishes:
o appearance
o fat content
o freshness and other quality indicators
o primary, secondary, and portioned cuts
o nutritional value
o taste
o texture
 Historical and cultural origin of different meat products and meat dishes
 Preparation techniques for different cuts and types of meat, including:
o barding
o de-boning
o trimming
o frenching
o portioning
o wet and dry marinating
o larding
o mincing
o rolling
o tenderising
o tying
o skewering
o wet and dry ageing
 Cookery methods for different cuts and types of meat specified in the performance evidence
 Safe and effective methods of using meat by-products and off cuts to reduce wastage and
maximise profitability
 Equipment used to prepare and produce meat dishes:
o knife care and maintenance
o essential features and functions
 Mise en place requirements for meat dishes
 Appropriate environmental conditions for storing meat and meat products to:
o ensure food safety:
 cooking and cooling processes

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 timeframes and temperatures

o optimise shelf-life
 Safe operational practices using essential functions and features of equipment used to
produce meat dishes.
Answer each question in as much detail as possible.
1. Identify three classic and three contemporary meat dishes eaten in Australia.
2. Identify the common ingredients, trade names, and culinary terms associated with two of the
meat dishes you identified in Q1.
You may use the table below to organise your response.

Dishes Ingredients and tradenames Culinary terms associated with
the dish
3. Identify a trade name of two different cuts for each of the following types of meat. Then
identify one culinary term and one cooking style associated with each of the cuts that you
have identified:
 Beef
 Kangaroo
 Lamb
 Pork.
You may use the following table to organise your response.
Meat item Two cuts and their Culinary terms Appropriate cooking
trade names associated with style
preparing or cooking

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4. As defined in the Handbook of Australian Meat (HAM) Language, identify two primary, two
secondary, and two portioned cuts of beef and lamb. (12 cuts must be identified in total).
5. Identify the common restaurant terms for the following meat classifications:
 Thin flank
 Beef shin
 Spencer roll
 Bone-in lamb neck.
6. Describe the contents of use-by date, best before date codes, and rotation labels for stock.
7. Identify the average fat, protein, and carbohydrate content of the following types of meat:
 Lamb fillet
 Beef fillet
 Pork fillet
 Kangaroo fillet
 Wallaby fillet.
8. Describe the characteristics of the meat items listed in Q7. You must include:
 Appearance when fresh and other quality indicators

 Taste
 Texture.
9. Describe the characteristics of roasted lamb shank. You must include:
 Appearance
 Fat content
 Nutritional value
 Taste and texture.
10. Identify the historical and cultural origin of the following:
 Australian burger
 Meat pie floater.

P a g e | 44
11. Describe the following preparation techniques:
 Barding
 De-boning
 Trimming
 Frenching
 Portioning
 Wet and dry marinating
 Larding
 Mincing
 Rolling
 Tenderising
 Tying
 Skewering
 Wet and dry ageing.
12. Recommend one appropriate cookery method for each of the following cuts and types of
meat:
 Rump steak
 Kangaroo fillet steak
 Emu neck
 Lamb rack
 Pork tenderloin
 Liver.
13. Identify four safe and effective methods of using meat by-products and off-cuts.
14. Provide two reasons why you should use meat by-products and off-cuts where possible.
15. Identify five ways that you can care for and maintain your knives.
16. Identify four features and one function of each of the following knives:
 Boning knife
 Chef’s knife
 Paring knife
 Utility knife
 Carving knife.
17. Describe six mise en place requirements for meat dishes.
18. Identify four appropriate environmental conditions for storing raw meat and meat products to
ensure food safety. You must refer to timeframes and temperatures in your answer.
19. Identify four ways to safely store cooked meat. You must include:
 Cooking and cooling processes.

P a g e | 45
20. Identify two ways to safely store cooked meat products.
21. Identify three storing conditions needed to optimise the shelf-life of meat.
22. Identify one function and three features of the following equipment used to produce meat
dishes:
 Cleavers
 Mincers
 Tenderisers.
23. Identify five safe operational practices when using powered mincers and tenderisers.
24. Identify ten safe operational practices when using knives to prepare meat dishes.
25. Describe how to thaw frozen meats in a refrigerator and in a microwave safely according to
food safety guidelines.

P a g e | 46
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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SITHCCC036

Prepare meat dishes

Contextualised and customised by MIA

SITHCCC036 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

SITHCCC036 Student Workbook V1.0

SITHCCC036 Student Workbook V1.0

Assessment appeals process

Recognised prior learning

SITHCCC036 Student Workbook V1.0

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

 Portfolios – annotated and validated

SITHCCC036 Student Workbook V1.0

Candidate Assessment Cover Sheet

Unique Student Identifier

Units: SITHCCC036 Prepare meat dishes

SITHCCC036 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.

SITHCCC036 Student Workbook V1.0

1. This activity does not require observation.

2. This activity requires observation.

 The ingredients used and any trade names

Record your answers in your workbook.

3. This activity requires observation.

Take notes of this discussion in your workbook.

SITHCCC036 Student Workbook V1.0

Read the following recipe:

 900g minced beef

SITHCCC036 Student Workbook V1.0

Read the following ingredients from a meat pie recipe:

Meat pie (serves 6)

 500g roughly minced beef

 Checking ingredients for quality and freshness

SITHCCC036 Student Workbook V1.0

SITHCCC036 Student Workbook V1.0

Read the following instructions from a recipe for Thai beef:

 2 tbsp vegetable oil

 Tenderise the beef

SITHCCC036 Student Workbook V1.0

SITHCCC036 Student Workbook V1.0

To do this you must:

 Use the internet to research legislation and guidelines in your state

SITHCCC036 Student Workbook V1.0

SITHCCC036 Student Workbook V1.0

1. Use the manufacturer's instructions to create a tutorial on the safe use of a

 How to use each feature of the chosen equipment

You should attach the completed tutorial to your workbook.

2. Engage in a roleplay with your peer.

Your tutorial must include:

SITHCCC036 Student Workbook V1.0

 The purpose of the knives