ASSESSMENT COVER PAGE

o STUDENT DETAILS / DECLARATION:

Course Name: SIT40521 CERTIFICATE IV IN KITCHEN MANAGEMENT

Unit / Subject Name: SITHCCC027 Prepare Dishes Using Basic Method of Cookery
Trainer’s Name: Asaduzzaman Sohag Assessment No:

o I fully understand the context and purpose of this assessment.

o I am fully aware of the competency standard/criteria against which I will be assessed.
o I have been given fair notice of the date, time and venue for the assessment.
I declare that:
o I am aware of the resources I need and how the assessment will be conducted.
o I have had the appeals process and confidentiality explained to me.
o I agree that I am ready to be assessed and that all written work is my own.

This assessment is my:

o First submission o Re-submission (Attempt )

Student Name: Komal Attwal Student ID: Sbdi1336
Student’s Signature: komalattwal Submission Date: / /

ASSESSOR USE ONLY:

Assessment Task 1: o Satisfactory o Not Satisfactory
Result:
Assessment Task 2: o Satisfactory o Not Satisfactory

Assessment Task 3: o Satisfactory o Not Satisfactory

Final Assessment Result for this unit C / NYC

Feedback: Feedback is given to the student on each Yes / No

Assessment task & final outcome of the unit

Assessor’s
Feedback:

Assessor’s Date: / /
Signature:

ASSESSMENT FIRST SUBMISSION/RE-SUBMISSION RECEIPT:

It is student’s responsibility to keep the assessment submission receipt as a proof of submission of assessment tasks

Student Name: Komal attwal Student ID: Sbdi1336

Unit / Subject Code: Assessment No:

Trainer Name: Asaduzzaman Sohag Date: / /

Signature:
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 TYPES OF EVIDENCE
The RTO ensures that assessment is carried out in accordance with the requirements of the unit and
the standards and will implement an assessment process which identifies the evidence required for
each unit of competency. They will identify the type of evidence and the assessment methods used.

Types of evidence include:

 Direct Evidence – things that the assessor, observes first-hand, e.g., observation or work
samples

 Indirect Evidence – things that someone else has observed and reported to us, e.g., third
party reports

 Supplementary Evidence – other things that can indicate performance, such as training
records, questions, written work, portfolios

Assessment methods may include but are not limited to:

 Written Activity

 Case Study

 Observation/Demonstration

 Practical Activity

 Questions

 Third Party Report

Assessment must comply with the assessment methods of the training package and be conducted in
accordance with the Principles of Assessment and assessment conditions. This means the assessment
must be fair, flexible, reliable and valid.

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 ASSESSMENT INFORMATION FOR STUDENTS
Throughout your training we are committed to your learning by providing a training and assessment
framework that ensures the knowledge gained through training is translated into practical on the job
improvements.

You are going to be assessed for:

 Your skills and knowledge using written and observation activities that apply to the
workplace.

 Your ability to apply your learning.

 Your ability to recognise common principles and actively use these on the job.

All of your assessment and training is provided as a positive learning tool. Your assessor will guide
your learning and provide feedback on your responses to the assessment materials until you have been
deemed competent in this unit.

HOW YOU WILL BE ASSESSED

The process we follow is known as competency-based assessment. This means that evidence of your
current skills and knowledge will be measured against national standards of best practice, not against
the learning you have undertaken either recently or in the past. Some of the assessment will be
concerned with how you apply your skills and knowledge in the workplace, and some in the training
room as required by each unit.
The assessment tasks have been designed to enable you to demonstrate the required skills and
knowledge and produce the critical evidence to successfully demonstrate competency at the required
standard.
Your assessor will ensure that you are ready for assessment and will explain the assessment process.
Your assessment tasks will outline the evidence to be collected and how it will be collected, for
example; a written activity, case study, or demonstration and observation.
The assessor will also have determined if you have any special needs to be considered during
assessment. Changes can be made to the way assessment is undertaken to account for special needs
and this is called making Reasonable Adjustment.

What happens if your result is ‘Not Yet Competent’ for one or more assessment tasks?

Our assessment process is designed to answer the question “has the desired learning outcome been
achieved yet?” If the answer is “Not yet”, then we work with you to see how we can get there.
In the case that one or more of your assessments has been marked ‘NYC’, your trainer will provide
you with the necessary feedback and guidance, in order for you to resubmit your responses.

What if you disagree on the assessment outcome?

You can appeal against a decision made in regards to your assessment. An appeal should only be
made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have
sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to

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adequately demonstrate that you have the skills and experience to be able to meet the requirements of
units you are appealing the assessment of.
Your trainer will outline the appeals process, which is available to the student. You can request a form
to make an appeal and submit it to your trainer, the course coordinator, or the administration officer.
The RTO will examine the appeal and you will be advised of the outcome within 14 days. Any
additional information you wish to provide may be attached to the appeal form.

What if I believe I am already competent before training?

If you believe you already have the knowledge and skills to be able to demonstrate competence in this
unit, speak with your trainer, as you may be able to apply for Recognition of Prior Learning (RPL).

Assessor Responsibilities

Assessors need to be aware of their responsibilities and carry them out appropriately. To do this they
need to:
 Ensure that participants are assessed fairly based on the outcome of the language, literacy
and numeracy review completed at enrolment.

 Ensure that all documentation is signed by the student, trainer, workplace supervisor and
assessor when units and certificates are complete, to ensure that there is no follow-up
required from an administration perspective.

 Ensure that their own qualifications are current.

 When required, request the manager or supervisor to determine that the student is
‘satisfactorily’ demonstrating the requirements for each unit. ‘Satisfactorily’ means
consistently meeting the standard expected from an experienced operator.

 When required, ensure supervisors and students sign off on third party assessment forms
or third party report.

 Follow the recommendations from moderation and validation meetings.

How should I format my assessments?

Your assessments should be typed in a 11 or 12 size font for ease of reading. You must include a
footer on each page with the student name, unit code and date. Your assessment needs to be submitted
as a hardcopy or electronic copy as requested by your trainer.

How long should my answers be?

The length of your answers will be guided by the description in each assessment, for example:
Type of Answer Answer Guidelines

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 Short Answer 4 typed lines = 50 words, or

5 lines of handwritten text

Long Answer 8 typed lines = 100 words, or

1
10 lines of handwritten text = of a foolscap page
3

Brief Report 500 words = 1 page typed report, or

1
50 lines of handwritten text = 1 foolscap handwritten pages
2

Mid Report 1,000 words = 2 page typed report

100 lines of handwritten text = 3 foolscap handwritten pages

Long Report 2,000 words = 4 page typed report

200 lines of handwritten text = 6 foolscap handwritten pages

How should I reference the sources of information I use in my assessments?

Include a reference list at the end of your work on a separate page. You should reference the sources
you have used in your assessments in the Harvard Style. For example:

Website Name – Page or Document Name, Retrieved insert the date. Webpage link.

For a book: Author surname, author initial Year of publication, Title of book, Publisher, City, State

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Assessment Plan
To demonstrate competence in this unit, you must be assessed as satisfactory in each of the
following assessment tasks.

Evidence recorded Evidence Type/ Method of assessment Sufficient evidence

recorded/Outcome
Unit Assessment Task 1 Unit Knowledge Test (UKT) S / NS (First Attempt)
S / NS (Second Attempt)
Unit Assessment Task 2 Unit Skills Test S / NS (First Attempt)
S / NS (Second Attempt)
Final result C/NYC Date assessed

Trainer/Assessor
Signature

Assessment Conditions
Unit purpose/application

This unit describes the performance outcomes, skills and knowledge required to use a range of basic
cookery methods to prepare dishes.

The unit applies to cooks working in hospitality and catering organisations. This could include
restaurants, educational institutions, health establishments, defence forces, cafeterias, kiosks, cafes,
residential caterers, in-flight and other transport caterers, and event and function caterers.

It applies to individuals who work with very little independence and under close supervision and
guidance of more senior chefs. They follow predefined organisational procedures and report any
discrepancies to a higher-level staff member for action.
No occupational licensing, certification or specific legislative requirements apply to this unit at the
time of publication.

What the student can expect to learn by studying this unit of competency

• Select ingredients.
• Select, prepare and use equipment.
• Portion and prepare ingredients.
• Cook dishes.
• Present and store dishes.

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 Training and assessment resources required for this unit of competency

The student will have access to the following:

 Learner guide
 PowerPoint presentation
 Unit Assessment Pack (UAP)
 Access to other learning materials such as textbooks
The resources required for these assessment tasks also include:
 Business related environment area, this can be a:
o Real industry workplace
o Simulated industry environment

 Codes of practice and standards issued by government regulators or industry groups

Submission instructions

Yourtrainer/assessor will confirm assessment submission details for each assessment task.

Academic integrity, plagiarism and collusion

Academic Integrity
Academic Integrity is about the honest presentation of your academic work. It means acknowledging
the work of others while developing your own insights, knowledge and ideas.
As a student, youare required to:
• Undertake studies and research responsibly and with honesty and integrity
• Ensure that academic work is in no way falsified
• Seek permission to use the work of others, where required
• Acknowledge the work of others appropriately
• Take reasonable steps to ensure other students cannot copy or misuse yourwork.

Plagiarism
Plagiarism means to take and use another person's ideas and or manner of expressing them and to
pass them off as your own by failing to give appropriate acknowledgement. This includes material
sourced from the internet, RTO staff, other students, and from published and unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others arebeing used,
which includes:
• Paraphrasing and presenting work or ideas without a reference
• Copying work either in whole or in part
• Presenting designs, codes or images as yourown work
• Using phrases and passages verbatim without quotation marks or referencing the author or
web page

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 • Reproducing lecture notes without proper acknowledgement.

Collusion
Collusion means unauthorised collaboration on assessable work (written, oral or practical) with
other people. This occurs when a student presents group work as their own or as the work of
someone else.
Collusion may be with another RTO student or with individuals or students external to the RTO. This
applies to work assessed by any educational and training body in Australia or overseas.
Collusion occurs when youwork without the authorisation of the teaching staff to:
• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit yourwork (without rto approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other students.
Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and
academic misconduct in group work please refer to the RTO’s policy on Academic integrity,
plagiarism and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who
engage in plagiarism and collusion as outlined in RTO’s policy.
Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could
lead to disciplinary action.

Other Important unit specific Information

N/A

Unit outcome

• This unit is not graded and the student must complete and submit all requirements for the
assessment task for this cluster or unit of competencyto be deemed competent.
• Students will receive a 'satisfactorily completed' (S) or 'not yet satisfactorily completed (NS)
result for each individual unit assessment task (UAT).
• Final unit result will be recorded as competency achieved/competent (C) or competency not
yet achieved/not yet competent (NYC).

Prerequisite/s

SITXFSA001 Use hygienic practices for food safety

Co-requisite/s

Nil

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 Foundation Skills

The Foundation Skills describe those required skills (learning, oral communication, reading, writing,
numeracy, digital technologyand employment skills) that are essential to performance. Foundation skills
essential to performance are explicit in the performance criteria of this unit of competency.

Relevant Legislation

 Australian Human Rights Commission Act 1986

 Age Discrimination Act 2004
 Disability Discrimination Act 1992
 Racial Discrimination Act 1975
 Sex Discrimination Act 1984
 Code of ethics and codes of conduct
 Ethical Principles in the Workplace
 Codes of practice
 The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
 Occupational Health and Safety Act 2004
 Work Health and Safety Act 2011
 Workplace environmental and resource efficiency strategies including organisational
policies, plans and procedures
 Workgroup member responsibilities and duties, and relationship to individual
responsibilities and duties.

Principles of assessment and rules of evidence

All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered
to.
The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent.
The rules of evidence state that evidence must be sufficient, valid, current and authentic.

AQF Level

AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of
achievement and the autonomy required to demonstrate that achievement.

All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level
criteria. For more information, please visit http://www.aqf.edu.au/

Further Information

For further information about this unit go tohttps://training.gov.au/Training/Details/SITHCCC005

Additional Information

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 • This information will be managed by the provisions of the Privacy Act and the Freedom of
Information Act.)
• Students are required to satisfactorilycomplete and submit all assessment tasks that
contribute to the assessment for a unit.
• Studentswillbe provided with one more attempt to complete this Unit assessment pack
(UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unit
assessment task (UAT).
• Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensure
the student is ready for the assessment.
• Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance
and quality assurance department/administration department in your RTO for
continuously improving our assessment and student resources.

Feedback to student
Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to
justify to students how their competency was assessed, as well as to identify and reward specific
qualities in their work, to recommend aspects needing improvement, and to guide students on what
steps to take.

Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject.
At its best, feedback should:
• Be provided for each Unit Assessment Task (UAT)
• Guide students to adapt and adjust their learning strategies
• Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning
needs
• Be a pivotal feature of learning and assessment design, not an add-on ritual
• Focus on course and unit learning outcomes
• Guide students to become independent and self-reflective learners and their own critics
• Acknowledge the developmental nature of learning.

If students have not received proper feedback, they must speak to compliance and quality assurance
department/administration department in the RTO/person responsible for looking after the quality
and compliance services of the RTO.

For more information, please refer to RTO Student Handbook.

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Unit Knowledge Test (UKT)
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the assessment
task before undertaking it.
Section 1: Information for Students
• Please make sure you have completed the necessary prior learning before attempting this
assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and tasks
to be completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be considered
during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate
these with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to type
the answers).
• Please ensure thatyou have all the required resources needed to complete this Unit
Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extensionto submit an
assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together
with your request for anextension to submit yourassessment work.
• Request for an extension to submit your assessment work must be made before the due
date of this assessment task.

Section 2: Reasonable adjustments

• Students with carer responsibilities, cultural or religious obligations, English as an additional
language, disabilityetc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the
needs of any student, but there is a requirement to be flexible about the way in which it is
delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to
enable the student with a disability to participate in education on the same basis as a
student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies
Matrix”to ensure the explanation and correct strategy have been recorded and
implemented.
• Trainer/Assessor must notify the administration/compliance and quality assurance
department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment
pack to the administration/compliance and quality assurance department.

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 Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)

Category Possible Issue Reasonable Adjustment Strategy

(select as applicable)
 LLN  Speaking  Verbal assessment
 Reading  Presentations
 Writing  Demonstration of a skill
 Confidence  Use of diagrams
 Use of supporting documents such as wordlists
Non-  Speaking  Discuss with the student and supervisor (if applicable)
English  Reading whether language, literacy and numeracy are likely to
Speaking  Writing impact on the assessment process
Background  Cultural  Use methods that do not require a higher level of
background language or literacy than is required to perform the job role
 Confidence  Use short sentences that do not contain large amounts
of information
 Clarify information by rephrasing, confirm understanding
 Read any printed information to the student
 Use graphics, pictures and colour coding instead of, or to
support, text
 Offer to write down, or have someone else write, oral
responses given by the student
 Ensure that the time available to complete the
assessment, while meeting enterprise requirements, takes
account of the student’s needs
Indigenous  Knowledge and  Culturally appropriate training
understanding  Explore understanding of concepts and practical
 Flexibility application through oral assessment
 Services  Flexible delivery
 Inappropriate  Using group rather than individual assessments
training and  Assessment through completion of practical tasks in the
assessment field after demonstration of skills and knowledge.
Age  Educational  Make sure font size is not too small
background Trainer/Assessor should refer to the student’s experience
 Limited study  Ensure that the time available to complete the
skills assessment takes account of the student’s needs
Provision of information or course materials in accessible
format.
Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
Supply of specialised equipment or services, e.g. a note-
taker for a student who cannot write
Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
Changes to course design, e.g. substituting an assessment

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 task
Modifications to physical environment, e.g. installing
lever taps, building ramps, installing a lift
Educational  Reading  Discuss with the Student previous learning experience
background  Writing  Ensure learning and assessment methods meet the
 Numeracy student’s individual need
 Limited study
skills and/or
learning strategies
Disability  Speaking  Identify the issues
 Reading  Create a climate of support
 Writing  Ensure access to support that the student has agreed to
 Numeracy  Appropriately structure the assessment
 Limited study Provide information or course materials in accessible
skills and/or format, e.g. a textbook in braille
learning strategies  Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note-
taker for a student who cannot write
 Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
Changes to course design, e.g. substituting an assessment
task
Modifications to physical environment, e.g. installing
lever taps, building ramps, installing a lift

Explanation of reasonable adjustments strategy used (If required)

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Unit Assessment Task (UAT)
Assessment Task 1 - Unit Knowledge Test (UKT)

Assessment type:
 Written Questions

Assessment task description:

 This is the first (1) unit assessment task you have to successfully complete to be deemed
competent in this unit of competency.
 The Unit Knowledge Test is comprised of twenty (20)written questions
 You must respond to all questions and submit them to your Trainer/Assessor.
 You must answer all questions to the required level, e.g. provide the number of points, to be
deemed satisfactory in this task
 You will receive your feedback within two weeks - you will be notified byyour
Trainer/Assessor when results are available.

Applicable conditions:
 All knowledge tests are untimed and are conducted as open book tests (this means you are
able to refer to your textbook during the test).
 You must read and respond to all questions.
 You may handwrite/use computers to answer the questions.
 You must complete the task independently.
 No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
 As you complete this assessment taskyou are predominately demonstrating your written
skills and knowledge to yourtrainer/assessor.
 The trainer/assessor may ask you relevant questions on this assessment task to ensure that
this is yourown work.

Resubmissions and reattempts:

 Where a student’s answers are deemed not satisfactory after the first attempt a
resubmission attempt will be allowed.
 You must speak to your Trainer/Assessor if you have any difficulty in completing this task
and require reasonable adjustments (e.g. can be given as an oral assessment)
 For more information, please refer to your RTO Student Handbook.

Location:
 This assessment task may be completed in a learning management system (i.e. Moodle) or
independent learning environment.
 Yourtrainer/assessor will provide you further information regarding the location for
completing this assessment task.

Instructions for answering written questions:

 Complete a written assessment consisting of a series of questions.
 You will be required to correctly answer all the questions.

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  Do not start answering questions without understanding what is required from you. Read
the questions carefully and critically analyse them for a few seconds, this will help you to
identify what is really needed.
 Your answers must demonstrate an understanding and application of relevant concepts,
critical thinking, and good writing skills.
 Be concise to the point and write answers according to the given word-limit to each question
and do not provide irrelevant information. Be careful, quantity is not quality.
 Be careful to use non-discriminatory language. The language used should not devalue,
demean, or exclude individuals or groups on the basis of attributes such as gender, disability,
culture, race, religion, sexual preference or age. Gender inclusive language should be used.
 When you quote, paraphrase, summarise or copy information from the sources you are
using to write your answers/research yourwork, you must always acknowledge the source.

How yourtrainer/assessor will assess yourwork?

 This assessment task requires the student to answer all the questions.
 Answers must demonstrate the student’s understanding and knowledge of the unit.
 If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
 If at least one of the assessment task is deemedNot Satisfactory (NS), then the unit outcome
is Not Yet Competent (NYC).
 Once all assessment tasks allocated to this Unit of Competency have been undertaken,
trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome
will be either Competent (C) or Not Yet Competent (NYC).
 The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.

Purpose of the assessment task:

This assessment task is designed to evaluate your following skills and abilities:
 Skill to identify, analyse and select food products and ingredients according to recipe,
quality, freshness and stock rotation requirements
 Skill to select, prepare and use equipments safely.
 Skill to portion, prepare ingredients according to recipe requirements.
 Skill to cook, present and store dishes appropriately.
 Reading skills to collect, review, interpret/understand and analyse/review text-based recipe
information from a range/number of sources.
 Numeracy/numbers- mathematical skills to interpret/calculate the number of portion and
determine cooking times and temperature.
 Skill to contributions to the plating of a dish supports timely and quality food service.
 Skill to implement safety procedures and deal with pressure of work at workplace
environment.
 Skill to interact/cooperate with others using appropriate conventions/systems when
communicating to, and consulting/discussing with staff members.
 Ability/skill to sequence/in order and schedule/plan activities and manage communication.
 Skill to analyse relevant/appropriate information to identify scope/range of work, goals and
objectives and to evaluate/review options/other choices.

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Assessment Task 1 - Unit Knowledge Test (UKT)
Instructions:
 This is an individual assessment.
 The purpose of this assessment task is to assess the students’ knowledge essential to
prepare dishes using basic methods of cookry in a range of contexts and industry settings.
 To make full and satisfactory responses you should consult a range of learning resources,
other information such as handouts and textbooks, learners’ resources and slides.
 All questions must be answeredin order to gain competency for this assessment.

Question 1: List any five (5) basic methods of cookery.

boiling.
poaching.
steaming.
stewing.
braising.
roasting.

Question 2: List any five (5) major food groups?

Fruit and vegetables.

Starchy food.
Dairy.
Protein.
Fat.

Question 3: Explain the basic application of the following knives in one (1) or two (2) sentences
each.

 Chef’s knife
 Boning knife
 Paring knife

1. Chef’s knife is among the most versatile knives in the kitchen and can be used for anything
from chopping to cutting. Common uses for a chef’s knife include cutting meat, dicing
vegetables , silicing herbs and chopping nuts.
2. Boning’s knife are used for deboning, trimmimg and slicing all kind of animals or proteins.

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 3. Paring knife is a slim ,sharp blade is perfect for slicing, chopping, peeling fruit and vegetables
and cutting up meat.

Question 4: Explain the basic application of the following knives in one (1) or two (2) sentences
each.

Here are the e Here are the explanations for each knife:
• Chef's knife: A chef's knife is a versatile, all-purpose knife used for
chopping, slicing, and mincing ingredients, and is often the primary knife
used in a kitchen. It's typically 8-10 inches long and has a curved blade.
• Boning knife: A boning knife is a slender, flexible knife used to remove
bones and other connective tissue from meat, poultry, and fish, making it
easy to cut along bones a Here are the explanations for each knife:
• Chef's knife: A chef's knife is a versatile, all-purpose knife used for
chopping, slicing, and mincing ingredients, and is often the primary knife
used in a kitchen. It's typically 8-10 inches long and has a curved blade.
• Boning knife: A boning knife is a slender, flexible knife used to remove
bones and other connective tissue from meat, poultry, and fish, making it
easy to cut along bones and separate meat from its packaging. It's
typically 5-6 inches long and has a very thin, curved blade.
• Paring knife: A paring knife is a small, sharp knife used to peel and core
fruits and vegetables, trim excess fat from meat, and perform other
delicate tasks that require precision and control. It's typically 2-4 inches
long and has a straight or slightly curved blade.
nd separate meat from its packaging. It's typically 5-6 inches long and
has a very thin, curved blade.
• Paring knife: A paring knife is a small, sharp knife used to peel and core
fruits and vegetables, trim excess fat from meat, and perform other
delicate tasks that require precision and control. It's typically 2-4 inches
long and has a straight or slightly curved blade.
xplanations for each knife:
• Chef's knife: A chef's knife is a versatile, all-purpose knife used for
chopping, slicing, and mincing ingredients, and is often the primary knife
used in a kitchen. It's typically 8-10 Here are the explanations for each
knife:
• Chef's knife: A chef's knife is a versatile, all-purpose knife used for
chopping, slicing, and mincing ingredients, and is often the primary knife
used in a kitchen. It's typically 8-10 inches long and has a curved blade.
• Boning knife: A boning knife is a slender, flexible knife used to remove

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 bones and other connective tissue from meat, poultry, and fish, making it
easy to cut along bones and separate meat from its packaging. It's
typically 5-6 inches long and has a very thin, curved blade.
• Paring knife: A paring knife is a small, sharp knife used to peel and core
fruits and vegetables, trim excess fat from meat, and perform other
delicate tasks that require precision and control. It's typically 2-4 inches
long and has a straight or slightly curved blade.
inches long and has a curved blade.
• Boning knife: A boning knife is a slender, flexible knife used to remove
bones and other connective tissue from meat, poultry, and fish, making it
easy to cut along bones and separate meat from its packaging. It's
typically 5-6 inches long and has a very thin, curved blade.
• Paring knife: A paring knife is a small, sharp knife used to peel and core
fruits and vegetables, trim excess fat from meat, and perform other
delicate tasks that require precision and control. It's typically 2-4 inches
long and has a straight or slightly curved blade.

Question 5: Mise-en-place is important in a kitchen. Explain in 50 to 100 words, how would you use
mise-en-place in a kitchen environment?

Mise –en –place is very important thing in kitchen because it’s making sure that all the
ingredients are prepared on workstation and organized before you assembling a dish so you can
save your time. And not only you will waste your fewer precious mintues for prep work but you will
also eliminate unnecessary steps and duplicate work in kitchen. There are some of steps that can
help you in your kitchen.
Step1 .Read your recipe ahead of time.
Step2. Check items off the ingredients list.
Step3. Prep and measure items.

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SITHCCC027 - Prepare dishes using basic methods of cookery
 Step4. Originize your prepped ingredients.

Question 6: Match the following cooking methods with suitable foods to cook for each method.

Cooking Method Suitable Food Answer

Meat and
A. Boiling Meats including poultry and fish
vegetables
Processed
B. Deep Fry Meats and vegetables meats,
fish ,chips,etc
Vegetables
C. Braise Vegetables and starches
and starches

Meat and
D. Steaming Vegetables
vegetables

Meats
including
E. Roasting Meat, vegetables
poultry and
fish

F. Shallow Frying Processed meats, fish, chips, etc. same

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 Question 7: List any four (4) information which should be included on any food labelling /coding
within a commercial kitchen?

1.A description of the food.

2.Ingredients.
3.Nutritional information.
4.Best before or use-by dates.
5.Storage and preparation directions.

Question 8: List any five (5) components of a standard recipe.

1. 1.Name of the menu item.

2. 2.Total Yield or Portions and Portion Size created by producing the recipe.
3. 3.List of all measured ingredients.
4. 4.Step-by-step instructions on how to prepare, cook, and assemble the recipe.
5. 5.Plating instructions and garnishes.

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Question 9: List any three (3) reasons to calculate and prepare correct amount of food quantities.

1.Dry ingredients (like flour and sugar) should be measured using flat-cup
measures. Ingredients should be level. ...
2.Spoon measures must be measured with the correct sized spoons. A level
spoon is essential.
3.Liquid ingredients should be measured in jugs.

Question 10: Taking Plain flour for an example, the unit cost is $2.50 for 1000 gms (1KG). The amount
required for the recipe is 100 gms, what would be the price for the ingredient used for
recipe.

Question 11: Which is the better method of cooking between steaming and boiling and why?
Answerin 20 to 30 words.

Steaming allows you toretains more of the nutrients to compared with the boiling Jenna Hope
confirms, because leaching, whereby some nutrients draw out into the water, doesn't occur as
much. “Naturally, it may not provide as much flavour as, for example, roasting, so serve with a
pesto or tahini.”

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Question 1: What does FIFO stand for in hospitality? Write in 20 to 30 words.

Fifo stand is a system for storing and rotating food. In FIFO, the food that has been in
storage longest (“first in”) should be the next food used (“first out”). This method helps
restaurants and homes keep their food storage organized and to use food before it goes
bad.

Question 2: List any four (4) signs of spoilages and contamination in perishable items.

1. currency of best by or use by dates.

2. freshness.
3. size.
4. weight

Question 3: List any four (4) sources of information related to assembly of equipment and how to
use it safely?

1. Equipment and machinery operating manuals.

2. Safety Data Sheets (SDSs) provided by chemical manufacturers.
3. Self-inspection reports and inspection reports from insurance carriers,
government agencies, and consultants.
4. Records of previous injuries and illnesses, such as OSHA 300 and 301 logs

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Question 1: If you were asked to clean meat slicer on a very busy day, what important safety
measures will you adopt? List any five (5) measures.

1. Wear cut-resistant gloves. ...

2. Keep the work area free of clutter. ...
3. Focus on the task. ...
4. Never push meat with bare hands. ...
5. Never reach across the slicer. ...
6. Lock the blade when not in use. ...
7. Clean with caution. ...
8. Never tamper with the safety switch.

Question 2: What are the standard safety features on a commercial mixer? List any three (3).

Bowl guards are helpful to improve employee safety by preventing any clothing
from getting caught in the mixer attachments. Foot pads on the bottom of floor
mixers help prevent them from moving during operation

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Question 3: What safety measures should be followed when operating a commercial mixer? List any
four (4).

1. Never use the electrical mixer outdoors in the rain.

2. Never use the mixer without all guarding in place.
3. Ensure that the area does not contain any hazards that may impact on the
safe operation of the mixer.
4. Never insert your hands into a rotating mixer bowl.

Question 4: How would you clean the Salamander? Write in 100 to 150 words.

When cleaning a salamander grill, avoid using any harsh chemicals as left-behind residue
can affect the food you cook. You should always avoid using a steel wool or a similar
scrub pad, as these can also leave behind small particles that can get into food.

Question 5: Write down the steps to clean Bain Marie?

Wearing protective gloves, scrub the

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SITHCCC027 - Prepare dishes using basic methods of cookery
 interior of the base with a scouring pad.
Drain the soapy water from the unit. Refill
with cool water and scrub with a kitchen
sponge to remove any residual debris.
Drain and rinse, repeating as many times
as necessary to ensure the unit is free
from detergents and chemicals.

Question 6: If you are involved in a cooking process that could not be done on your own, whom
would you ask for help and what instructions would you give them? Write in 20 to 30
words.

There is a good chance that food will be contaminated while it’s being cooked if correct food
handling principles are not followed. You must follow the manufacture’s instrucations when using
cooking equipment. If you cannot find the instructions ask your supervisior for the equipments
instructions.

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Question 7: What other things you might consider after the cooking process? Write in 40 to 50
words.

Once cooking completed wipe everything down, dump out your garbage bowl , clean any dishes
leftover, and restore your kitchen to the clean state it was when you started without a huge mess.
Getting out the mindset as you cook will become second nature and make cooking a more relaxed
and orderly process.

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SITHCCC027 - Prepare dishes using basic methods of cookery
Unit Pre-Assessment Checklist
UAT 2 – Unit Skills Test
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the assessment
task before undertaking it.

Section 1: Information for Students

• Please make sure you have completed the necessary prior learning before attempting this
assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and tasks
to be completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be considered
during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate
these with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to type
the answers).
• Please ensure that you have all the required resources needed to complete this Unit
Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extensionto submit an
assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together
with your request for anextension to submit your assessment work.
• Request for an extension to submit your assessment work must be made before the due
date of this assessment task.

Section 2: Reasonable adjustments

• Students with carer responsibilities, cultural or religious obligations, English as an additional
language, disabilityetc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the
needs of any student, but there is a requirement to be flexible about the way in which it is
delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to
enable the student with a disability to participate in education on the same basis as a
student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies
Matrix” to ensure the explanation and correct strategy have been recorded and
implemented.
• Trainer/Assessor must notify the administration/compliance and quality assurance
department for any reasonable adjustments made.

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 • All evidence and supplementary documentation must be submitted with the assessment
pack to the administration/compliance and quality assurance department.

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)

Category Possible Issue Reasonable Adjustment Strategy

(select as applicable)
 LLN  Speaking  Verbal assessment
 Reading  Presentations
 Writing  Demonstration of a skill
 Confidence  Use of diagrams
 Use of supporting documents such as wordlists
Non-  Speaking  Discuss with the student and supervisor (if applicable)
English  Reading whether language, literacy and numeracy are likely to
Speaking  Writing impact on the assessment process
Background  Cultural  Use methods that do not require a higher level of
background language or literacy than is required to perform the job role
 Confidence  Use short sentences that do not contain large amounts
of information
 Clarify information by rephrasing, confirm understanding
 Read any printed information to the student
 Use graphics, pictures and colour coding instead of, or to
support, text
 Offer to write down, or have someone else write, oral
responses given by the student
 Ensure that the time available to complete the
assessment, while meeting enterprise requirements, takes
account of the student’s needs
Indigenous  Knowledge and  Culturally appropriate training
understanding  Explore understanding of concepts and practical
 Flexibility application through oral assessment
 Services  Flexible delivery
 Inappropriate  Using group rather than individual assessments
training and  Assessment through completion of practical tasks in the
assessment field after demonstration of skills and knowledge.
Age  Educational  Make sure font size is not too small
background Trainer/Assessor should refer to the student’s experience
 Limited study  Ensure that the time available to complete the
skills assessment takes account of the student’s needs
 Provision of information or course materials in accessible
format.
 Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note-
taker for a student who cannot write
 Changes in lecture schedules and arrangements, e.g.

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SITHCCC027 - Prepare dishes using basic methods of cookery
 relocating classes to an accessible venue
Changes to course design, e.g. substituting an assessment
task
 Modifications to physical environment, e.g. installing
lever taps, building ramps, installing a lift
Educational  Reading  Discuss with the Student previous learning experience
background  Writing  Ensure learning and assessment methods meet the
 Numeracy student’s individual need
 Limited study
skills and/or
learning strategies
Disability  Speaking  Identify the issues
 Reading  Create a climate of support
 Writing  Ensure access to support that the student has agreed to
 Numeracy  Appropriately structure the assessment
 Limited study Provide information or course materials in accessible
skills and/or format, e.g. a text book in braille
learning strategies  Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note
taker for a student who cannot write
 Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
 Changes to course design, e.g. substituting an
assessment task
 Modifications to physical environment, e.g. installing
lever taps, building ramps, installing a lift

Explanation of reasonable adjustments strategy used (If required)

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Assessment Task 2 – Unit Skills Test (UST)

Assessment type
 Unit Skills Test
Assessment task description
 This is the second (2) unit assessment task you have to successfully complete to be deemed
competent in this unit of competency.
 This assessment task is comprised of a Unit Skills Test (UST).
 You are required to answer a skill test.
 You must attempt all criteria to the required level, e.g. Assessment criteria mentioned in the
performance checklist to be deemed satisfactory in this task
 You must select, prepare, portion different ingredients to cook and present dishes by
following all given instructions, for your trainer/assessor to assess your competency in this
assessment task.
 You will receive your feedback within two weeks - you will be notified by your
Trainer/Assessor when results are available.

Applicable conditions
 This skill test is untimed and conducted as an open book test (this means you are able to
refer to your textbook or other learner materials during the test).
 You will be assessed independently on this assessment task.
 No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
 As you complete this assessment taskyou are predominately demonstrating your practical
skills, techniques and knowledge to your trainer/assessor.
 Trainer/Assessor may ask you relevant questions during this assessment task.

Resubmissions and reattempts

 Where a student’s answers are deemed not satisfactory after the first attempt a
resubmission attempt will be allowed.
 You must speak to your Trainer/Assessor if you have any difficulty in completing this task
and require reasonable adjustments (e.g. can be given as an oral assessment)
 For more information, please refer to your RTO Student Handbook.

Location
 This assessment task may be completed in a learning management system (i.e. Moodleetc.)
or independent learning environment.
 Your trainer/assessor will provide you further information regarding the location of
completing this assessment task.

General Instructions for attempting the skills test:

 You will be required to correctly attempt all activities of this assessment task.
 You will prepare and present dishes in this assessment task.
 You will be expanding the knowledge and skills acquired during the previous assessment
task.

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  Answers must demonstrate an understanding and application of relevant concepts, critical
thinking, and good writing skills.

How your trainer/assessor will assess your work?

 This assessment task requires the student to answer a skill test.
 Answers must demonstrate the student’s understanding and skills of the unit.
 Assessment objectives/ measurable learning outcome(s) are attached as performance
checklist/ performance criteria with this assessment task to ensure that you have
successfully completed and submitted the assessment task.
 If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
 If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome
is Not Yet Competent (NYC).
 Once all assessment tasks allocated to this Unit of Competency have been undertaken,
trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome
will be either Competent (C) or Not Yet Competent (NYC).
 The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.

Purpose of the assessment task:

This assessment task is designed to evaluate your following skills and abilities:
 Skill to identify, analyse and select food products and ingredients according to recipe,
quality, freshness and stock rotation requirements
 Skill to select, prepare and use equipments safely.
 Skill to portion, prepare ingredients according to recipe requirements.
 Skill to cook, present and store dishes appropriately.
 Reading skills to collect, review, interpret/understand and analyse/review text-based recipe
information from a range/number of sources.
 Numeracy/numbers- mathematical skills to interpret/calculate the number of portion and
determine cooking times and temperature.
 Skill to contributions to the plating of a dish supports timely and quality food service.
 Skill to implement safety procedures and deal with pressure of work at workplace
environment.
 Skill to interact/cooperate with others using appropriate conventions/systems when
communicating to, and consulting/discussing with staff members.
 Ability/skill to sequence/in order and schedule/plan activities and manage communication.
 Skill to analyse relevant/appropriate information to identify scope/range of work, goals and
objectives and to evaluate/review options/other choices.

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Assessment Task 2 – Unit skills test
Assessment Instructions
 You are required to answer a skill test.
 Your assessor will assess your work according to the given performance criteria/
performance checklist.
 You may attach a separate sheet if required.
 You must include the following particulars in the footer section of each page of the attached
sheets:
o Student ID or Student Name
o Unit ID or Unit Code
o Course ID or Course Code
o Trainer and assessor name
o Page numbers
 You must staple the loose sheets together along with the cover page.
 You must attach the loose sheets chronologically as per the page numbers.
 Correction fluid and tape are not permitted. Please do any corrections by striking through
the incorrect words with one or two lines and rewriting the correct words.

Assessment resources must include:

Fixtures and large equipment:

 Commercial:
 Blenders and food mills
 Planetary mixers
 Commercial grade work benches (1.5 m/person)
 Designated area for dry goods and perishables
 Commercial ovens with trays (one per two persons):
 Commercial refrigeration facilities:
 Cool room and/or fridge
 Freezer
 Deep-fryer
 Designated storage areas for dry goods and perishables
 Double sink
 Gas, electric or induction stove tops (two burners per person)
 Hot plate or griddle
 Microwave
 Salamander or other form of griller (one per four persons)
 Slicing machine

Small equipment:

 Baking sheets and trays

 Containers for hot and cold food
 Cutting boards
 Food handler gloves

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SITHCCC027 - Prepare dishes using basic methods of cookery
  Graters
 Juicers
 Knife sharpening equipment
 Sharpening steels and stones
 Knives:
 Bread knives
 Chef knives
 Palette knives
 Utility knives
 Measurers:
 Metric calibrated measuring jugs
 Measuring spoons
 Portion control scoops
 Mortar and pestle
 Oven mitts
 Pots and pans
 Sauce bottles
 Salad spinners
 Scales
 Scoops, skimmers and spiders
 Sets of stainless steel bowls
 Service-ware:
 Platters, dishes, and bowls
 Cutlery and serving utensils
 Small utensils:
 Flour and drum sieves
 Peelers, corers and slicers
 Strainers and chinois
 Scrapers
 Spatulas
 Pastry brush
 Tongs and serving utensils
 Whisks:
o Fine stainless steel wire
o Coarse stainless steel wire
 Spoons:
 Large plain and slotted metal spoons
 Ladles in a variety of sizes
 Wooden spoons
 Steamers
 Temperature probes
 Thermometers

Cleaning materials and equipment:

 Cleaning cloths
 Commercial cleaning and sanitising agents and chemicals for cleaning commercial kitchens,
equipment and food storage areas
 Dustpans and brooms
 Garbage bins and bags
 Hand towel dispenser and hand towels

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SITHCCC027 - Prepare dishes using basic methods of cookery
  Mops and buckets
 Separate hand basin and antiseptic liquid soap dispenser for hand washing
 Sponges, brushes and scourers
 Tea towels

Your assessor will be looking for evidence of the following skills while reviewing your draft
assessment plan:

 Ability to identify, analyse and select food products and ingredients according to recipe,
quality, freshness and stock rotation requirements
 Ability to select, prepare and use equipments safely.
 Ability to portion, prepare ingredients according to recipe requirements.
 Ability to cook, present and store dishes appropriately.
 Reading skills to collect, review, interpret/understand and analyse/review text-based recipe
information from a range/number of sources.
 Numeracy/numbers- mathematical skills to interpret/calculate the number of portion and
determine cooking times and temperature.
 Ability to contributions to the plating of a dish supports timely and quality food service.
 Ability to implement safety procedures and deal with pressure of work at workplace
environment.
 Ability to interact/cooperate with others using appropriate conventions/systems when
communicating to, and consulting/discussing with staff members.
 Ability/skill to sequence/in order and schedule/plan activities and manage communication.
 Ability to analyse relevant/appropriate information to identify scope/range of work, goals
and objectives and to evaluate/review options/other choices.

Instructions for attempting the skills test:

 You will be required to correctly attempt all activities of this assessment task.
 You will prepare and present dishes in this assessment task.
 You will be expanding the knowledge and skills acquired during the previous assessment
task.

Assessment task:

 For this task, you will be observed selecting, preparing, portioning different
ingredients to cook and present dishes for the tasks outlined.
 The name of dishes will be provided by your assessor/trainer.
It is important that you
 Select appropriate ingredients
 Select and assemble appropriate equipment for each task
 Portion and prepare ingredients
 Cook, present and store dishes

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 Product / Food / Commodities
(Must include dairy, dry goods, fruit &
Method Recipe Name
vegetables, eggs, meat, seafood and
poultry, and general food items)
Boiling
Vegetables/Meat/Dairy Minestrone

Poaching
Chicken/Vegetables/Dairy Poached Chicken Breast in Cream Sauce

Steaming
Dairy/Flour/Eggs/Sugar Steamed Pudding

Stewing
Fruit/Sugar Apple Compote

Braising
Rive/Vegetable/Dairy Pilaf Rice

Roasting
Vegetables/Herbs/Oil Roasted Ratatouille

Baking
Flour/Dairy/Butter Bread Rolls

Grilling
Vegetable/Oil Grilled Tomato

Shallow Frying
Meat/Eggs/Vegetables/Flour/Dairy Veal Schnitzel “Viennese”

Deep Frying
Fish/flour/Eggs Fish and Chips

Stir Frying Thai Style stir-Fried Vegetables with Rice

Vegetables/Oil/Herbs/Rice Noodles
Noodles
Pan Frying
Meat/Oil/herbs Pan Fried Sirloin Steak

Microwaving
Pilaf Rice Re-heat Pilaf Rice

Sautéing
Vegetable/Meat/dairy Sautéed Spinach

Blanching
Vegetables/Dairy Buttered Beans

Unit Skills Test – Checklist

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SITHCCC027 - Prepare dishes using basic methods of cookery
 Did the student perform the following

Blanching

Poaching

Roasting
Braising
Balking

Grilling
Boiling

Frying
Deep
aspects to industry standard?

Mise en place  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes
 No  No  No  No  No  No  No  No

Clean  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes

 No  No  No  No  No  No  No  No

Free from clutter  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes
 No  No  No  No  No  No  No  No
Mise en place

Organised  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes

 No  No  No  No  No  No  No  No

Required ingredients accessed

 Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes
available
 No  No  No  No  No  No  No  No

Tools and equipment ready  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes
 No  No  No  No  No  No  No  No

Appropriate amount  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes
 No  No  No  No  No  No  No  No

Selected in accordance with stock

 Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes
rotation procedures
 No  No  No  No  No  No  No  No

Quality appropriate to recipe  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes
Ingredients

 No  No  No  No  No  No  No  No

Prepared with limited wastage  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes
 No  No  No  No  No  No  No  No

Cut and portioned according to

 Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes
recipe requirements
 No  No  No  No  No  No  No  No

Weighed and measured accurately  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes
 No  No  No  No  No  No  No  No

Correct size  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes
 No  No  No  No  No  No  No  No
Equipment

Checked for cleanliness  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes
 No  No  No  No  No  No  No  No

Assembled correctly  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes
 No  No  No  No  No  No  No  No

Page | 37
SITHCCC027 - Prepare dishes using basic methods of cookery
 Logical  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes
 No  No  No  No  No  No  No  No

Sequential  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes

 No  No  No  No  No  No  No  No
Workflow

Smooth  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes

 No  No  No  No  No  No  No  No

Timing  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes

 No  No  No  No  No  No  No  No

Bench  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes

 No  No  No  No  No  No  No  No

Stoves  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes

 No  No  No  No  No  No  No  No

Tools and equipment  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes
 No  No  No  No  No  No  No  No
Safety

Haste  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes

 No  No  No  No  No  No  No  No

WHS  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes

 No  No  No  No  No  No  No  No

Bending / lifting  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes
 No  No  No  No  No  No  No  No

Personal  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes

 No  No  No  No  No  No  No  No
Hygiene

Uniform  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes

 No  No  No  No  No  No  No  No

Food (HACCP)  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes
 No  No  No  No  No  No  No  No

Clear and concise  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes
 No  No  No  No  No  No  No  No
Communication

Co-operative  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes

 No  No  No  No  No  No  No  No

Helpful  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes

 No  No  No  No  No  No  No  No

Student problem solved issues as they

arose, ensuring appropriate rectification  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes
action undertaken where required  No  No  No  No  No  No  No  No

Page | 38
SITHCCC027 - Prepare dishes using basic methods of cookery
 saleable product  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes
 No  No  No  No  No  No  No  No

quality & taste  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes
 No  No  No  No  No  No  No  No

Colour  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes

 No  No  No  No  No  No  No  No

Consistency (in all batches)  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes
 No  No  No  No  No  No  No  No
Finished Product

Texture  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes

 No  No  No  No  No  No  No  No

Moisture content  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes
 No  No  No  No  No  No  No  No

Palatability  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes

 No  No  No  No  No  No  No  No

Visual appearance  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes
 No  No  No  No  No  No  No  No

Acceptable Industry Standard  Yes  Yes  Yes  Yes  Yes  Yes  Yes  Yes
 No  No  No  No  No  No  No  No

Comments

Microwaving

Did the student perform the following

Pan Frying

Stir Frying

Steaming

Repeat 1

Repeat 1
Stewing
Sauté

aspects to industry standard?

Page | 39
SITHCCC027 - Prepare dishes using basic methods of cookery
 Mise en place  Yes
 Yes  Yes  Yes  Yes  Yes  Yes  Yes
 No
 No  No  No  No  No  No  No
N/a

Clean  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
 No  No
 No  No  No  No  No  No
N/a N/a

Free from clutter  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
 No  No
 No  No  No  No  No  No
N/a N/a
Mise en place

Organised  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
 No  No
 No  No  No  No  No  No
N/a N/a

Required ingredients accessed  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
available  No  No  No  No  No  No
 No  No
N/a N/a

Tools and equipment ready  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
 No  No
 No  No  No  No  No  No
N/a N/a

Appropriate amount  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
 No  No
 No  No  No  No  No  No
N/a N/a

Selected in accordance with stock  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
rotation procedures  No  No  No  No  No  No
 No  No
N/a N/a

Quality appropriate to recipe  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
 No  No
Ingredients

 No  No  No  No  No  No
N/a N/a

Prepared with limited wastage  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
 No  No
 No  No  No  No  No  No
N/a N/a

Cut and portioned according to  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
recipe requirements  No  No  No  No  No  No
 No  No
N/a N/a

Weighed and measured accurately  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
 No  No
 No  No  No  No  No  No
N/a N/a

Correct size  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
 No  No
 No  No  No  No  No  No
N/a N/a

Checked for cleanliness  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
 No  No
 No  No  No  No  No  No
Equipment

N/a N/a

Assembled correctly  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
 No  No
 No  No  No  No  No  No
N/a N/a

Logical  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
 No  No
 No  No  No  No  No  No
N/a N/a

Page | 40
SITHCCC027 - Prepare dishes using basic methods of cookery
 Sequential  Yes  Yes
 Yes  Yes  Yes  Yes  Yes  Yes
 No  No
 No  No  No  No  No  No
N/a N/a
Workflow

Smooth  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
 No  No
 No  No  No  No  No  No
N/a N/a

Timing  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
 No  No
 No  No  No  No  No  No
N/a N/a

Bench  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
 No  No
 No  No  No  No  No  No
N/a N/a

Stoves  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
 No  No
 No  No  No  No  No  No
N/a N/a

Tools and equipment  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
 No  No
 No  No  No  No  No  No
N/a N/a
Safety

Haste  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
 No  No
 No  No  No  No  No  No
N/a N/a

WHS  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
 No  No
 No  No  No  No  No  No
N/a N/a

Bending / lifting  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
 No  No
 No  No  No  No  No  No
N/a N/a

Personal  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
 No  No
 No  No  No  No  No  No
N/a N/a

 Yes  Yes
Hygiene

Uniform  Yes  Yes  Yes  Yes  Yes  Yes

 No  No
 No  No  No  No  No  No
N/a N/a

Food (HACCP)  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
 No  No
 No  No  No  No  No  No
N/a N/a

Clear and concise  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
 No  No
 No  No  No  No  No  No
N/a N/a
Communication

Co-operative  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
 No  No
 No  No  No  No  No  No
N/a N/a

Helpful  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
 No  No
 No  No  No  No  No  No
N/a N/a

Student problem solved issues as they

arose, ensuring appropriate rectification  Yes
 Yes  Yes  Yes  Yes  Yes  Yes  Yes
 No
action undertaken where required  No  No  No  No  No  No  No
N/a

Page | 41
SITHCCC027 - Prepare dishes using basic methods of cookery
 saleable product  Yes  Yes
 Yes  Yes  Yes  Yes  Yes  Yes
 No  No
 No  No  No  No  No  No
N/a N/a

quality & taste  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
 No  No
 No  No  No  No  No  No
N/a N/a

Colour  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
 No  No
 No  No  No  No  No  No
N/a N/a

Consistency (in all batches)  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
 No  No
 No  No  No  No  No  No
N/a N/a
End Product

texture  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
 No  No
 No  No  No  No  No  No
N/a N/a

Moisture content  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
 No  No
 No  No  No  No  No  No
N/a N/a

Palatability  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
 No  No
 No  No  No  No  No  No
N/a N/a

Visual appearance  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
 No  No
 No  No  No  No  No  No
N/a N/a

Acceptable Industry Standard  Yes  Yes

 Yes  Yes  Yes  Yes  Yes  Yes
 No  No
 No  No  No  No  No  No
N/a N/a

Page | 42
SITHCCC027 - Prepare dishes using basic methods of cookery
 Comments

Did the student perform the following aspects to industry

Satisfactory Comments
standard?

Correct Pot / Pan Size  Yes

 No
Appropriate amount of liquid added  Yes
 No
Liquid brought to boil  Yes
 No
Food added to liquid carefully without splash (either pre
 Yes
or post boil)
 No

Temperature monitored to maintain required simmer  Yes

 No
Food boiled for correct time, or until correct texture  Yes
achieved  No

Page | 43
SITHCCC027 - Prepare dishes using basic methods of cookery
 Technique - Food removed from liquid, and strained / rinsed as
 Yes
Boiling
required
 No

Add liquid to pan, enough to cover food (if small items are
 Yes
being poached)
 No

Heat kept to minimum, and liquid kept under the boil  Yes
 No
Other required liquids added to water (i.e. - vinier)  Yes
Technique - Poaching

 No
Food carefully placed into hot liquid without splash  Yes
 No
Food monitored until required texture or temperature
 Yes
achieved
 No

Food removed from liquid  Yes

 No
Liquid absorbed from food  Yes
 No
Add water and flavours to pan, pot or wok, ensuring it sits
 Yes
low enough that it does not touch the food
 No

Place steamer into the pot, ensuring the water does not
 Yes
touch the food
 No
Technique - Steaming

Place the food into the steamer. Where possible, ensure

 Yes
individual pieces of food do not touch
 No

Turn on heat and bring pot to a simmer  Yes

 No
Place lid on steamer and steam until required texture or
 Yes
temperature achieved
 No

Once food is ready, remove food from steamer and serve  Yes
 No
Stewing liquid is prepared and added to pot  Yes
 No
Food and ingredients are cut into appropriate size pieces  Yes
 No
Meats are floured where required  Yes
 No
Food and ingredients are added to the stewing mixture,  Yes
ensuring the liquid covers the ingredients  No

Page | 44
SITHCCC027 - Prepare dishes using basic methods of cookery
 Stew is brought to a slow simmer  Yes
 No
Stew is simmered for required duration, (until meat is
 Yes
tender) (either on stove, slow cooker or in oven)
Technique – Stewing

 No

Vegetables are replaced in last 30 minutes of stewing

 Yes
process
 No

Remove stew from heat and skim of unwanted fat  Yes

 No
Thicken sauce if required  Yes
 No
Water and salt added to pan and brought to boil  Yes
 No
Technique – Blanching

Ingredients prepared and plunged into boiling water for

 Yes
1-2 minutes
 No

Ingredient removed from boiling water and placed in iced

 Yes
water to rapidly stop cooking process
 No

Once cool, remove food from ice and pat dry  Yes
 No
Meat or ingredients are prepared appropriately  Yes
 No
Meat / ingredients are seared / sautéed over medium
 Yes
high heat until brown
 No

Cooking liquid added to pan (about half way up

 Yes
ingredients)
 No
Technique – Braising

Liquid brought to simmer  Yes

 No
Pan covered and placed in oven on 180oC, and cooked
 Yes
until tender
 No

Pan removed from oven  Yes

 No
Meat / ingredients strained from liquid  Yes
 No
Excess fat removed from liquid  Yes
 No
Liquid reduced until thickens and used as sauce  Yes
 No

Oven is preheated (normally around 200oC)  Yes

 No

Page | 45
SITHCCC027 - Prepare dishes using basic methods of cookery
 Vegetables / meats are prepared according to recipe  Yes
 No
Vegetables cut to uniform size  Yes
 No
Vegetables drizzled with oils and seasoning  Yes
 No
Vegetable / meat placed in oven  Yes
 No
Technique - Roasting

Vegetables turned over halfway through cooking process  Yes

 No
Meats - Temperature turned down once fluids start to
 Yes
boil, or colouring achieved, and then slow roasted.
 No

Vegetables / meats roasted until required colour, texture

 Yes
and temperature achieved
 No

Vegetables / meats are removed from oven  Yes

 No
Meats rested appropriately  Yes
 No
Ingredients are prepared and coated according to recipe  Yes
 No
Heat on grill set to appropriate level (Low for chicken,
 Yes
fish, vegetables and fruit | Medium for red meat, etc)
 No
Technique - Grilling

Ingredients placed onto grill in sequence for cooking time  Yes

 No
Ingredients turned when required, ensuring student
 Yes
keeps track of cooking times
 No

Flare-ups avoided where possible  Yes

 No
Food cooked until required temperature, colour and
 Yes
texture achieved
 No

Ingredients are prepared and coated according to recipe  Yes

 No
Oil is added to pan (enough to lubricate base of pan)  Yes
 No
Oil is heated on medium high heat, but not burning  Yes
 No
Oil is tested by placing small ingredient into pan and
 Yes
watching for bubbles around it
 No

Ingredients added to pan (should sizzle on impact)  Yes

 No
Ingredients cooked to golden brown both sides (turning  Yes
when required)  No

Page | 46
SITHCCC027 - Prepare dishes using basic methods of cookery
 Technique - Oil splashes limited to small amount around pan, and hot

Pan frying
 Yes
oil not left unattended
 No

Ingredients cut into thin, consistent shapes  Yes

 No
Small amount of oil (1-2 tablespoons) added to wok and
 Yes
heated
 No

Meats added and cooked till brown,  Yes

Technique - Stir frying

 No
Meats continually stirred until cooked, ensuring they
 Yes
have consistent contact with sides of wok
 No

Flavours / ingredients added to pan in correct order  Yes

 No
Once cooked, sauces added to pan  Yes
 No
Stir-fry cooked until sauce is hot (1-3 minutes), then
 Yes
served
 No

Ingredients are prepared and coated (batter or flour)

 Yes
according to recipe
 No

Vegetable, Canola, Sunflower or Rice Bran oil is heated in

 Yes
deep fryer until desired temperature achieved
 No

Oil is tested by dropping bread and timing how long to get

golden brown (25-30 seconds at 160°C, in 20 seconds at  Yes
170°C, in 15 seconds at 180°C and in 10 seconds at 190°C.)  No

Ingredients free from water (not wet) to reduce risk of

Technique - Deep frying

 Yes
spitting)
 No

Ingredients lowered with metal slotted food into hot oil

 Yes
carefully
 No

Deep fryer not over-crowded  Yes

 No
Ingredients turned if required  Yes
 No

When cooked to required temperature, texture or colour,

food is removed from deep fryer, drained then served  Yes
whilst hot.  No

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SITHCCC027 - Prepare dishes using basic methods of cookery
 Product placed in appropriate pan / dish, prepared as per
 Yes
recipe
 No

Oven is pre-heated to required temperature  Yes

 No
Food placed in centre lower third of oven where possible  Yes
 No
Technique - Baking

Door shut carefully, and not opened during first half of

 Yes
baking
 No

Colour, shape and temperature monitored  Yes

 No
Product checked for readiness (with skewer as
 Yes
appropriate)
 No

Product removed from oven, and turned onto cooling

 Yes
rack where appropriate
 No

Ingredients prepared to consistent size  Yes

 No
Pan is heated on medium high heat  Yes
 No
Small amount of oil added to pan, and heated  Yes
Technique - Sautéing

 No
Ingredients added to pan  Yes
 No
Pan is not overcrowded  Yes
 No
Food is continually kept moving through a smooth and
 Yes
controlled tossing / flipping motion
 No

Pan is kept hot  Yes

 No
Ingredients placed into microwave safe container  Yes
 No
No foil or metal is used in microwave  Yes
 No
Technique - Microwaving

Correct wattage selected  Yes

 No
Correct time selected  Yes
 No
Food placed into centre of microwave, and door shut  Yes
 No
Microwave activated  Yes
 No
Face and body kept away from microwave during
 Yes
operation where possible
 No

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SITHCCC027 - Prepare dishes using basic methods of cookery
 Comments

Your draft must address the following performance criteria/ performance checklist.

S N/S Trainer/Assessor to complete

To be assessed as satisfactory (S) in this
(Comment and feedback to students)
assessment task the participant needs to
demonstrate competency in the following
critical aspects of evidence

Page | 49
SITHCCC027 - Prepare dishes using basic methods of cookery
 a) Successfully confirmed and calculated
ingredients according to recipe and

preparation requirement.

b) Successfully recognised and selected

ingredients according to quality freshness

and stock requirements.

c) Successfully selected, prepared and used all

the cooking equipments according to safety
 
and hygienically requirements guideline.

d) Adequately weighted and

measuredingredients and prepared, cut and
 
portioned ingredients according to recipe
and cooking style.

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SITHCCC027 - Prepare dishes using basic methods of cookery
 e) Appropriately selected and used cookery
methods for dishes,completed cooking
 
process in a logical, planned and safe
manner and recognised problems while
cooking and took corrective action and
worked cooperatively with colleagues.

f) Successfully presented dishes, added

garnishes and accompaniments, cleaned
 
work area, store surplus and re-usable by-
products according to organisational
procedures, environmental considerations,
and cost-reduction initiative

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SITHCCC027 - Prepare dishes using basic methods of cookery