WRITTEN RESPONSEAssessment Submission details:

WRITTEN RESPONSEAssessment Submission details:

Please include following details on the top of your assessment:

Your Name

Your Student Id

Your Trainers name

Assessment Due Date

Actual Submission Date

Please Note: Any changes in the assessment due date must be approved by your trainer.

This assessment must be in Microsoft word format. Following settings should be made for this assignment to keep consistency among all the assessments:

Body text

Page setup

Font: Times New Roman

Font size: 12 point

Line spacing: Double

Text style: Normal

Top: 2.54 cm

Bottom: 2.54 cm

Left: 3.17 cm

Right: 3.17 cm

Header: 1.25 cm

Footer: 1.25 cm

Do not forget to attach the Cover Sheet at the front of the assessment.

Make sure you have signed the Cover sheet to declare this is your own work.

You can e-mail this assessment to your trainers e-mail address with following details:

In subject mention your student Id Your name.

Achieving Competence:

To be deemed competent in this assessment you must:

Correctly address all of the assessment requirements as described in this task

Correctly address all of the submission instructions

Successfully complete the Assessment Questions

Submit assessment on or before the due date with an assessment cover sheet

Performance objective:

In this task, you are required to respond to a set of written questions.

Assessment description:

The purpose of this assessment is to assess your knowledge required to complete the tasks outlined in elements and performance criteria of this unit.

Assessment Questions:

Read the questions below.

Answer all the following questions.

Use a pen or provide a Word document with responses clearly labelled against questions.

Submit a print or electronic version of your document containing answers to the questions in accordance with the specifications set out below.

Notes from your practical task need to be attached to this assignment, clearly marked with your name, student number and class on each page.

Specifications

You must provide:

Written responses to all the questions listed below.

Provide 6 examples of how you would identify the required food quantities to be prepared to enable you to select ingredients and prepare your mise en place for the shift.

Examples

You have identified the food requirements for the dishes you have to prepare for service. List 3 details you must check when collecting these from storage areas or upon delivery from stores to ensure quality and freshness and prevent spoilage:

Details to be checked

Complete the following table relating to the common methods of cookery, providing details for:

The definition and principles

a menu example for each method of cookery using protein or dairy as a main ingredient

a menu example for each method of cookery using vegetables, farinaceous or fruit as a main ingredient

Method of Cookery Definition Menu example Meat or dairy product Menu example vegetable or farinaceous product

Boiling Steaming Poaching Stewing Braising Roasting

Grilling Baking Shallow-frying, sauting and stir-frying Deep-frying Microwaving Choose 4 methods of cookery and list the suitable equipment that is used for these (no repetitions)

Method of cookery Equipment used

1. 2. 3. 4.

List 5 safety aspects which must be considered for each to prevent injuries when using equipment:

Safety aspects

What are the cleaning requirements and considerations for equipment maintenance to ensure efficiency during service? What should you inspect when assembling equipment?

Cleaning requirements, maintenance, and inspection for assembly of equipment

What are the scales of doneness and temperatures which apply for meat? What are the critical aspects that need to be considered when cooking pork and poultry products, as well as cooking times based on weight and type of meats?

English term French term Internal Temperature

Critical aspects

How does the location of muscle in an animal affect your choice of cookery method for the preparation of a dish? How does this affect economic aspects in commercial cookery?

The effect of location of muscle in an animal on preparation and cookery method used

What is the meaning of cold water start and hot water start when applied to vegetables? Provide examples and reasons.

Cold water start Hot water start (blanching)

Provide 5 aspects which should be applied to ensure even cooking when using a microwave oven.

Provisions for microwave cookery

What is the correct procedure for preparing and cooking pulses?

Procedure

Why is teamwork important in a commercial kitchen? Provide examples for typical communication requirements to ensure efficient preparation, cooking and service of food items:

Importance of teamwork

Examples for communication requirements

Lunch service has concluded. You have various foods in left your mise en place and your workstation needs to be cleaned for the next shift. List the processes required to store left-over foods correctly and the requirements to clean and sanitise your section to meet food safety standards.

Food Safe Storage requirements Cleaning and Sanitation Specific areas and equipment that need to be cleaned

Calculation

The recipe below yields 3 portions. Calculate the required ingredients to yield 18 portions and enter the results in the grey marked fields:

Standard Recipe Card Name of dish: Tandoori Chicken Portions: 3

Commodities 3 Portions 18 Portions Item Specification Weight kg/l/Unit Weight kg/l/Unit

Chicken Breast 0.240 kg kg

Tandoori Paste 0.010 kg kg

Yoghurt 0.090 kg kg

Mesclun Lettuce 0.030 kg kg

Cucumber Telegraph 0.250 eaeaTomatoes Grape 0.500 pun pun

Pooris 6.000 eaeaCoriander Fresh 0.125 bch bch

Lemon 0.500 eaeaAccompaniments 2.000 eaea

ASSESSMENT COVER SHEET

This form is to be completed by the assessor and used as a final record of student competency. All student submissions including any associated checklists are to be attached to this cover sheet before placing on the students file. Student results are not to be entered onto the Student Database unless all relevant paperwork is completed and attached to this form.

Student Name Student ID

Assessor Name Completion Date

Course Name Certificate III in Commercial Cookery Course Code SIT30816

Unit Name Use food preparation equipment Unit Code SITHCCC001

FIRST ATTEMPT: SECOND ATTEMPT:

Please attach the following student evidence to this form Result

S = Satisfactory

NS = Not Yet Satisfactory DNS = Did Not Submit

Assessment 1

Written Assessment

S | NYS | DNS

Assessment 2

Practical Assessment

S | NYS | DNS

Final Assessment Result for this unit

C = Competent / NYC = Not Yet Competent C / NYC

Student Declaration: I acknowledge the assessment process has been explained and agree to undertake assessment. I am aware of the appeals process, should the need arise. I also understand that I must be assessed as satisfactory in all parts of the assessment to gain a competent result for this unit of competency. I declare that the work contained in this assessment is my own, except where acknowledgement of sources is made. I understand that a person found responsible for academic misconduct will be subject to disciplinary action (refer to Enrolment Acceptance Agreement).

I give permission for a copy of my marked work to be retained and reproduced for the purpose of review and validation.

Student Signature: ____________________________

Date: ____/_____/_____ Assessor Feedback:

_____________________________________________

_____________________________________________

Assessor Signature: ____________________________

Date: ____/_____/_____

Administrative use only

Entered onto Student Management Database ________________

Date

Initials

ASSESSMENT COVER SHEET

SITHCCC001 USE FOOD PREPARATION EQUIPMENT

Acacia Institute

Assessment Task 1

SITHCCC001 Use food preparation equipment

Written Test

Assessment Submission details:

Please include following details on the top of your assessment:

Your Name

Your Student Id

Your Trainers name

Title of your Assessment

Assessment Due Date

Actual Submission Date

Please Note: Any changes in the assessment due date must be approved by your trainer.

This assessment can be hand written or in Microsoft word format. Following settings should be made for this assignment to keep consistency among all the assessments:

Body text Page setup

Font: Times New Roman

Font size: 12 point

Line spacing: Double

Text style: Normal

Top: 2.54 cm Bottom: 2.54 cm

Left: 3.17 cm

Right: 3.17 cm

Header: 1.25 cm

Footer: 1.25 cm

If hand written assessments are submitted, hand writing needs to be clear and legible.

Do not forget to attach the Cover Sheet at the front of the assessment.

Make sure you have signed the Cover sheet to declare this is your own work.

You can e-mail this assessment to your trainers e-mail address with following details: In subject mention your student Id Your name.

Achieving Competence:

To be deemed competent in this assessment you must:

Correctly address all of the assessment requirements as described in this task

Correctly address all of the submission instructions

Successfully complete the Assessment Questions

Submit assessment on or before the due date with an assessment cover sheet

Performance objective:

You need answer the entire question using information given to you from class and from your course material.

Assessment description:

You must provide a response to all questions in assessment Questions section.

Assessment Questions:

Checkpoint 1

Question 1: What is the purpose of a mise en place list?

Question 2: What is the key purpose of organising workflow?

Question 3: How do hygiene requirements impact on workflow planning?

Question 4. What is the meaning of the term mise en place? What needs to be done generally to fulfil mise en place requirements?

Question 5. List 7 examples of mise en place tasks required preparing for service of food?

Checkpoint 2

Question 6: What is the purpose of a standard recipe card (SRC)? What are the benefits of using a SRC?

Question 7: How do methods of cookery and cost factors affect your choice of commodities for the preparation of dishes?

Question 8. Provide 3 examples of how you could use trimmings and off-cuts from the following commodities?

Broccoli

Carrots

Potatoes

Question 9: Provide 3 examples for each of the following equipment categories?

Large equipment

Small equipment

Utensils

Checkpoint 3

Question 10. What is large or fixed equipment? Provide 4 examples?

Question 11. Provide 4 examples of small equipment?

Question 12. Which inspections and routine adjustments for large and small equipment may be required before use? Which Work Health and Safety aspects need to be considered?

Question 13. Explain the correct general procedure for cutting items safely?

Question 14. Explain the uses of the following knives?

Bread knife

Chefs knife (French knife)

Paring knife

Turning knife

Boning knife

Filleting knife

Cleaver

8. Buttering knife

Checkpoint 4

Question 15. Explain the difference between sharpening and honing. When should these be done?

Question 16. What are the general recommended provisions for the care and hygienic storage of knives?

Question 17. Provide a description for the use of each of the following utensils: utensils?

1. Peelers

Garnishing tools

Piping bags and nozzles

Cutting boards

Sieves and strainers

Bowls

Whisks

Thermometers

Question 18. What is the purpose of Standard Operating Procedures (SOPs) for the use of equipment?

Question 19. Which safety aspects must be considered and followed when handling and working with equipment?

Checkpoint 5

Question 20. Provide 5 examples how you can help prevent food poisoning by maintaining hygiene standards for equipment?

Question 21. List the [generic] manufacturers instructions for assembling a blender in correct order?

Question 22. Provide a description for the following culinary terms?

Mirepoix

Matignon

Concasser

Chiffonnade

Duxelles

Question 23. Provide 2 preparation (in terms of cutting) methods for each of the following commodities?

Potatoes

Onions

Garlic

Leek, celery, carrots, and turnips

Radishes

Broccoli, cauliflower and broccoflower

Lemons, oranges and limes

Question 24. Explain the following terms used for cutting?

Slicing

Dicing

Chopping

Trimming

Peeling

Turning

Question 25. List the 5 precision cuts and provide the approximate sizes for each cut?

Checkpoint 6

Question 26. List 6 pieces of equipment typically required for preparing a variety of different types of salads and sandwiches?

Question 27. What are the hygiene issues for dairy products (including cheese)? Explain the storage requirements for dairy products including cheese?

Question 28. Why should flour and powdery dry goods be sifted before use? How could you measure dry goods effectively for the preparation of dishes?

Question 29. What are the preparation methods for the following types of batter?

Beer Batter

Yeast Batter

Tempura Batter

Question 30. Provide the correct equipment used for the following preparation methods for seafood?

Scaling, gutting and cleaning fish

Skinning and filleting fish

Cleaning shellfish

Shucking oysters

Opening crabs and lobsters

Peeling prawns

Checkpoint 7

Question 31: Provide the specific use of the following equipment used for the preparation of poultry?

Boning knife

Colour-coded chopping board

Piping bag and nozzles

Trussing needles and twine

Question 32: Provide the specific use of the following equipment used for the preparation of meat?

Boning knife

Carving knife

Larding needle

Meat bat/mallet

Meat hook

Mincer

Slicer

Question 33: What are the procedural steps for washing pots and pans?

Question 34: What are the hygiene requirements for effectively cleaning and storing cutting boards?

Question 35: Explain the correct and safe procedure for cleaning a deep fryer?

Checkpoint 8

Question 36: List 5 requirements for the cleaning and maintenance of small and large equipment including WHS provisions?

Question 37: What are the key actions you should take when you encounter any problems with equipment?

Question 38: Provide 6 suggestions how you can reduce the use of water, electricity and gas in a commercial kitchen?

Question 39: How can you avoid excessive waste and dispose of waste and hazardous waste effectively?

Assessment Task 2

SITHCCC001 Use food preparation equipment

Assessment Submission details:

1. Please include following details on the top of your assessment:

Your Name

Your Student Id

Your Trainers name

Title of your Assessment

Assessment Due Date

Actual Submission Date

Please Note: Any changes in the assessment due date must be approved by your trainer.

This assessment can be hand written or in Microsoft word format. Following settings should be made for this assignment to keep consistency among all the assessments:

Body text Page setup

Font: Times New Roman

Font size: 12 point

Line spacing: Double

Text style: Normal

Top: 2.54 cm

Bottom: 2.54 cm

Left: 3.17 cm

Right: 3.17 cm

Header: 1.25 cm

Footer: 1.25 cm

If hand written assessments are submitted, hand writing needs to be clear and legible.

Do not forget to attach the Cover Sheet at the front of the assessment.

Make sure you have signed the Cover sheet to declare this is your own work.

You can e-mail this assessment to your trainers e-mail address with following details: In subject mention your student Id Your name.

Achieving Competence:

To be deemed competent in this assessment you must:

Correctly address all of the assessment requirements as described in this task

Correctly address all of the submission instructions

Successfully complete the Assessment Questions

Submit assessment on or before the due date with an assessment cover sheet

Performance objective:

The purpose of this assessment is to assess your knowledge required to complete the tasks outlined in elements and performance criteria

Assessment description:

You are required to address each question in Part A. Once you have completed all questions, check all responses and calculations and you are required to complete each task in Part B as outlined below, following the relevant recipes, Workplace Health and Safety practices and Hygiene procedures as instructed during the training sessions you have participated for this unit of competency.

Assessment Questions:

Part A

Answer the following questions:

Question 1: Explain the meaning of the following terms in an effective kitchen operation?

Term Meaning in a kitchen operation

A) Mise-en-place

B) Workflow planning

Question 2: Match the following equipment with the tasks they would be used for?

Equipment Used to prepare

Blender Preparing a pizza dough

Food Processor Parmesan for a pasta dish

Grater Making breadcrumbs from stale bread

Mixer To puree a soup

Question 3: What is the purpose of the following pieces of equipment? How are they used?

Equipment Purpose Instruction for use

Sharpening steel

Sharpening stone

Question 4: Connect the correct cutting application with the relevant knife?

Type of knife Cutting application

Chefs knife (French knife) Trimming, turning and peeling

Filleting knife Turning and carving

Bread knife Larger cuts, slicing, dicing and chopping

Boning knife Trimming and boning

Paring or utility knife Large flat knife for spreading butter and other

condiments

Turning knife Removing the meat and skin from fish

Butchers knife Serrated edge for slicing bread or tomatoes

Palette knife Long, slightly curved knife for slicing meat

Question 5: Provide an example of how each of the following equipment is used in a kitchen when preparing or cooking foods including adjustments where required:

Equipment Examples for use in a kitchen

Measures

Peelers, corers, and slicers

Mandoline

Scales

Thermometers

Whisks

Question 6: List 5 general requirements for the legal, safe and hygienic use of equipment including provisions for reporting any issues:

Question 7: Describe the dimensions of the following cuts and provide a menu example that uses each cut?

Cut Description

Menu

Brunoise

Julienne

Mirepoix

Jardinire

Paysanne

Macdoine

Concass

Chiffonade

Question 8: Give three (3) examples of how you could use vegetable trimmings economically?

Trimmings

Use

1.

2.

3.

Question 9: Indicate the correct order for the steps needed to clean a whole fresh fish, received fresh from the supplier?

Cleaning procedures and storage for further preparation

Gut the fish by making an incision in the belly from the vent to the gills. Be careful not to damage the gall bladder.

Remove any scales by using a fish scaler or by scraping the fish with the back of the knife.

1 Sanitise workbench, board and utensils, prepare sanitised bowls and trays for fish and trimmings etc.

Store on a perforated tray with ice and a drip tray, cover and label with description, name, date.

Wash the fish to remove any excess scales and then pat dry.

Wash the fish under cold running water to remove all traces of blood and any excesses from the gut to ensure the fish is thoroughly cleaned.

Question 10: Indicate the correct order for the steps involved in crumbing fish fillets?

Sequential steps for crumbing

Add flour (remove excess)

Crumbs (coat and slightly pat for better adherence)

1 Dry food items

Egg wash (remove excess)

Season

Store flat with grease proof paper between layers

Question 11: Provide an example for the use of each of the following by-products?

By-product

Example for use (i.e. Mince)

Fish carcasses

Meat off-cuts

c) Poultry carcasses

Question 12: Provide 5 examples of how you can help prevent food poisoning by maintaining hygiene standards for equipment?

Question 13: Calculation

Complete the following recipe conversion for each quantity adjusted for 10 portions each?

Hint: If you divide the quantity by 4 you will know the requirements for 1 portion

Item Specification Requirements for 4 portions Requirements for 10 portions

Asian Vermicelli 0.030 kg 0.075 kg

Dried Mushrooms 0.002 kg

Onion 0.050 kg

Garlic 0.004 kg

Green Prawn Meat 0.100

Question 14: What are the specific points of care when cleaning blenders, food processors and mixers to prevent potential health hazards? List the cleaner you would use and where you would use a sanitiser?

Equipment Points of care Cleaning Chemical used Is Sanitiser used?

Blender

Food Processor

Mixer

Question 15: List 4 examples of safety aspects which must be considered when using or cleaning equipment?

1.

2.

3.

4.

Question 16: You intend to use the meat slicer to cut salami. The machine wont start. What should you check and what should you do if you cannot resolve the problem?

Question 17: Provide 6 examples of how you can reduce environmental impacts and save energy and resources in a commercial kitchen environment?

1.

2.

3.

4.

5.

6.

Question 18: Connect the correct preparation method with the relevant type of batter?

Beer Batter Make a well with the flour, ferment yeast in a little milk. When risen add the rest of the ingredients. Prove, knock back and then draw the floured item through the batter Used for desserts, fish, and meat.

Yeast Batter Sift flour and cornflour, work in iced water and egg white to batter consistency. Used for seafood and vegetables

Tempura Batter Sift flour, add salt, egg and beer slowly to form a smooth batter. Add the water to adjust the consistency Used for desserts and fish.

Question 19: Read the following recipe and answer the questions below:

AVOCADO AND ORANGE SALAD

Key Ingredient: Avocado, orange

Key Skills: Knife skills, dressing preparation

Equipment Needs: Bowl, chefs knife, pan, whisk

Preparation Time: 30 minutes

Cooking Time: 10 minutes

Difficulty: **

Serves 2

Ingredients:

50g Carrots

Coral lettuce

30g Celery

30g Leek

50g Capsicum

400g Orange

1 Avocado

2 White bread slices

40g Butter

40mL Vinaigrette

Preparation Steps:

Wash, peels re-wash the carrots. Wash the lettuce, celery, leek and capsicum. Tear the lettuce into bite-sized pieces and place into a colander in the fridge. Cut the carrots, celery, leek and capsicum into julienne. Segment the orange. Cut the avocado in half. Remove the stone and peel the avocado. Slice into half moon shapes. Cut the bread into ~5mm squares. Prepare the vinaigrette Cooking Steps:

Blanch and refresh the celery, leek, carrots and capsicum

Clarify the butter. Add the croutons and fry until browned and crisp. Drain on absorbent paper

Plating:

Layer the avocado and orange segments on a chilled plate

Place the remaining ingredients into a bowl and dress the salad. Place in the middle of the plate and garnish as desired

a) How many serves will this recipe yield?

b) How much time will you need to plan to prepare, cook and plate this salad, if plating will take 3 minutes?

c) The recipe lists for equipment needs: Bowl, chefs knife, pan, whisk. What other equipment will you need to prepare this salad?

d) List the preparation steps in order using numbered steps?

Preparation steps in numbered sequence:

1.

e) What should be the temperature of the plate you will use to plate the salad?

f) When should you dress the salad?

Part B

Prepare the following dishes to the criteria set out below:

Dish to be prepared Equipment used Major food groups used

Dish 1:

-----------------------------------------

Recipe Source: Futura Group, ecoach recipes SITHCCC001 No. of serves: 80963-16986

Blender

Food processor

Grater

Sharpening steel Sharpening stone

Knives:

Butcher/Boning/Filleting/Palette

80963-16668

Mandoline

Measures

Mouli

Peeler/Corer/Slicer

Planetary mixer

Scales

Thermometer

Whisk: fine/coarse 80963-16986

Fruit/vegetables

General food items: batter/coating/condiment

80963-16668

Oils/sauces/marinade

Garnishes

Meat

Poultry

Seafood

Precision Cuts:

Dish 2:

------------------------------------------

Recipe Source: Futura Group, ecoach recipes SITHCCC001 No. of serves: 80963-16985

Blender

Food processor

Grater

Sharpening steel Sharpening stone

Knives:

Butcher/Boning/Filleting/Palette

80963-16668

Mandoline

Measures

Mouli

Peeler/Corer/Slicer

Planetary mixer 80963-16986

Fruit/vegetables

General food items: batter/coating/condiment

80963-16667

Oils/sauces/marinade

Garnishes

Meat

Poultry

Seafood

Precision Cuts:

80963-16732

Scales

Thermometer

Whisk: fine/coarse Dish 3:

---------------------------------------

Recipe Source: Futura Group, ecoach recipes SITHCCC001 No. of serves: 80963-16858

Blender

Food processor

Grater

Sharpening steel Sharpening stone

Knives:

Butcher/Boning/Filleting/Palette

80963-16985

Mandoline

Measures

Mouli

Peeler/Corer/Slicer

Planetary mixer

Scales

Thermometer

Whisk: fine/coarse 80963-16858

Fruit/vegetables

General food items: batter/coating/condiment

80963-16668

Oils/sauces/marinade

Garnishes

Meat

Poultry

Seafood

Precision Cuts:

Dish 4:

---------------------------------------

Recipe Source: Futura Group, ecoach recipes SITHCCC001 No. of serves: 80963-16986

Blender

Food processor

Grater

Sharpening steel Sharpening stone

Knives:

Butcher/Boning/Filleting/Palette

80963-16668

Mandoline

Measures 80963-16986

Fruit/vegetables

General food items: batter/coating/condiment

80963-16669

Oils/sauces/marinade

Garnishes

Meat

Poultry

Seafood

80963-16732

Mouli

Peeler/Corer/Slicer

Planetary mixer

Scales

Thermometer

Whisk: fine/coarse

Precision Cuts:

How to Tell If Your Knife is Sharp Enough

PUT THE BLADE TO THE PAPER TEST

Even the best knives will dull over time with regular use. To determine if your knife needs sharpening, put it to the paper test. Hold a folded, but not creased, sheet of newspaper by one end. (You can also use a single sheet of basic printer/copy paper.) Lay the blade against the top edge at an angle and slice outward. If the knife fails to slice cleanly, try steeling it (see below). If it still fails, it needs sharpening.

A Scientific Glimpse: What a Sharp and Dull Knife Look Like Up Close

In our knife sharpener research, we examined bladesfrom sharp (smooth and sharp) to dull (all chewed up)under a high-powered laboratory microscope at the Massachusetts Institute of Technologys Department of Materials Science and Engineering.

When to Use a Knife Sharpening Steel

A so-called sharpening steel, the metal rod sold with most knife sets, doesnt really sharpen a knife, but rather it hones the edge of a slightly dulled blade. Sweeping the blade along the steel realigns the edge.

Throughout this motion, make sure to maintain a 15-degree angle between the blade and the steel.

How to Use a Knife Sharpening Steel

STEP 1

To safely use a steel, hold it vertically with the tip firmly planted on the counter. Place the heel of the blade against the tip of the steel and point the knife tip slightly upward. Hold the blade at a 15-degree angle away from the steel.

STEP 2

Maintaining light pressure and a 15-degree angle between the blade and the steel, slide the blade down the length of the steel in a sweeping motion, pulling the knife toward your body so that the middle of the blade is in contact with the middle of the steel.

STEP 3

Finish the motion by passing the tip of the blade over the bottom of the steel. Repeat this motion on the other side of the blade. Four or five strokes on each side of the blade (a total of eight to ten alternating passes) should realign the edge.

All About Whetstones

PROS:

Extremely adaptable; because the cook holds the knife at a specified angle to match the blade

(Western, hybrid gyutou, Japanese), a whetstone can be used to sharpen any knife.

Can sharpen knives with a full bolster.

Most stones feature a coarse and fine side, which determines the amount of sharpening at each

pass.

Relatively inexpensive.

CONS:

Takes practice to master; need to hold the knife at the correct angle to ensure a proper edge.

Can take time to restore a very dull blade.

How to Use a Whetstone

STEP 1: SECURE STONE ON COUNTERTOP

Place rubberized shelf liner or damp paper towels under whetstone to make sure it stays in place (whetstone should be coarse side up).

STEP 2: SHARPEN FIRST SIDE

Face knife away from you and place handle end on whetstone at the angle of your blade

(typically 15-degree angle for Asian-style knives and 20-degree angle for Western-style knives). Place other hand in the middle of the flat side of the blade, keeping your fingers flat and away from the sharp edge. Draw blade down the stone in a wide, circular manner, holding the blade at a constant angle until the tip of the knife runs off the other edge. Repeat several times, depending on dullness of blade.

STEP 3: CHECK SHARPNESS OF FIRST SIDE

To check if the first side is sharpened, carefully run your thumb perpendicular to the edge of the bladewhen you can feel the burr from handle to tip, that side is sharp enough. (Safety tip:

Do not run your finger parallel to the blade.)

STEP 4: SHARPEN SECOND SIDE

Switch knife over and repeat the sharpening process in the opposite direction.

STEP 5: REPEAT TECHNIQUE ON FINE SIDE

Turn whetstone over to fine side and repeat process on both sides of knife until blade is sharp.

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330390551

Standard Recipe Card Name of dish:

Portion #:

Ref.source: Total Cost:

Portion size:

Portion Cost:

Sale Price at

%

( Food Cost)

Sales Price Food Cost %

Commodities Item Specification Weight

kg/l/Unit Cost per kg/l/Unit Actual cost

Total Cost

Portion Cost

Method:

Workflow Plan/End of Service Procedures/De-Brief

Time Task (description) Equipment & WHS Communication (Who, About What?)

End of Service Procedures/ Reporting Requirements Equipment/Systems Communication (Who, About What?)

Post Service De-Brief Equipment/Systems Communication (Who, About What?)

Workflow plan

Acacia Institute

Assessment Evaluation Tool

Unit Code & Unit Name SITHCCC001 Use food preparation equipment Assessment Type Written task Assessment Name AT 1 Students name & ID Assessment date/s Is Student able to demonstrate the following: Performance Criteria [1.1, 1.2, 1.3, 2.1,2.2,3.1, 3.2,3.3, 3.4] Yes No

(1.1) Confirm food preparation requirements from recipes, lists and other workplace information.

(1.2) Identify and select knives and other routine and specialised equipment suited to the food preparation task.

(1.3) Confirm cleanliness of equipment before use.

(2.1) Assemble and use equipment safely and hygienically according to manufacturer instructions.

(2.2) Prepare food items using suitable knives to make precision cuts.

(3.1) Maintain equipment cleanliness using appropriate cleaning agents.

(3.2) Use energy, water and other resources efficiently to reduce negative environmental impacts.

(3.3) Maintain the condition of equipment and make minor adjustments as required within scope of responsibility.

(3.4) Identify and report on unsafe or faulty equipment or rectify according to level of individual responsibility.

Is Student able to demonstrate the following: Knowledge Evidence [1, 2, 3, 4, 5, 6, 7] Yes No

(1) Meaning and role of mise en place in the process of preparing, cooking and presenting food

(2) Essential features and functions of, and safe operating practices and maintenance requirements for, the following equipment used in food preparation:

commercial:

blenders

food processors

graters

mixers

knife sharpening equipment sharpening steels and stones

knives:

butcher and boning

chef

filleting

palette

utility

vegetable

measures

peelers, corers, and slicers

scales

thermometers

whisks (3) Food safety practices for handling different food types

(4) Cleaning practices and agents suitable to range of equipment in use

(5) Precision cuts used in a commercial kitchen:

brunoise

chiffonnade

concasse

jardinire

julienne

macdoine

mirepoix

paysanne

(6) Safe operational practices using essential functions and features of equipment used to prepare:

dairy products

dry goods

fruit

general food items:

batters

coatings

condiments and flavourings

garnishes

oils

sauces and marinades

meat

poultry

seafood

vegetables

(7) Safe operational practices for maintenance and minor adjustments of equipment: adjusting blades oiling machines

Comments/feedback to Student

Outcome: Satisfactory Unsatisfactory

Assessor: I declare that I have conducted a fair, valid, reliable, and flexible assessment with this student, and I have provided appropriate feedback. I also declare that I have undertaken the indicated assessment integrity checks

Google check for plagiarism Yes No

Check for Copying/Collusion Yes No

Check for Authenticity (own work) Yes No

Cheating or use of model answers Yes No

Assessor name:

Assessor signature:

Assessment Evaluation Tool

Unit Code & Unit Name SITHCCC001 Use food preparation equipment Assessment Type Question answers & Practical observation Assessment Name AT 2 Students name & ID Assessment date/s Is Student able to demonstrate the following: Performance Evidence [1, 2, 3, 4]

Yes No

(1) Safely and hygienically prepare food using each of the following fixed and hand-held commercial equipment:

a. blenders

b. food processors

c. graters

d. knife sharpening equipment: o sharpening steels and stones

e. knives:

butcher and boning o filleting

palette

f. mandolin slicers

g. measures

h. mouli

i. peelers, corers or slicers

j. planetary mixers

k. scales

l. thermometers

m. whisks: fine and coarse stainless steel wire

(2) Use food preparation equipment to prepare each of the following food types:

a. fruit and vegetables

b. general f o o o o o o ood items:

batters coatings

condiments and flavourings garnishes

oils

sauces and marinades

c. meat

d. poultry

e. seafood

(3) Make precision cuts on fruit and vegetables

(4) Complete food preparation tasks within commercial time constraints.

Is Student able to demonstrate the following: Performance Criteria [1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2,

3.3, 3.4] Yes No

(1.1) Confirm food preparation requirements from recipes, lists and other workplace information.

(1.2) Identify and select knives and other routine and specialised equipment suited to the food preparation task.

(1.3) Confirm cleanliness of equipment before use.

(2.1) Assemble and use equipment safely and hygienically according to manufacturer instructions.

(2.2) Prepare food items using suitable knives to make precision cuts.

(3.1) Maintain equipment cleanliness using appropriate cleaning agents.

(3.2) Use energy, water and other resources efficiently to reduce negative environmental impacts.

(3.3) Maintain the condition of equipment and make minor adjustments as required within scope of responsibility.

(3.4) Identify and report on unsafe or faulty equipment or rectify according to level of individual responsibility.

Is Student able to demonstrate the following: Knowledge Evidence [1, 2, 3, 4, 5, 6, 7] Yes No

(1) Meaning and role of mise en place in the process of preparing, cooking and prese nting food

(2) Essential features and functions of, and safe operating practices and maintenanc for, the following equipment used in food preparation:

e requirements

a. commercial:

o blenders o food processors o graters o mixers

b. knife sharpening equipment c. sharpening steels and stones d. knives: o butcher and boning

o chef o filleting o palette o utility o vegetable

e. measures f. peelers, corers, and slicers g. scales h. thermometers i. whisks (3) Food safety practices for handling different food types

(4) Cleaning practices and agents suitable to range of equipment in use

(5) Precision cuts used in a commercial kitchen:

brunoise

chiffonnade

concasse

jardinire

julienne

macdoine

mirepoix

paysanne

(6) Safe operational practices using essential functions and features of equipment used to prepare:

a. Dairy products

b. Dry goods

c. fruit

d. general food items:

batters

coatings

condiments and flavourings o garnishes o oils

sauces and marinades

e. meat

f. poultry

g. seafood

h. vegetables

(7) Safe operational practices for maintenance and minor adjustments of equipment:

a. adjusting blades

b. oiling machines

Comments/feedback to Student

Outcome: Satisfactory Unsatisfactory

Assessor: I declare that I have conducted a fair, valid, reliable, and flexible assessment with this student, and I have provided appropriate feedback. I also declare that I have undertaken the indicated assessment integrity checks

Google check for plagiarism Yes No

Check for Copying/Collusion Yes No

Check for Authenticity (own work) Yes No

Cheating or use of model answers Yes No

Assessor name:

Assessor signature:

ASSESSMENT COVER SHEET

This form is to be completed by the assessor and used as a final record of student competency. All student submissions including any associated checklists are to be attached to this cover sheet before placing on the students file. Student results are not to be entered onto the Student Database unless all relevant paperwork is completed and attached to this form.

Student Name Student ID

Assessor Name Completion Date

Course Name Certificate III in Commercial Cookery Course Code SIT30816

Unit Name Handle and serve cheese Unit Code SITHCCC017

FIRST ATTEMPT: SECOND ATTEMPT:

Please attach the following student evidence to this form Result

S = Satisfactory

NS = Not Yet Satisfactory DNS = Did Not Submit

Assessment 1

Written Assessment

S | NYS | DNS

Assessment 2

Practical Observation

S | NYS | DNS

Final Assessment Result for this unit

C = Competent / NYC = Not Yet Competent C / NYC

Student Declaration: I acknowledge the assessment process has been explained and agree to undertake assessment. I am aware of the appeals process, should the need arise. I also understand that I must be assessed as satisfactory in all parts of the assessment to gain a competent result for this unit of competency. I declare that the work contained in this assessment is my own, except where

acknowledgement of sources is made. I understand that a person found responsible for academic misconduct will be subject to disciplinary action (refer to Enrolment Acceptance Agreement).

I give permission for a copy of my marked work to be retained and reproduced for the purpose of review and validation.

Student Signature: ____________________________

Date: ____/_____/_____ Assessor Feedback:

_____________________________________________

_____________________________________________

Assessor Signature: ____________________________

Date: ____/_____/_____

Administrative use only

Entered onto Student Management Database ________________

Date

Initials

ASSESSMENT COVER SHEET

SITHCCC017 Handle and serve cheese

Acacia Institute

Assessment Task 1

SITHCCC017 Handle and serve cheese

Written Test

Assessment Submission details:

Please include following details on the top of your assessment:

Your Name

Your Student Id

Your Trainers name

Title of your Assessment

Assessment Due Date

Actual Submission Date

Please Note: Any changes in the assessment due date must be approved by your trainer.

This assessment can be hand written or in Microsoft word format. Following settings should be made for this assignment to keep consistency among all the assessments:

Body text Page setup

Font: Times New Roman

Font size: 12 point

Line spacing: Double

Text style: Normal

Top: 2.54 cm

Bottom: 2.54 cm

Left: 3.17 cm

Right: 3.17 cm

Header: 1.25 cm

Footer: 1.25 cm

If hand written assessments are submitted, hand writing needs to be clear and legible.

Do not forget to attach the Cover Sheet at the front of the assessment.

Make sure you have signed the Cover sheet to declare this is your own work.

You can e-mail this assessment to your trainers e-mail address with following details: In subject mention your student Id Your name.

Achieving Competence:

To be deemed competent in this assessment you must:

Correctly address all of the assessment requirements as described in this task

Correctly address all of the submission instructions

Successfully complete the Assessment Questions

Submit assessment on or before the due date with an assessment cover sheet

Performance objective:

You need answer the entire question using information given to you from class and from your course material.

Assessment description:

You must provide a response to all questions in assessment Questions section.

Assessment Questions:

Checkpoint 1

Question 1. List the major types of cheese categories:

Question 2. Which is the common cheese categories based on production methods?

Question 3. What are the nutritional components in cheese?

Question 4. What are the key processes for producing cheese?

Question 5. What are the cheese production steps in logical order?

Checkpoint 2

Question 6. List 4 different types of cheese starter cultures and their roles for particular cheeses?

Question 7. Explain the salting processes used in cheese making?

Soft Cheese Salting

Brine Salted Cheeses

Hard Pressed Cheeses

Blue Vein Salting

Question 8. Provide 6 examples of fresh unripened cheeses?

Question 9. What are stretched curd cheeses? Provide 4 examples?

Question 10. What are the 3 ripening stages for white mould cheeses?

Checkpoint 3

Question 11. How does the duration and frequency of washing washed rind cheese affect the product?

Question 12. List 5 examples of washed rind cheeses?

Question 13. What is the indicative time of maturation for the following types of cheddar?

Mild-

Semi-matured - Matured or tasty -

Vintage -

Question 14. What is the difference between hard cooked and semi-cooked eye cheeses? Provide examples for each type?

Question 15. List 5 examples of hard cheeses with a brief description for each type?

Checkpoint 4

Question 16. What are non-bovine cheeses? Which nutritional factors are important for some non-bovine cheeses?

Question 17. What are cheese substitutes? What are the common culinary uses?

Question 18. Provide examples of traditional cheeses produced in the following countries?

Country Famous cheeses

England

France

Holland

Switzerland

Italy

Greece

Spain

Australia

Question 19. Which factors would need to be considered when selecting cheese suppliers to ensure quality and cost effectiveness? How could this be achieved?

Checkpoint 5

Question 20. What are the handling and packaging requirements for cheese to prevent cross-contamination and maintain quality?

Question 21. What are the storage requirements and conditions for the various types of cheeses?

Question 22. What is the anticipated shelf life for the following cheese styles?

Fresh cheeses

White mould and washed rind cheese

Stretched curd and blue cheese types

Cheddars and eye cheese

Hard cheese

Checkpoint 6

Question 23. List 5 different menu uses for cheese?

Question 24. What are the basic rules for presentation and accompaniments when preparing cheese selections?

Question 25. What are the recommended guides for portion size, portioning and correct hygiene when preparing and presenting cheese?

Question 26. Menu uses and options for cheese including economical use of cheese off cuts include?

Question 27: List 5 actions which can be used to prevent contamination and reduce waste when storing remaining mise en place and leftovers?

Question 28: List 6 processes that should be included in work routines, in order to keep a workplace clean, safe and efficient during and after service?

Assessment Task 2

SITHCCC017 Handle and serve cheese

Assessment Submission details:

1. Please include following details on the top of your assessment:

Your Name

Your Student Id

Your Trainers name

Title of your Assessment

Assessment Due Date

Actual Submission Date

Please Note: Any changes in the assessment due date must be approved by your trainer.

This assessment can be hand written or in Microsoft word format. Following settings should be made for this assignment to keep consistency among all the assessments:

Body text Page setup

Font: Times New Roman

Font size: 12 point

Line spacing: Double

Text style: Normal

Top: 2.54 cm

Bottom: 2.54 cm

Left: 3.17 cm

Right: 3.17 cm

Header: 1.25 cm

Footer: 1.25 cm

If hand written assessments are submitted, hand writing needs to be clear and legible.

Do not forget to attach the Cover Sheet at the front of the assessment.

Make sure you have signed the Cover sheet to declare this is your own work.

You can e-mail this assessment to your trainers e-mail address with following details: In subject mention your student Id Your name.

Achieving Competence:

To be deemed competent in this assessment you must:

Correctly address all of the assessment requirements as described in this task

Correctly address all of the submission instructions

Successfully complete the Assessment Questions

Submit assessment on or before the due date with an assessment cover sheet

Performance objective:

The purpose of this assessment is to check your ability to complete tasks outlined in elements and performance criteria:

Serve cheeses using each of the following service styles:

buffet presentation o cheese plates

table service

Prepare and present cheese from each of the following cheese types with suitable garnishes and accompaniments:

cheddar o brie or camembert

blue o washed rind o chvre o gruyre

flavoured

Prepare and serve cheese for at least six different customers:

within commercial time constraints and deadlines o reflecting required quantities to be produced

following procedures for portion control and food safety practices when handling and storing cheese o responding to customer requests and dietary requirements

Assessment description:

In this assessment you are required to serve cheese using each of the following service styles:

buffet presentation o cheese plates o table service

Using each cheese type listed in the table overall, with appropriate decoration and accompaniment. The cheeses prepared must be served to at least 6 different customers, meeting their requests or dietary requirements within industry acceptable timeframes. The criteria in the observation list below provides an indication for details which will be observed during each instance.

330390551

Standa rd Recipe Card Name of dish:

Portion #:

Ref.source: Total Cost:

Portion size:

Portion Cost:

Sale Price at

%

( Food Cost)

Sales Price Food Cost %

Commodities Item Specification Weight

kg/l/Unit Cost per kg/l/Unit Actual cost

Total Cost

Portion Cost

Method:

330390551

Workflow Plan/End of Service Procedures/De-Brief

Time Task (description) Equipment & WHS Communication (Who, About What?)

End of Service Procedures/ Reporting Requirements Equipment/Systems Communication (Who, About What?)

Post Service De-Brief Equipment/Systems Communication (Who, About What?)

Workflow plan

Acacia Institute

Assessment Evaluation Tool

Unit Code & Unit Name SITHCCC017 Handle and serve cheese Assessment Type Written task & Quiz Assessment Name AT 1 Students name & ID Assessment date/s Is Student able to demonstrate the following: Performance Criteria [1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5] Yes No

(1.1) Confirm cheese requirements from food preparation list or work order

(1.2) Identify and select cheese types and cheeses from stores according to quality, freshness and stock rotation requirements.

(1.3) Bring cheeses to room temperature before serving.

(1.4) Create optimum conditions for particular cheeses and service style.

(1.5) Prepare appropriate garnishes and accompaniments according to organisational standards.

(1.6) Minimise waste to maximise profitability of cheese prepared.

(2.1) Determine suitable portions and present cheese according to required context.

(2.2) Add accompaniments and garnishes.

(2.3) Visually evaluate dish and adjust presentation as required.

(2.4) Store cheeses in appropriate environmental conditions.

(2.5) Clean work area, and dispose of or store surplus and re-usable by-products according to organisational procedures, environmental considerations, and cost-reduction initiatives.

Is Student able to demonstrate the following: Knowledge Evidence [1, 2, 3, 4, 5, 6, 7] Yes No

(1) Culinary terms related to different cheeses commonly used in the industry

(2) Knowledge of varieties of cheeses and there:

classification and characteristics:

hard

semi-hard

semi-soft

soft

manufacturing methods, place of origin, and historical and cultural aspects c) common uses

appropriate garnishes and accompaniments

optimum conditions for serving:

1) degree of ripeness 2) temperature

(3) Common cheese types:

milk-based from cows, sheep, goats or buffalo

soy-based

specialty

low fat or reduced fat

mass produced commodity

Assessment Evaluation Tool AT 1 1 | P a g e

SITHCCC017 Handle and Serve Cheese

Acacia Institute

farmhouse style (4) Nutritional knowledge, in particular the food value and composition of cheese

(5) Contexts in which cheeses are served:

as appetisers

as entrees

after main courses

as part of the dessert course

as cheese tastings

as a stand alone meal

(6) Food safety practices for handling and storing cheese

(7) Hygiene requirements relating to possible bacterial spoilage in the preparation, storage and service of cheese

Assessor name: Assessment date:

Assessor signature:

Assessment Evaluation Tool AT 1 2 | P a g e

SITHCCC017 Handle and Serve Cheese

Acacia Institute

Assessment Evaluation Tool

Unit Code & Unit Name SITHCCC017 Handle and serve cheese Assessment Type Practical observation Assessment Name AT 2 Students name & ID Assessment date/s Is Student able to demonstrate the following: Performance Evidence [1,2,3] Yes No

(1) Serve cheeses using each of the following service styles:

buffet presentation

cheese plates

table service

(2) Prepare and present cheese from each of the following cheese types with suitable garnishes and accompaniments:

cheddar

brie or camembert

blue

washed rind

chvre

gruyre

flavoured

(3) Prepare and serve cheese for at least six different customers:

within commercial time constraints and deadlines

reflecting required quantities to be produced

following procedures for portion control and food safety practices when handling and storing cheese

responding to customer requests and dietary requirements

Is Student able to demonstrate the following: Performance Criteria [1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.4, 2.5] Yes No

(1.1) Confirm cheese requirements from food preparation list or work order.

(1.2) Identify and select cheese types and cheeses from stores according to quality, freshness and stock rotation requirements.

(1.3) Bring cheeses to room temperature before serving.

(1.4) Create optimum conditions for particular cheeses and service style.

(1.5) Prepare appropriate garnishes and accompaniments according to organisational standards.

(1.6) Minimise waste to maximise profitability of cheese prepared.

(2.1) Determine suitable portions and present cheese according to required context.

(2.2) Add accompaniments and garnishes.

(2.4) Store cheeses in appropriate environmental conditions.

(2.5) Clean work area and dispose of or store surplus and re-usable by-products according to organisational procedures, environmental considerations, and cost-reduction initiatives.

Is Student able to demonstrate the following: Knowledge Evidence [5, 6, 7] Yes No

(5) Contexts in which cheeses are served:

as appetisers

as entrees

after main courses

as part of the dessert course

as cheese tastings

as a stand alone meal

(6) Food safety practices for handling and storing cheese

(7) Hygiene requirements relating to possible bacterial spoilage in the preparation, storage and service of cheese

Assessment Criteria Instances S N YS If NYS then Comment

Identifies and selects correct cheese types based on menu, food preparation list or work order Instance 1

Instance 2

Instance 3

Accommodates customer dietary requirements and other requests

(list all that are relevant)

____________________________ Instance 1

Instance 2

Instance 3

Inspects cheese for freshness and quality Instance 1

Instance 2

Instance 3

Selects appropriate amounts of cheese based on quantities required and organisational portion control standards Instance 1

Instance 2

Instance 3

Brings cheese to room temperature before serving Instance 1

Instance 2

Instance 3

Follows food safety procedures:

Instance 1

Instance 2

Instance 3

Cheese ordered by customers is prepared within acceptable timeframes to industry standards. Instance 1

Instance 2

Instance 3

Minimises waste through use of off cuts Instance 1

Instance 2

Instance 3

Presents cheese S N YS

Selects appropriate crockery or other service ware Instance 1

Instance 2

Instance 3

Arranges cheese attractively according to organisational requirements Instance 1

Instance 2

Instance 3

Incorporates garnishes and accompaniments attractively Instance 1

Instance 2

Instance 3

Ensures practicality of service and consumption in presentation Instance 1

Instance 2

Instance 3

Visually evaluates and adjusts presentation as required Instance 1

Instance 2

Instance 3

Cleans any spills or drips Instance 1

Instance 2

Instance 3

Stores cheese and maintains work area S NYS

Wraps leftover cheese in suitable packaging Instance 1

Instance 2

Instance 3

Stores cheese in appropriate, designated storage areas Instance 1

Instance 2

Instance 3

Ensures storage environmental conditions are appropriate Instance 1

Instance 2

Instance 3

Waste and perishables are discarded Instance 1

Instance 2

Instance 3

Food scraps are removed Instance 1

Instance 2

Instance 3

Equipment is transferred to wash-up area Instance 1

Instance 2

Instance 3

The workplace is cleaned, using suitable equipment Instance 1

Instance 2

Instance 3

Suitable cleaning chemicals and sanitisers are used Instance 1

Instance 2

Instance 3

Cleaning equipment is rinsed, checked, correctly maintained and stored Instance 1

Instance 2

Instance 3

Maintenance issues are reported as relevant. Instance 1

Instance 2

Instance 3

Assessor name: Assessment date:

Assessor signature:

ASSESSMENT COVER SHEET

This form is to be completed by the assessor and used as a final record of student competency. All student submissions including any associated checklists are to be attached to this cover sheet before placing on the students file. Student results are not to be entered onto the Student Database unless all relevant paperwork is completed and attached to this form.

Student Name Student ID

Assessor Name Completion Date

Course Name Certificate III in Commercial Cookery Course Code SIT30816

Unit Name Clean kitchen premises and equipment Unit Code SITHKOP001

FIRST ATTEMPT: SECOND ATTEMPT:

Please attach the following student evidence to this form Result

S = Satisfactory

NS = Not Yet Satisfactory DNS = Did Not Submit

Assessment 1

Written Assessment

S | NYS | DNS

Assessment 2

Practical Observation

S | NYS | DNS

Assessment 3

Written Quiz

S | NYS | DNS

Final Assessment Result for this unit

C = Competent / NYC = Not Yet Competent C / NYC

Student Declaration: I acknowledge the assessment process has been explained and agree to undertake assessment. I am aware of NITs appeals process, should the need arise. I also understand that I must be assessed as satisfactory in all parts of the assessment to gain a competent result for this unit of competency. I declare that the work contained in this assessment is my own, except where acknowledgement of sources is made. I understand that a person found responsible for academic misconduct will be subject to disciplinary action (refer to Enrolment Acceptance Agreement).

I give permission for a copy of my marked work to be retained and reproduced for the purpose of review and validation.

Student Signature: ____________________________

Date: ____/_____/_____ Assessor Feedback:

_____________________________________________

_____________________________________________

Assessor Signature: ____________________________

Date: ____/_____/_____

Administrative use only

Entered onto Student Management Database ________________

Date

Initials

ASSESSMENT COVER SHEET

SITHKOP001 Clean kitchen premises and equipment

Acacia Institute

SITHKOP001 QUIZ

Match each procedure with its definition:

Cleaning Is the reduction of the number of bacteria present on these surfaces through the use of chemicals, heat, or a combination of both

Sanitising Is the removal of unwanted dirt, soil and other elements from preparation surfaces, knives, benches, floors, equipment and all other areas of food premises

Match each cleaning product to the correct description:

Water Alkaline detergents that contain an additive to disperse and emulsify grease or fatty substances. Usually based on caustic soda (sodium hydroxide)

Detergent These work by using a combination of physical actions such as rubbing and scratching. Take care not to damage sensitive surfaces! Can be in the form of scourers, pastes and creams

Abrasives In the commercial kitchen environment, this alone is not an effective cleaner as it cannot emulsify grease, however it does help to dissolve dirt and can be used in combination with abrasives

Degreasers Used to dissolve mineral build-ups that cant be removed with detergents or degreasers

Acid cleaners Dissolves in water, emulsifies and suspends dirt and soil for easy removal. It is more economical to use in a commercial environment than other cleaning agents

Match the type of sanitation method to the correct description:

Heat UV is very effective at sanitising surfaces when used correctly, but is not very applicable to kitchens. All of the surface must be in direct line of the UV and it must be done in an enclosed space to prevent damage to the skin

Radiation A variety such as chlorine, iodine and quaternary ammonium (quats) can be used to kill microbes

Chemicals Can be hot water, steam or hot air applied to a surface for the correct amount of time. Commercial dishwashers often have a sanitising cycle after the cleaning cycle

Which of the following are requirements for the safe storage of chemicals? (Tick the correct answers)

1. Must be stored away from food, preferably in their own lockable room/cabinet away from direct sunlight

2. Store them in a well-lit area to make it easy to read the labels

3. Dangerous chemicals must be stored up high, out of reach to prevent accidental spillage

4. Must be stored next to the Safety Data Sheets (SDS)

5. Should be stored separately to prevent chemical reactions if accidental leakage occurs, especially alkaline, acidic and flammable chemicals

6. Never be stored in food containers as the container may be used at a later time to store food again

A Safety Data Sheet contains the following information: (Tick the correct box indicating true or false)

True False

1. Name of the manufacturer

2. Contact phone numbers in case of emergency

3. What to do if poisoning occurs

4. The medication to use if poisoning occurs

5. How to properly dilute the chemical for use

6. Qualifications required to use the product

7. Any required PPE

8. Training requirements for using the chemical

Procedures to be followed in case of a chemical accident include: (Tick the correct box indicating true or false)

True False

1. For skin and eye irritations it is usually recommended to flush the area with cold water.

2. If breathing difficulty occurs, move to fresh air immediately.

3. If a chemical is ingested, seek assistance urgently. In Australia, the Poisons Information Centre can be contacted on 131126 and will advise on the best course of action.

4. In the unfortunate situation that an accident does occur, it is important that a supervisor be alerted, no matter how minor the situation.

5. Professional medical care may be required to prevent the occurrence of any subsequent reactions or complications.

6. If you report an incident to your supervisor you wont have to complete and documentation like incident report forms.

Connect the correct equipment with the appropriate cleaning application:

Dishwashers Are used to clean benchtops and equipment in combination with hot water and detergent

Cleaning cloths Are used to clean crockery, cutlery and glassware, in combination with a detergent

Scourers Are periodically used on tiled areas to refresh the surface and remove stubborn stains

Brooms and dustpans Are used to clean floors with water. Use only where water based cleaning is appropriate

Mops, pressurised steam cleaners and hoses Are used to remove stubborn dirt

Floor scrubbers and polishers Are used for dry work surfaces to pick up dirt on the floor, before wet cleaning is done

Provisions for effective pest control measures in food premises include: (Tick the correct box indicating true or false)

True False

1. Vermin can be controlled by eliminating breeding spaces like gaps, cracks, damp areas and by maintaining physical barriers like fly screens and doors.

2. Inspecting for pests as part of a cleaning schedule will help you do this effectively. Regular pest inspections and controls are an essential part of the cleaning regime.

3. Food preparation areas should be regularly sprayed with insecticides as part of the cleaning program.

4. Never use sprays or chemicals where the fumes or spay mist could come in contact with preparation areas, tools, equipment or food stuffs.

5. When evidence of pest infestation is found it must be reported.

6. Your supervisor may wish to inspect the area, examine other areas for infestation and/or organise a professional pest control agency to conduct appropriate checks and eradication.

Match the cleaning equipment to the relevant areas that need to be inspected before use:

Mops Cleaned with hot water and disinfectant daily, free from hair and dirt particles, replaced when shabby

Brooms Rinsed and clean, intact and free from holes, durable handle, wheels roll

Brushes Freshly laundered, sanitised daily, adequate quality

Bucket Bristles are clean , head is secure, handle is not splintered

Cleaning cloths Handle is not splintered, head is affixed firmly, fibres are clean and untangled, washed regularly and bleached occasionally

Provisions for safe work practices when cleaning food premises include: (Tick the correct answers)

1. Always adhering to the manufacturers instructions

2. Washing hands at the end of the shift

3. Checking equipment after use

4. Handling waste cautiously, e.g. by using tongs

5. Lifting safely and using mechanical aids when necessary

6. Following instructions from supervisors

7. Adhering to organisational policies and procedures

8. Reporting any defects, incidents, accidents, near-misses or other breaches in safe work practices

Match the types of PPE to the correct applications for use:

Overalls Worn to protect your hands from strong chemicals or to allow the water to be as hot as possible when washing up.

Jacket Worn to protect the eyes and respiratory systems against dust and harmful chemicals, particularly corrosives.

Apron Worn to cover the arms and body and protect the skin.

Goggles and mask Worn as protective clothing by maintenance and cleaning staff, or people who handle chemicals and other toxic items, in case of spillages.

Gloves Worn to protect against water-soluble chemicals seeping through clothing and affecting the skin.

Waterproof clothing and footwear Worn to cover the uniform to protect against stains. Aprons can be quickly changed and replaced.

Match the surface to be cleaned with the correct cleaning procedure:

Glass Use a specialised cleaning product for this surface, or, if none is available, use salt and vinegar

Stainless Steel Wipe clean, dry and coat surface with oil to prevent rust. Only wash with a detergent when necessary

Copper Remove filters, wash in dishwasher separately, leave to dry. Wash hood and drains with a mild detergent and dry. Replace filters

Iron Gently apply a detergent and water solution, then rinse and dry. Delime with a suitable acidic cleaner. In addition, there are cleaning products available specifically for this type of surface

Tiles Wash with a detergent and water solution, then rinse and dry immediately. Use a lint-free cloth

Extraction fans Wash with a detergent or disinfectant and water solution, then rinse and dry. A brush may be required

The correct cleaning and storage method for cutting boards include: (Tick the correct answers)

1. Cutting boards must be washed in a dishwasher and left to air-dry.

2. Cutting boards should be wiped dry with a tea towel.

3. Cutting boards should be stacked for storage to prevent them warping.

4. Cutting boards should be stored upright in a rack to allow for airflow and prevent bacteria growth due to moisture.

The general provisions for cleaning and maintaining small and large equipment in a kitchen include: (Tick the correct answers)

1. Regularly wash down large equipment to prevent any build up of grease.

2. Check on the maintenance requirements such as routine service, changing of water filters for convection ovens and calibration of ovens and scales.

3. Blenders, food processors and mincers must be disassembled and all internal crevices cleaned thoroughly to remove all food particles; sanitise and rinse afterwards.

4. Washing parts of a blender, food processor or mincer in a dishwasher will ensure all food particles will be removed.

5. Large equipment such as fonts and convection ovens should be cleaned immediately after use, or at the end of the shift to prevent encrusting of food particles and/or carbon build-up.

The provisions for efficient supplies of clean, undamaged crockery during service include: (Tick the correct answers)

1. Any crockery used for the service of food must be clean and should be stored appropriately, according to their intended use.

2. Any chipped, cracked or broken crockery and glassware must be discarded as cracks can harbour bacteria.

3. Never use a glass washer to wash glassware used for the presentation of foods as the fat in the food does not get broken down in the washing process and can affect the quality of beverages served later.

4. An important consideration is the number of plates actually needed for service; if you serve all your 50 customers at once, then you will need at least 50 plates.

5. Staggered service may allow for lower supplies of crockery however it is essential to ensure these are hot or chilled as required for service.

Measures to reduce or improve water and energy usage in a kitchen include: (Tick the correct box indicating true or false)

True False

1. Sweep and mop floors rather than using a hose

2. Run dishwashing cycles with a full load only

3. Buy energy-efficient appliances, e.g. dishwashers

4. Ensure refrigerator/freezer units are functioning at lowest possible temperatures

5. Ensure coolroom seal is in good condition; install plastic curtains in the doorway

6. Position refrigerators away from direct heat (windows, direct sunlight, machinery)

7. Keep gas burners on low flame during service periods to eliminate the use of matches and lighters.

Steps an organisation can take to minimise the environmental impact of a kitchen, include: (Tick the correct answers)

1. Purchase locally to minimise transport costs and environmental impacts

2. Recycle all possible rubbish

3. Implement composting/worm farms for food scraps, then dispose of correctly

4. Purchase processed prepared vegetables to eliminate green waste

5. Donate excess food to local farmers for use as feed or compost (often arrangements can be reached whereby farmers provide produce in exchange for leftover food)

6. Where possible, purchase food items in bulk

7. Do not scrape or rinse crockery to save water

Connect the correct storage procedure with the relevant equipment or utensil:

Small utensils stacked and placed on shelves

Pots and pans stacked, facing the same direction, in special holders

Bain-marie dishes and bowls often hung from hooks on range hoods

Cutlery stacked upside-down on shelving

Match the cleaning equipment to the correct end-of-service requirements for storage:

Vacuum Cleaner clean the bristles, remove dirt and hair, rinse if necessary and hang to dry

Brooms and Brushes shake off excess dirt, deposit in appropriate laundry bag for washing

Wet Mops pour out contents, rinse thoroughly, wipe dry

Dusters and Cloths remove pads and wash per manufacturers instructions, wipe over exterior, hang pads to dry

Polishing Machine rinse with hot water and hang to dry; bleach occasionally

Buckets empty the dust bag, clean the filter, retract the cord, wipe over the exterior

Match the type of waste to the correct waste management procedure:

Recyclable items (commingled) should be composted

Food scraps should be bagged and placed in garbage containers for collection

General waste must be collected and disposed of by an outside company

Chemical containers and chemical residuals should be sorted into glass, metal, plastic, paper and milk cartons (no plastic bags)

Why is linen sorted and counted? How do you prevent cross-contamination from linen and separate linen in case of contamination? (Tick the correct box indicating true or false)

True False

1. At the end of a shift all linen must be sorted according to type and degree of soiling.

2. Counting linen will ensure that you can check the correct amount is received back from the laundry.

3. Laundry from restaurant and kitchen should be packaged together when sending for laundering.

4. In a kitchen tea towels must be used for specific applications only to avoid cross-contamination.

5. You must wear gloves when handling contaminated guest linen.

6. Washing hands regularly will eliminate the need to use gloves for handling contaminated linen.

Hazardous substances are present in many hospitality operations. Potential environmental impacts and accordingly provisions for disposal include: (Tick the correct answers)

1. Hazardous substances encountered in a kitchen environment may include detergents, bleach, oven cleaner, paints, fluorescent lights, varnishes and many more.

2. Hazardous substances pose serious environmental problems.

3. When hazardous substances are dumped or flushed into the wastewater system, they can destroy environments quickly and easily.

4. When hazardous substances are dumped or flushed into the wastewater system, they are diluted and become harmless.

5. Toxic substances can leach into the waterways, destroying crops and the marine environments they are exposed to.

6. Toxic substances should never be flushed down the sink, but disposed of through the grease trap.

7. Toxic substances should always be disposed of correctly and there are companies that specialise in treating and transporting contaminated waste.

A cleaning schedule for cleaning premises should include the following details: (Tick the correct answers)

1. Cleaning duties to be performed

2. PPE requirements

3. First aid procedures

4. Equipment to be used

5. Frequency

6. Floor plan

7. Training requirements

8. Chemicals to be used

What is the purpose of a cleaning checklist? (Tick the correct box indicating true or false)

True False

1. Checklists are developed to help you make sure that you clean all of the necessary areas and equipment.

2. Checklists may provide the timely needs to attend to different cleaning tasks according to specific needs and traffic.

3. Checklists can be used to ensure specific cleaning requirements have been completed.

4. A checklist is ideal to note any infestation of pests or maintenance requirements.

5. Checklists are generally used for staff who tend to forget.

Match the following dilution ratios to the correct amount of chemical needed per litre:

1 : 5 80 mL chemical per litre

1 :12.5 20 mL chemical per litre

1 : 40 25 mL chemical per litre

1 : 50 200 mL chemical per litre

Kitchen surfaces, food preparation and storage areas which need to be cleaned and sanitised in a commercial kitchen to ensure food safety include: (Tick the correct answers)

1. Walls (tiled or painted)

2. Floors

3. Windows

4. Shelves

5. Benches and working surfaces

6. Storerooms, cupboards and pantries

7. Coolrooms and freezers

8. Ovens, stoves and microwaves

Assessment Task 1

SITHKOP001 Clean kitchen premises and equipment

Written Test

Assessment Submission details:

Please include following details on the top of your assessment:

Your Name

Your Student Id

Your Trainers name

Title of your Assessment

Assessment Due Date

Actual Submission Date

Please Note: Any changes in the assessment due date must be approved by your trainer.

This assessment can be handwritten or in Microsoft word format. Following settings should be made for this assignment to keep consistency among all the assessments:

Body text Page setup

Font: Times New Roman

Font size: 12 point

Line spacing: Double

Text style: Normal

Top: 2.54 cm

Bottom: 2.54 cm

Left: 3.17 cm

Right: 3.17 cm

Header: 1.25 cm

Footer: 1.25 cm

If handwritten assessments are submitted, hand writing needs to be clear and legible.

Do not forget to attach the Cover Sheet at the front of the assessment.

Make sure you have signed the Cover sheet to declare this is your own work.

You can e-mail this assessment to your trainers e-mail address with following details:

In subject mention your student Id Your name.

Achieving Competence:

To be deemed competent in this assessment you must:

Correctly address all of the assessment requirements as described in this task

Correctly address all of the submission instructions

Successfully complete the Assessment Questions

Submit assessment on or before the due date with an assessment cover sheet

Performance objective:

You need answer all the questions using information given to you from class and from your course material.

Assessment description:

You must provide a response to all questions in assessment Questions section.

Assessment Questions:

Checkpoint 1

Question 1: Describe the difference between these relevant component of the cleaning process?

Cleaning

Sanitising

Question 2: Describe the properties and application of the following cleaning products?

Water

Detergent

Abrasives

Degreasers

Acid cleaners

Question 3: List and describe 3 common sanitation methods?

Question 4: Provide 3 requirements for the safe storage of chemicals?

Question 5: What are the essential details which must be listed in a Safety Data Sheet (SDS)?

Question 6: What will you do in the event of an accident involving chemicals? How could you obtain appropriate information for first aid procedures?

Checkpoint 2

Question 7: Provide a description for use for each of the following types of cleaning equipment?

Dishwashers

Cleaning cloths

Scourers

Brooms and dustpans

Mops, pressurised steam cleaners and hoses

Floor scrubbers and polishers

Question 8: Provide 5 examples for kitchen surfaces, food preparation and storage areas which need to be cleaned and sanitised in a commercial kitchen to ensure food safety?

Question 9: What are the requirements for effective pest control measures including reporting procedures in food premises?

Question 10: Describe the requirements for inspecting the following types of cleaning equipment before use?

Mops

Brooms

Brushes

Bucke

Cleaning cloths

Question 11: Provide 5 suggestions for safe work practices including safe manual handling when cleaning food premises?

Question 12: What are the uses of the following types of Personal Protective Equipment (PPE)?

Overalls

Jacket

Apron

Goggles and mask

Gloves

Waterproof clothing and footwear

Checkpoint 3

Question 13: List the typical the steps for a general cleaning procedure of a kitchen?

Question 14: Provide a description for the cleaning methods used for the following surfaces?

Glass

Stainless Steel

Copper

Iron

Tiles

Extraction fans

Question 15: Which safety precautions do you need to adhere to when cleaning electrical equipment and areas which are high up, e.g. ceilings and ceiling lights?

Question 16: Provide the procedural steps used for damp mopping?

Question 17: Describe the steps used for sweeping floors in order?

Checkpoint 4

Question 18: What are the procedures for washing cutlery and crockery, both manually and using a dishwasher?

Question 19: What is the correct procedure for washing kitchen utensils, pots and pans? How does a correct procedure affect economical aspects?

Question 20: What are the cleaning, sanitation and storage requirements for cutting boards?

Question 21: List the procedure for cleaning a deep-fryer in correct order?

Question 22: What are the general provisions for cleaning and maintaining small and large equipment in a kitchen?

Question 23: What are the daily requirements for removing rubbish and cleaning rubbish bins effectively?

Checkpoint 5

Question 24: Describe the provisions for efficient supplies of clean, undamaged crockery during service?

Question 25: Provide 6 examples for measures to reduce or improve water and energy usage in a kitchen?

Question 26: List 6 steps an organisation can take to minimise the environmental impacts of a kitchen?

Question 27: What are the common storage procedures for the following equipment or utensil?

Small utensils

Pots and pans

Bain-marie dishes and bowls

Cutlery

Question 28: What are the end-of-service requirements for the following types of cleaning equipment for storage?

Vacuum Cleaner

Brooms and Brushes

Wet Mops

Dusters and Cloths

Polishing Machine

Buckets

Checkpoint 6

Question 29: Describe the correct waste management procedures for the following materials?

Recyclable items (commingled)

Food scraps

General waste

Chemical containers and chemical residuals

Question 30: What are the essential environmental considerations and points of care for the disposal of chemicals and hazardous substances?

Question 31: Why is linen sorted and counted? How do you prevent cross-contamination from linen and separate linen in case of contamination?

Question 32: What is a cleaning schedule? What should be included in a cleaning schedule?

Question 33: What is the purpose of a cleaning checklist?

Assessment Task 2

SITHKOP001 Clean kitchen premises and equipment

Assessment Submission details:

1. Please include following details on the top of your assessment:

Your Name

Your Student Id

Your Trainers name

Title of your Assessment

Assessment Due Date

Actual Submission Date

Please Note: Any changes in the assessment due date must be approved by your trainer.

This assessment can be handwritten or in Microsoft word format. Following settings should be made for this assignment to keep consistency among all the assessments:

Body text Page setup

Font: Times New Roman

Font size: 12 point

Line spacing: Double

Text style: Normal

Top: 2.54 cm

Bottom: 2.54 cm

Left: 3.17 cm

Right: 3.17 cm

Header: 1.25 cm

Footer: 1.25 cm

If handwritten assessments are submitted, hand writing needs to be clear and legible.

Do not forget to attach the Cover Sheet at the front of the assessment.

Make sure you have signed the Cover sheet to declare this is your own work.

You can e-mail this assessment to your trainers e-mail address with following details: In subject mention your student Id Your name.

Achieving Competence:

To be deemed competent in this assessment you must:

Correctly address all of the assessment requirements as described in this task

Correctly address all of the submission instructions

Successfully complete the Assessment Questions

Submit assessment on or before the due date with an assessment cover sheet

Performance objective:

The purpose of this assessment is to assess your underpinning knowledge to complete the tasks outlined in the elements and performance criteria for this unit of competency

Assessment description:

Part A: You are required to address all questions to achieve competence. Your trainer will provide you with instructions for time frames and dates to complete this assessment.

Once completed, carefully read the responses you have provided and check for completeness. Your trainer will provide you with feedback and the result you have achieved.

You are required to complete each question of this assignment. To complete the cleaning schedules in Question 2 and 3, use the attached templates Cleaning Schedule Kitchen area and Cleaning Schedule Equipment.

Part B: You will be observed on 6 separate instances, performing cleaning procedures in a kitchen including all the equipment and utensils listed in the observation checklist on the following pages.

Assessment Questions:

Question 1: What is the importance of cleaning kitchen premises and equipment? What are the main components of cleaning and what is involved for each process?

Importance of Cleaning

Components of the cleaning process

Reasons for Cleaning Reasons for Sanitising

Question 2: Use the template Cleaning Schedule Equipment for this task.

Select 6 pieces of equipment from the list below and complete in the template for each piece of equipment:

Item

Person responsible (e.g. your name)

The frequency when this equipment must be cleaned

When should the equipment be cleaned (for example after each use, at the end of the night shift etc.)

Instructions for how to clean and the cleaning equipment to be used

The chemicals to be used including sanitisers or disinfectants and points of care

The safety equipment (Personal protective equipment and signage) to be used and points of care

Equipment (select 7):

cooking equipment

dishwashers

garbage bins

scales

temperature probes

food processors

blenders and attachments

mincers

slicing machines

Question 3: Use the template Cleaning Schedule Kitchen area for this task.

For each item/area listed below, complete in the template for each:

Item or area

Person responsible (e.g. your name)

The frequency when this equipment must be cleaned

When the equipment should be cleaned (for example after each use, at the end of the night shift etc.)

Instructions how to clean and the cleaning equipment to be used

The chemicals to be used including sanitisers or disinfectants and points of care

The safety equipment (Personal protective equipment and signage) to be used and points of care

Kitchen:

kitchen floors

shelves and walls

service-ware typically encountered in a commercial kitchen

cutting boards

knives

cooking utensils

containers

Question 4: What are the uses and applications for the following cleaning equipment? Which aspects do you need to check for each piece of equipment before use to ensure it is safe and ready to use?

Equipment Applications for use Areas to inspect

Dishwashers

Cleaning cloths

Mops

Floor scrubbers and polishers

Brooms and dustpans

Vacuum cleaner

Question 5: Provisions for the safe use of cleaning agents and chemicals required for cleaning stoves, grills and ovens. Read the attached Safety Data Sheet SDS Selley Oven Gel and answer the following questions:

a) What are the Major Health Hazards of the product listed in the section Hazards Identification Risk Phrases?

b) What must be considered for Exposure Control/Personal Protection for consumer use?

c) First Aid Measures:

What should be done if the product comes in contact with skin?

What should be done if the product comes in contact with eyes?

d) Handling and Storage:

What are the conditions for safe storage of the product?

Question 6: The table below lists different types of cleaning agents and chemicals for bar areas and equipment.

In the column Application examples, list 2 applications for use for each product.

In the column Amount of chemical required, calculate the amount of chemical required based on the ratio provided and the quantity of water to be used.

The formula to use is:

Example: ratio 1:50 means 1 part chemical to 50 parts water

To calculate how much chemical is required for 1.000 litres (=1000 millilitres), we divide 1.000 by 50 = 0.020 litres.

Now we know we need 20 ml or 0.020 litres of chemical per litre of water.

If the mixture we require uses 5.000 litres of water then the calculation is: 5.000 (litres of water) divided by 0.050 (Chemical per litre) = 0.100 Litres chemical.

Chemical Dilution per litre Water quantity Amount of chemical required Application examples

Dishwashing liquid 1:250 50.000 litres

Floor cleaners 1:75 9.000 litres

Bleach 1:50 5 litres

Question 7: What are the 5 risk controls for manual handling tasks suggested by Safe Work Australia? What do these suggest to reduce injuries as a result from lifting?

Question 8: One important aspect in business operations is the effective reduction of environmental impacts. List 4 examples for each of the following categories to conserve energy, reduce waste and prevent harm to the environment and provide a general description of how various wastes can impact on the environment:

Water Conservation

Energy Conservation

Waste Management &

Recycling

Hazardous Substances

Cooking fats and oils

Impacts of wastes on the environment

Question 9: What are the requirements for managing pest control in a food premises? Complete each aspect in the table below:

Methods to control pests Aspects to consider for using pest control tools in food areas Action required where presence of pests are

identified

Question 10: Your chef has asked you to ensure that there are sufficient plates and cocktail glasses for seafood cocktails available at any time during service. What do you need to check to ensure there are no problems during service for the following aspects:

Temperature Washing of glassware Damage Reporting

Question 11: Service has finished. Your chef has asked you to sort the linen for the laundry pick up.

What does this require from you to ensure that all linen is accounted for?

What are common cross contamination issues that must be considered when using linen in a kitchen?

Sorting :

Cross contamination issues:

Part B

Complete the following tasks on 6 occasions:

Dish to be prepared Clean Equipment Clean Utensils Sort Linen

Instance 1:

large pots

small pots fry pans deep-fryers baking trays dishwashers garbage bins

food processors, blenders mincers slicing machines ovens microwaving cutting boards containers cooking utensils

cutlery glassware graters and peelers knives

temperature probes scales cleaning cloths clothing napkins serving cloths tablecloths tea towels

Instance 2: large pots

small pots fry pans deep-fryers baking trays dishwashers garbage bins

food processors, blenders mincers slicing machines ovens cutting boards containers cooking utensils

cutlery glassware graters and peelers knives

temperature probes scales cleaning cloths clothing napkins serving cloths tablecloths tea towels

Cleaning Schedule Kitchen Equipment

Item Staff M T W Th F S S When Instructions including cleaning equipment to be used Chemicals to be Used

Points of care Safety Equipment Required

Points of care Signed

Cutting Boards Jack X X X X X X X As required Remove food scraps

Place in Dishwasher

Allow to air dry

Move to rack and store upright

If hand washing is used:

Wash in hot soapy water, rinse and spray with a food grade disinfectant Mild detergent 1:150

Foods safe disinfectant spray Gloves and apron for hand washing procedure

Item Staff M T W Th F S S When Instructions including cleaning equipment to be used Chemicals to be Used

Points of care Safety Equipment Required

Points of care Signed

455295051Cleaning Schedule Kitchen area

Item Staff M T W Th F S S When Instructions including cleaning equipment to be used Chemicals to be Used

Points of care Safety Equipment Required

Points of care Signed

Service pass Jack X X X X X X X Post service Remove felt and cloth

Replace cloth as required

Wash surface area with hot soapy water

Rinse and sanitise

Allow to dry

Replace felt and table cloth Detergent 1:150

Sanitiser spray

Apron

Gloves

Slip resistant shoes

Signage: Caution-wet floor

455295051

Item Staff M T W Th F S S When Instructions including cleaning equipment to be used Chemicals to be Used

Points of care Safety Equipment Required

Points of care Signed

Assessment Evaluation Tool

Unit Code & Unit Name SITHKOP001 Clean kitchen premises and equipments Assessment Type Written task & Quiz Assessment Name AT 1 Students name & ID Assessment date/s Is Student able to demonstrate the following: Performance Evidence [1,2,3,4,5,6,7,8] Yes No

(1) Efficiently follow cleaning schedules to clean food preparation and food storage areas in a commercial kitchen on at least six different occasions

(2) Clean each of the following large and small equipment items on at least six occasions according to cleaning schedules:

cooking equipment:

large and small pots

fry pans

deep-fryers

baking trays

dishwashers

garbage bins glass washers

measures:

scales

temperature probes

mechanical food preparation equipment:

commercial mixers: food processors, blenders and attachments mincers

slicing machines

ovens

(3) Clean and replenish the following commercial service-ware and utensils on at least six occasions: cutting boards

containers

cooking utensils

crockery and dishes

cutlery

glassware

graters and peelers

knives

(4) Sort soiled linen and prepare for collection by laundry staff according to organisational procedures on at least six occasions:

cleaning cloths

clothing

napkins

serving cloths

tablecloths

tea towels

(5) Perform the above cleaning work demonstrating use of:

different types of cleaning agents and chemicals for kitchens and equipment

cleaning, sanitising and disinfecting methods for kitchens and equipment

correct and environmentally sound disposal methods for waste and hazardous substances efficient use of energy, water and other resources

(6) Complete above cleaning tasks:

within commercial time constraints

selecting and using correct personal protective equipment

Is Student able to demonstrate the following: Performance Criteria [1.1, 1.2, 1.3, 2.1,2.2,2.3,2.4,3.1,

3.2,3.3, 3.4,3.5,4.1,4.2,4.3,4.4,4.5] Yes No

(1.1) Select and prepare cleaning agents and chemicals according to cleaning schedule and product instructions

(1.2) Clean and sanitise kitchen equipment to ensure safety of food that is prepared and served to customers.

(1.3) Store cleaned equipment in designated place.

(2.1) Sort service-ware and utensils and load dishwasher with appropriate items.

(2.2) Hand wash any items not appropriate for dishwasher.

(2.3) Dispose of broken or chipped service-ware within scope of responsibility, and report losses to supervisor.

(2.4) Ensure that sufficient supplies of clean, undamaged crockery are available at all times during the service period.

(3.1) Clean and sanitise kitchen surfaces and food preparation and storage areas according to cleaning schedule to ensure the safety of food that is prepared and served to customers.

(3.2) Clean areas of any animal and pest waste and report incidents of infestation.

(3.3) Follow safety procedures in the event of a chemical accident.

(3.4) Sort and remove linen according to organisational procedures.

(3.5) Sort and promptly dispose of kitchen waste to avoid cross-contamination with food stocks.

(4.1) Use cleaning agents, chemicals and cleaning equipment safely and according to manufacturer instructions.

(4.2) Use personal protective equipment and safe manual handling techniques when cleaning equipment and premises.

(4.3) Reduce negative environmental impacts through efficient use of energy, water and other resources.

(4.4) Sort general kitchen waste from recyclables and dispose of them in designated recycling bins.

(4.5) Safely dispose of kitchen waste, especially hazardous substances, to minimise negative environmental impacts.

Is Student able to demonstrate the following: Knowledge Evidence [1, 2, 3,4,5,6,7,8,9,10,11,12] Yes No

(1) Hygiene and cross-contamination issues for kitchens and the importance and purpose of cleaning regimes

(2) Different types of cleaning and sanitising products and chemicals for kitchens and equipment:

automatic dishwasher:

liquid

powder

tablets

bleach

cleaning agents for specialised surfaces

deodorizers

dishwashing liquid

disinfectants

floor cleaners

glass cleaner

pesticides

stainless steel cleaner and polish

window cleaner

(3) Uses of different types of cleaning and sanitising products and chemicals for kitchens and equipment

(4) Safe practices for using and storing different types of cleaning and sanitising products, chemicals and hazardous substances

(5) Safe operational practices using essential functions and features of equipment used to clean kitchen premises and equipment

(6) Content of safety data sheets (SDS) for cleaning agents and chemicals, or plain English workplace documents or diagrams that interpret the content of SDS

(7) Cleaning, sanitising and disinfecting methods that avoid risk to food for the following food preparation and storage areas:

kitchen floors, shelves and walls

kitchen equipment, service-ware and utensils

(8) Purpose of the following personal protective equipment used when cleaning:

face masks

gloves

goggles

rubber aprons

(9) Safe manual handling techniques for cleaning equipment and premises, especially bending, lifting and carrying heavy equipment

(10) Environmental impacts of cleaning commercial kitchens and equipment and minimal impact practices to reduce them, especially those that relate to water and energy use

(11) Correct and environmentally sound disposal methods for kitchen waste:

broken service-ware

food waste

hazardous substances:

animal fat

chemicals

cleaning agents

cooking oils

ghee

grease

pest waste recyclables:

glass bottles and jars

plastics

paper and cardboard

tin or aluminium containers

fruit and vegetable matter

used or out of date ingredients and food items

(12) Organisation-specific information:

contents of cleaning schedules

contents of safety procedures for chemical accidents

procedures for disposing of contaminated food

reporting mechanisms for infestations

standards of presentation for the premises

Assessor name: Assessment Date:

Assessor signature:

Assessment Evaluation Tool

Unit Code & Unit Name SITHKOP001 Clean kitchen premises and equipment Assessment Type Question answer & Practical observation Assessment Name AT 2 Students name & ID Assessment date/s Is Student able to demonstrate the following: Performance Evidence [1,2,3,4,5,6,7,8] Yes No

(1) Efficiently follow cleaning schedules to clean food preparation and food storage areas in a commercial kitchen on at least six different occasions

(2) Clean each of the following large and small equipment items on at least six occasions according to cleaning schedules:

cooking equipment:

large and small pots

fry pans

deep-fryers

baking trays

dishwashers

garbage bins glass washers

measures:

scales

temperature probes

mechanical food preparation equipment:

commercial mixers: food processors, blenders and attachments mincers

slicing machines

ovens

(3) Clean and replenish the following commercial service-ware and utensils on at least six occasions: cutting boards

containers

cooking utensils

crockery and dishes

cutlery

glassware

graters and peelers

knives

(4) Sort soiled linen and prepare for collection by laundry staff according to organisational procedures on at least six occasions:

cleaning cloths

clothing

napkins

serving cloths

tablecloths

tea towels

(5) Perform the above cleaning work demonstrating use of:

different types of cleaning agents and chemicals for kitchens and equipment

cleaning, sanitising and disinfecting methods for kitchens and equipment

correct and environmentally sound disposal methods for waste and hazardous substances efficient use of energy, water and other resources

(6) Complete above cleaning tasks:

within commercial time constraints

selecting and using correct personal protective equipment

Is Student able to demonstrate the following: Performance Criteria [1.1, 1.2, 1.3, 2.1,2.2,2.3,2.4,3.1,

3.2,3.3, 3.4,3.5,4.1,4.2,4.3,4.4,4.5] Yes No

(1.1) Select and prepare cleaning agents and chemicals according to cleaning schedule and product instructions

(1.2) Clean and sanitise kitchen equipment to ensure safety of food that is prepared and served to customers.

(1.3) Store cleaned equipment in designated place.

(2.1) Sort service-ware and utensils and load dishwasher with appropriate items.

(2.2) Hand wash any items not appropriate for dishwasher.

(2.3) Dispose of broken or chipped service-ware within scope of responsibility, and report losses to supervisor.

(2.4) Ensure that sufficient supplies of clean, undamaged crockery are available at all times during the service period.

(3.1) Clean and sanitise kitchen surfaces and food preparation and storage areas according to cleaning schedule to ensure the safety of food that is prepared and served to customers.

(3.2) Clean areas of any animal and pest waste and report incidents of infestation.

(3.3) Follow safety procedures in the event of a chemical accident.

(3.4) Sort and remove linen according to organisational procedures.

(3.5) Sort and promptly dispose of kitchen waste to avoid cross-contamination with food stocks.

(4.1) Use cleaning agents, chemicals and cleaning equipment safely and according to manufacturer instructions.

(4.2) Use personal protective equipment and safe manual handling techniques when cleaning equipment and premises.

(4.3) Reduce negative environmental impacts through efficient use of energy, water and other resources.

(4.4) Sort general kitchen waste from recyclables and dispose of them in designated recycling bins.

(4.5) Safely dispose of kitchen waste, especially hazardous substances, to minimise negative environmental impacts.

Is Student able to demonstrate the following: Knowledge Evidence [1, 2, 3,4,5,6,7,8,9,10,11,12] Yes No

(1) Hygiene and cross-contamination issues for kitchens and the importance and purpose of cleaning regimes

(2) Different types of cleaning and sanitising products and chemicals for kitchens and equipment:

automatic dishwasher:

liquid

powder

tablets

bleach

cleaning agents for specialised surfaces

deodorizers

dishwashing liquid

disinfectants

floor cleaners

glass cleaner

pesticides

stainless steel cleaner and polish

window cleaner

(3) Uses of different types of cleaning and sanitising products and chemicals for kitchens and equipment

(4) Safe practices for using and storing different types of cleaning and sanitising products, chemicals and hazardous substances

(5) Safe operational practices using essential functions and features of equipment used to clean kitchen premises and equipment

(6) Content of safety data sheets (SDS) for cleaning agents and chemicals, or plain English workplace documents or diagrams that interpret the content of SDS

(7) Cleaning, sanitising and disinfecting methods that avoid risk to food for the following food preparation and storage areas:

kitchen floors, shelves and walls

kitchen equipment, service-ware and utensils

(8) Purpose of the following personal protective equipment used when cleaning:

face masks

gloves

goggles

rubber aprons

(9) Safe manual handling techniques for cleaning equipment and premises, especially bending, lifting and carrying heavy equipment

(10) Environmental impacts of cleaning commercial kitchens and equipment and minimal impact practices to reduce them, especially those that relate to water and energy use

(11) Correct and environmentally sound disposal methods for kitchen waste:

broken service-ware

food waste

hazardous substances:

animal fat

chemicals

cleaning agents

cooking oils

ghee

grease

pest waste recyclables:

glass bottles and jars

plastics

paper and cardboard

tin or aluminium containers

fruit and vegetable matter

used or out of date ingredients and food items

(12) Organisation-specific information:

contents of cleaning schedules

contents of safety procedures for chemical accidents

procedures for disposing of contaminated food

reporting mechanisms for infestations

standards of presentation for the premises

Observation Criteria 1.Instance 2.Instance 3.Instance Comments

S NYS S NYS S NYS Kitchen Area:

________________________

The cleaning schedule/ instructions are identified

The cleaning equipment for tasks is identified

Cleaning equipment is checked and prepared

The PPE is identified

The PPE is prepared

Suitable chemicals are identified

Labels are interpreted correctly and chemicals are mixed to ratio

Suitable warning signs are erected

Wears protective equipment /clothing for tasks where these are prescribed or instructed for use

The area is cleared of loose dirt

The area is washed according to standards

The area is sanitised as required

Floors are mopped using correct techniques

Tasks are undertaken without disruption to others

Removes workplace hazards within own capacity

The area is clean and presented to industry standard

Crockery is checked for cleanliness

Crockery is checked for chips /cracks

Damage and breakages are reported promptly

Sufficient warm and cool crockery is available as required for service

Rubbish is separated into waste and recycling

Correct recyclables are identified

Resources are used without wastage according to required quantities

Safe manual handling procedures are applied where required: ______________________

Equipment:

______________________________

The cleaning schedule/ instructions are identified

The cleaning equipment for tasks is identified

Cleaning equipment is checked and prepared

Suitable chemicals are identified

Labels are interpreted correctly and chemicals are mixed to ratio

Suitable warning signs are erected

Wears protective equipment /clothing for tasks where these are prescribed or instructed for use

Equipment is unplugged and/or switched off as required

Equipment is cleaned according to manufacturers instructions

Equipment is disassembled and reassembled correctly

Equipment is cleaned using the correct techniques

Equipment and utensils are sorted for use in dishwasher

Hand washing is used for equipment and utensils as relevant

Equipment sanitised by using dishwasher

Clean items are stored in the correct location

Parts not washed in a dishwasher are sanitised using a food grade sanitiser

Utensils are sanitised as required

Linen is segregated and counted

Line stock is recorded and reported

Observation Criteria 4.Instance 5.Instance 6.Instance Comments

S NYS S NYS S NYS Kitchen Area:

_______________________________

The cleaning schedule/ instructions are identified

The cleaning equipment for tasks is identified

Cleaning equipment is checked and prepared

The PPE is identified

The PPE is prepared

Suitable chemicals are identified

Labels are interpreted correctly and chemicals are mixed to ratio

Suitable warning signs are erected

Wears protective equipment /clothing for tasks where these are prescribed or instructed for use

The area is cleared of loose dirt

The area is washed according to standards

The area is sanitised as required

Floors are mopped using correct techniques

Tasks are undertaken without disruption to others

Removes workplace hazards within own capacity

The area is clean and presented to industry standard

Crockery is checked for cleanliness

Crockery is checked for chips /cracks

Damage and breakages are reported promptly

Sufficient warm and cool crockery is available as required for service

Rubbish is separated into waste and recycling

Correct recyclables are identified

Resources are used without wastage according to required quantities

Safe manual handling procedures are applied where required: ______________________

Equipment:

___________________________________

The cleaning schedule/ instructions are identified

The cleaning equipment for tasks is identified

Cleaning equipment is checked and prepared

Suitable chemicals are identified

Labels are interpreted correctly and chemicals are mixed to ratio

Suitable warning signs are erected

Wears protective equipment /clothing for tasks where these are prescribed or instructed for use

Equipment is unplugged and/or switched off as required

Equipment is cleaned according to manufacturers instructions

Equipment is disassembled and reassembled correctly

Equipment is cleaned using the correct techniques

Equipment and utensils are sorted for use in dishwasher

Hand washing is used for equipment and utensils as relevant

Equipment sanitised by using dishwasher

Parts not washed in a dishwasher are sanitised using a food grade sanitiser

Utensils are sanitised as required

Clean items are stored in the correct location

Linen is segregated and counted

Line stock is recorded and reported

Assessor name: Assessment Date:

Assessor signature:

ASSESSMENT COVER SHEET

This form is to be completed by the assessor and used as a final record of student competency. All student submissions including any associated checklists are to be attached to this cover sheet before placing on the students file. Student results are not to be entered onto the Student Database unless all relevant paperwork is completed and attached to this form.

Student Name Student ID

Assessor Name Completion Date

Course Name Certificate III in Commercial Cookery Course Code SIT30816

Unit Name Maintain the quality of perishable items Unit Code SITXINV002

FIRST ATTEMPT: SECOND ATTEMPT:

Please attach the following student evidence to this form Result

S = Satisfactory

NS = Not Yet Satisfactory DNS = Did Not Submit

Assessment 1

Written Assessment

S | NYS | DNS

Assessment 2

Practical Observation

S | NYS | DNS

Assessment 3

Written Quiz

S | NYS | DNS

Final Assessment Result for this unit

C = Competent / NYC = Not Yet Competent C / NYC

Student Declaration: I acknowledge the assessment process has been explained and agree to undertake assessment. I am aware of NITs appeals process, should the need arise. I also understand that I must be assessed as satisfactory in all parts of the assessment to gain a competent result for this unit of competency. I declare that the work contained in this assessment is my own, except where acknowledgement of sources is made. I understand that a person found responsible for academic misconduct will be subject to disciplinary action (refer to Enrolment Acceptance Agreement).

I give permission for a copy of my marked work to be retained and reproduced for the purpose of review and validation.

Student Signature: ____________________________

Date: ____/_____/_____ Assessor Feedback:

_____________________________________________

_____________________________________________

Assessor Signature: ____________________________

Date: ____/_____/_____

Administrative use only

Entered onto Student Management Database ________________

Date

Initials

ASSESSMENT COVER SHEET

SITXINV002 Maintain the quality of perishable items

Acacia Institute

SITXINV002 QUIZ

How can you ensure that food delivered to your premises meets the legal temperature requirements? (Write true or false in space provided)

True False

Use a thermometer to measure the external temperature of each of the items, e.g. when a seafood delivery arrives you can use a thermometer to establish the surface temperature of each fish.

Use a thermometer to measure the core temperature of some of the items, e.g. when a seafood delivery arrives you can use a thermometer to establish the core temperature of 1 of the fish.

Use suppliers that are HACCP accredited, so you can verify their processes leading up to your delivery

Use suppliers that have a HACCP certified vehicle, so that all responsibilities are with the supplier.

All temperatures which have been checked on perishable foods must be recorded in a goods received log at all times

Standard 3.2.2 Food Safety Practices and General Requirements of the Australia New Zealand Food Standards Code requires that food must meet the following requirements on delivery: (Tick the correct box indicating true or false)

True False

All delivery vehicles must be HACCP accredited and display the appropriate label.

Frozen goods must be frozen and not partially thawed.

Hot foods must be delivered with a valid HACCP certificate.

Hot goods must be held above 60C.

If deliveries do not meet the requirements then the food must be rejected.

Refrigerated goods must be delivered at a temperature below 5C.

Identify the common faults in deliveries which would require your action: (Tick the correct box indicating true or false)

True False

Incorrect delivery temperatures, e.g. seafood arrives at room temperature.

Packaging is ripped or damaged.

Excessive packaging.

Cans are dented, cracked or bloated.

Wrong product, e.g. silverside instead of topside.

Wrong amounts, quantities or weights of items, e.g. 2kg of beef instead of 20kg.

Vermin/insect damaged goods due to suppliers poor handling procedures.

The following details need to be checked when you receive a delivery of a variety of goods: (Tick the correct box indicating true or false)

True False

All items should be weighed and checked for quality, quantity, freshness and use-by date.

Any spoiled, damaged or unwanted goods should be refused at this stage and noted on the delivery docket.

Check that the delivery is meant for your establishment, e.g. check the delivery address and details.

Check that the packaging is recyclable otherwise refuse the delivery in order to reduce environmental impacts.

Check that pack sizes, quantities, grade, weight, volume and type are those detailed on the docket and match the purchase order and check that prices are appropriate.

What is the importance of the FIFO principle to ensure correct stock rotation? What is the relevance of labels and date stamps for this purpose? (Write true or false in space provided)

True False

First In First Out (FIFO) is the basic principle under which all stock is managed.

Simply put, it means that the first order of a product received is the first of that product to be used.

When putting foods away in the dry store, for example, you place the new product on top or in front of the old product.

All items produced or processed on premises as part of the preparation or production processes must be labelled showing the contents, date and person responsible.

Products which may bear no obvious use-by date should be tagged or marked with a date stamp to ensure their use based on the FIFO principle.

What are the legal requirements for monitoring freezers, coolrooms and refrigerators? (Write true or false in space provided)

True False

Coolrooms and freezers must have an external thermometer that displays the internal temperature.

Coolrooms and freezers are often fitted with an alarm that alerts you of periodic monitoring of temperatures.

Data logs are also kept to show the temperature variations, which is important to demonstrate HACCP compliance.

Smaller fridges also need a thermometer to display the temperature and/or a mobile data logger.

All wet storage areas require a log sheet where the actual temperatures are recorded several times each day.

The danger zone refers to the temperature zone where bacteria multiply rapidly. It ranges from: (Circle the correct answer)

A. +3C to +65C

B. +5C to +60C

C. +6C to +65C

D. -4C to + 2C

What are the common storage requirements for high risk foods such as meat, poultry, game, seafood, cooked rice, milk and custards? (Tick the correct box indicating true or false)

True False

High risk items must be refrigerated at temperatures between 1C and 4C

High risk items should be stored on clean trays, covered and labelled showing the product contents, date and name of the person who stored or produced the product.

High risk items can be stored for a maximum of 7 days between 1C and 4C.

Depending on the items being stored, trays should be regularly changed to avoid the items sitting in pooled blood or their own juices, as this accelerates spoilage and leads to off odours.

Raw meat, fish and poultry can be stored together to avoid cross-contamination, provided they are separated from cooked food items.

What is the temperature range for commercial freezers? (Circle the correct answer)

a) -8C and -14C.

b) -10C and -16C.

c) -12C and -18C.

d) -18C and -24C.

The following statements relating to freezer burn are: (Tick the correct box indicating true or false)

True False

Freezer burn is spoilage caused by bacteria.

Freezer burn occurs when food gets left in a freezer, open to the air, or is not packaged correctly.

The air in a freezer is extremely moist, as all dry air is frozen.

The open food (even though frozen) is dried by the air and is damaged as it dries out.

Freezer-burnt food should never be used as it is of extremely poor quality, with nutritional value, texture and flavour all affected.

To prevent freezer burn, keep all foods tightly wrapped when frozen and apply the FIFO principle.

Connect the commodities to the correct storage and temperature requirements:

Fresh seafood Store in the freezer between -18C and -24C. Individually wrap items for ease of separation

Frozen seafood Store in the refrigerator between 1C and 4C on drip trays

Poultry Store in the freezer between -18C and -24C. This should only be frozen when it is still completely fresh, cleaned, portioned, wrapped, labelled.

Frozen poultry Items should be stored on shelving that allows for maximum air circulation within the refrigerator. The ideal holding temperature is between 6C and 8C.

Meat to be stored separately and between 0C and 2C, iced, on drip trays and covered with plastic/labelled

Fruit and vegetables Refrigerated between 1C and 4C. Primal and restaurant cuts should be on clean trays, covered and labelled. Vacuum-sealed items should be stored on trays with the fat side up.

Tick the correct storage requirements for dairy and egg products:

Dairy and fresh eggs and egg products will absorb the odour of other food items, so they need to be stored separately from foods with strong odours. This includes other dairy goods such as strongsmelling cheeses.

Storage shelving in a dairy fridge should not allow for air circulation as this will prevent drying out of cheeses.

Dairy products should be stored between 2C and 4C.

Store eggs in a cool and dry place. A coolroom is preferable but ensure that they are separate from raw foods such as meat, salads and vegetables to prevent cross-contamination.

Convenience egg products are popular for a number of reasons, including hygiene, as fresh eggs are a potential source of Salmonella poisoning, whereas treated convenience products are not.

Frozen egg pulp can be stored at -18C, for up to 6 months and once thawed, egg pulp must be kept refrigerated (between 0C and 5C) and used within 3 to 4 days

What are the ideal storage conditions and temperature range for a dry store? (Write true or false in space provided)

True False

Dry storage areas are used for items which are non-perishable, preserved or long-life treated including oils, cereals, spices and flours.

Dry stores must have limited ventilation and direct sunlight, as it prolongs shelf life.

Dry goods are often susceptible to deterioration due to moisture and pest infestation.

Dry stores should be maintained at low humidity and inspected regularly for signs of pests.

Dry stores should be kept at between 14C and 20C. Higher temperatures increase the rate of deterioration of dry stores.

There should be limited airflow within the dry stores.

How would you store chemicals effectively? Which WHS documentation must be accessible for chemicals? (Tick the correct box indicating true or false)

True False

Individual Safety Data Sheets (SDS) give information on correct storage of chemicals delivered to your establishment.

Chemicals must be stored in their own secure designated storage area in order to prevent contamination of food items.

Some chemicals should not be stored together or mixed due to possible reactions or even explosions.

Chemical storage areas should be located within the dry store for ease of access.

Chemicals are often stored out of reach in the kitchen to prevent accidental contamination.

Never store chemicals in other containers as this can cause dangerous mix-ups.

Chemicals are usually stored between 14C and 20C, but you should always refer to the SDS to be sure.

What are the storage requirements for beer, wine, fortified wine and spirits? (Tick the correct answers)

Beer, wine and fortified wine used for cooking is usually stored between 14C and 20C, however some beverages are stored in the fridge.

All beverages must be stored in a coolroom to ensure optimal storage life and to prevent spoilage.

Alcohol that is used often, such as cooking wine and spirits, is often controlled by the head chef for distribution.

Perishable items need to be taken to their storage area quickly and safely. Connect the correct storage requirement with the commodity:

Frozen goods usually last longest and are often transported in Styrofoam, which maintains the temperature well

Seafood must be put away immediately as they must not be allowed to thaw

Meat quality deteriorates rapidly, but not as quickly as frozen items

Vegetables lasts longer than seafood so can be put away next

Which of the following factors need to be considered to ensure deliveries are stored in a logical sequence: (Tick true or false in the space provided)

True False

What is affected first?

Which items may require HACCP recording?

Which items are most difficult to store?

Which items are the most expensive?

Which items may require security?

Rotating and maintaining sufficient supplies essentially involves the following actions: (Tick the correct box indicating true or false)

True False

Maintaining stock means to store it in optimum conditions, at the correct temperature and a the correct level. t

Fresh foods do not need to be checked regularly, provided they are labelled correctly.

Daily checking processes allow you to change storage vessels and is the best way to keep storage areas clean and in good order.

Inspecting your stock levels and quality will form part of your daily, weekly and monthly routines.

To ensure that you have enough stock you will need to know what is on the menu and how much of each ingredient you will need.

Match the surface of a storage area to the correct procedures for cleaning and sanitizing:

Floors Wash with detergent and water, rinse and dry. A surface disinfectant may be applied and is recommended for coolrooms and immediate areas around food production.

Walls Use a detergent and hot water solution, then rinse well. Check for flaking paint to eliminate potential rust

Shelving Wash with a detergent and water and add a sanitiser allow to dry. (Modern foam applicators act as a surface disinfectant post cleaning)

According to Food Safety Standard 3.2.2 Food Safety Practices, the following requirements must be met for the safe storage of foods including potentially hazardous foods: (Tick the correct box indicating true or false)

True False

A food business must, when storing food, do so in such a way that it is protected from the likelihood of contamination.

A food business must, when storing food, do so in such a way that the environmental conditions under which it is stored will not adversely affect the safety and suitability of the food.

A food business must, when storing potentially hazardous food store it under temperature control.

A food business must, when storing potentially hazardous food notify the local Environmental Health Officer that such food is stored on the premises.

A food business must, when storing potentially hazardous food if it is food that is intended t be stored frozen, ensure that the food remains frozen during storage. o

Match the following:

Biological contamination arises from disease-causing microorganisms such as bacteria, moulds, yeasts, viruses and fungi

Physical contamination happens when food is in contact with pesticides, toxic materia or other chemicals, such as detergents

Chemical contamination occurs when food contains foreign matter such as glass, scourer shavings, wood and porcelain pieces

l

Indicators which can be used to identify whether stock is spoiled or contaminated include: (Write true or false in space provided)

True False

Degradation or deterioration of flavour, aroma, colour and texture, e.g. limp, discoloured herbs lacking their usual aroma.

Enzymic browning, e.g. on the surface of cut apples.

Drying and hardening, e.g. freezer burnt meat, poorly sealed containers.

Crystallisation of sauces and other liquids.

Evidence of pest activity.

Surface mould.

Damaged packaging and exposed surfaces.

Why should stock be inspected at the end of each shift? How can a quality report help here to identify reasons for poor quality? (Tick the correct answers)

At the end of each shift you need to inspect your stock to check whether you have enough for the next day.

Checking stock enables you to determine whether the quality is adequate.

By recording the quality of stock each day, you will be able to help your supervisor with the stocktake process.

By recording the quality of stock any issues can be communicated promptly with suppliers.

When things get busy it is easier for poor quality stock to slip through, so carrying out quality checks wil help to prevent this.

If there is quality a problem evident, e.g. vegetables going limp quickly, then they can investigate what can be done.

The following statements relating to storing food items which need to be returned to a supplier due to spoilage or damage are: (Tick the correct box indicating true or false)

True False

If you think there is an issue that was the suppliers fault, e.g. oranges went mouldy within day, you should remove the product immediately, clean and sanitise the area and report the issue to your supervisor. a

Your supervisor will contact the supplier and explain the situation.

The offending items will need to be stored separately to prevent any risks of cross contamination.

If you need to dispose of the items, it is important to use the quickest disposal method regardless of hygiene and environmental impacts.

Some ideas for using or disposing of stock in an environmentally-friendly way include burning and use in staff meals.

Hazardous substances are present in many hospitality operations. Potential environmental impacts and accordingly provisions for disposal include: (Tick the correct boxes indicating true or false)

True False

Hazardous substances encountered in a kitchen environment may include detergents, bleach, oven cleaner, paints, fluorescent lights, varnishes and many more.

Hazardous substances pose serious environmental problems.

When hazardous substances are dumped or flushed into the wastewater system, they can destroy environments quickly and easily.

When hazardous substances are dumped or flushed into the wastewater system, they are diluted and become harmless.

Toxic substances can leach into the waterways, destroying crops and the marine environment they are exposed to.

Toxic substances should never be flushed down the sink, but disposed through the grease trap .

Toxic substances should always be disposed of correctly and there are companies that specialise in treating and transporting contaminated waste.

Rotating and maintaining sufficient supplies essentially involves the following actions: (Tick true or false in space provided)

True False

At the start of each day, it is wise to make sure that you have enough stock for the day ahead.

To ensure that you have enough stock you will need to know what is on the menu and how much of each ingredient you will need.

Inspecting each day will also help you identify when to cover up use-by date labels.

If you have excess chicken breasts in the fridge, your chef might decide to put a chicken schnitzel as a special for the days menu, so that the chicken is used up before it goes off.

There are a number of aspects which need to be addressed to maintain storage areas effectively. Connect the aspects to the relevant definitions:

Cleanliness and sanitation HACCP practices and food safety legislation dictate these requirements for storage areas and stock items. All storage areas must be maintained so that the appropriate storage conditions are ensured

Lighting Staff must be trained to observe and report any situations that compromise food safety. Inspection and record keeping are legal requirements. All incidents of spoilage must be reported to a supervisor.

Temperature Are attracted to food storage areas and garbage. Garbage must be kept separate and disposed of regularly and storage areas must be professionally treated regularly

Humidity Wet storage areas should have a level of ~85%; storage areas with paper products and similar items should have a much lower level

Vermin Storage areas must be well-maintained to prevent contamination from chemicals and bacteria, cross-contamination and vermin

Observing and reporting Storage areas must be well-lit to prevent accidents, help staff locate items, discourage pests and maintain stock quality

What are the requirements for controlling pests in food storage and preparation areas? (Tick the correct answers)

Good cleaning regimes and pest control management are the best ways to contain pests.

Appropriate provisions for screens and the elimination of cracks, holes and damp spots are important measures to keep vermin out of premises.

Fly zappers and fly strips are prohibited in many food preparation areas due to the risk of bodies contaminating food.

Aerosols are preferred measures to eradicate flying and crawling insects in food preparation and storage areas.

The Food Safety Standards require that a food business takes all practicable measures to prevent pests entering the food premises and takes measures to eradicate and prevent the harbourage of pests.

Remember that you need to inform your supervisor if you encounter any signs of pest infestation.

Assessment Task 1

SITXINV002 Maintain the Quality of Perishable Items

Written Test

Assessment Submission details:

Please include following details on the top of your assessment:

Your Name

Your Student Id

Your Trainers name

Title of your Assessment

Assessment Due Date

Actual Submission Date

Please Note: Any changes in the assessment due date must be approved by your trainer.

This assessment can be handwritten or in Microsoft word format. Following settings should be made for this assignment to keep consistency among all the assessments:

Body text Page setup

Font: Times New Roman

Font size: 12 point

Line spacing: Double

Text style: Normal

Top: 2.54 cm

Bottom: 2.54 cm

Left: 3.17 cm

Right: 3.17 cm

Header: 1.25 cm

Footer: 1.25 cm

If handwritten assessments are submitted, hand writing needs to be clear and legible.

Do not forget to attach the Cover Sheet at the front of the assessment.

Make sure you have signed the Cover sheet to declare this is your own work.

You can e-mail this assessment to your trainers e-mail address with following details: In subject mention your student Id Your name.

Achieving Competence:

To be deemed competent in this assessment you must:

Correctly address all of the assessment requirements as described in this task

Correctly address all of the submission instructions

Successfully complete the Assessment Questions

Submit assessment on or before the due date with an assessment cover sheet

Performance objective:

You need to answer the entire questions using information given to you from class and from your course material.

Assessment description:

You must provide a response to all questions in assessment Questions section.

Assessment Questions:

Checkpoint 1

Question 1: How can you ensure that food delivered to your premises meets the legal temperature requirements?

Question 2: What is the purpose of a delivery docket? What are the important aspects associated with receiving goods?

Question 3: List 4 requirements for the delivery of food under Standard 3.2.2 Food Safety Practices and General Requirements of the Australia New Zealand Food Standards Code?

Question 4: Describe 5 common faults in deliveries which would require your action?

Question 5: What will you check for when you receive a delivery of a variety of goods?

Checkpoint 2

Question 6: Which documents are required to check a delivery effectively? What is the purpose of these documents?

Question 7: Why would you clean and sanitise storage areas before a delivery? How does this help effective storage?

Question 8: What is the meaning of the FIFO principle? What do you need to do to apply this effectively?

Question 9: What are the legal requirements for monitoring freezers, coolrooms and refrigerators?

Question 10: How often should temperatures in wet storage areas be monitored and recorded? What is the purpose of this?

Checkpoint 3

Question 11: What is the Danger Zone? How does the danger zone affect the storage of supplies?

Question 12: What are the common storage requirements for high risk foods such as meat, poultry, game, seafood, cooked rice, milk and custards?

Question 13: What is the ideal temperature range and humidity level for coolrooms? What are the maintenance requirements relating to door seals and mould in freezer and refrigerated areas?

Question 14: What are the temperature requirements for commercial freezers?

Question 15: What is freezer burn? How does it occur?

Checkpoint 4

Question 16: What are the storage and temperature requirements for the following commodities?

Question 17: What are the storage requirements for dairy products and egg products?

Question 18: What are the ideal storage conditions and recommended ambient temperature range for a dry store?

Question 19: How would you store chemicals effectively? What WHS documentation must be accessible for chemicals?

Question 20: How would you store beer, wine, fortified wine and spirits? Why is security an issue here?

Checkpoint 5

Question 21: Perishable items need to be taken to their storage area quickly and safely. What is the general order for putting away the four main food groups when receiving goods?

Question 22: List 4 points which you will need to consider for storing deliveries in a logical sequence?

Question 23: List the 5 ways that SafeWork Australia suggests that risks associated with manual handling can be

reduced?

Question 24: What is the purpose of labelling food items? Which details should be included on a label?

Checkpoint 6

Question 25: Rotating and maintaining sufficient supplies what does this essentially involve?

Question 26: What are the common cleaning and sanitising requirements for the following surfaces in storage areas?

Question 27: What is the procedure for conducting a stocktake?

Question 28: What are requirements which must be met for the safe storage of foods including potentially hazardous foods according to Food Safety Standard 3.2.2 Food Safety Practices?

Question 29: Provide examples for the following ways food can be contaminated?

Biological contamination

Physical contamination

Chemical contamination

Question 30: Provide 5 examples for indicators which can be used to identify whether stock is spoiled or contaminated?

Question 31: Why should stock be inspected at the end of each shift? How can a quality report help here to identify reasons for poor quality?

Checkpoint 7

Question 32: How will you store food items which need to be returned to a supplier due to spoilage or damage?

Question 33: Hazardous substances are present in many hospitality operations and it is important to be aware of the potential environmental impacts and correct disposal methods. Points of care include?

Question 34: You have identified slow moving stock items. What measures could you take to avoid spoilage or loss?

Question 35: What are the requirements for the following factors to ensure that storage areas are maintained effectively?

Cleanliness and sanitation

Lighting

Temperature

Humidity

Vermin

Observing and reporting

Question 36: What are the requirements for controlling pests in food storage and preparation areas?

Assessment Task 2

SITXINV002 Maintain the Quality of Perishable Items

Assessment Submission details:

Please include following details on the top of your assessment:

Your Name

Your Student Id

Your Trainers name

Title of your Assessment

Assessment Due Date

Actual Submission Date

Please Note: Any changes in the assessment due date must be approved by your trainer.

This assessment can be handwritten or in Microsoft word format. Following settings should be made for this assignment to keep consistency among all the assessments:

Body text Page setup

Font: Times New Roman

Font size: 12 point

Line spacing: Double

Text style: Normal

Top: 2.54 cm

Bottom: 2.54 cm

Left: 3.17 cm

Right: 3.17 cm

Header: 1.25 cm

Footer: 1.25 cm

If handwritten assessments are submitted, hand writing needs to be clear and legible.

Do not forget to attach the Cover Sheet at the front of the assessment.

Make sure you have signed the Cover sheet to declare this is your own work.

You can e-mail this assessment to your trainers e-mail address with following details: In subject mention your student Id Your name.

Achieving Competence:

To be deemed competent in this assessment you must:

Correctly address all of the assessment requirements as described in this task

Correctly address all of the submission instructions

Successfully complete the Assessment Questions

Submit assessment on or before the due date with an assessment cover sheet

Performance objective:

The purpose of this assessment is to assess you underpinning knowledge to complete the tasks outlined in the elements and performance criteria for this unit of competency.

Assessment description:

You are required to address all questions as mentioned in Part A and Part B to achieve competence for this assessment.

Assessment Questions:

Part-A

Answer the following questions. Any responses you provide will be followed up during a practical observation in Part B of this assessment. It is therefore essential that you will be able to demonstrate the knowledge applied to practical tasks.

Question 1: What is the importance of avoiding wastage in a commercial kitchen operation?

Question 2: Provide 3 reasons why food needs to be protected from contamination?

Question 3: What are the different types of contamination? How are these caused?

Type of Contamination Causes

Question 4: What are the requirements for checking foods and perishables when a delivery arrives? This needs to include the underpinning regulatory requirements, e.g. how to check, recording mechanisms etc.

Question 5: List the suitable storage area, provision for correct storage (e.g. sanitised container) and typical storage temperatures for each of the commodities listed in the table. Explain how these storage areas should be prepared prior to storing food items following a delivery.

Commodity Storage area Storage temperature Storage provision

1. Vegetables

2. Beverages

3. Dairy products

4. Canned products

5. Dry goods

6. Cooked Food Items

7. Frozen goods

8. Fruit

9. Meat

10. Oils

11. Poultry

12. Seafood

13. Vacuumed sealed

items

Preparation of Storage areas:

Question 6: What needs to be done if a delivery does not meet specifications or legislative temperature requirements or is spoilt or contaminated? Who needs to be informed?

Question 7: What are the humidity and ventilation requirements for dry store, cool room and freezers? What are the requirements for monitoring and documentation?

Question 8: What are the provisions for effective pest control and maintenance requirements?

Question 9: You receive a delivery of fresh, frozen and dry goods. How will you store these items to ensure food safety requirements, prevent spoilage and ensure security of goods?

Question 10: What are the labelling and coding requirements for food items? How does this assists in effective FIFO procedures?

Question 11: What is the purpose of stock rotation?

Question 12: What are the recommended methods for cleaning and sanitising floors, wall and shelving in storage areas to ensure food safety for storage?

Floors:

Walls: Shelving:

Question 13: Provide 7 examples of indicators which can be used to identify whether stock is spoiled or contaminated?

Question 14: How would you dispose of kitchen waste and potentially hazardous substances according to environmental requirements and to prevent potential contamination in a food production area?

Part-B

Practical Observation

You will need to perform the tasks below or as instructed by your trainer.

Preparation

You will receive a delivery of different food (and beverage) items including fresh, frozen, perishable and dry goods. Your trainer will outline the expected varieties to you as relevant

Identify any signs of vermin infestation

Prepare the storage areas to accommodate the expected deliveries according to Food Safety Requirements

Record the readings of all temperatures for these storage areas

Prepare any recording tools and equipment required to receive and check incoming stock

Prepare any equipment which may be required to move stock into storage

Receiving Process

Demonstrate to your trainer how you will process the delivery to ensure all items meet specifications and the requirements according to Food Safety Standards

Meet all recording requirements

Identify any Discrepancies and explain to your trainer the processes that should be followed for these

Storage:

Identify the storage requirements for each item

Label the items as required

Move the items into storage to ensure quality is maintained at all times

Store and arrange all items according to FIFO principles

Ensure older stock has use-by or best before dates which are shorter than new stock received and report any deficiencies

Monitoring:

Record the storage temperatures of all storage areas.

Explain to your trainer the provisions for monitoring and reporting requirements and adjusting temperatures and/or humidity controls where available (Please note that adjusting is usually not an action performed by an apprentice or trainee and therefore depends on your specific training and instruction).

Disposal:

Identify and dispose of any stock in line with organisational procedures or as instructed by your trainer.

Assessment Tasks and Instructions

Task 2 Part B

Assessment Instances Overview

Instance Date Duration from ... to... Tasks

Instance 1: Name of the ingredient Temperature

Dairy products

Frozen goods

Fruit

Meat

Poultry

Seafood

Vegetables

1. Conduct temperature and quality checks on each commodities.

What recording tool/equipment is used to check incoming stock? 2. Maintain quality of the described range of perishable supplies:

What equipment is used to move stock into the storage area?

Has any discrepancies been identified

Process to be followed:

3. Identify spoilt stock and dispose of according to organisational procedures

-Storage requirement has been identified. 4. Storage

-Items have been labelled.

-Has all the items been stored in the storage are in the given time frame. -Has all the items stored and arrange according to FIFO principle.

(Answer in Yes or NO)

Record the storage temperatures of all

storage areas

5. Monitoring

Instance Date Duration from ... to... Tasks

Instance 2: Name of the ingredient Temperature

Dairy products

Frozen goods

Fruit

Meat

Poultry

Seafood

Vegetables

1. Conduct temperature and quality checks on each commodities.

What recording tool/equipment is used to check incoming stock? 2. Maintain quality of the described range of perishable supplies:

What equipment is used to move stock into the storage area?

Has any discrepancies

been identified

Process to be followed:

3. Identify spoilt stock and dispose of according to organisational procedures

-Storage requirement has been identified. -Items have been labelled.

-Has all the items been stored in the storage are in the given time frame. -Has all the items stored and arrange according to FIFO principle.

(Answer in Yes or NO)

4. Storage

Record the storage temperatures of all

storage areas

5. Monitoring

Instance Date Duration from ... to... Tasks

Instance 3: Name of the Temperature

ingredient Dairy products

Frozen goods

Fruit

Meat

Poultry

Seafood

Vegetables

1. Conduct temperature and quality checks on each commodities.

What recording tool/equipment is used to check incoming stock? 2.

Maintain quality of the described range of perishable supplies:

What equipment is used to move stock into the storage area?

Has any discrepancies

been identified

Process to be followed:

3. Identify spoilt stock and dispose of according to organisational procedures

-Storage requirement has been identified. -Items have been labelled.

-Has all the items been stored in the storage are in the given time frame. -Has all the items stored and arrange according to FIFO principle.

(Answer in Yes or NO)

4. Storage

Record the storage temperatures of all

storage areas

5. Monitoring

Assessment Evaluation Tool

Unit Code & Unit Name SITXINV002 Maintain the quality of perishable items Assessment Type Written task & Quiz Assessment Name AT 1 Students name & ID Assessment date/s Is Student able to demonstrate the following: Performance Criteria [1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4] Yes No

1.1. Conduct temperature checks on delivered goods ensuring they are within specified tolerances.

1.2. Record temperature results according to organisational procedures.

1.3. Identify deficiencies with delivered food items, and reject supply within scope of own responsibility, or report findings.

1.4. Choose and prepare correct environmental conditions for the storage of perishable supplies.

1.5. Date code perishable supplies to maximise their use.

1.6. Promptly store supplies in appropriate storage area to minimise wastage and avoid food contamination.

2.1. Regularly check and adjust environmental conditions of all storage areas and equipment to maintain perishable supplies at optimum quality.

2.2. Conduct temperature checks according to food safety procedures, and protect supplies from spoilage.

2.3. Protect supplies from damage of cross-contamination and pests

2.4. Rotate perishable supplies for maximum use according to expiration dates.

3.1. Regularly check perishable supplies for quality.

3.2. Inspect items for animal and pest damage and report incidents of infestation.

3.3. Identify deficiencies, and report findings or dispose of any non-usable supplies within scope of own responsibility.

3.4. Safely dispose of spoilt stock and waste to minimise negative environmental impacts.

Is Student able to demonstrate the following: Knowledge Evidence [1, 2, 3, 4,5,6,7,8,9,10,11] Yes No

1. contents of stock date codes and rotation labels

2. meaning of:

a. wastage to a commercial catering organisation and reasons to avoid it

b. contaminant, contamination and potentially hazardous foods as defined by the Australia New Zealand Food Standards Code 3. reasons for protecting food from contamination

4. different types of contamination:

microbiological

chemical

physical

5. methods of rejecting contaminated food

6. potential deficiencies of delivered perishable food items:

contaminated food

food that is intended to be:

frozen but has thawed

chilled but has reached a dangerous temperature zone

packaged food that is exposed through damaged packaging

7. correct environmental storage conditions for each of the main food types specified in the Performance Evidence:

correct application of humidity and temperature controls

correct ventilation

protecting perishables from exposure to:

heating or air conditioning

accidental damage through people traffic

environmental heat and light

sanitary cleanliness

storing perishables:

in dry stores

in cool rooms

in freezers

in refrigerators

sanitised and hygienic conditions at room temperature

8. food safety procedures and standards for storage of perishable supplies:

appropriate containers

labelling and coding

first in first out methods

storage environments

temperature, humidity, light and ventilation specifications for storage

cleaning and sanitising processes for food storage areas

quarantining the storage of items that are likely to be the source of contamination of food: chemicals

clothing

personal belongings 9. indicators of spoilage and contamination of perishable supplies:

degradation of flavour, aroma, colour and texture

enzymic browning

drying and hardening

crystalisation

infestation of animal and pest waste

mould

exposed packaged food through damaged packaging

odour

10. indicators of quality of perishable items:

currency of best by or use by dates

freshness

size

weight

11. Correct and environmentally sound disposal methods for kitchen waste and hazardous substances.

Comments/feedback to Student

Outcome: Satisfactory Unsatisfactory

Assessor: I declare that I have conducted a fair, valid, reliable, and flexible assessment with this student, and I have provided appropriate feedback. I also declare that I have undertaken the indicated assessment integrity checks

Google check for plagiarism Yes No

Check for Copying/Collusion Yes No

Check for Authenticity (own work) Yes No

Cheating or use of model answers Yes No

Assessor name:

Assessor signature:

Assessment Evaluation Tool

Unit Code & Unit Name SITXINV002 Maintain the quality of perishable items Assessment Type Written task & Practical Observation Assessment Name AT 2 Students name & ID Assessment date/s Is Student able to demonstrate the following: Performance Evidence [1,2,3] Yes No

1. conduct temperature and quality checks on each of the following delivered goods to establish whether they are within allowable tolerances:

cold or chilled foods

frozen foods

raw foods

reheated foods or ingredients

2. maintain quality of at least six of the following range of perishable supplies for food and beverage, commercial cookery or catering operations:

beverages

dairy products

frozen goods

fruit

meat

poultry

seafood

vegetables

3. identify spoilt stock and dispose of according to organisational procedures.

Is Student able to demonstrate the following: Performance Criteria [1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4] Yes No

1.1. Conduct temperature checks on delivered goods ensuring they are within specified tolerances.

1.2. Record temperature results according to organisational procedures.

1.3. Identify deficiencies with delivered food items, and reject supply within scope of own responsibility, or report findings.

1.4. Choose and prepare correct environmental conditions for the storage of perishable supplies.

1.5. Date code perishable supplies to maximise their use.

1.6. Promptly store supplies in appropriate storage area to minimise wastage and avoid food contamination.

2.1. Regularly check and adjust environmental conditions of all storage areas and equipment to maintain perishable supplies at optimum quality.

2.2. Conduct temperature checks according to food safety procedures, and protect supplies from spoilage.

2.3. Protect supplies from damage of cross-contamination and pests

2.4. Rotate perishable supplies for maximum use according to expiration dates.

3.1. Regularly check perishable supplies for quality.

3.2. Inspect items for animal and pest damage and report incidents of infestation.

3.3. Identify deficiencies, and report findings or dispose of any non-usable supplies within scope of own responsibility.

3.4. Safely dispose of spoilt stock and waste to minimise negative environmental impacts.

Is Student able to demonstrate the following: Knowledge Evidence [1, 2, 3, 4,5,6,7,8,9,10,11] Yes No

1. contents of stock date codes and rotation labels

2. meaning of:

wastage to a commercial catering organisation and reasons to avoid it

contaminant, contamination and potentially hazardous foods as defined by the Australia New Zealand Food Standards Code

3. reasons for protecting food from contamination

4. different types of contamination:

microbiological

chemical

physical

5. methods of rejecting contaminated food

6. potential deficiencies of delivered perishable food items:

contaminated food

food that is intended to be:

frozen but has thawed

chilled but has reached a dangerous temperature zone

c. packaged food that is exposed through damaged packaging 7. correct environmental storage conditions for each of the main food types specified in the Performance Evidence:

correct application of humidity and temperature controls

correct ventilation

protecting perishables from exposure to:

heating or air conditioning

accidental damage through people traffic

environmental heat and light

sanitary cleanliness

storing perishables:

in dry stores

in cool rooms

in freezers

in refrigerators

sanitised and hygienic conditions at room temperature

8. food safety procedures and standards for storage of perishable supplies: a. appropriate containers

labelling and coding

first in first out methods

storage environments

temperature, humidity, light and ventilation specifications for storage

cleaning and sanitising processes for food storage areas

quarantining the storage of items that are likely to be the source of contamination of food: chemicals

clothing

personal belongings

9. indicators of spoilage and contamination of perishable supplies:

degradation of flavour, aroma, colour and texture

enzymic browning

drying and hardening

crystalisation

infestation of animal and pest waste

mould

exposed packaged food through damaged packaging

odour 10. indicators of quality of perishable items:

currency of best by or use by dates

freshness

size

weight

11. Correct and environmentally sound disposal methods for kitchen waste and hazardous substances.

Comments/feedback to Student

Outcome: Satisfactory Unsatisfactory

Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback. I also declare that I have undertaken the indicated assessment integrity checks

Google check for plagiarism Yes No

Check for Copying/Collusion Yes No

Check for Authenticity(own work) Yes No

Cheating or use of model answers Yes No

Assessor name:

Assessor signature:

Workflow Plan/End of Service Procedures/De-Brief

Time Task (description) Equipment & WHS Communication (Who, About What?)

End of Service Procedures/ Reporting Requirements Equipment/Systems Communication (Who, About What?)

Post Service De-Brief Equipment/Systems Communication (Who, About What?)

Workflow plan

Acacia Institute

ASSESSMENT COVER SHEET

This form is to be completed by the assessor and used as a final record of student competency. All student submissions including any associated checklists are to be attached to this cover sheet before placing on the students file. Student results are not to be entered onto the Student Database unless all relevant paperwork is completed and attached to this form.

Student Name Student ID

Assessor Name Completion Date

Course Name Certificate III in Commercial Cookery Course Code SIT30816

Unit Name Use hygienic practices for food safety Unit Code SITXFSA001

FIRST ATTEMPT: SECOND ATTEMPT:

Please attach the following student evidence to this form Result

S = Satisfactory

NS = Not Yet Satisfactory DNS = Did Not Submit

Assessment 1

Written Assessment

S | NYS | DNS

Assessment 2

Practical Observation

S | NYS | DNS

Assessment 3

Written Quiz

S | NYS | DNS

Final Assessment Result for this unit

C = Competent / NYC = Not Yet Competent C / NYC

Student Declaration: I acknowledge the assessment process has been explained and agree to undertake assessment. I am aware of NITs appeals process, should the need arise. I also understand that I must be assessed as satisfactory in all parts of the assessment to gain a competent result for this unit of competency. I declare that the work contained in this assessment is my own, except where acknowledgement of sources is made. I understand that a person found responsible for academic misconduct will be subject to disciplinary action (refer to Enrolment Acceptance Agreement).

I give permission for a copy of my marked work to be retained and reproduced for the purpose of review and validation.

Student Signature: ____________________________

Date: ____/_____/_____ Assessor Feedback:

_____________________________________________

_____________________________________________

Assessor Signature: ____________________________

Date: ____/_____/_____

Administrative use only

Entered onto Student Management Database ________________

Date

Initials

ASSESSMENT COVER SHEET

SITXFSA001 Use hygienic practices for food safety

Acacia Institute

SITXFSA001 QUIZ

The Danger Zone refers to the temperature zone where bacteria multiply rapidly. It ranges from: (Please Tick the correct answer)

A. -4C to +2C

B. +3C to +65C

C. +5C to +60C

D. +10C to +88C

Workplace hygiene procedures encompass: (Please Tick the correct answers)

Personal Hygiene

ISO Certification

Food Safety

Staff Debriefs

Cleaning

Training

HACCP Qualifications

The authority governing correct food handling processes in Australia and New Zealand is: (Please Tick the correct answer)

A. Food Standards New Zealand Australia

B. OZ Food Standards

C. Food Standards Australia New Zealand

D. Commonwealth Food Standards

The following statements are: (Tick the correct box indicating true or false)

True False

The food acts outline basic hygiene and temperature requirements for food handling.

FSANZ details the role of Environmental Health Officers (EHOs) in Australia.

Each state and territory in Australia has its own legislation which governs food safety.

An EHO has the right to enter food premises at any time during operating hours.

An EHO can only inspect food production and storage areas of a business.

An Environmental Health Officer has the right to take food samples from any area on premises for the purposes of testing for bacteria. (Tick the correct box indicating true or false)

True

False

The following sources could provide you with information relating to food safety, legislation and common procedures in the workplace: (Please Tick the correct answers)

The FSANZ website

The Food Standards website

Your local council

Major Newspapers

Unions

Department of Industrial Relations

Standard Operating Procedures

Food legislation at state levels

Identify the hygiene hazards: (Please Tick the correct answers)

Contaminated food

The presence of vermin or pests

Any airborne dust

Contaminated linen

Dirty equipment and utensils

Full rubbish receptacles

Untrained staff

Excessive sanitising

The following factors are examples of poor organisational hygiene practices: (Tick the correct box indicating true or false)

True False

1. Failure of staff to use perfume.

2. Unsatisfactory practices that lead to contamination of food, e.g. hairclips, bandaids, chemicals.

3. Unsafe food handling that may lead or has led to cross-contamination.

4. Incorrect cleaning practices that are not in line with your organisations food safety program.

5. Updating practices to keep them consistent with current requirements.

It is an employees responsibility to take immediate action to remove or minimise any hazard in accordance with organisational and legal obligations. (Tick the correct box indicating true or false)

True

False

Failure to comply with food legislation can result in breach notices, fines and prosecution. (Tick the correct box indicating true or false)

True

False

Food businesses cannot be closed down, no matter how serious a food safety law breach is or how many there are. (Tick the correct box indicating true or false)

True

False

Effective personal hygiene would require that you: (Please Tick the correct answers)

Shower daily

Shave (if required) and wash your hair

Undergo a periodic health check-up

Do not touch your hair during work

Tie back long hair

In kitchens, cover hair with a hairnet or hat

Have regular dental check-ups

Do not wear jewellery in the kitchen

Do not wear makeup in the kitchen

Keep your nails short and clean

Tick the correct box indicating true or false

True False

1. Cuts or wounds on hands or fingers do not need to be covered with a bandaid, provided you are careful.

2. Bandaids on hands or fingers must be covered with a glove, where direct contact with food is likely.

3. Gloves will ensure that no cross-contamination occurs.

4. Bacteria from food could enter wounds and cause infections.

5. Bandaids in food preparation areas are coloured to aid detection in foods if a bandaid is accidentally lost.

A food handler who has a symptom that indicates the handler may be suffering from a food-borne disease, or knows he or she is suffering from a food-borne disease, must, if at work (Tick the correct box indicating true or false)

True False

1. Report that he or she is or may be suffering from the disease, to his or her supervisor.

2. Not engage in any handling of food where there is a reasonable likelihood of food contamination as a result of the disease.

3. Immediately book a medical examination including blood tests.

4. Report any incidents of or potential food contamination as a result of the disease to their supervisor.

5. Take all practicable measures to prevent food from being contaminated as a result of the disease.

Common causes of cross-contamination would include: (Tick the correct box indicating true or false)

True False

1. Using the same utensils for preparing raw food, then cooked food without washing between tasks.

2. Defrosting meat on a high shelf without a drip tray so that the juices drip onto cooked food.

3. Washing hands when changing tasks.

4. Storing washed and unwashed foods together.

5. Separating cooked and raw food in storage.

Food can be contaminated in 3 ways. Select the correct forms of contamination: (Please Tick the correct answers)

Biomechanical

Chemical

Psychological

Physical

Commercial

Biological

Pathogenic bacteria in the danger zone will double every: (Please Tick the correct answer)

A. 5 minutes

B. 20 minutes

C. 40 minutes

D. hour

Which of the following are catering cycle steps where correct food handling applies? (Please Tick the correct answers)

1. Writing a menu

2. Yield testing the ingredients

3. Receiving the foods

4. Costing the menu

5. Preparing the dishes

6. Holding and serving meals

Tick the correct box indicating true or false

True False

1. Food can become contaminated through contact with clothing such as an apron or parts of the chefs jacket.

2. If a food handler washes their hands in the toilet facilities they do not need to wash their hands again when they return to the kitchen.

3. Raw vegetables from a coolroom must be washed before placing them on any food preparation areas.

4. Hand washing facilities need to include bar soap, deodorant, cloth towels and a hairbrush.

5. Pest control is part of a maintenance regime and inspections should be done annually.

Tick the correct box indicating true or false

True False

Screens, cracks, holes and damp spots are not important for keeping vermin out of premises, providing you spray pesticide regularly.

Access for pests and lack of sanitation in garbage storage areas are the major contributors to pest problems.

Most food poisoning cases are the result of mishandling food storing it at the wrong temperature, cross-contamination and incorrect reheating. (Tick the correct box indicating true or false)

True

False

Some viruses are transmitted when workers do not wash their hands properly after going to the toilet. (Tick the correct box indicating true or false)

True

False

Match the correct definitions

Cleaning means that heat and/or a chemical sanitisation product is applied to kill/reduce the amount of bacteria

Sanitation is the act of removing of dirt, food particles, grease, grime, scum, etc. from a surface

Which of the following can cause food-borne illnesses? (Please Tick the correct answers)

Bacteria

Parasites

Moulds and Toxins

Allergens

Mishandled eggs

Surface disinfectants

Food allergies occur when someone reacts badly to a particular type of food. The following aspects must be considered to ensure that the correct foods are prepared and served to persons with allergies: (Please Tick the correct answers)

1. Allergens and associated with this customer requirements for foods are a serious matter as an allergic reaction may result in death.

2. Always listen carefully to customers and fully understand what they can and cant consume.

3. If you are unsure of what would constitute a safe menu choice you must refuse to cater for a customer.

4. Many customers with health issues may have a list that specifies what ingredients they can and cannot have.

5. It is essential that a chef does not dismiss customers dietary requests as the customer may face serious consequences if the recipe contains incorrect ingredients.

The Food Safety Standard 1.2.3 requires foods which contain or may potentially contain any allergens to be clearly labelled. If a business is involved in the production or sale of foods that could cause problems, it is essential to implement procedures for avoiding cross-contamination: (Tick the correct box indicating true or false)

True False

1. Use separate utensils wherever possible.

2. Ensure all cooking surfaces and equipment are thoroughly cleaned and clear of breadcrumbs, crusted residue, nut residue, etc.

3. Utensils must not be shared between dishes.

4. Do not use serving utensils for more than 1 item.

5. Ensure grillers, sandwich, waffle and focaccia makers are clean before using with gluten-free breads and other foods.

6. The use of gloves will ensure no cross contamination can occur.

Which of the following food and beverage categories are at risk from contamination due to the use of eggs? (Tick the correct box indicating true or false)

True False

1. Egg dressings, sauces and spreads (e.g. mayonnaise, aioli, hollandaise, egg butter).

2. Desserts made without an effective cooking step (e.g. tiramisu, mousse, fried ice cream).

3. Drinks containing raw eggs (e.g. eggnog, egg flip, raw egg high protein smoothies).

4. Egg dishes usually prepared for breakfast or brunch (e.g. omelettes, scrambled eggs).

Because of the severe consequences of mishandling eggs, it is essential to ensure excellent hygiene and prevent crosscontamination. To maintain safety of eggs you should do the following: (Please Tick the correct answers)

1. Use an egg separator when separating eggs

2. Acidify raw egg products below pH 4.2 with lemon juice or vinegar

3. Keep raw egg products below 5C

4. Store eggs in their original packaging in a dry store below 20C

5. Make raw egg products fresh every day and discard within 24 hours

6. Wash and dry your hands before and after handling eggs

7. Clean and sanitise equipment and surfaces before and after using with eggs

8. Use separate containers for each batch.

A food safety program acts as a preventative measure for health and safety, by setting out the processes that staff must follow. According the Food Safety Standard 3.2.1 a food business must: (Please Tick the correct answers)

a) Systematically examine all of its food handling operations in order to identify the potential hazards that may reasonably be expected to occur;

b) If one or more hazards are identified in accordance with paragraph (a), develop and implement a food safety program to control the hazard or hazards;

c) If one or more hazards are identified in accordance with paragraph (a), close the business until all hazards are rectified;

d) Set out the food safety program in a written document and retain that document at the food premises;

e) Comply with the food safety program;

f) Conduct a review of the food safety program at least annually to ensure its adequacy

As part of HACCP at each step of the food handling cycle, it is important to identify and remove potential causes of contamination. Match the general, preventative action with the relevant step of the catering cycle:

Ordering Par-cooking, precooking and cook-chill.

Receiving Minimise any adverse effects on food.

Storing Minimise waste and contamination.

Preparing Separate and store appropriately.

Processing, packaging and holding Ensure that you have clear product specifications and good standards for quality, as well as delivery and hygiene procedures.

Transporting Ensure that deliveries are systematically checked on arrival.

Selling and displaying Ensure that food is stored according to requirements.

Disposing Separate food items and avoid the danger zone wherever possible.

Assessment Task 1

SITXFSA001 Use hygienic practices for food safety

Written Test

Assessment Submission details:

Please include following details on the top of your assessment:

Your Name

Your Student Id

Your Trainers name

Title of your Assessment

Assessment Due Date

Actual Submission Date

Please Note: Any changes in the assessment due date must be approved by your trainer.

This assessment can be hand written or in Microsoft word format. Following settings should be made for this assignment to keep consistency among all the assessments:

Body text Page setup

Font: Times New Roman

Font size: 12 point

Line spacing: Double

Text style: Normal

Top: 2.54 cm

Bottom: 2.54 cm

Left: 3.17 cm

Right: 3.17 cm

Header: 1.25 cm

Footer: 1.25 cm

If hand written assessments are submitted, hand writing needs to be clear and legible.

Do not forget to attach the Cover Sheet at the front of the assessment.

Make sure you have signed the Cover sheet to declare this is your own work.

You can e-mail this assessment to your trainers e-mail address with following details:

In subject mention your student Id Your name.

Achieving Competence:

To be deemed competent in this assessment you must:

Correctly address all of the assessment requirements as described in this task

Correctly address all of the submission instructions

Successfully complete the Assessment Questions

Submit assessment on or before the due date with an assessment cover sheet

Performance objective:

You need answer all the questions using information given to you from class and from your course material.

Assessment description:

You must provide a response to all questions in assessment Questions section.

Assessment Questions:

Checkpoint 1

Question 1: What are the ramifications of failure to observe hygiene policies and procedures?

Question 2: How does hygiene affect the image of a business, the service areas and staff in general?

Question 3: Explain how improper food safety practices pose a potential risk for food poisoning for the following areas?

Fruit and Vegetables:

Temperature Control:

Cross Contamination:

Pests:

Cleaning Procedures:

Question 4: Which legislation governs correct food handling processes in Australia and New Zealand and how can you access information related to this legislation?

Question 5: What do the food acts outline and how is this governed at state and territory and local government levels?

Checkpoint 2

Question 6: Workplace hygiene procedures encompass four main areas. What are the key requirements for the following aspects to meet typical requirements in an organisation?

Personal hygiene

Food safety

Cleaning

4. Training

Question 7: What do the food acts outline and how is this governed at state and territory and local government levels?

Question 8: Provide five (5) examples for poor organisational hygiene practices?

Question 9: List three (3) Actions you must take once you have identified a hygiene hazard?

Question 10: List three (3) hygiene hazards which typically could occur in Tourism and Hospitality?

Checkpoint 3

Question 11: List six (6) examples for personal hygiene requirements?

Question 12: What are the reporting requirements for food handling staffs who suffer from illnesses such flu, diarrhoea or vomiting?

Question 13: List the three (3) ways of contamination and provide three (3) examples for each type?

Question 14: List five (5) common causes for cross-contamination?

Checkpoint 4

Question 15: What is food poisoning? What are its common causes?

Question 16: Name 5 different causes for food-borne illnesses?

Question 17: Food allergies occur when someone reacts badly to a particular type of food. List 3 aspects which must be considered to ensure that the correct foods are prepared and served to persons with allergies and describe what could potentially happen if a customer has an allergic reaction?

Question 18: The Food Safety Standard 1.2.3 requires foods which contain or may potentially contain any allergens to be clearly labelled. List 4 procedures which should be implemented if a business is involved in the production or sale of foods that could cause problems?

Question 19: List 3 examples for food and beverage categories which are potentially at risk from contamination due to the use of eggs?

Question 20: Because of the severe consequences of mishandling eggs, it is essential to ensure excellent hygiene and prevent cross-contamination. List 6 actions which you must follow to maintain the safety of eggs when handling and preparing eggs and dishes containing raw egg products?

Checkpoint 5

Question 21: A food safety program acts as a preventative measure for health and safety, by setting out the processes that staff must follow. What are the requirements for a food business thereto according to the Food

Safety Standard 3.2.1?

Question 22: What is the purpose of a Hazard Analysis of Critical Control Points (HACCP) system? Where does HACCP originate from?

Question 23: As part of HACCP at each step of the food handling cycle, it is important to identify and remove potential causes of contamination. List a general preventative action which could be applied for each of the following steps of the catering cycle?

1. Ordering

Receiving

Storing

Preparing

Processing, packaging and holding

Transporting

Selling and displaying

Disposing

Question 24: List 5 examples for general, personal and equipment hygiene requirements during food preparation?

Question 25: List seven instances, upon which you must wash your hands before engaging in any tasks?

Question 26: Explain the essential steps for correctly washing your hands?

Question 27: List four (4) requirements for an appropriate hand washing facility. What must this include?

Checkpoint 6

Question 28: What are evident signs of vermin? How can these be controlled?

Question 29: What are the legal requirements for a food business according to the Food Safety Standard 3.2.2 Food Safety Practices?

Question 30: List the basic rules for effectively maintaining rubbish areas?

Question 31: What are the hygiene requirements for handling linen in order to prevent cross contamination?

Question 32: Explain the processes of cleaning and sanitizing?

Cleaning

Sanitation

Question 33: List the six steps required for effective cleaning?

Question 34: What is a cleaning schedule? What should be specified in a cleaning schedule?

Assessment Task 2

SITXFSA001 Use hygienic practices for food safety

Assessment Submission details:

1. Please include following details on the top of your assessment:

Your Name

Your Student Id

Your Trainers name

Title of your Assessment

Assessment Due Date

Actual Submission Date

Please Note: Any changes in the assessment due date must be approved by your trainer.

This assessment can be handwritten or in Microsoft word format. Following settings should be made for this assignment to keep consistency among all the assessments:

Body text Page setup

Font: Times New Roman

Font size: 12 point

Line spacing: Double

Text style: Normal

Top: 2.54 cm

Bottom: 2.54 cm

Left: 3.17 cm

Right: 3.17 cm

Header: 1.25 cm

Footer: 1.25 cm

If hand written assessments are submitted, hand writing needs to be clear and legible.

Do not forget to attach the Cover Sheet at the front of the assessment.

Make sure you have signed the Cover sheet to declare this is your own work.

You can e-mail this assessment to your trainers e-mail address with following details: In subject mention your student Id Your name.

Achieving Competence:

To be deemed competent in this assessment you must:

Correctly address all of the assessment requirements as described in this task

Correctly address all of the submission instructions

Successfully complete the Assessment Questions

Submit assessment on or before the due date with an assessment cover sheet

Performance objective:

The purpose of this assessment is to assess your underpinning knowledge to complete the tasks outlined in the elements and performance criteria for this unit of competency and demonstrate use of safe food handling practices in food handling work functions in line with organisational hygiene procedures on at least three occasions

demonstrate procedures to: o identify food hazards o report unsafe practices o report incidents of food contamination

Assessment description:

You are required to complete Part A and Part B of assessment question section.

Assessment Questions:

Part A

You are required to address all questions to achieve competence. Your trainer will provide you with instructions for time frames and dates to complete this assessment.

Question 1: There is legislation governing correct food handling processes in Australia and New Zealand through Food Standards Australia New Zealand (FSANZ). Who is in charge at the local government level and what powers does this authority have?

Local authority in charge of food safety Executing person and their powers under the Health Act

Question 2: Working in the TH&E industry requires that staff follow good personal hygiene to prevent contamination in accommodation, food and beverage areas and meet industry expectations for presentation. Provide 5 examples of good personal hygiene practices?

Examples of good personal hygiene:

1.

2.

3.

4.

5.

Question 3: You have cut your finger during work. What do you need to do to prevent any potential contamination of food, or other items like linen in accommodation or food service areas? Why?

Measure to prevent contamination:

Question 4: Number the steps for the Hand washing procedure in correct order?

Step Action

Dry hands thoroughly using single use paper towels

Lather hands with an anti-bacterial liquid soap

Scrub hands thoroughly including between the fingers, the wrists, up to the elbows and under nails (use a brush to assist)

Apply a sanitiser

Rinse off hands under hot running water

1 Wet your hands under hot running water (dont burn yourself!)

Question 5: List 4 requirements for hand washing facilities to meet the legal requirements?

Requirements/Provisions:

1.

2.

3.

4.

Question 6: Provide 5 examples of instances which would require that you wash your hands?

Hands need to be washed after:

1.

2.

3.

4.

5.

Question 7: Food can become contaminated in 3 ways. Connect the correct cause for contamination to the relevant type of contamination?

Contamination

Caused through

Biological Contamination

Food contains foreign matter such as glass, scourer shavings, and wood or porcelain pieces.

Physical Contamination

Food being in contact with pesticides, toxic material or chemicals, which may be either naturally occurring or manmade.

Chemical Contamination

Arises from disease-causing microorganisms such as bacteria, moulds, yeasts, viruses or fungi.

Question 8: Provide 5 examples of common sources of food contamination relevant to your area of training (for example food and beverage, cookery or accommodation services)?

Question 9: Provide 4 examples of common causes of cross-contamination relevant to your area of training (for example food and beverage, cookery or accommodation services)?

Source of cross-contamination

Example: Handling cooked food after touching raw foods without washing hands

1.

2.

3.

4.

5.

Question 10: On your rostered day off at Futura restaurant you suffered from diarrhoea and vomiting. In the morning you feel better and you decide to go work. What are your responsibilities under the Food Act?

Responsibilities (What do you need to do when you arrive at work)

1.

2.

3.

Question 11: List 2 examples of ramifications of poor hygiene standards in an establishment?

Ramifications:

1.

2.

Question 12: Most food poisoning occurs through improper food safety practices. How could the following factors affect food safety?

Factors affecting food safety How does this affect food safety?

Not washing fruit and vegetables

Improper temperature control

Cross-contamination

Pests

Improper cleaning

Question 13: To ensure that all staff follow correct hygiene procedures, workplaces commonly have policies in place which need to be observed? Provide 1 example of what each policy and procedure for the following aspects should contain?

Aspect

Policies and procedures

Personal hygiene

Food safety

Cleaning

Training

Question 14: Provide 5 examples of foods which are considered potentially hazardous according to Food Safety Standard 3.2.2?

Examples for hazardous foods:

1.

2.

3.

4.

5.

Question 15: Which of the following occurrences would you need to report to a supervisor? Indicate true or false?

Occurrence True/False

Unsatisfactory personal hygiene standards of employees

Unsatisfactory practices that lead to contamination of food, e.g. hairclips, bandaids, chemicals

Unsafe food handling that may lead or has led to cross-contamination

Incorrect cleaning practices that are not in line with your organisations food safety program

Outdated practices that are not consistent with current requirements

Staff tasting and adjusting seasoning of food before service

Question 16: List 5 hygiene requirements you must follow when handling raw egg or egg products to prevent cross contamination:

Hygiene procedures to prevent cross contamination when handling eggs:

1.

2.

3.

4.

5.

Question 17: You are required to separate eggs for food preparation (for example sauce Mayonnaise, chocolate mousse or similar). What tool do you need to use to prevent cross contamination?

Response:

Question 18: A customer orders a meal and tells you that they suffer from gluten intolerance. List 5 aspects which must be considered when preparing the customers meal to prevent contamination with or through other foods?

Aspects to consider to ensure safe food for special diet for allergies

1.

2.

3.

4.

5.

Question 19: List 1 example of how each of the following health issues could cause a hygiene risk for food safety?

Health Issue Example Hygiene risk relevant to food safety

airborne diseases

food-borne diseases

infectious diseases

Question 20: List 8 hygienic work practices which apply for your job role (for example as an apprentice chef, waiter, and housekeeper)?

Hygienic work practices and responsibilities for food safety which must be followed in your job role

1. 2. 3. 4. 5. 6. 7.

8.

Question 21: List the basic aspects of hazard analysis and critical control points (HACCP) method of controlling food safety?

Basic Aspects of HACCP method of controlling food safety

Question 22: Go to https://www.legislation.gov.au/Details/F2011C00551 Scroll down to 5 Content of food safety programs.

In your own words, explain what a food safety program must address: A food safety program must

Example: (a) systematically identify the potential hazards that may be reasonably expected to occur in all food handling operations of the food business

Your example could include: Monitoring of temperatures of food exposed to the Danger zone; temperatures for re-heating foods or food on hold; temperature check of e.g. fresh meat on delivery from a butcher or supplier

a)

b)

c)

d)

e)

f)

Part B

You are required to demonstrate use of safe food handling practices in food handling work functions in line with organisational hygiene procedures on at least three instances and procedures to identify food hazards, report unsafe practices & report incidents of food contamination in a training Kitchen environment.

During 3 practical service instances in your training kitchen relevant to your area of training, your trainer will observe you performing your typical workplace tasks and determine if you are adhering to hygienic food safe practices under your trainer supervision and guidance.

| P a g e

Assessment Tasks and Instructions

Assessment 2

Your task:

During 3 practical service instances on-the-job or in your training facilities relevant to your area of training (food and beverage, housekeeping, commercial cookery), your trainer will observe you performing your typical workplace tasks and determine if you are adhering to hygienic food safe practices.

You are required to perform the following tasks outlined below for each of the 3 service instances.

The checklist below provides a guideline for aspects which will be included for each observation instance.

Instance 1:

Location Date Duration from ... to...

Assessment Criteria

Write down at least one procedure which shows you have a good working knowledge of personal hygiene standards and their application while working in the kitchen. Examples can be Hand washing procedures, Touching skin, Grooming, Uniform etc.

Examples Actions

Identify at least 3 equipment/area in the kitchen and choose correct cleaning and sanitizing materials according to cleaning instance or requirement

Equipment/Area Cleaning Equipment & PPE used Chemicals used Demonstrate acceptable level of food hygiene practices

Example Hygiene Practices demonstrated

Identify actions and processes which may result in cross

Example -contamination and takes appropriate actions:

Action taken

Identifies food hygiene hazards relev

Hazard identified

Hazard identified

ant to the area of training and report these:

Action taken/reported

Demonstrates knowledge of accepta ble hygiene standards for premises. Choose one of the followings and elaborate it. Equipment Hygiene,

Correct storage of cleaned equipment , Pest control, Cleaning Standards, Rubbish Removal.

How the clothing/uniform, does help

s us for safe work practices in avoiding cross contamination. Give at least one example of a clothing.

Identify at least one issue which dem onstrates you have knowledge about the provisions for reporting of personal health issues and the

associated requirements. Health issue Action taken

Handles linen safely and identifies the potential contamination issues and required procedures to avoid injury and/or contamination

Type of linen handled

Provisions to dispose of or to prevent cross contamination

Instance 2:

Location Date Duration from ... to...

Assessment Criteria

Write down at least one procedure which shows you have a good working knowledge of personal hygiene standards and their application while working in the kitchen. Examples can be Hand washing procedures, Touching skin, Grooming, Uniform etc.

Examples Actions

Identify at least 3 equipment/area in the kitchen and choose correct cleaning and sanitizing materials according to cleaning instance or requirement

Equipment/Area Cleaning Equipment & PPE used Chemicals used Demonstrate acceptable level of foo

Example d hygiene practices

Hygiene Practices demonstrated Identify actions and processes which may result in cross-contamination and takes appropriate actions:

Example Action taken

Identifies food hygiene hazards relev

Hazard identified

Hazard identified

ant to the area of training and report these:

Action taken/reported

Demonstrates knowledge of accepta ble hygiene standards for premises. Choose one of the followings and elaborate it. Equipment Hygiene,

Correct storage of cleaned equipmen

t, Pest control, Cleaning Standards, Rubbish Removal.

How the clothing/uniform, does help

s us for safe work practices in avoiding cross contamination. Give at least one example of a clothing.

Identify at least one issue which dem onstrates you have knowledge about the provisions for reporting of personal health issues and the

associated requirements. Health issue Action taken Handles linen safely and identifies the potential contamination issues and required procedures to avoid injury and/or contamination

Type of linen handled

Provisions to dispose of or to prevent cross contamination

Instance 3:

Location Date Duration from ... to...

Assessment Criteria

Write down at least one procedure which shows you have a good working knowledge of personal hygiene standards and their application while working in the kitchen. Examples can be Hand washing procedures, Touching skin, Grooming, Uniform etc.

Examples Actions Identify at least 3 equipment/area in the kitchen and choose correct cleaning and sanitizing materials according to cleaning instance or requirement

Equipment/Area Cleaning Equipment & PPE used Chemicals used

Demonstrate acceptable level of food hygiene practices

Example Hygiene Practices demonstrated

Identify actions and processes which

Example

Example

may result in cross-contamination and takes appropriate actions:

Action taken

Identifies food hygiene hazards relev ant to the area of training and report these:

Hazard identified Action taken/reported Demonstrates knowledge of accepta ble hygiene standards for premises. Choose one of the followings and elaborate it. Equipment Hygiene,

Correct storage of cleaned equipmen

t, Pest control, Cleaning Standards, Rubbish Removal.

How the clothing/uniform, does help s us for safe work practices in avoiding cross contamination. Give at least one example of a clothing.

Identify at least one issue which demonstrates you have knowledge about the provisions for reporting of personal health issues and the associated requirements.

Health issue Action taken

Handles linen safely and identifies the potential contamination issues and required procedures to avoid injury and/or contamination

Type of linen handled

Provisions to dispose of or to prevent cross contamination

Workflow Plan/End of Service Procedures/De-Brief

Time Task (description) Equipment & WHS Communication (Who, About What?)

End of Service Procedures/ Reporting Requirements Equipment/Systems Communication (Who, About What?)

Post Service De-Brief Equipment/Systems Communication (Who, About What?)

Workflow plan

Acacia Institute

33039050Assessment Evaluation Tool

Unit Code & Unit Name SITXFSA001 Use hygienic practices for food safety Assessment Type Written task & Quiz Assessment Name AT 1 Students name & ID Is Student able to demonstrate the following: Performance Criteria [1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3,

3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2] Yes No

(1.1) Follow organisational hygiene procedures.

(1.2) Report unsafe practices that breach hygiene procedures promptly.

(1.3) Identify food hazards that may affect the health and safety of customers, colleagues and self.

(1.4) Remove or minimise the hygiene hazard and report as appropriate for follow-up.

(2.1) Report personal health issues likely to cause a hygiene risk.

(2.2) Report incidents of food contamination resulting from personal health issues.

(2.3) Cease participation in food handling activities where own health issue may cause food contamination.

(3.1) Maintain clean clothes, wear required personal protective clothing, and only use organisation approved bandages and dressings.

(3.2) Prevent food contamination from clothing and other items worn.

(3.3) Prevent unnecessary direct contact with ready to eat food.

(3.4) Ensure hygienic personal contact with food and food contact surfaces.

(3.5) Use hygienic cleaning practices that prevent food-borne illnesses.

(4.1) Wash hands at appropriate times and follow hand washing procedures consistently.

(4.2) Wash hands using appropriate facilities.

Is Student able to demonstrate the following: Knowledge Evidence [1, 2, 3, 4, 5, 6] Yes No

(1) Basic aspects of commonwealth, state or territory food safety laws, standards and codes as follows:

meaning of contaminant, contamination and potentially hazardous foods as defined by the Australia New Zealand Food Standards Code

employee and employer responsibility to participate in hygienic practices

reasons for food safety programs and what they must contain

role of local government regulators

ramifications of failure to observe food safety law and organisational policies and procedures

(2) Health issues likely to cause a hygiene risk relevant to food safety:

airborne diseases

food-borne diseases

infectious diseases

11

July 20

(3) Hygiene actions that must be adhered to in order to avoid food-borne illnesses

(4) Hand washing practices:

Before commencing or recommencing work with food

Immediately after:

handling raw food

smoking, coughing, sneezing or blowing the nose

eating or drinking

touching the hair, scalp or any wound

using the toilet

(5) Basic aspects of hazard analysis and critical control points (HACCP) method of controlling food safety

(6) Specific industry sector and organisation:

major causes of food contamination and food-borne illnesses

sources and effects of microbiological contamination of food

workplace hygiene hazards when handling food and food contact surfaces

basic content of organisational food safety programs

contents of organisational hygiene and food safety procedures

hygienic work practices for individual job roles and responsibilities

Assessor name: Assessment date:

Assessor signature:

33039050

12

July 20

Assessment Evaluation Tool

Unit Code & Unit Name SITXFSA001 Use hygienic practices for food safety

Assessment Type Short answer questions & Practical observation

Assessment Name AT 2

Students name & ID

Assessment date/s

Is Student able to demonstrate the following: Performance Evidence [1,2] Yes No

(1) Demonstrate use of safe food handling practices in food handling work functions in line with organisational hygiene procedures on at least three occasions

(2) Demonstrate procedures to:

identify food hazards

report unsafe practices

report incidents of food contamination

Is Student able to demonstrate the following: Performance Criteria [1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.1, 3.2,

3.3, 3.4, 3.5, 4.1, 4.2] Yes No

(1.1) Follow organisational hygiene procedures.

(1.2) Report unsafe practices that breach hygiene procedures promptly.

(1.3) Identify food hazards that may affect the health and safety of customers, colleagues and self.

(1.4) Remove or minimise the hygiene hazard and report as appropriate for follow-up.

(2.1) Report personal health issues likely to cause a hygiene risk.

(2.2) Report incidents of food contamination resulting from personal health issues.

(2.3) Cease participation in food handling activities where own health issue may cause food contamination.

(3.1) Maintain clean clothes, wear required personal protective clothing, and only use organisationapproved bandages and dressings.

(3.2) Prevent food contamination from clothing and other items worn.

(3.3) Prevent unnecessary direct contact with ready to eat food.

(3.4) Ensure hygienic personal contact with food and food contact surfaces.

(3.5) Use hygienic cleaning practices that prevent food-borne illnesses.

(4.1) Wash hands at appropriate times and follow hand washing procedures consistently.

(4.2) Wash hands using appropriate facilities.

Is Student able to demonstrate the following: Knowledge Evidence [1, 2, 3, 4, 5, 6] Yes No

(1) Basic aspects of commonwealth, state or territory food safety laws, standards and codes as follows:

meaning of contaminant, contamination and potentially hazardous foods as defined by the Australia New

Zealand Food Standards Code

employee and employer responsibility to participate in hygienic practices

reasons for food safety programs and what they must contain

role of local government regulators

ramifications of failure to observe food safety law and organisational policies and procedures (2) Health issues likely to cause a hygiene risk relevant to food safety:

airborne diseases

food-borne diseases

infectious diseases

(3) Hygiene actions that must be adhered to in order to avoid food-borne illnesses

(4) Hand washing practices:

Before commencing or recommencing work with food

Immediately after:

handling raw food

smoking, coughing, sneezing or blowing the nose

eating or drinking

touching the hair, scalp or any wound

using the toilet

(5) Basic aspects of hazard analysis and critical control points (HACCP) method of controlling food safety

(6) Specific industry sector and organisation:

major causes of food contamination and food-borne illnesses

sources and effects of microbiological contamination of food

workplace hygiene hazards when handling food and food contact surfaces

basic content of organisational food safety programs

contents of organisational hygiene and food safety procedures

hygienic work practices for individual job roles and responsibilities

Instance

Number Location Date Duration from ... to... Tasks to be completed

What will be observed?

1

2

3

Assessment Criteria Instance 1 Instance 2 Instance 3

Shows good working knowledge of personal hygiene standards and

their application in the relevant hospitality environment Identifies and chooses correct cleaning and sanitising materials according to cleaning instance or requirement

Uses cleaning equipment according to manufacturers instructions and application requirements

Demonstrates acceptable level of food hygiene practices

Can identify actions and processes which may result in crosscontamination and takes appropriate actions:

Identifies food hygiene hazards relevant to the area of training and reports

Demonstrates knowledge of acceptable hygiene standards for premises

Demonstrates safe work practices to avoid cross contamination through clothing/uniform

Demonstrates awareness of employees obligations regarding food safety

Demonstrates knowledge about the provisions for reporting of personal health issues and the associated requirements

Handles linen safely and identifies the potential contamination issues and required procedures to avoid injury and/or contamination

Comments/feedback to Student

Outcome: Satisfactory Unsatisfactory

Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback. I also declare that I have undertaken the indicated assessment integrity checks

Google check for plagiarism Yes No

Check for Copying/Collusion Yes No

Check for Authenticity (own work) Yes No

Cheating or use of model answers Yes No

Assessor name:

Assessor signature:

ASSESSMENT COVER SHEET

This form is to be completed by the assessor and used as a final record of student competency. All student submissions including any associated checklists are to be attached to this cover sheet before placing on the students file. Student results are not to be entered onto the Student Database unless all relevant paperwork is completed and attached to this form.

Student Name Student ID Assessor Name Completion Date Course Name Certificate III in Commercial Cookery Course Code SIT30816

Unit Name Participate in safe food handling practices Unit Code SITXFSA002

FIRST ATTEMPT: SECOND ATTEMPT:

Please attach the following student evidence to this form Result

S = Satisfactory

NS = Not Yet Satisfactory

DNS = Did Not Submit

Assessment 1 Written Assessment

S | NYS | DNS

Assessment 2 Practical Observation

S | NYS | DNS

Assessment 3 Written Quiz

S | NYS | DNS

Final Assessment Result for this unit

C = Competent / NYC = Not Yet Competent C / NYC

Student Declaration: I acknowledge the assessment process has been explained and agree to undertake assessment. I am aware of NITs appeals process, should the need arise. I also understand that I must be assessed as satisfactory in all parts of the assessment to gain a competent result for this unit of competency. I declare that the work contained in this assessment is my own, except where acknowledgement of sources is made. I understand that a person found responsible for academic misconduct will be subject to disciplinary action (refer to Enrolment Acceptance Agreement).

I give permission for a copy of my marked work to be retained and reproduced for the purpose of review and validation.

Student Signature: ____________________________

Date: ____/_____/_____ Assessor Feedback:

_____________________________________________

_____________________________________________

Assessor Signature: ____________________________

Date: ____/_____/_____

Administrative use only

Entered onto Student Management Database ________________

Date Initials

SITXFSA002 Participate in safe food handling practices

Your task:

During 3 practical service instances on-the-job or in your training facilities relevant to your area of training, your trainer will observe you coordinating and performing your typical workplace tasks.

You will be observed incorporating the use of safe food handling practices, and using the correct methods of controlling food hazards at each of the critical control point of the catering cycle as listed in the instructions.

You are required to perform the following tasks outlined below for each of the 3 service instances.

The checklist below provides a guideline for aspects which will be included for each observation instance.

Instance 1:

Location Date Duration from ... to...

Assessment Criteria Yes No Comments

Task 1 Use the correct methods to calibrate thermometer according to instructions

Which method is used please tick one of the followings and describe the method in the comments:

Cold temperature test: ( )

Hot temperature test: ( ) Task 1 Write down the variance of the temperature readings which was correctly identified: Receiving Procedures Commodities received and actions taken

Commodity Checks performed Record Accepted/Rejected

Storage Goods received or prepared foods stored

Item for Storage Labelling Storage area

Food Preparation Dish or Menu item 1

What is prepared:________________________________________ Workplace is clean and sanitised Equipment is clean and sanitised Storage vessels for product, trimming and waste are prepared Raw and cooked items are segregated in prep processes No cross-contamination between tasks on equipment and utensils Any fruit and vegetable prepared on cutting board is washed before prep. WPRW used for all vegetables prepared Workspace and equipment are cleaned and sanitised between different tasks. Food during preparation is left less than 1 hour in Danger zone Dish or Menu item 2

What is prepared:________________________________________ Workplace is clean and sanitised Equipment is clean and sanitised Storage vessels for product, trimming and waste are prepared Raw and cooked items are segregated in prep processes No cross-contamination between tasks on equipment and utensils Any fruit and vegetable prepared on cutting board is washed before prep. WPRW used for all vegetables prepared Workspace and equipment are cleaned and sanitised between different tasks. Food during preparation is left less than 1 hour in Danger zone Processing, Packaging, Holding Items for processing are handled in manageable quantities to limit exposure Foods are tasted using a utensil; no tasting with fingers Items cooked for future mise en place are cooled using 2/4 hour rule Packaged, processed food is sealed in sterile packaging Correct labels and details are used Temperature for food held is above 65C Temperature of food held is monitored Transporting Food vessels are clean and sterile Gloves are worn where food needs to be touched Separate, sanitised utensils are used for each food type Temperatures are below 4C for cold and above 65C for hot food Selling Temperatures are below 4C for cold and above 65C for hot food Single serve items are provided in a hygienic system Temperatures are monitored and recorded Separate serving utensils are be provided for each food item Student ensures food safety provisions by monitoring customer actions Time of food in danger zone ids monitored and actioned Disposing Items for disposal are segregated and labelled Items for disposal is packaged and sealed and disposed through garbage Area in contact with food for disposal is cleaned and sanitised Hands are washed after handling food for disposal Hands are washed after tasks, toilet etc. Hands do not touch skin or hair during any tasks Hands are not wiped on uniform, torchon or apron Issues or maintenance requirements are recognised and reported as these arise

Example: Feedback for Instance 1:

Instance 2:

Location Date Duration from ... to...

Assessment Criteria Yes No Comments

Task 1 Use the correct methods to calibrate thermometer according to instructions

Which method is used please tick one of the followings and describe the method in the comments:

Cold temperature test: ( )

Hot temperature test: ( ) Task 1 Write down the variance of the temperature readings which was correctly identified: Receiving Procedures Commodities received and actions taken

Commodity Checks performed Record Accepted/Rejected

Storage Goods received or prepared foods stored

Item for Storage Labelling Storage area

Food Preparation Dish or Menu item 1

What is prepared:________________________________________ Workplace is clean and sanitised Equipment is clean and sanitised Storage vessels for product, trimming and waste are prepared Raw and cooked items are segregated in prep processes No cross-contamination between tasks on equipment and utensils Any fruit and vegetable prepared on cutting board is washed before prep. WPRW used for all vegetables prepared Workspace and equipment are cleaned and sanitised between different tasks. Food during preparation is left less than 1 hour in Danger zone Dish or Menu item 2

What is prepared:________________________________________ Workplace is clean and sanitised Equipment is clean and sanitised Storage vessels for product, trimming and waste are prepared Raw and cooked items are segregated in prep processes No cross-contamination between tasks on equipment and utensils Any fruit and vegetable prepared on cutting board is washed before prep. WPRW used for all vegetables prepared Workspace and equipment are cleaned and sanitised between different tasks. Food during preparation is left less than 1 hour in Danger zone Processing, Packaging, Holding Items for processing are handled in manageable quantities to limit exposure Foods are tasted using a utensil; no tasting with fingers Items cooked for future mise en place are cooled using 2/4 hour rule Packaged, processed food is sealed in sterile packaging Correct labels and details are used Temperature for food held is above 65C Temperature of food held is monitored Transporting Food vessels are clean and sterile Gloves are worn where food needs to be touched Separate, sanitised utensils are used for each food type Temperatures are below 4C for cold and above 65C for hot food Selling Temperatures are below 4C for cold and above 65C for hot food Single serve items are provided in a hygienic system Temperatures are monitored and recorded Separate serving utensils are be provided for each food item Student ensures food safety provisions by monitoring customer actions Time of food in danger zone ids monitored and actioned Disposing Items for disposal are segregated and labelled Items for disposal is packaged and sealed and disposed through garbage Area in contact with food for disposal is cleaned and sanitised Hands are washed after handling food for disposal Hands are washed after tasks, toilet etc. Hands do not touch skin or hair during any tasks Hands are not wiped on uniform, torchon or apron Issues or maintenance requirements are recognised and reported as these arise

Example: Feedback for Instance 2:

Instance 3:

Location Date Duration from ... to...

Assessment Criteria Yes No Comments

Task 1 Use the correct methods to calibrate thermometer according to instructions

Which method is used please tick one of the followings and describe the method in the comments:

Cold temperature test: ( )

Hot temperature test: ( ) Task 1 Write down the variance of the temperature readings which was correctly identified: Receiving Procedures Commodities received and actions taken

Commodity Checks performed Record Accepted/Rejected

Storage Goods received or prepared foods stored

Item for Storage Labelling Storage area

Food Preparation Dish or Menu item 1

What is prepared:________________________________________ Workplace is clean and sanitised Equipment is clean and sanitised Storage vessels for product, trimming and waste are prepared Raw and cooked items are segregated in prep processes No cross-contamination between tasks on equipment and utensils Any fruit and vegetable prepared on cutting board is washed before prep. WPRW used for all vegetables prepared Workspace and equipment are cleaned and sanitised between different tasks. Food during preparation is left less than 1 hour in Danger zone Dish or Menu item 2

What is prepared:________________________________________ Workplace is clean and sanitised Equipment is clean and sanitised Storage vessels for product, trimming and waste are prepared Raw and cooked items are segregated in prep processes No cross-contamination between tasks on equipment and utensils Any fruit and vegetable prepared on cutting board is washed before prep. WPRW used for all vegetables prepared Workspace and equipment are cleaned and sanitised between different tasks. Food during preparation is left less than 1 hour in Danger zone Processing, Packaging, Holding Items for processing are handled in manageable quantities to limit exposure Foods are tasted using a utensil; no tasting with fingers Items cooked for future mise en place are cooled using 2/4 hour rule Packaged, processed food is sealed in sterile packaging Correct labels and details are used Temperature for food held is above 65C Temperature of food held is monitored Transporting Food vessels are clean and sterile Gloves are worn where food needs to be touched Separate, sanitised utensils are used for each food type Temperatures are below 4C for cold and above 65C for hot food Selling Temperatures are below 4C for cold and above 65C for hot food Single serve items are provided in a hygienic system Temperatures are monitored and recorded Separate serving utensils are be provided for each food item Student ensures food safety provisions by monitoring customer actions Time of food in danger zone ids monitored and actioned Disposing Items for disposal are segregated and labelled Items for disposal is packaged and sealed and disposed through garbage Area in contact with food for disposal is cleaned and sanitised Hands are washed after handling food for disposal Hands are washed after tasks, toilet etc. Hands do not touch skin or hair during any tasks Hands are not wiped on uniform, torchon or apron Issues or maintenance requirements are recognised and reported as these arise

Example: Feedback for Instance 3:

Workflow Plan/End of Service Procedures/De-Brief

Time Task (description) Equipment & WHS Communication (Who, About What?)

End of Service Procedures/ Reporting Requirements Equipment/Systems Communication (Who, About What?)

Post Service De-Brief Equipment/Systems Communication (Who, About What?)

Workflow plan

Acacia Institute

ASSESSMENT COVER SHEET

This form is to be completed by the assessor and used as a final record of student competency. All student submissions including any associated checklists are to be attached to this cover sheet before placing on the students file. Student results are not to be entered onto the Student Database unless all relevant paperwork is completed and attached to this form.

Student Name Student ID

Assessor Name Completion Date

Course Name Certificate III in Commercial Cookery Course Code SIT30816

Unit Name Plan and cost basic menus Unit Code SITHKOP002

FIRST ATTEMPT: SECOND ATTEMPT:

Please attach the following student evidence to this form Result

S = Satisfactory

NS = Not Yet Satisfactory DNS = Did Not Submit

Assessment 1

Written Assessment

S | NYS | DNS

Assessment 2

Project

S | NYS | DNS

Final Assessment Result for this unit

C = Competent / NYC = Not Yet Competent C / NYC

Student Declaration: I acknowledge the assessment process has been explained and agree to undertake assessment. I am aware of NITs appeals process, should the need arise. I also understand that I must be assessed as satisfactory in all parts of the assessment to gain a competent result for this unit of competency. I declare that the work contained in this assessment is my own, except where

acknowledgement of sources is made. I understand that a person found responsible for academic misconduct will be subject to disciplinary action (refer to Enrolment Acceptance Agreement).

I give permission for a copy of my marked work to be retained and reproduced for the purpose of review and validation.

Student Signature: ____________________________

Date: ____/_____/_____ Assessor Feedback:

_____________________________________________

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Assessor Signature: ____________________________

Date: ____/_____/_____

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Entered onto Student Management Database ________________

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Initials

ASSESSMENT COVER SHEET

SITHKOP002 Plan and cost basic menus

Acacia Institute

SITHKOP002 QUIZ

Why should customer requirements be considered when determining appropriate menu styles and types of menus? (Please tick the correct answers indicating True or False)

True False

1. A successful menu is one that is focussed on the business requirements rather than the customer.

2. Different businesses will attract different types of customers and the menu must be constructed accordingly.

3. Whether you work in a bistro, club or la carte restaurant, the expectations of customers will always be the same.

4. If price is the most important factor then you should produce simple, comparatively low-cost dishes.

5. In other establishments, the focus will be on quality and presentation of food and you will produce fewer, more complex dishes which are more expensive.

Tick the customer information that a business would find useful when establishing a customer profile:

1. Age group

2. Social background

3. Education

4. Gender

5. Income level

6. Buying power

7. Occupation

Match the ethnic groups to the potential food preferences:

Italian Burgers

French Pt

USA Pizza/Pasta

Indian Spicy food

Thai Tandoori

How did Escoffiers invention of the partie system affect the production and quality procedures in commercial kitchens? The following statements are: (Please tick the correct answers indicating True or False)

True False

1. Escoffier invented the partie system that helped to speed up production and ensured a quality product.

2. Prior to his reorganisation of the kitchen, chefs were in charge of their dish, from the accompanying vegetables to the sauce.

3. The new brigades worked more efficiently through a production line process, which meant they could serve large number of guests in a very limited time span, reflecting modern needs.

4. Escoffier created the apprenticeship system and was the instigator of formal training.

5. Escoffier created the chefs uniform and left a wide range of cookbooks for the professional chef or dedicated hobby cook.

Many current trends in the Hospitality industry centre on environmental impacts and freshness of produce. How does this affect purchasing and the nutritional and economic aspects in menu planning? (Please tick the correct answers)

1. Using local produce and pairing dishes with local wines and beers is a way of reducing the amount of pollution generated by transport.

2. Using local produce and pairing dishes with local wines and beers has the benefit of promoting and supporting the local community.

3. Using fresh ingredients purchased on the day and preparing health-conscious dishes is no longer a trend among chefs.

4. Using all cuts of the animal, including the cheaper cuts and offal and choosing appropriate cookery methods is a way of providing more affordable menu items, yet still allowing a reasonable profit.

5. This also allows for wider menu variation by changing specials daily and also using interesting ingredients that may not be widely available in other areas.

6. Seasonal produce is not an issue in Australia as the range of climates means that all produce is in season throughout the year.

Match the menu type to what you must consider in terms of food cost and pricing:

la carte Cheaper food cost due to simplicity of dishes. Higher revenue due to fast service times and customer turnover. Not possible to charge high prices

Table dhte Higher charge per dish but may have higher food cost percentage. Customer may only have one course but this may mean you get 2-3 settings per service period

Bistro style Usually lower food cost as portion control and waste is much better. Less skilled staff required for a shorter time period. On-selling, e.g. desserts, is not possible

Match the types of menus to the relevant features:

1. Static Menus

These are designed for particular foods available for a limited time. While Australia has most food items available all year around, chefs can take advantage of the daily catch or difficult-to-get or seasonal commodities.

2. Specials Menus

These are developed to be repeated at regular intervals. For example a hospital might have a 21 day menu, after which time the menu is repeated.

3. Cycle Menus

These menus rarely change and provide the same food every day. A range of items is usually offered but is limited overall. Fast food outlets, restaurant chains and institutional catering may use static menus for ease of production, quality control measures and customer expectations.

What are the advantages of cycle menus? Where would cycle menus ideally be used? (Please tick the correct answers indicating True or False)

True False

1. Staff will be able to produce the menu consistently after the first cycle and the menu can be produced by less experienced staff.

2. The cycle menu also allows for accurate food costing.

3. The customers usually do not realise the repetition of the cycle since they may not be present once the cycle is repeated.

4. Cycle menus can be adjusted on a seasonal basis to allow for different commodities.

5. All establishments using cycle menus require a qualified head chef, whilst all other staff are usually unqualified.

6. Cycle menus are ideal for resorts, institutional catering, cruise ships and any situation where you do not get repeat customers.

What are the advantages of a table dhte menu? What are the advantages if a combination of table dhte menu and la carte menu is used in an establishment? Complete the following sentences from the drop-down menu: (Please tick the correct answers indicating True or False)

True False

1. The advantage of a table dhte menu is the range of menu options available to your customers.

2. In table dhte service more people can be served in a short time period and the staff involved often need a lower skill level.

3. A combination of an la carte menu and a table dhte menu can be very cost-effective for the establishment.

4. By-products from preparing la carte items can be used as part of a table dhte item, e.g. if a chicken suprme features on an la carte menu, the leg and thigh could be used for a ballotine as a table dhte main course.

5. Many establishments use a table dhte menu with limited choices parallel to their la carte menu, for this reason.

6. Not only does this provide an attractively priced menu choice for the customer, it is also an excellent option for the kitchen to reduce overheads and increase staff capacity.

Types of menus which are traditionally used in large Hospitality establishments include: (Please tick the correct answers)

1. Breakfast Menus

2. Brunch Menus

3. Wedding Menus

4. Tea Menus

5. Coffee Menus

6. Tapas Menus

7. Degustation Menus

What is the purpose of breakfast buffets? What are the advantages of using a buffet set-up for breakfast? The following statements are:

True False

1. These are widely used in motels and guest houses where a small number of people attend for breakfast.

2. The food items are displayed in distinct sections and range from continental food items to hot cooked food.

3. Often the beverages are also self-service except tea and coffee, which is poured by service staff.

4. The buffet is broken into two distinct sections for Continental and Hot Breakfast and customers can choose their personal preferences.

5. This setup also allows for different styles of breakfast items for international visitors as they can have a section with Japanese style breakfast of Miso soup and rice or Chinese congee and crullers.

Which aspects should be considered when serving cocktail foods for a function? What are the potential economic benefits of cocktail foods?

1. Cocktail food is best served bite size so that the customer can put the item into their mouths in one bite

2. It can be served either hot or cold

3. The clever chef will use all leftover foods from staff meals to create interesting food compositions

4. It can be made from any number of commodities and offers the opportunity to utilise smaller food items such as trimmings and off cuts in good condition

5. Cocktail foods are always served as a hot option

6. Try wherever possible to eliminate bones, skewers and anything that must be collected after the

customer has eaten

Generating menu ideas must be a planned process. Key aspects for considerations include: (Please tick the correct answers)

1. Have you consulted with other staff?

2. Does the menu reflect the style of the restaurant?

3. Does it consider the needs of local clientele and tourists?

4. Is the menu doable with the equipment and staff at hand?

5. Does the menu appeal to the specific purpose such as a wedding?

6. Does the menu fulfil nutritional aspects?

7. Does the menu cater to the needs of every potential client in your local area?

What is the aim of the Australian Guide to Healthy Eating? Complete the following sentences from the drop-down menu: (Please tick the correct answers indicating True or False)

True False

1. The guide aims to help Australians choose a healthy diet using a variety of foods.

2. The guide applies to most people, except adults and people on diets.

3. Selecting the number of servings of food appropriate to age and gender, from each food group identified in the guide will ensure provision of adequate amounts of each essential nutrient to maintain health.

Nutritional aspects which should be considered when planning menus for children and adolescents according to the Australian Guide to Healthy Eating include: (Please tick the correct answers indicating true or false)

True False

1. Eat plenty of vegetables, legumes and fruits.

2. Eat plenty of cereals (including breads, rice, pasta and noodles), preferably wholegrain.

3. Include lean meat, fish, poultry and/or alternatives.

4. Snacks and sweets should not exceed 15% of the recommended daily required food intake.

5. Include milks, yoghurts, cheese and/or alternatives.

6. Reduced-fat milks are suitable for young children under 2 years, because of their low energy needs.

7. Reduced-fat milk varieties should not be encouraged for older children and adolescents.

Imagine these 5 dishes are served as a fixed menu. Place the dishes into correct order according to the 5 course menu sequence:

Step 1 Baked Peach Crumble

Step 2 Beef Fillet Wellington

Step 3 Duck Pat with Lavash Bread

Step 4 Tangelo Sorbet

step 5 Fish Fillet Sailor Style

Match the aspects which must be considered when planning and writing a menu to the correct explanations:

Colour Avoid using just one cookery method. Serve a grilled steak with fried potatoes and glazed vegetables or fresh salads. This will also enhance the taste, flavours and colours

Texture Vary your ingredients as much as possible within the menu and individual dishes. This provides for interesting combinations and gives a wide choice to the customer

Flavour Balance your flavours within the menu or on the one plate. Spicy items will dominate the palate and should not be served first if lighter items follow

Cookery method Explain any foreign terms and use clear descriptions of ingredients and cooking methods

Ingredients Provide a range of colours within each dish and within menus. Consider that the eye eats first and you never get a second chance at a first impression

Naming the dish Vary the textures of the products within a menu and on the individual plate. Soft, crunchy, crisp items create natural contrasts and enhance the eating experience

How can you ensure balance and consistency of individual dishes? Which measures can help to achieve this? Complete the following sentences from the drop-down menu: (Please tick the correct answers indicating True or False)

True False

1. Balancing an individual dish is often quite simple and chefs tend to overdo recipe development.

2. Many chefs cook by feel and this can lead to inconsistencies within the establishment.

3. Use standard recipes that include a picture of the finished dish, which make it easy to see what is expected.

4. Establish the habit of visualising the dish or menu and then do a trial dish before serving it to your customers.

5. Consider the balance of the dish or menu, cross-reference with your colleagues and obtain regular customer feedback.

The cost of commodities varies. What actions does a chef need to take to maintain or maximise profits accordingly? (Please tick the correct answers indicating True or False)

1. The menu and pricing must also take into account the variations in cost of labour above all else.

2. Meat, vegetables and seafood prices fluctuate according to their seasonal availability and demand.

3. If demand is high the prices will become cheaper.

4. For example, seafood is always cheaper at Christmas time, meat prices during droughts will decline as farmers need to sell their stock.

5. It is very important to reflect these rises in the costing structure of your menu.

6. A clever chef will choose low cost, high quality commodities and appropriate cookery methods to maximise profits.

What is a sales mix? Why should this be analysed frequently? The following statements are: (Please tick the correct answers indicating True or False)

True False

1. Sales mix is an important component of menu planning as you can use it to analyse customer preferences.

2. Sales mix also allows you to balance high cost dishes such as oysters with low cost dishes such as pumpkin soup.

3. The sales mix needs to be reviewed annually to assess the popularity of dishes and their overall performance on the menu.

4. If you have a menu item that is not ordered enough you must remove it from the menu.

5. If a dish is ordered insufficiently you need to investigate whether the dish is too expensive, is too unusual or is not suitable for the season.

The following statements relating to the key consideration for supplies when writing a menu are: (Please tick the correct answers indicating True or False)

True False

1. Once we have explored the menu type and service style, we need to explore which commodities are readily available from wholesalers, local producers and markets.

2. Fresh produce is usually most expensive when in season.

3. You must consider how long a menu will be in place and whether the ingredients will be available at a reasonable price for that period.

4. Decisions must be made to ensure consistent quality of all menu items and to avoid negative budget impacts if a menu needs to be changed or amended.

5. You may go to the markets first thing in the morning and select the produce and develop the

menu on the basis of the available products. 6. If you develop a good rapport with your suppliers they will provide you with the best product available, to help ensure a good quality menu.

The following impacts must be considered when planning a menu to ensure profitability: (Please tick the correct answers)

1. Correct ordering

2. Stock control

3. Convenience food alternatives

4. Waste minimisation

5. Food costs

6. Yield testing

7. Time management

8. Workflow

9. Staff costs

The following aspects for waste minimisation and yield testing must be considered when planning and costing menus: (Please tick the correct answers indicating True or False)

True False

1. Average waste percentages are good indicators for how much food you need to order.

2. For example, if you are peeling carrots and cut them into batons, you must account for the waste when ordering.

3. Reusing offcuts and trimmings in other dishes helps to reduce food costs overall.

4. Peeling loss and trimming loss will increase with inferior product or bad work practices.

5. If you need 70g of cut carrots per serve at 30% waste, you would need to order 100g per serve.

6. Waste percentages would have a lower impact if you use meat or seafood, as you simply reduce the actual portion sizes.

7. Portion control is important for costing, consistency and customer satisfaction. If the steak is a different size each time a customer comes to the establishment, for the same price, it likely will result in a disgruntled customer.

Match the term to the relevant formula:

Retail price Retail Price - Cost of Goods

Markup ($ Retail - $ Cost) divided by $ Retail

Cost of Goods Cost of Goods + Markup

Margin % Retail Price - Markup

The following examples for calculating the mark-up and calculation factor for a product are: (Please tick the correct answers)

1. Markup is the difference between your purchase price and your sales price.

2. If a bottle of wine costs you $10.00 and you sell it for $40.00 then you have a markup of $30.00 which equals 300%. If the markup percentage is 200 % and an item costs $20.00 the sales price is calculated as: 100% ($20.00) + 200% ($40.00) = $ 60.00.

3. If the markup for a product is 275% the calculation factor to determine the sales price is 3.75.

4. If the markup for a product is 300% the calculation factor to determine the sales price is 4.

5. If a product costs $12.00 and the markup is 300%, then the sales price is $36.00.

Once all menu factors, costs and processes have been established, you will need to write and finalise the actual menu. Key points for selecting resources, format, print, style and correct descriptions include: (Please tick the correct answers indicating True or False)

True False

1. The printed format of your menu will determine the pricing of all dishes.

2. Remember that printed menus convey an initial impression of the establishment so it is important that they appear professional.

3. A well written and balanced menu can bring in far more money than a poorly written and constructed one.

4. Select the most suitable paper, artwork and print according to underline the establishment style and menu format.

5. The print should be easy to read, spelled correctly, grammatically correct and reflect the theme of the restaurant.

6. A modern Australian restaurant may choose their language according to their needs, e.g. escalope of veal Vienna-style instead of Viennese schnitzel.

7. Classical dishes can be described in any way you want, e.g. Viennese schnitzel can be made with veal, pork or chicken.

Once a menu has been implemented it is essential to review its success. The following options could be used: (Please tick the correct answers)

1. Formal questionnaires

2. Advertorials

3. Informal feedback

4. Direct feedback

5. Supplier comments

6. Marketing and advertising

7. Reviews

Match the method used for feedback to the correct examples:

Informal feedback Can be collected by inviting key suppliers for a free meal. This allows them to see what you do with their produce, it also might alert them to other produce that they may be able to source for you.

Direct feedback Can be supplied by external bodies such as Restaurant and Catering Awards, Gault & Millau, Michelin, The Good Food Guide, Urbanspoon, tripadvisor or local newspaper reviews. These can have considerable impact on the business both in a positive and negative sense.

Supplier comments Can be gained by the chef if s/he goes into the restaurant after the main courses have been served to talk to clients in person. This can be scary initially but also builds rapport with loyal customers and can make the restaurant a home away from home.

Reviews Can be gained through debriefing sessions at the end of service, sample tastings of new menu items and managers or staff sitting down as customers to experience the food and service first hand.

Internal feedback Is gained by service staff where they ask the guests during service or as they clear whether they enjoyed the meal and then relay the information to the kitchen or relevant manager.

When evaluating a menu, the following factors can assist to improve food costs and yields: (Please tick the correct answers)

1. Items with high food costs can also have high food cost percentages. To allow for this you should also have items with very low food costs and therefore low food cost percentages. 2. The best option in menu planning is to avoid high food cost items to ensure high profit margins. 3. Salads and desserts are often included on menus as they have low food costs and can balance more expensive items in the overall food cost percentage. 4. Menu items with high food cost percentages are commonly used by upmarket establishments as these can absorb losses. 5. Other factors to consider are the use of cheaper meat cuts and different varieties of vegetables which can provide larger profit margins by employing different preparation and cooking techniques. 6. Alternatively many vegetable offcuts can be used for individual flans decorated with a turned vegetable or by exploring the more traditional recipes which were used for vegetables during the past decades.

Evaluation of the effectiveness of a menu and individual components could include the following measures: (Please tick the correct answers indicating True or False)

True False

1. Evaluating yield management to get a clear indication of the profitability of the individual dishes and the menu as a whole.

2. Sales records showing sales over a given period of time are very helpful to evaluate popularity and even periods where sales tend to be higher or lower.

3. Another option could include to have all groceries on a databank that is updated regularly and is linked to all the Standard Recipe Cards (SRCs), updating the prices throughout the system.

4. Providing for generous variables in recipe cards as chefs need to be able to cook creatively with flair.

5. Evaluating waste control.

6. Evaluating menu costs through precise recipes or SRCs or database.

Assessment Task 1

SITHKOP002 Plan and cost basic menus

Written Test

Assessment Submission details:

Please include following details on the top of your assessment:

Your Name

Your Student Id

Your Trainers name

Title of your Assessment

Assessment Due Date

Actual Submission Date

Please Note: Any changes in the assessment due date must be approved by your trainer.

This assessment can be hand written or in Microsoft word format. Following settings should be made for this assignment to keep consistency among all the assessments:

Body text Page setup

Font: Times New Roman

Font size: 12 point

Line spacing: Double

Text style: Normal

Top: 2.54 cm

Bottom: 2.54 cm

Left: 3.17 cm

Right: 3.17 cm

Header: 1.25 cm

Footer: 1.25 cm

If hand written assessments are submitted, hand writing needs to be clear and legible.

Do not forget to attach the Cover Sheet at the front of the assessment.

Make sure you have signed the Cover sheet to declare this is your own work.

You can e-mail this assessment to your trainers e-mail address with following details: In subject mention your student Id Your name.

Achieving Competence:

To be deemed competent in this assessment you must:

Correctly address all of the assessment requirements as described in this task

Correctly address all of the submission instructions

Successfully complete the Assessment Questions

Submit assessment on or before the due date with an assessment cover sheet

Performance objective:

You need to answer the entire questions using information given to you from class and from your course material.

Assessment description:

You must provide a response to all questions in assessment Questions section.

Assessment Questions:

Checkpoint 1

Question 1: Why should customer requirements be considered when determining appropriate menu styles and types of menus?

Question 2: What are the two key questions in business planning to establish your product and services?

Question 3: List 5 elements of detailed customer information that a business would find beneficial for establishing a customer profile?

Question 4: Provide an example of food preferences for each of the following ethnic groups?

Thai

French

USA

Indian

Italian

Checkpoint 2

Question 5: How did Escoffiers invention of the partie system affect the production and quality procedures in commercial kitchens?

Question 6: Many current trends in the hospitality industry centre on environmental impacts and freshness of produce. List 4 examples of how this affects purchasing and the nutritional and economic aspects in menu planning?

Question 7: Which aspects do you need to consider in terms of food cost and pricing when choosing the following menu types?

la carte

Table dhte

Bistro style

Question 8: What are the typical features of the following menus?

Static Menus

Specials Menus

Cycle Menus

Question 9: What are the advantages of cycle menus? Where would cycle menus ideally be used?

Checkpoint 3

Question 10: What are the advantages of a table dhte menu? What are the advantages if a combination of table dhte menu and la carte menu is used in an establishment?

Question 11: List 5 different types of menus which are traditionally used in larger establishments in the hospitality industry?

Question 12: What is the purpose of breakfast buffets? What are the advantages of using a buffet set-up for breakfast?

Question 13: Which aspects should be considered when serving cocktail foods for a function? What are the potential economic benefits of cocktail foods?

Checkpoint 4

Question 14: Generating menu ideas must be a planned process. List 6 key aspects which must be considered?

Question 15: What is the aim of the Australian Guide to Healthy Eating?

Question 16: List 5 nutritional aspects which should be considered when planning menus for children and adolescents according to the Australian Guide to Healthy Eating include?

Question 17: List 6 aspects of the catering cycle you need to check once you design a menu to ensure continuous planning needs are met?

Question 18: Imagine these 5 dishes are served as a fixed menu. Place the dishes into correct order according to the 5 course menu sequence?

Tangelo Sorbet

Fish Fillet Sailor Style

Baked Peach Crumble

Duck Pat with Lavash Bread

Beef Fillet Wellington

Question 19: Which details for the following aspects of dishes must be considered when planning and writing a menu?

Colour

Texture

Flavour

Cookery method

Ingredients

Naming the dish

Question 20: How can you ensure balance and consistency of individual dishes? Which measures can help to achieve this?

Checkpoint 5

Question 21: The cost of commodities varies. What actions does a chef need to take to maintain or maximise profits accordingly?

Question 22: What is a sales mix? Why should this be analysed frequently?

Question 23: Which factors relating to supplies do you need to consider when planning a menu? What is the role of suppliers to help ensure consistent supplies?

Question 24: List 6 impacts which must be considered when planning a menu to ensure profitability?

Question 25: List 6 aspects for waste minimisation and yield testing which must be considered when planning and costing menus?

Checkpoint 6

Question 26: Which of the following are the correct formulae to calculate food cost, food cost percentage and sales price?

Food Cost (total cost)= Quantity x Unit Cost

Food Cost(total cost) = Sales Price : Purchase price

Food Cost % = Food Cost(portion cost): : Sales Price x 100

Food Cost % - Food Cost(portion cost) x Sales Price : 100

Sales Price = Targeted Food Cost Percentage x Food Cost (portion cost) : 100

Sales Price = Food Cost (portion cost): Targeted Food Cost Percentage x 100

Question 27: What are the formulae to calculate the following details?

Retail price =

Markup =

Cost of Goods =

Margin % =

Question 28: The following examples for calculating the mark-up and calculation factor for a product are: Indicate true or false?

Markup is the difference between your purchase price and your Sales Price.

If a bottle of wine costs you $10.00 and you sell it for $40.00 then you have a markup of $30.00 which equals 300%.

If the markup percentage is 200 % and an item costs $20.00 the sales price is calculated as: 100% ($20.00) + 200% ($40.00) = $ 60.00.

If the markup for a product is 275% the calculation factor to determine the Sales Price is 2.75.

If the markup for a product is 300% the calculation factor to determine the Sales Price is 4.

If a product costs $12.00 and the markup is 300%, then the sales price is $36.00.

Question 29: When costing a menu, the overall food cost must take into account items with higher and lower food cost percentages. Provide an example of how is this achieved?

Question 30: Once all menu factors, costs and processes have been established, you will need to write and finalise the actual menu. Describe 5 considerations when selecting resources, format, print, style and correct item descriptions?

Checkpoint 7

Question 31: Once a menu has been implemented it is essential to review its success. List 5 options which could be used?

Question32: Provide an example for each of the following feedback methods?

Informal feedback

Direct feedback

Supplier comments

Reviews

Internal feedback

Question 33: Provide 3 examples of methods which can assist to improve food costs and yields when evaluating a menu?

Question 34: Provide 3 examples of methods which could be used to evaluate the effectiveness of a menu?

Assessment Task 2

SITHKOP002 Plan and cost basic staff menus

Assessment Submission details:

Please include following details on the top of your assessment:

Your Name

Your Student Id

Your Trainers name

Title of your Assessment

Assessment Due Date

Actual Submission Date

Please Note: Any changes in the assessment due date must be approved by your trainer.

This assessment can be hand written or in Microsoft word format. Following settings should be made for this assignment to keep consistency among all the assessments:

Body text Page setup

Font: Times New Roman

Font size: 12 point

Line spacing: Double

Text style: Normal

Top: 2.54 cm

Bottom: 2.54 cm

Left: 3.17 cm

Right: 3.17 cm

Header: 1.25 cm

Footer: 1.25 cm

If hand written assessments are submitted, hand writing needs to be clear and legible.

Do not forget to attach the Cover Sheet at the front of the assessment.

Make sure you have signed the Cover sheet to declare this is your own work.

You can e-mail this assessment to your trainers e-mail address with following details: In subject mention your student Id Your name.

Achieving Competence:

To be deemed competent in this assessment you must:

Correctly address all of the assessment requirements as described in this task

Correctly address all of the submission instructions

Successfully complete the Assessment Questions

Submit assessment on or before the due date with an assessment cover sheet

Performance objective:

The purpose of this assessment is to assess your ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

identify and evaluate the food preferences of customer groups with differing characteristics and use to inform menu planning

develop and cost each of the following menu types based on above information:

la carte o buffet o cyclical o degustation o ethnic o set o table dhte o seasonal

evaluate success of the above menus by obtaining at least two of the following types of feedback:

customer satisfaction discussions with:

customers

employees during the course of each business day o customer surveys o improvements suggested by:

customers

managers

peers

staff

supervisors

suppliers o regular staff meetings that involve menu discussions o seeking staff suggestions for menu items

develop the above menus within commercial time constraints, demonstrating:

use of balanced variety of dishes and ingredients o methods for determining costs of supply for ingredients

methods and formulas for calculating portion yields and costs from raw ingredients o methods for responding to feedback and adjusting menus o methods for achieving desired profit margins, mark-up procedures and rates o use of different types and styles of menus for dishes or food production ranges

Assessment description:

Plan, cost, write and evaluate each of the following menu types. The instructions on the following pages outline the specific task requirements.

The following formulas are relevant for this assessment:

Support Info

Food cost Percentage: Food Cost : Sales Price x 100 = Food Cost Percentage %

Individual Menu Item (Variable %): Portion Cost : Priced Menu Item x 100= Food Cost %

Setting the Selling Price: Portion Cost : Targeted Food Cost Percentage x 100 = Selling Price

Menu to be developed Menu type (all required overall) Evaluation of each menu (use at least 2 methods overall)

Menu 1:

RTO to complete

Recipe Source: Futura

Group, e-coach recipes

SITHKOP002

No. of serves:

82296-13638

la carte buffet

cyclical degustation ethnic

set, table dhte seasonal

81598-13638

customer satisfaction discussions

customer surveys improvements suggested by:

customers

managers

peers

staff

supervisors

suppliers

regular staff meetings that involve menu discussions seeking staff suggestions for menu items

Menu 2:

RTO to complete

Recipe Source: Futura

Group, e-coach recipes

SITHKOP002

No. of serves:

...

82296-13715

la carte buffet

cyclical degustation ethnic

set, table dhte seasonal

81598-13715

customer satisfaction discussions

customer surveys improvements suggested by:

customers

managers

peers

staff

supervisors

suppliers

regular staff meetings that involve menu discussions seeking staff suggestions for menu items

Menu 3:

RTO to complete

Recipe Source: Futura

Group, e-coach recipes

SITHKOP002

No. of serves:

82296-13715

la carte buffet

cyclical degustation ethnic

set, table dhte seasonal

81598-13714

customer satisfaction discussions

customer surveys improvements suggested by:

customers

managers

peers

staff

supervisors

suppliers

regular staff meetings that involve menu discussions seeking staff suggestions for menu items

Menu 4:

RTO to complete

Recipe Source: Futura

Group, e-coach recipes 81598-13714

customer satisfaction discussions

customer surveys improvements suggested by:

customers

la carte buffet

cyclical degustation

Question 1: Identifying the customer and customer preferences for creating menus. The responses you provide for this question will form the basis of your menus to be planned, costed and evaluated for this assessment. Provide an overview of the customers who frequent the restaurant in your workplace. Describe the style of cuisine that is used and the menu type or different menu types which are being used. Provide an overview of which entres, main courses, desserts and specials are the best sellers and what are the approximate price ranges for these.

a) Type of customers Provide a description

b) Cuisine style(s) used in the establishment

c) Menu Types used in the establishment

d) Best-selling menu items Example Cost

Bread/ starter

Entre

Soup

Main

Dessert

Special/Other

Menu 1 Plan an la carte menu.

Your menu must contain at least 3 choices each for:

Entres

Soups

Main Courses

Desserts

Additionally, provide 1 vegetarian entre and 1 vegetarian option for a main course

The dishes must provide a balanced variety on offer and within the courses offered including the following:

colours o cooking methods o delicacies o flavours

nutritional values

presentation seasonally available ingredients

tastes

textures

The dishes you plan for the menu must fit the customer profile you have described in question 1, and meet a price level that matches what you currently have on offer in the establishment.

Draft ideas for each of the dishes listed in A., present these to your chef/colleagues or trainer and obtain feedback. Document what the feedback entailed and what you will change as a result. Attach this draft and comments to this assessment marked Menu 1

Establish standard recipe cards for each dish, listing the ingredients and required quantities.

Establish a yield test sheet for all ingredients, using the attached template Yields and calculate the net yields, and net costs.

Finalise the standard recipe cards for each dish and cost each dish based on a per serve/per person price based on a food cost not exceeding 34% for each dish Adjust menu items accordingly. H. Identify the dishes that feature best in terms of profitability.

Write the menu using an attractive font of your choice, no smaller than size 12. Ensure each dish is described accurately and in an appealing manner, and true in its features and ingredients

Use correct culinary terms, language and grammar relevant to the style of cuisine

Once implemented , obtain feedback for the success of the menu using a methods outlined in the task section above and attach the feedback to this assessment marked Menu 1

Which dishes sold most? What is the food cost of the la carte dishes overall based on the sales figures at the time of the review?

Menu 2 Plan a buffet menu.

Define the type of buffet theme or style you will plan, and include suitable dishes typically included for such a buffet including provisions for all courses in your buffet menu.

The dishes must provide a balanced variety on offer and within the courses offered including the following:

colours o cooking methods o delicacies o flavours o nutritional values o presentation

seasonally available ingredients

tastes o textures

Draft ideas for each of the dishes listed in A., present these to your chef/colleagues or trainer and obtain feedback. Document what the feedback entailed and what you will change as a result. Attach this draft and comments to this assessment marked Menu 2

Establish standard recipe cards for each dish, listing the ingredients and required quantities.

Establish a yield test sheet for all ingredients, using the attached template Yields and calculate the net yields, and net costs.

Finalise the standard recipe cards for each dish and cost each dish. The food cost for this buffet must not exceed 30%. The cost per person need to fit the profile of your establishment you have identified in Question 1 of this assessment.

Identify the dishes that feature best in terms of profitability.

Write the menu using an attractive font of your choice, no smaller than size 12. Ensure each dish is described accurately and in an appealing manner and true in its features and ingredients

Use correct culinary terms, language, and grammar relevant to the style of cuisine

Once implemented, obtain feedback for the success of the menu using a method outlined in the task section above and attach the feedback to this assessment marked Menu 2

Which dishes were most popular? Which dishes would you remove from the buffet in future for which reasons?

Menu 3 Plan a cyclical menu.

Plan a cyclical menu to run over 1 week, lunch or dinner to cater for participants of a 1-week HACCP seminar with a company next door. The menu must include 3 courses at a set price of $25.00 per person and a food cost not exceeding 32%. The seminar is of a duration of 1-week Monday to Friday and is held consecutively over 2 months.

The dishes must provide a balanced variety on offer and within the courses offered including the following:

colours o cooking methods o delicacies o flavours o nutritional values o presentation

seasonally available ingredients

tastes o textures

Draft ideas for each of the dishes listed in A., present these to your chef/colleagues or trainer and obtain feedback. Document what the feedback entailed and what you will change as a result. Attach this draft and comments to this assessment marked Menu 3

Establish standard recipe cards for each dish, listing the ingredients and required quantities and cost these to meet the required margins set out in A.

Establish a yield test sheet for all ingredients, using the attached template Yields and calculate the net yields, and net costs.

Identify the dishes that feature best in terms of profitability.

Write the menu using an attractive font of your choice, no smaller than size 12. Ensure each dish is described accurately and in an appealing manner, and true in its features and ingredients.

Use correct culinary terms, language, and grammar relevant to the style of cuisine

Once implemented, obtain feedback for the success of the menu using a method outlined in the task section above and attach the feedback to this assessment marked Menu 3

Which dishes were most popular? Which dishes were most profitable? What other options could you use for future cyclical menus to reduce your food cost whilst ensuring customer satisfaction?

Menu 4 Plan a degustation menu.

Plan a degustation menu comprising of at least 5 courses and offering 2 main course options. The food cost must not exceed 34 %. The maximum cost shall be in proportion to the client information and current prices for meals as identified in question 1.

The dishes must provide a balanced variety on offer and within the courses offered including the following:

colours o cooking methods o delicacies o flavours nutritional values

presentation seasonally available ingredients

tastes

textures

Draft ideas for each of the dishes listed in A., present these to your chef/colleagues or trainer and obtain feedback. Document what the feedback entailed and what you will change as a result. Attach this draft and comments to this assessment marked Menu 4

Establish standard recipe cards for each dish, listing the ingredients and required quantities, which must reflect the portion sizes for a degustation menu based on the number of courses provided.

Establish a yield test sheet for all ingredients, using the attached template Yields and calculate the net yields, and net costs.

Identify the dishes that feature best in terms of profitability.

Write the menu using an attractive font of your choice, no smaller than size 12. Ensure each dish is described accurately and in an appealing manner, and true in its features and ingredients.

Use correct culinary terms, language and grammar relevant to the style of cuisine

Once implemented , obtain feedback for the success of the menu using a methods outlined in the task section above and attach the feedback to this assessment marked Menu 4

What was the feedback received, and accordingly what should be improved for a degustation menu in the future?

Menu 5 Plan an ethnic menu.

Plan an ethnic menu of your choice suitable to the customer profile /establishment you have identified in question 1. The menu needs to include 3 courses. The food cost must not exceed 28%.

The dishes must provide a balanced variety on offer and within the courses offered including the following:

colours o cooking methods o delicacies o flavours o nutritional values o presentation

seasonally available ingredients

tastes o textures

Draft ideas for each of the dishes listed in A., present these to your chef/colleagues or trainer and obtain feedback. Document what the feedback entailed and what you will change as a result. Attach this draft and comments to this assessment marked Menu 5

Establish standard recipe cards for each dish, listing the ingredients and required quantities.

Establish a yield test sheet for all ingredients, using the attached template Yields and calculate the net yields, and net costs.

Identify the dishes that feature best in terms of profitability and make adjustments to meet the food cost requirements set out in A.

Write the menu using an attractive font of your choice, no smaller than size 12. Ensure each dish is described accurately and in an appealing manner, and true in its features and ingredients.

Use correct culinary terms, language and grammar relevant to the style of cuisine

Once implemented , obtain feedback for the success of the menu using a methods outlined in the task section above and attach the feedback to this assessment marked Menu 5

What was the feedback received, and accordingly what should be improved when planning future ethnic menus in the future?

Menu 6 Plan a set /table dhte menu.

Plan a set or table dhte menu of your choice suitable to the customer profile /establishment you have identified in question 1. The menu needs to include 3 courses and may have a choice for each course. The food cost must not exceed 30% and could potentially make use of any by-products you have identified in e.g. your la carte menu (Menu 1) or degustation menu (Menu 4)

The dishes must provide a balanced variety on offer and within the courses offered including the following:

colours o cooking methods o delicacies o flavours o nutritional values o presentation

seasonally available ingredients

tastes o textures

Draft ideas for each of the dishes listed in A., present these to your chef/colleagues or trainer and obtain feedback. Document what the feedback entailed and what you will change as a result. Attach this draft and comments to this assessment marked Menu 6

Establish standard recipe cards for each dish, listing the ingredients and required quantities, which must reflect the portion sizes for courses within a menu.

Establish a yield test sheet for all ingredients, using the attached template Yields and calculate the net yields, and net costs.

Identify the dishes that feature best in terms of profitability and make adjustments to meet the food cost requirements set out in A.

Write the menu using an attractive font of your choice, no smaller than size 12. Ensure each dish is described accurately and in an appealing manner, and true in its features and ingredients.

Use correct culinary terms, language and grammar relevant to the style of cuisine

Once implemented , obtain feedback for the success of the menu using a methods outlined in the task section above and attach the feedback to this assessment marked Menu 6

What was the feedback received, and accordingly what needs to be improved when planning future set or table dhte menus in the future?

Menu 7 Plan a seasonal menu.

Plan a seasonal menu, relevant to the time of the year/month and the region where you undertake this assessment. Your menu may include e.g. dishes for a game season, fresh berries in season, in conjunction with dishes paired to new wines released or similar. Your menu needs to comprise of a selection of speciality dishes using seasonal produce as a specials menu or a complete menu using at least 4 courses. The food cost shall not exceed 31% for any dish, and the menu should be in line with the characteristics you have provided in Question 1 of this assessment.

The dishes must provide a balanced variety on offer and within the courses offered including the following: o colours o cooking methods o delicacies o flavours o nutritional values

presentation

seasonally available ingredients

tastes textures

Draft ideas for each of the dishes listed in A., present these to your chef/colleagues or trainer and obtain feedback. Document what the feedback entailed and what you will change, accordingly. Attach this draft and comments to this assessment marked Menu 7

Establish standard recipe cards for each dish, listing the ingredients and required quantities.

Establish a yield test sheet for all ingredients, using the attached template Yields and calculate the net yields, and net costs.

Cost each dish and identify the profitability of each menu item. Make adjustment s to meet the requirements set out in A.

Write the menu using an attractive font of your choice, no smaller than size 12. Ensure each dish is described accurately and in an appealing manner, and true in its features and ingredients.

Use correct culinary terms, language and grammar relevant to the style of cuisine

Once implemented , obtain feedback for the success of the menu using a methods outlined in the task section above and attach the feedback to this assessment marked Menu 7

What was the feedback received, and accordingly what needs to be improved or changed?

330390551

Standard Recipe Card Name of dish:

Portion #:

Ref.source: Total Cost:

Portion size:

Portion Cost:

Sale Price at

%

( Food Cost)

Sales Price

Food Cost %

Commodities Item Specification Weight

kg/l/Unit Cost per kg/l/Unit Actual cost

Total Cost

Portion Cost

Method:

330390551

Assessment Evaluation Tool

Unit Code & Unit Name SITHKOP002 Plan and cost basic menus Assessment Type Written task & Quiz Assessment Name AT 1 Students name & ID Is Student able to demonstrate the following: Performance Criteria [1.1, 1.2, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3] Yes No

(1.1) Identify current customer profile for the food business.

(1.2) Analyse food preferences of customer base.

(2.1) Generate a range of ideas for menus for dishes or food production ranges, assess their merits, and discuss with relevant personnel.

(2.2) Choose menu items to meet customer preferences.

(2.3) Identify organisational service style and cuisine, and develop suitable menus.

(2.4) Include balanced variety of dishes or food production items for the style of service and cuisine.

(3.1) Itemise proposed components of included dishes or food production items.

(3.2) Calculate portion yields and costs from raw ingredients.

(3.3) Assess cost-effectiveness of proposed dishes or food production items and choose menu items that provide high yield.

(3.4) Price menu items to ensure maximum profitability.

(4.1) Write menus using words that appeal to customer base and fit with the business service style.

(4.2) Use correct names for style of cuisine.

(4.3) Use descriptive writing to promote sale of menu items.

(5.1) Seek ongoing feedback from customers and others, and use to improve menu performance.

(5.2) Assess success of menus against customer satisfaction and sales data.

(5.3) Adjust menus based on feedback and profitability.

Assessment Evaluation Tool AT 1 1 | P a g e

SITHKOP002 Plan and cost basic menus

Is Student able to demonstrate the following: Knowledge Evidence [1, 2, 3, 4, 5, 6, 7, 8, 9, 10] Yes No

(1) Organisation-specific information:

a) sources of information on current customer profile and food preferences b) service style and cuisine

c) costs of supply for ingredients

(2) Methods and formulas for calculating portion yields and costs from raw ingredients: a) butchers test

standard measures

standard yield tests

(3) Hospitality and catering industry desired profit margins, mark-up procedures and rates

(4) Different types and styles of menus for dishes or food production ranges for different types of food outlets

(5) Range of food preferences relating to:

contemporary eating habits

cultural and ethnic influences

popular menu items

quick service foods

seasonal dishes

variety of food products

(6) Differing characteristics of customer groups:

age range

buying power

gender

income level

social and cultural background

(7) Influence of seasonal products and commodities on menu content

(8) Naming conventions and culinary terms for a variety of cuisines

(9) Formats for and inclusion of menus presented to customers

(10) Methods of assessing the popularity of menu items:

customer surveys

popularity index

sales data

Assessor name: Assessment date: Assessor signature:

Assessment Evaluation Tool AT 1 2 | P a g e

SITHKOP002 Plan and cost basic menus

11234931046937

Assessment Evaluation Tool

(3.2) Calculate portion yields and costs from raw ingredients.

(3.3) Assess cost-effectiveness of proposed dishes or food production items and choose menu items that provide high yield.

(3.4) Price menu items to ensure maximum profitability.

(4.1) Write menus using words that appeal to customer base and fit with the business service style.

(4.2) Use correct names for style of cuisine.

(4.3) Use descriptive writing to promote sale of menu items.

(5.1) Seek ongoing feedback from customers and others, and use to improve menu performance.

(5.2) Assess success of menus against customer satisfaction and sales data.

(5.3) Adjust menus based on feedback and profitability.

Is Student able to demonstrate the following: Knowledge Evidence [1, 2, 3, 4, 7, 8, 9, 10] Yes No

(1) Organisation-specific information:

a) sources of information on current customer profile and food preferences b) service style and cuisine

c) costs of supply for ingredients

(2) Methods and formulas for calculating portion yields and costs from raw ingredients: a) butchers test

standard measures

standard yield tests

(3) Hospitality and catering industry desired profit margins, mark-up procedures and rates

(4) Different types and styles of menus for dishes or food production ranges for different types of food outlets

(7) Influence of seasonal products and commodities on menu content

(8) Naming conventions and culinary terms for a variety of cuisines

(9) Formats for and inclusion of menus presented to customers

(10) Methods of assessing the popularity of menu items:

customer surveys

popularity index

sales data

Assessor name: Assessment date: Assessor signature: 11234931046937

Assessment Evaluation Tool AT 2 2 | P a g e

SITHKOP002 Plan and cost basic menus

ASSESSMENT COVER SHEET

This form is to be completed by the assessor and used as a final record of student competency. All student submissions including any associated checklists are to be attached to this cover sheet before placing on the students file. Student results are not to be entered onto the Student Database unless all relevant paperwork is completed and attached to this form.

Student Name Student ID

Assessor Name Completion Date

Course Name Certificate III in Commercial Cookery Course Code SIT30816

Unit Name Coach others in job skills Unit Code SITXHRM001

FIRST ATTEMPT: SECOND ATTEMPT:

Please attach the following student evidence to this form Result

S = Satisfactory

NS = Not Yet Satisfactory DNS = Did Not Submit

Assessment 1

Written Assessment

S | NYS | DNS

Assessment 2

Practical Observation

S | NYS | DNS

Assessment 3

Written Quiz

S | NYS | DNS

Final Assessment Result for this unit

C = Competent / NYC = Not Yet Competent C / NYC

Student Declaration: I acknowledge the assessment process has been explained and agree to undertake assessment. I am aware of NITs appeals process, should the need arise. I also understand that I must be assessed as satisfactory in all parts of the assessment to gain a competent result for this unit of competency. I declare that the work contained in this assessment is my own, except where acknowledgement of sources is made. I understand that a person found responsible for academic misconduct will be subject to disciplinary action (refer to Enrolment Acceptance Agreement).

I give permission for a copy of my marked work to be retained and reproduced for the purpose of review and validation.

Student Signature: ____________________________

Date: ____/_____/_____ Assessor Feedback:

_____________________________________________

_____________________________________________

Assessor Signature: ____________________________

Date: ____/_____/_____

Administrative use only

Entered onto Student Management Database ________________

Date

Initials

SITXHRM001 QUIZ

The following statements related to coaching are: (Please tick the correct answers indicating True or False)

True False

1. The term coaching indicates a more hands-on instruction of commonly used skills, which do require formal training sessions.

2. Coaching often occurs one-on-one so that the sessions can be easily tailored to the staff members needs.

3. Coaching sessions are generally carried out at TAFE or in a school.

4. In the TH&E industry, commonly coached tasks include basic customer service skills, technical or practical skills, e.g., operating equipment, preparing an item for sale or completing documentation.

5. A coaching session could include the processes required for selling or promoting products and services.

A good coach should possess the following essential attributes: (Please tick the correct answers)

1. Can train for transfer (the skills are easily applied in work situation)

2. Demands respect

3. Instils confidence

4. Must be a qualified teacher

5. Must be able to motivates others

6. Must be experienced

7. Must be passionate

8. Must be well organised

9. Understands how and why people learn

Where and how does coaching commonly occur? (Please tick the correct answers indication True or False)

True False

1. Both on- and off-the-job training must not be held before or after work as individuals are entitled to time off.

2. For the coaching to be successful you need to select a comfortable and practical environment.

3. Most of the learning in your career will occur on-the-job, e.g., someone will show you how to set a table or fold a serviette.

4. Off-the job training has the benefit that people are able to concentrate more with less interruption and in some instances specialised equipment can be used.

5. Simulation is not beneficial for the purpose of coaching and training as it fails to provide for realistic situations.

6. Some coaching situations may warrant the training to be taken off site, known as off-thejob training.

The following are examples of how the need for coaching could be identified: Match the coaching need with the correct definition. Change in procedure it is necessary and a legal requirement for all new employees to receive some sort of introductory or induction training

Direction from another employee some organisations may implement more formal training initiatives such as the

Human Resources (HR) department or manager carrying out a training needs analysis

(TNA) of the organisation/department

Employee is new a co-worker, team leader or supervisor may recognise that someone within the team needs more instruction

Results from a training needs analysis when new systems or policies are implemented, new equipment installed or new software introduced, then generally all staff directly affected will require coaching

Please tick the correct answer indicating True or False:

A training need is essentially a gap between current performance (what employees actually do in the job) and required performance (what employees should do in the job).

True

False

To make coaching effective, all specific details must be communicated to the candidate and need to include: (Please tick the correct answers)

1. Why the coaching is being conducted

2. Who will deliver the coaching

3. What they will learn

4. What the intended outcomes are

5. The consequences of failing to achieve the required training outcomes

6. How it will help them in their job role

7. The reduction in salary for not completing training

The essential requirements regarding underpinning knowledge for any coaching session typically include: (Please tick the correct answers)

1. Background knowledge of products and services

2. Ingredients or components of items

3. Legal, WHS and hygiene factors/risks

4. Reasons why tasks are done in a particular way

5. Thorough knowledge of learning theories

6. Vital information that is required to enable successful completion of the task

Once the need for coaching has been identified the following steps are required to prepare for the actual coaching: (Please tick the correct answers)

1. Discussing the coaching with the staff member

2. Obtaining approval for coaching from management

3. Organising a time and place

4. Planning the coaching session

5. Undertaking a feasibility study regarding costs

An effective coaching session requires clearly planned approaches using a session plan which needs to include the following details: (Please tick the correct answers)

1. A sequential flow of steps

2. Approximate timing

3. Detailed analysis of costs

4. Key points to cover

5. Resource requirements

6. Suitable training methods

7. The training or coaching objectives

8. Training aids required

When selecting a time and place for coaching the following aspects need to be considered: (Please tick the correct answers indicating True or False)

True False

1. Coaching needs to consider how many staff members there will be.

2. Coaching needs to consider possible interruptions.

3. Coaching needs to consider the suitability of the location where coaching shall occur.

4. Customer situations and work commitments are not relevant when planning coaching, as these are planned sessions.

5. It is not a good idea to conduct coaching in a simulated environment.

6. Most workplace coaching is carried out during the rostered shift but depending on the particular skill it may be better carried out before or after work time.

7. WHS requirements are a given and do not require planning for coaching sessions if training occurs in a workplace.

The following statements relating to EEO legislation are relevant when providing coaching: (Please tick the correct answers)

1. Decisions must never be made on the basis of individuals skills and abilities.

2. In Australia there are four groups identified as being disadvantaged: women, Indigenous Australians, migrants from non-English backgrounds and people with disabilities.

3. It is illegal in Australia to treat people unfairly or to exclude certain persons or groups from workplace participation, including training and career progression.

4. Organisations must ensure that their work practices comply with current anti-discrimination and Equal Employment Opportunity (EEO) legislation.

The following examples would be classified as discriminatory behaviour relating to coaching or coaching provisions: (Please tick the correct answers indicating True or False)

True False

1. Deliver training sessions that may be insensitive or disadvantage those who have limited English proficiency or require disability provisions.

2. Not offering someone training/promotion based on the assumption they may take maternity leave, go walkabout, take excessive sick days or resist relocation.

3. Not providing coaching or training on the basis of sex.

4. Providing coaching/training only on weekends or during the evening and not offering alternatives, which may unfairly disadvantage parents who have family responsibilities.

5. Providing coaching/training sessions to all new employees.

Please tick the correct answer indicating True or False:

When you are instructing others, you need to consider the variety of learning styles so that each person is able to absorb the new knowledge. True

False

Please tick the correct answer indicating True or False:

Combining verbal and visual instruction with hands-on learning means that you are more likely to achieve success and make learning meaningful. True

False

Which corrective actions and feedback would you use during the coaching session and how would you use them? (Please tick the correct answer indicating True or False)

True False

1. Allowing staff to see their own mistakes and self-correct these is a valuable approach during coaching.

2. All feedback should be saved until the end of a session, rather than correcting mistakes as they occur.

3. Provide supportive feedback throughout, correcting any technique as you progress.

4. Frequently interrupt the staff members actions and point out all mistakes to re-enforce skills.

5. Have the staff member explain the processes you have just demonstrated so that you can gauge their understanding.

What is the purpose of using effective questioning techniques when conducting coaching? (Please tick the correct answers)

1. You may like to ask the candidate some quiz-like questions to assess their understanding, such as why do we do that?.

2. Questioning in a learning environment should only be used where a literacy requirement has been identified.

3. Always use closed questions to avoid a full response; a simple answer like yes or no prevents anxiety.

4. Do avoid asking Do you understand? as the staff member is only obliged to answer yes or no, and may say yes, even if they dont understand.

Which of the following are things you need to do at the conclusion of the coaching session? (Please tick the correct answers)

1. Provide feedback to the candidate

2. Recap key points

3. Provide assessment result

4. Invite questions

5. Provide a detailed performance report

6. Thank the staff member

What should happen after a coaching session in terms of follow-up, monitoring and further coaching? (Please tick the correct answers indicating True or False)

True False

1. At the conclusion of the coaching session thank the staff member for their participation and let them know what happens next.

2. Information could include whether more coaching sessions are required or if the candidate will receive any monitoring or follow-up training.

3. As the coach, you should always offer extended support should it be needed.

4. Additional support should only be offered if this option has been costed as part of the coaching session.

5. Ongoing support is often part of the trainer-staff member relationship.

What are effective provisions for monitoring staff performance after a coaching session? (Please tick the correct answers indicating True or False)

True False

1. Conduct weekly, fortnightly, or monthly performance discussions, depending on your organisations procedures.

2. Having a staff member repeatedly practise a particular skill is usually not sufficient to bring them up to the required level.

3. If any performance problems are identified, then more coaching may need to be scheduled.

4. In order to let staff members, know how they are progressing you may need to seek the opinion of their colleagues or supervisors as to how they are performing post-coaching.

5. Monitoring staff members will help you identify whether staff with different skill levels should be employed in the future.

6. Once a coaching session has been conducted it is essential to monitor and reinforce the coaching in the work situation.

7. Try to gain direct feedback on the session from the participants, including how they feel about the new skills learnt.

Select the appropriate methods which could be used to evaluate your performance as a coach and the success of your coaching session: (Please tick the correct answers)

1. Direct observation of the staff member in a work environment

2. Using a supervisor to observe the coaching session

3. Interviews with related parties

4. Interviews with the candidates parents

5. Self-evaluation

6. Questionnaires

Connect each type of performance problem with its definition.

1. Breakdown in communication Just as a staff member might need a few sessions in order to fully learn a new skill, you might also need a bit of practice at coaching. 2. Shyness or lack of confidence Basic communication problems contribute to many issues in the workplace. 3. Resistance to change Some people are naturally introverted and shy and may therefore find coaching sessions uncomfortable, especially if they have to demonstrate skills in front of other people. 4. Insufficient opportunity to practise Change can create resistance and cause fear. People sometimes do not want to adopt new techniques or procedures.

5. Inappropriate circumstances for coaching In order to properly learn a new skill, staff members require ample opportunities to participate in hands-on practice. 6. Lack of experience Despite careful and meticulous planning, certain circumstances may arise which mean that the coaching session needs to be rescheduled or postponed.

Which of the following provisions contribute to an open and inviting coaching environment through effective use of communication? (Please tick the correct answers)

1. Speak clearly and at a moderate pace

2. Speak firmly and not allowing interruptions

3. Positioning your body and the demonstration area so that staff members can see

4. Using closed body language

5. Planning ahead

6. Breaking down steps into a sequential order (maximum 6-8 steps)

7. Being sensitive to cultural and language diversity

8. Asking closed questions to clarify understanding

9. Inviting feedback/questions

Assessment Task 1

SITXHRM001 Coach others in job skills

Written Test

Assessment Submission details:

Please include following details on the top of your assessment:

Your Name

Your Student Id

Your Trainers name

Title of your Assessment

Assessment Due Date

Actual Submission Date

Please Note: Any changes in the assessment due date must be approved by your trainer.

This assessment can be hand written or in Microsoft word format. Following settings should be made for this assignment to keep consistency among all the assessments:

Body text Page setup

Font: Times New Roman

Font size: 12 point

Line spacing: Double

Text style: Normal

Top: 2.54 cm

Bottom: 2.54 cm

Left: 3.17 cm

Right: 3.17 cm

Header: 1.25 cm

Footer: 1.25 cm

If hand written assessments are submitted, hand writing needs to be clear and legible.

Do not forget to attach the Cover Sheet at the front of the assessment.

Make sure you have signed the Cover sheet to declare this is your own work.

You can e-mail this assessment to your trainers e-mail address with following details: In subject mention your student Id Your name.

Achieving Competence:

To be deemed competent in this assessment you must:

Correctly address all of the assessment requirements as described in this task

Correctly address all of the submission instructions

Successfully complete the Assessment Questions

Submit assessment on or before the due date with an assessment cover sheet

Performance objective:

You need answer the entire question using information given to you from class and from your course material.

Assessment description:

You must provide a response to all questions in assessment Questions section.

Assessment Questions:

Question 1: What is the meaning of coaching? Provide some examples of commonly coached tasks?

Question 2: List 5 essential attributes of a good coach?

Question 3: Where does coaching occur? In what forms could coaching take place?

Question 4: How is EEO legislation relevant in terms of providing coaching?

Question 5: Provide 4 examples of discriminatory behaviour relating to coaching or coaching provisions?

Question 6: How do learning styles or individual learning preferences affect the success of coaching?

Question 7: Provide 5 examples of how the need for coaching could be identified?

Question 8: What is a training need?

Question 9: List the 5 steps involved in analysing training needs?

Question 10: Once the need for coaching has been identified you will need to start to prepare for coaching. Which preparation steps does this include?

Question 11: To make coaching effective, all specific details must be communicated. Who should be involved and what information must be communicated?

Question 12: How could background information about a candidate assist in planning coaching strategies?

Question 13: An effective coaching session requires clearly planned approaches. How is this done and what should the planning cover?

Question 14: Why is it important to carefully select a time and place for coaching? What needs to be considered?

Question 15: What are the essential requirements regarding underpinning knowledge for any coaching session? Which organisational procedures related to specific tasks performed in the workplace should this include?

Question 16: The body of a coaching session will involve the actual coaching steps. List these 5 steps:

Question 17: What corrective actions and feedback would you use during the coaching session and how would you use them?

Question 18: What is the purpose of using open ended questions when conducting coaching?

Question 19: List 4 things you need to do at the conclusion of the coaching session. What should you discuss as you summarise the coaching?

Question 20: Which information should you provide to a candidate in terms of follow-up, monitoring or further coaching?

Question 21: What is the purpose of monitoring after a coaching session? How is this done effectively?

Question 22: What are the reporting requirements for coaching sessions? What is the purpose of reporting?

Question 23: Provide 4 examples of methods which could be used to evaluate your performance as a coach and the success of your coaching?

Question 24: List and explain 6 examples of possible performance problems or difficulties which could arise during coaching?

Question 25: How could you contribute to an open and inviting coaching environment through effective use of communication? What would be required to achieve this?

Assessment Task 2

SITXHRM001 Coach others in job skills

Assessment Submission details:

Please include following details on the top of your assessment:

Your Name

Your Student Id

Your Trainers name

Title of your Assessment

Assessment Due Date

Actual Submission Date

Please Note: Any changes in the assessment due date must be approved by your trainer.

This assessment can be handwritten or in Microsoft word format. Following settings should be made for this assignment to keep consistency among all the assessments:

Body text Page setup

Font: Times New Roman

Font size: 12 point

Line spacing: Double

Text style: Normal

Top: 2.54 cm

Bottom: 2.54 cm

Left: 3.17 cm

Right: 3.17 cm

Header: 1.25 cm

Footer: 1.25 cm

If handwritten assessments are submitted, hand writing needs to be clear and legible.

Do not forget to attach the Cover Sheet at the front of the assessment.

Make sure you have signed the Cover sheet to declare this is your own work.

You can e-mail this assessment to your trainers e-mail address with following details: In subject mention your student Id Your name.

Achieving Competence:

To be deemed competent in this assessment you must:

Correctly address all of the assessment requirements as described in this task

Correctly address all of the submission instructions

Successfully complete the Assessment Questions

Submit assessment on or before the due date with an assessment cover sheet

Performance objective:

The purpose of this assessment is to assess you underpinning knowledge to complete the tasks outlined in the elements and performance criteria for this unit of competency

Assessment description:

This assessment consists of 2 parts, Part A and Part B.

Part A

For the purpose of this assessment you are required to identify the coaching needs of 4 different colleagues and prepare 4 coaching sessions of maximum 15 minute duration for each need identified. Coaching needs may vary and can include e.g. precision cuts, specific preparation techniques for dishes, safe use of equipment; table setting for different occasions, serviette folding; spot removal in housekeeping, making beds; preparing for event registration/set-up etc. to name a few examples for possible coaching needs in various departments of hospitality, tourism and events.

You are required to address all questions to achieve competence. Your trainer will provide you with instructions for time frames and dates to complete this assessment.

You are required to identify the coaching needs for 4 different colleagues in preparation for the practical coaching sessions, where you are observing delivered these to the identified colleagues.

Complete the table/profile for each coaching need below.

Complete the corresponding Coaching Session Plans with duration of no more than 15 minutes for each session, and attach these for each task/colleague to be coached.

Answer all questions overleaf.

Part B

In this part of the assessment you are required to provide suggestions, supported by examples how

you will deal with and overcome performance problems during coaching sessions,

you will encourage further training and provide for application of the learnt skills as well as transferring these skills to new tasks where applicable,

you will provide for monitoring of the learnt tasks to address performance problems or follow up on coaching.

Once completed, carefully read the responses you have provided and check for completeness. Your trainer will provide you with feedback and the result you have achieved. The criteria set out in the checklist provide a general guideline for the details you need to provide for this assessment for this assessment.

Assessment Questions:

Part A: Identifying coaching needs and preparing for coaching

Coaching Candidate 1

Name: Location:

Reason for Coaching:

How was the need for coaching identified?

Which specific coaching needs were discussed with the colleague in need of coaching?

Description of task(s) to be coached:

WHS and legal requirements for each task identified:

Potential gaps in WHS provisions which must be adhered to/trained before coaching can begin:

Session Plan 1 completed with details and attached

Coaching Candidate 2

Name: Location:

Reason for Coaching:

How was the need for coaching identified?

Which specific coaching needs were discussed with the colleague in need of coaching?

Description of task(s) to be coached:

WHS and legal requirements for each task identified:

Potential gaps in WHS provisions which must be adhered to/trained before coaching can begin:

Session Plan 2 completed with details and attached

Coaching Candidate 3

Name: Location:

Reason for Coaching:

How was the need for coaching identified?

Which specific coaching needs were discussed with the colleague in need of coaching?

Description of task(s) to be coached:

WHS and legal requirements for each task identified:

Potential gaps in WHS provisions which must be adhered to/trained before coaching can begin:

Session Plan 3 completed with details and attached

Coaching Candidate 4

Name: Location:

Reason for Coaching:

How was the need for coaching identified?

Which specific coaching needs were discussed with the colleague in need of coaching?

Description of task(s) to be coached:

WHS and legal requirements for each task identified:

Potential gaps in WHS provisions which must be adhered to/trained before coaching can begin:

Session Plan 4 completed with details and attached

Part B

Question 1: How will you deal with, and accordingly overcome, the following performance problems or difficulties by providing applied examples or scenarios?

Breakdown in communication

Shyness or lack of confidence

Insufficient opportunity to practise

Inappropriate circumstances for coaching

Lack of experience

Question 2: How will you ensure that your colleagues will be able to apply the learnt skills to other tasks or situations and how can you provide for this? Provide examples for each task you have delivered in your 4 coaching sessions?

Question 3: How will you provide for ongoing coaching processes, given that you work in a very busy establishment?

Date: _________ Time: _________ Duration: ____________ Location: ___________________

Coaching Session 1 (maximum Duration 15 minutes)

Training Objective

(What is to be achieved?) Resources Time Activities

Explanation:

Silent Demonstration:

Demonstration and Explanation:

Trainee Explanation:

Trainee Demonstration:

Trainee Practice:

Feedback:

Reporting Requirements:

Who? Why?

Date: _________ Time: _________ Duration: ____________ Location: ___________________

Coaching Session 2 (maximum Duration 15 minutes)

Training Objective Resources Time Activities

Explanation:

Silent Demonstration:

Demonstration and Explanation:

Trainee Explanation:

Trainee Demonstration:

Trainee Practice:

Feedback:

Reporting Requirements:

Who? Why?

Date: _________ Time: _________ Duration: ____________ Location: ___________________

Coaching Session 3 (maximum Duration 15 minutes)

Training Objective Resources Time Activities

Explanation:

Silent Demonstration:

Demonstration and Explanation:

Trainee Explanation:

Trainee Demonstration:

Trainee Practice:

Feedback:

Reporting Requirements:

Who? Why?

Date: _________ Time: _________ Duration: ____________ Location: ___________________

Coaching Session 4 (maximum Duration 15 minutes)

Training Objective

(What is to be achieved?) Resources Time Activities

Explanation:

Silent Demonstration:

Demonstration and Explanation:

Trainee Explanation:

Trainee Demonstration:

Trainee Practice:

Feedback:

Reporting Requirements:

Who? Why?

Assessment Evaluation Tool

Unit Code & Unit Name SITXHRM001 Coach others in job skills Assessment Type Written task & Quiz Assessment Name AT 1 Students name & ID Is Student able to demonstrate the following: Performance Criteria [1.1, 1.2, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3] Yes No

(1.1) Identify need for coaching based on a range of factors.

(1.2) Identify specific coaching needs through discussion with colleague and organise coaching sessions.

(2.1) Explain overall purpose of coaching to colleague.

(2.2) Explain and demonstrate specific skills.

(2.3) Communicate required knowledge and check colleague understanding.

(2.4) Advise organisational procedures for completing workplace tasks.

(2.5) Provide colleague with opportunity to practise skill and ask questions.

(2.6) Provide feedback in constructive and supportive manner.

(3.1) Monitor progress of new workplace skills and provide supportive assistance.

(3.2) Report progress to the appropriate person.

(3.3) Identify performance problems or difficulties with coaching and rectify or refer to appropriate person for follow-up.

Is Student able to demonstrate the following: Knowledge Evidence [1, 2, 3, 4, 5, 6] Yes No

(1) Communication techniques suitable to a workplace training context

(2) Objectives and scope of the coaching

(3) Factors which impact need for coaching:

direction from colleagues

own observation and workplace experience

request for coaching from colleagues to be coached

(4) key principles of training:

explanation

demonstration

review

listening to trainee explanation

observing and evaluating trainee demonstration providing feedback

(5) Legislative work health and safety and hygiene requirements

(6) Possible causes of performance problems or difficulties:

breakdown in communication

inappropriate circumstances for coaching

insufficient opportunity to practice

language or cultural barriers

shyness or lack of confidence

Assessment Evaluation Tool AT 1 1 | P a g e

SITXHRM001 Coach others in job skills

Acacia Institute

Assessor name: Assessment date:

Assessor signature:

Assessment Evaluation Tool AT 1 2 | P a g e

SITXHRM001 Coach others in job skills

Acacia Institute

Assessment Evaluation Tool

Unit Code & Unit Name SITXHRM001 Coach

others in job skills

Assessment Type Role play observation

Assessment Name AT 2

Students name & ID Is Student able to demonstrate the following: Performance Evidence [1, 2, 3, 4] Yes No

(1) Provide effective on-the job coaching to four different colleagues

(2) Address identified performance problems or difficulties experienced by colleagues in each of the above coaching sessions and rectify or refer as appropriate

(3) Evaluate colleagues performance and provide constructive feedback as part of above coaching sessions

(4) Demonstrate the following during each of the above coaching activities:

clear communication and demonstration of the organisational tasks required of the colleague

completion of training within commercial time constraints

application of the key principles of training

Is Student able to demonstrate the following: Performance Criteria [1.1, 1.2, 1.3, 2.1, 2.2, 2.3,

2.4, 2.5, 2.6, 3.1, 3.2, 3.3] Yes No

(1.1) Identify need for coaching based on a range of factors.

(1.2) Identify specific coaching needs through discussion with colleague and organise coaching sessions.

(2.1) Explain overall purpose of coaching to colleague.

(2.2) Explain and demonstrate specific skills.

(2.3) Communicate required knowledge and check colleague understanding.

(2.4) Advise organisational procedures for completing workplace tasks.

(2.5) Provide colleague with opportunity to practise skill and ask questions.

(2.6) Provide feedback in constructive and supportive manner.

(3.1) Monitor progress of new workplace skills and provide supportive assistance.

(3.2) Report progress to the appropriate person.

(3.3) Identify performance problems or difficulties with coaching and rectify or refer to appropriate person for follow-up.

Is Student able to demonstrate the following: Knowledge Evidence [1, 2, 3, 4, 5, 6] Yes No

(1) Communication techniques suitable to a workplace training context

(2) Objectives and scope of the coaching

(3) Factors which impact need for coaching:

direction for colleagues

own observation and workplace experience

request for coaching from colleagues to be coached (4) key principles of training:

explanation

demonstration

review

listening to trainee explanation

observing and evaluating trainee demonstration providing feedback

(5) Legislative work health and safety and hygiene requirements

(6) Possible causes of performance problems or difficulties:

breakdown in communication

inappropriate circumstances for coaching

insufficient opportunity to practice

language or cultural barriers

shyness or lack of confidence

Criterias S NYS Comments

Establishes rapport with the colleague

Communicates the requirements for the coaching session

The specific skill is explained

The workplace is prepared in a hygienic manner

The workplace is prepared to meet WHS requirements

The WHS requirements are instructed and confirmed

Gaps in WHS are explained and demonstrated

The task is broken into steps

The individual steps are explained

Individual steps are demonstrated

The required knowledge is communicated and checked

Colleague is provided with opportunity to practice each task step

Active questioning is employed to invite questions and answers from colleague

Constructible feedback is employed at all times

Where corrective action is required colleague is instructed accordingly

WHS is maintained throughout coaching

Hygiene is maintained throughout coaching as applicable

Colleague manages to perform new tasks

Identifies shyness/communication problems and takes pro-active action

Communication employed during coaching provides for friendly interaction/promotes engaged learning/training

Motivates colleague to achieve further tasks through supportive actions and constructive feedback

Applications for new skill(s) are explained

Opportunities for further practice are explained

Timeframe for monitoring is suggested

Provisions for further monitoring and communication are established

Outlines the reporting requirements for coaching session as relevant /according to

Coaching Session

organisational procedures Evaluates own performance and suggests ways for improvement

Coaching methods employed improve over the course of the instances delivered

Assessor name: Assessment Date:

Assessor signature:

ASSESSMENT COVER SHEET

This form is to be completed by the assessor and used as a final record of student competency. All student submissions including any associated checklists are to be attached to this cover sheet before placing on the students file. Student results are not to be entered onto the Student Database unless all relevant paperwork is completed and attached to this form.

Student Name Student ID

Assessor Name Completion Date

Course Name Certificate III in Commercial Cookery Course Code SIT30816

Unit Name Participate in environmentally sustainable work practices Unit Code BSBSUS201

FIRST ATTEMPT: SECOND ATTEMPT:

Please attach the following student evidence to this form Result

S = Satisfactory

NS = Not Yet Satisfactory DNS = Did Not Submit

Assessment 1

Written Assessment

S | NYS | DNS

Assessment 2

Practical Assessment

S | NYS | DNS

Assessment 3 Quiz S | NYS | DNS

Final Assessment Result for this unit

C = Competent / NYC = Not Yet Competent C / NYC

Student Declaration: I acknowledge the assessment process has been explained and agree to undertake assessment. I am aware of NITs appeals process, should the need arise. I also understand that I must be assessed as satisfactory in all parts of the assessment to gain a competent result for this unit of competency. I declare that the work contained in this assessment is my own, except where

acknowledgement of sources is made. I understand that a person found responsible for academic misconduct will be subject to disciplinary action (refer to Enrolment Acceptance Agreement).

I give permission for a copy of my marked work to be retained and reproduced for the purpose of review and validation.

Student Signature: ____________________________

Date: ____/_____/_____ Assessor Feedback:

_____________________________________________

_____________________________________________

Assessor Signature: ____________________________

Date: ____/_____/_____

Administrative use only

Entered onto Student Management Database ________________

Date

Initials

ASSESSMENT COVER SHEET

BSBSUS201 QUIZ

Please tick the correct answer indicating True or False:

The key to waste management is to reduce the amount of waste that your organisation generates that will consequently end up in landfills.

True

False

The recyclable or compostable waste generated in Hotels potentially contributes to the following amounts of waste: (Please tick the correct answer)

A. 20 %

B. 40 %

C. 60 %

D. 80 %

Which of the following materials can be recycled? (Please tick the correct answers)

Glass

Polystyrene Boxes

Cooking Oils

Cardboard

Milk Bottles

Aluminium Cans

Bones and Meat By-Products

Paper

Waxed Cardboard Boxes

Please tick the correct answers indicating True or False:

True False

Minimisation of environmental risks would include an assessment of current practices.

Implementation of a waste management hierarchy has little effects on a business environmental performance.

Sustainable energy efficiency is based on seeking alternative sources of energy.

Compact fluorescent lights provide no effective saving, given the original, higher purchase price.

The AAA water rating indicates efficiency of appliances the higher the A rating the lower the efficiency.

Please tick the correct answer indicating True or False:

Sustainable purchasing of resources would involve a product or appliance being thoroughly researched in order to determine its environmental impacts down the track.

True

False

Please tick the correct answers indicating True or False:

True False

To calculate the flow rate of a tap, divide the volume of water by the time it took to fill a bucket.

An electricity bill enables to calculate and compare the use of energy effectively used.

Recycling receptacles in an organisation may be more costly than placing items into general waste.

A waste audit involves visual inspection of all waste over a 1 or 2 day period.

Government departments and industry service providers can provide benchmarks for best industry practice.

Select the three types of environmental hazards you should report to your supervisor: (Please tick the correct answers)

Fat is poured down the drain

A dysfunctional light bulb

Smell from the grease trap

A leak from the drum of oven cleaner

A colleague smoking in the parking lot

Initiating an environmental management plan within an organisation Match the following steps into the grid in logical order:

Step 1 Make Green changes

Step 2 Monitor and Improve

Step 3 Identify current consumption

Step 4 Create a Green Team

Step 5 Compare current consumption versus Best Practice

An enterprise plan may include the following details: (Please tick the correct answers)

Policies

Procedures

Work Plans

Rosters

Codes of Practice

Staff Qualifications

Staff Breaches

Engaged employees are effective employees Suggestions for improvements of environmental workplace practices could include factors relating to: (Please tick the correct answers)

Product Planning

Purchasing Specifications

Employee Awareness

Emission Reduction

Waste Disposal

Remuneration

Cheap Imports

Consumer Awareness

Catering Practices

Staff Awards

Please tick the correct answer indicating True or False:

To ensure that newly implemented conservation practices are productive it is essential to establish a periodic monitoring program.

True

False

Please tick the correct answer indicating True or False:

The Federal Department of Sustainability, Environment, Water, Population and Communities oversees matters of national environmental significance.

True

False

Please tick the correct answer indicating True or False:

The legislation for each state is governed under the Environmental Acts relevant for each state.

True

False

Please tick the correct answer indicating True or False:

Local councils have no powers to execute state environmental legislation.

True

False

Please tick the correct answer indicating True or False:

Government agencies and industry organisations commonly develop their own voluntary Codes of Practice which provide guidelines to assist businesses in specific industries to operate in improved sustainable practices.

True

False

The following actions could help to improve energy usage in an organisation: (Please tick the correct answers)

1. Use energy-efficient building materials for future projects, e.g. double glazing, better insulation, and natural sources for heating, cooling, lighting and airflow.

2. Encourage carpooling, public transport and riding or walking to work.

3. Increase ambient temperature in winter and decrease in summer, e.g. set air conditioning to 18C instead of 22C in summer.

4. Extend maintenance intervals.

5. Choose energy-efficient vehicles.

6. Establish a carbon offset program for travel or other activities.

The most common causes of waste in the TH&E industry are: (Please tick the correct answers)

1. Ineffective handling and storage

2. Poor quality of products and produce

3. Over-preparation

4. Over-ordering

5. Laziness and ignorance

6. Unpredictable consumer behaviour

The following policies could be implemented in an organisation to reduce waste effectively in all of its operations: (Please tick the correct answers)

1. Avoid bulk buying to eliminate large packaging.

2. Consider green waste provisions.

3. Dispose of hazardous waste through accredited companies.

4. Purchase bio-degradable or natural products.

5. Purchase refill toners and cartridges.

6. Recycling in all areas.

7. Use biodegradable oils and fats.

8. Use double sided printing.

The following statements relating to benchmarks in the TH&E industry are: (Please tick the correct answers indicating True or False)

True False

1. Industry standards for desired resource usage levels can be obtained from government departments.

2. Industry organisations and affiliated service providers, e.g. water boards, energy suppliers

are sources to provide industry standards for resource usage.

3. Accommodation venues can track their usage by either simply creating their own databases or by signing on to accreditation programs specialising in monitoring resource use.

4. The Green Globe program is a widely-used auditing system.

5. The Australian Hotels Association suggests that its members take part in the Green Globe program, as a way of improving their environmental performance.

The following statements for the efficiency ratings for appliances using water and/or energy are: (Please tick the correct answers indicating True or False)

True False

1. Appliances that use water are rated on their water efficiency as well as their value for money.

2. The rating scheme gives 1-6 stars to an appliance on the basis of their water efficiency.

3. The more water-efficient the appliance, the less stars it receives.

4. A label is placed on the appliance which displays the number of stars and the actual water consumption for a given usage.

5. This scheme applies to shower heads, taps, washing machines, dishwashers and other appliances.

6. In Australia, it is mandatory for most domestic electrical appliances to be tagged with the familiar red and yellow star rated energy label.

7. The identification label allows consumers to quickly compare the energy efficiency of different brands and products pre-purchase.

Suggestions for how staff can be actively involved in achieving improved environmentally sustainable outcomes could include: (Please tick the correct answers)

1. Employees should be empowered to offer suggestions, to report any workplace environmental hazards and notify breaches to appropriate personnel.

2. Employees should be involved in the decision-making process and have part in the implementation processes.

3. Staff on the front line are not usually in the position to identify problems or concerns related to energy inefficiencies.

4. Staff can be kept motivated by setting weekly or monthly targets, providing feedback on improved performance and implementing reward schemes for any new ideas.

5. This is typically achieved through open communication channels staff meetings, induction sessions, and committees, memos, training sessions, posters and so on.

The following measures could be employed for educating guests to enhance conservation practices: (Please tick the correct answers)

1. Educating guests to engage in positive behaviour is usually initiated by an informative letter on arrival.

2. Signs or alerts placed strategically inside the room and throughout the property are common measures used by many organisations.

3. Some hotels include an overview within the promotional video played once the TV is turned on.

4. The addition of an automated switch-off device in the shower is the most effective mechanism for educating guests.

5. Reducing the hot water temperature on the thermostat and changing default room temperatures for the air conditioning unit will limit the amount of energy used by guests.

The steps for monitoring and improving environmental practices in an organisation include: (Please tick the correct answers)

True False

1. To ensure that newly implemented conservation practices are productive, it is essential to establish a periodic monitoring program.

2. A monitoring program should be performed at annual intervals.

3. Software like spreadsheets are ideal to enter data for consumption of energy, gas, water as well as waste and recycling data for periodic comparison and continuous improvement plans.

4. Monitoring may involve forecasting future utility usage and systematically recording meter readings.

5. Physical site inspections and attaining feedback from staff enable you to obtain a contrast between current and future performance.

6. Results should be communicated to staff and if warranted, to guests and the wider community.

Assessment Task 1

BSBSUS201 Participate in environmentally sustainable work practices

Written Test

Assessment Submission details:

Please include following details on the top of your assessment:

Your Name

Your Student Id

Your Trainers name

Title of your Assessment

Assessment Due Date

Actual Submission Date

Please Note: Any changes in the assessment due date must be approved by your trainer.

This assessment can be handwritten or in Microsoft word format. Following settings should be made for this assignment to keep consistency among all the assessments:

Body text Page setup

Font: Times New Roman

Font size: 12 point

Line spacing: Double Text style: Normal

Top: 2.54 cm

Bottom: 2.54 cm Left: 3.17 cm Right: 3.17 cm

Header: 1.25 cm

Footer: 1.25 cm

If handwritten assessments are submitted, hand writing needs to be clear and legible.

Do not forget to attach the Cover Sheet at the front of the assessment.

Make sure you have signed the Cover sheet to declare this is your own work.

You can e-mail this assessment to your trainers e-mail address with following details: In subject mention your student Id Your name.

Achieving Competence:

To be deemed competent in this assessment you must:

Correctly address all of the assessment requirements as described in this task

Correctly address all of the submission instructions

Successfully complete the Assessment Questions

Submit assessment on or before the due date with an assessment cover sheet

Performance objective:

You need answer the entire question using information given to you from class and from your course material.

Assessment description:

You must provide a response to all questions in assessment Questions section.

Assessment Questions:

Question 1: Provide 6 reasons for going green in Australia and New Zealand?

Question 2: Through which means could the following aspects be implemented in an organization to improve environmental impacts?

Organisational Change

Technological change

Behavioural change

Question 3: Which legislation governs environmental laws at Federal Level? What does this cover?

Question 4: Which authority enforces environmental practices at state and territory levels?

Question 5: How are environmental practices governed at local government level? What does this commonly include?

Question 6: What is the Green Globe Program?

Question 7: Provide 5 examples for support tools which are provided by Green Globe to members to develop their own code of practice?

Question 8: Which type of accreditation system is available for the accommodation industry? By whom is this provided and what does this entail?

Question 9: Which environmental program was developed by the Restaurant and Caterers Association of Australia? What does this program require from its industry sectors?

Question 10: Which information could you obtain from the Sustainable Tourism Cooperative Research Centre (STCRC)?

Question 11: List 5 positive effects tourism can have on the natural environment?

Question 12: List 5 negative effects tourism can have on the natural environment?

Question 13: List 8 areas the World Travel and Tourism Council (WTTC) Green Globe Program recommends that accommodation operations should address?

Question 14: Provide 6 suggestions how an organisation could make improvements to water usage?

Question 15: Provide 4 examples of renewable energy?

Question 16: Suggest six actions to improve energy usage in an organisation?

Question 17: What are the likely impacts from waste on the environment?

Question 18: List the 4 most common causes of waste in the hospitality industry?

Question 19: Which major policies could be implemented in an organisation to reduce waste effectively in all of its operations?

Question 20: What are hazardous substances that are found commonly in Hospitality businesses?

Question 21: List 6 examples for improving land use and building design to reduce energy consumption and enhance sustainability?

Question 22: List the 5 steps to initiate an Environmental Management Plan?

Question 23: Who should be involved in a Green Team? What are the key principles to make a Green team a successful one?

Question 24: What are the processes to identify current consumption of energy, gas or water?

Question 25: What is the procedure to conduct a waste audit?

Question 26: Once energy, water and waste usage have been analysed, the results should be compared with industry standards or best practice models. Provide examples where you could access information for benchmarks in the tourism hospitality industry?

Question 27: What are the efficiency ratings for appliances using water and/or energy? How do these work?

Question 28: Provide 5 suggestions how staff can be actively involved in achieving improved environmentally sustainable outcomes?

Question 29: What is the role of educating guests to enhance conservation practices? How can this be achieved?

Question 30: What are the essential steps for monitoring and improving environmental practices in an organisation?

Assessment Task 2

BSBSUS201 Participate in environmentally sustainable work practices

Assessment Submission details:

1. Please include following details on the top of your assessment:

Your Name

Your Student Id

Your Trainers name

Title of your Assessment

Assessment Due Date

Actual Submission Date

Please Note: Any changes in the assessment due date must be approved by your trainer.

This assessment can be hand written or in Microsoft word format. Following settings should be made for this assignment to keep consistency among all the assessments:

Body text Page setup

Font: Times New Roman

Font size: 12 point

Line spacing: Double Text style: Normal

Top: 2.54 cm

Bottom: 2.54 cm Left: 3.17 cm Right: 3.17 cm

Header: 1.25 cm

Footer: 1.25 cm

If hand written assessments are submitted, hand writing needs to be clear and legible.

Do not forget to attach the Cover Sheet at the front of the assessment.

Make sure you have signed the Cover sheet to declare this is your own work.

You can e-mail this assessment to your trainers e-mail address with following details: In subject mention your student Id Your name.

Achieving Competence:

To be deemed competent in this assessment you must:

Correctly address all of the assessment requirements as described in this task

Correctly address all of the submission instructions

Successfully complete the Assessment Questions

Submit assessment on or before the due date with an assessment cover sheet

Performance objective:

You will demonstrate the skills and knowledge necessary to develop the environmental management plan.

Assessment description:

You are required to demonstrate your knowledge in creating a green team in organization structure to develop an environmental management plan and to identify critical control measures to use the energy efficiently.

This assessment consists of 2 parts:

Part A requires you to demonstrate your underpinning knowledge in a written assignment.

Part B requires a practical project of a resource efficiency assessment. Your workplace area will be instructed by your teacher or trainer, for which you need to submit your findings in form of a report.

You will be allocated a 120 minute time slot to conduct your practical task (excluding the reportwhich needs to be submitted by the given due date, together with Part A) Notes from your practical task need to be attached to this assignment, clearly marked with your name, student number and class on each page.

Assessment Questions:

PART A: DEVELOP AN ENVIRONMENTAL MANAGEMENT PLAN

Your Environmental Management Plan needs to include the following headings and should address all points listed under each heading:

Step1: Create a Green Team

This needs to include a discussion on how you will select your environmental committee in your organisation and should address the following aspects:

Desirable backgrounds of committee members (state reasons)

Individual roles in your committee

Communication channels

Provisions to meet legislative requirements (refer to the provided links in your text)

Provisions for fostering team understanding and including all employees in environmental processes.

Step 2: Identify current consumption

In this part you need to discuss how you will ascertain how much water, electricity and gas your organisation is currently consuming and how much waste is being generated. Aspects to be covered include:

areas do need to be monitored

How will you do this provide suggestions for audits in each area

Which techniques will you apply to include a discussion on how you will select your environmental committee in your organisation and should address the following Recycling provisions for all departments within your organisation

Breaches or possible breaches within the organisation and how you would determine these.

Step 3: Compare to Best Practices

This part will be assessed in detail in Part B of this project. In this instance you need to provide general benchmarks which you need to research as relevant to your specific industry sector.

Step 4: Make Green Changes

This part deals with the efficiency of resources relating to the consumption of water, energy, gas and the amounts of waste generated. You will need to provide three examples for each category, how water, gas, electricity and waste can be greatly reduced including:

Actions like dos and donts

Building and Renovation

Gardens and Landscaping

Changes to appliances

Purchasing factors

Employee awareness

Education of guests

Step 5: Monitor and Improve

Once you have determined all factors of an Environmental Management Plan, made changes and implemented all procedures you will need to monitor whether the conservation practices are productive.

Explain the requirements to do this effectively and provide a range of examples which will cover all areas including water, energy, gas and waste.

You will need to provide details which address:

Problems

Issues

Recommended Actions

Revision Dates

Person(s) responsible

Part B: Resource Efficiency Assessment

Question 1: Conduct a practical assessment of your organisations resources and practices. You may use

the forms in appendix 1 to collect your data or any software available to you (for example you may create a spreadsheet using Microsoft Excel) For this purpose you need to identify: i. The locations of all meters for:

Gas

Electricity

Water

ii. The current readings for these meters

iii. The equipment and appliances used in one specific department (for example Kitchen, F&B etc.)

iv. Measure the consumption of electricity as listed on the appliance labels and write these down.

v. Measure the flow rate of various taps using the formula Flow rate = Volume/Time (L/min)

vi. Inspect the energy ratings for all appliances where these bear a star rating.

vii. Inspect the A ratings of appliances using water (e.g. Washing machine, Ice maker etc.)

viii. Inspect the type of lighting used and determine the KW/H (1000 Watt = 1 KWH) used in that department.

ix. Inspect the provisions for recycling

x. Enquire about the intervals of waste collection and determine the size of the cubicle(s) used.

xi. Determine the number and size of garbage containers in your department.

xii. This task is performed outside: Wearing gloves and using tongs, physically inspect the contents of garbage bins from your department and inspect the approximate waste for each category (Glass, paper, card board, green waste etc.) and express these in percent (approximately).

xiii. Enquire about the energy consumption of air conditioners and heaters where applicable and document the KWH for these units.

xiv. Enquire about provisions for watering plants and landscaping, identify where the water is coming from and whether it could be feasible according to given infrastructure to install a rain water tank.

xv. Identify any workplace environmental hazards and discuss the issues in your report findings, including the provisions to whom you would report such hazards.

xvi. Identify any breaches or potential breaches you have encountered in the audited area during your project and discuss the issues in your report findings, including the provisions to whom you would report such breaches.

Question 2: Compare the values you have collected against the benchmarks you have researched in Part A of this assessment and suggest alternatives. Specifically this would include for example:

Use of e.g. 10 light bulbs rated at 0.060 KWH in Kitchen area could be replaced with 10 energy saving bulbs rated at 0.012 KWH which would represent an energy saving of (10 * 48 = 0.480KWH) 0.480 KW per hour

10 Showerheads in guest rooms rated A could be replaced by ones rated AAA with a potential saving of (10 * 55 L = 550 L ) 550 Litres per day etc.

Given the provided examples, prepare your report and describe your findings during your practical assessment and determine the areas where energy consumption and waste can be reduced or improved, by providing details how this can be done effectively in line with sustainable practices.

Appendix 1- Energy resources form

Water Meter Meter Reading:

Quarterly Period Water Use kL/period Aver Daily Use Cost of

Water per

kL Sewage

Disposal Costs Trade

Waste Fees Connection Fees Estim.

Alternative

Water

Resource

Water Appliances (determine usage)

Location Item Type Water flow

(L/min) Amount/ Type

Electricity Meter 1 Current Reading:

Meter 2 Current Reading:

Meter 3 Current Reading:

Meter 4 Current Reading:

Month Invoice # Amount $ Peak Off Peak Total Total for

Month

Jan

Feb

Mar

April

Gas Current Reading:

Month Invoice # Amount $ Total Total for

Month

Jan

Feb

Mar

April

Waste

Review current waste contractual arrangements

(Waste Wise Hotels, 2007)

Material Type of

container and amount Collection frequency (normal) Collection frequency

(busy periods) Average annual cost Contractor details

Over 1 period conduct a visual waste audit of all rubbish bins

Observe what is being thrown away

Look for contamination (materials disposed of wrongly)

Professional companies can undertake waste audits on a fee-for-service basis

Calculate the daily total amount of rubbish from each department

____________Area

Bin Size Plastic

Bottles

(%) Glass

Bottles

(%) Cans (%) Card (%) Paper

(%) Milk

Cartons

(%) Organic

(%) Other (%) broken

glass

Total

Work out your collection requirements

Total the volumes of each type of waste per day

Some items can be combined such as glass, metal, plastic, paper & milk cartons referred to as co-mingled waste. (but no food scraps, polystyrene or plastic bags)

Calculate the required bin size and frequency of collection e.g. if your property produced

242.5 liters of co-mingled waste per week then 1 x 250 liter bin should be sufficient with a

once a week collection frequency.

Review the packaging from your supplies

Attempt to reduce or eliminate waste at the source

Supplier Packaging Used on

Delivery Waste Disposal

Issues Opportunities for

Avoidance Benefits

Bobs Fruits &

Vegetables Waxed cardboard boxes

Assessment Evaluation Tool

Unit Code & Unit Name BSBSUS201 Participate in environmentally sustainable work practices Assessment Type Written task & Quiz Assessment Name AT 1 Students name & ID Is Student able to demonstrate the following: Performance Evidence [1, 2, 3, 4] Yes No

(1) Locate and interpret a range of environment/sustainability legislation and procedural requirements

(2) Participate in and support discussions for an improved resource efficiency process

(3) Identify, document and measure usage of resources

(4) Collaborate with team members on suggestions for improving workplace practices.

Is Student able to demonstrate the following: Performance Criteria [1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 3.1,

3.2, 3.3] Yes No

(1.1) Identify workplace environmental and resource efficiency issues

(1.2) Identify resources used in own work role

(1.3) Document and measure current usage of resources using appropriate techniques

(1.4) Record and file documentation measuring current usage, using technology (such as software systems) where applicable

(1.5) Identify and report workplace environmental hazards to appropriate personnel

(2.1) Follow workplace procedures to ensure compliance

(2.2) Report breaches or potential breaches to appropriate personnel

(3.1) Follow organisational plans to improve environmental practices and resource efficiency

(3.2) Work as part of a team, where relevant, to identify possible areas for improvements to work practices in own work area

(3.3) Make suggestions for improvements to workplace practices in own work area

Is Student able to demonstrate the following: Knowledge Evidence [1, 2, 3, 4] Yes No

(1) Identify environmental and resource hazards/risks as well as environmental or sustainability legislation, regulations and codes of practice applicable to own role

(2) Outline sustainability requirements in the workplace

(3) Identify reporting channels and procedures to report breaches and potential issues

(4) Identify where to find environmental and resource efficiency systems and procedures.

Assessor name: Assessment date:

Assessment Evaluation Tool AT 1 1 | P a g e

BSBSUS201 Participate in environmental sustainable work practices Acacia Institute

Assessor signature:

Assessment Evaluation Tool AT 1 2 | P a g e

BSBSUS201 Participate in environmental sustainable work practices Acacia Institute

Assessment Evaluation Tool

Unit Code & Unit Name BSBSUS201 Participate in environmentally sustainable work practices Assessment Type Written Assignment Assessment Name AT 2 Part A Students name & ID Is Student able to demonstrate the following: Performance Evidence [1, 2, 3, 4] Yes No

(1) Locate and interpret a range of environment/sustainability legislation and procedural requirements

(2) Participate in and support discussions for an improved resource efficiency process

(3) Identify, document and measure usage of resources

(4) Collaborate with team members on suggestions for improving workplace practices.

Is Student able to demonstrate the following: Performance Criteria [1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 3.1,

3.2, 3.3] Yes No

(1.1) Identify workplace environmental and resource efficiency issues

(1.2) Identify resources used in own work role

(1.3) Document and measure current usage of resources using appropriate techniques

(1.4) Record and file documentation measuring current usage, using technology (such as software systems) where applicable

(1.5) Identify and report workplace environmental hazards to appropriate personnel

(2.1) Follow workplace procedures to ensure compliance

(2.2) Report breaches or potential breaches to appropriate personnel

(3.1) Follow organisational plans to improve environmental practices and resource efficiency

(3.2) Work as part of a team, where relevant, to identify possible areas for improvements to work practices in own work area

(3.3) Make suggestions for improvements to workplace practices in own work area

Is Student able to demonstrate the following: Knowledge Evidence [1, 2, 3, 4] Yes No

(1) Identify environmental and resource hazards/risks as well as environmental or sustainability legislation, regulations and codes of practice applicable to own role

(2) Outline sustainability requirements in the workplace

(3) Identify reporting channels and procedures to report breaches and potential issues

(4) Identify where to find environmental and resource efficiency systems and procedures.

Assessor name:

Assessment date: Assessor signature:

Assessment Evaluation Tool AT 2 Part A 1 | P a g e

BSBSUS201 Participate in environmental sustainable work practices

Acacia Institute

Assessment Evaluation Tool

Unit Code & Unit Name BSBSUS201 Participate in environmentally sustainable work practices Assessment Type Project Assessment Name AT2 Part B Students name & ID Is Student able to demonstrate the following: Performance Evidence [1,2,3,4] Yes No

(1) Locate and interpret a range of environment/sustainability legislation and procedural requirements

(2) Participate in and support discussions for an improved resource efficiency process

(3) Identify, document and measure usage of resources

(4) Collaborate with team members on suggestions for improving workplace practices.

Is Student able to demonstrate the following: Performance Criteria [1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 3.1,

3.2, 3.3] Yes No

(1.1) Identify workplace environmental and resource efficiency issues

(1.2) Identify resources used in own work role

(1.3) Document and measure current usage of resources using appropriate techniques

(1.4) Record and file documentation measuring current usage, using technology (such as software systems) where applicable

(1.5) Identify and report workplace environmental hazards to appropriate personnel

(2.1) Follow workplace procedures to ensure compliance

(2.2) Report breaches or potential breaches to appropriate personnel

(3.1) Follow organisational plans to improve environmental practices and resource efficiency

(3.2) Work as part of a team, where relevant, to identify possible areas for improvements to work practices in own work area

(3.3) Make suggestions for improvements to workplace practices in own work area

Is Student able to demonstrate the following: Knowledge Evidence [1, 2, 3, 4] Yes No

(1) Identify environmental and resource hazards/risks as well as environmental or sustainability legislation, regulations and codes of practice applicable to own role

(2) Outline sustainability requirements in the workplace

(3) Identify reporting channels and procedures to report breaches and potential issues

(4) Identify where to find environmental and resource efficiency systems and procedures.

Assessment Evaluation Tool AT 2 - Part B 1 | P a g e

BSBSUS201 Participate in environmental sustainable work practices

Acacia Institute

Assessor name: Assessment date:

Assessor signature:

Assessment Evaluation Tool AT 2 - Part B 2 | P a g e BSBSUS201 Participate in environmental sustainable work practices Acacia Institute

ASSESSMENT COVER SHEET

This form is to be completed by the assessor and used as a final record of student competency. All student submissions including any associated checklists are to be attached to this cover sheet before placing on the students file. Student results are not to be entered onto the Student Database unless all relevant paperwork is completed and attached to this form.

Student Name Student ID

Assessor Name Completion Date

Course Name Certificate III in Commercial Cookery Course Code SIT30816

Unit Name Communicate in the workplace Unit Code BSBCMM201

FIRST ATTEMPT: SECOND ATTEMPT:

Please attach the following student evidence to this form Result

S = Satisfactory

NS = Not Yet Satisfactory DNS = Did Not Submit

Assessment 1

S | NYS | DNS

Assessment 2

S | NYS | DNS

Final Assessment Result for this unit

C = Competent / NYC = Not Yet Competent C / NYC

Student Declaration: I acknowledge the assessment process has been explained and agree to undertake assessment. I am aware of NITs appeals process, should the need arise. I also understand that I must be assessed as satisfactory in all parts of the assessment to gain a competent result for this unit of competency. I declare that the work contained in this assessment is my own, except where acknowledgement of sources is made. I understand that a person found responsible for academic misconduct will be subject to disciplinary action (refer to Enrolment Acceptance Agreement).

I give permission for a copy of my marked work to be retained and reproduced for the purpose of review and validation.

Student Signature: ____________________________

Date: ____/_____/_____ Assessor Feedback:

_____________________________________________

_____________________________________________

Assessor Signature: ____________________________

Date: ____/_____/_____

Administrative use only

Entered onto Student Management Database ________________

Date

Initials

ASSESSMENT COVER SHEET

BSBCMM201 Communicate in the workplace

Acacia Institute

WRITTEN RESPONSE

Assessment Submission details:

Please include following details on the top of your assessment:

Your Name

Your Student Id

Your Trainers name

Assessment Due Date

Actual Submission Date

Please Note: Any changes in the assessment due date must be approved by your trainer.

This assessment must be in Microsoft word format. Following settings should be made for this assignment to keep consistency among all the assessments:

Body text

Page setup

Font: Times New Roman

Font size: 12 point

Line spacing: Double

Text style: Normal

Top: 2.54 cm

Bottom: 2.54 cm

Left: 3.17 cm

Right: 3.17 cm

Header: 1.25 cm

Footer: 1.25 cm

Do not forget to attach the Cover Sheet at the front of the assessment.

Make sure you have signed the Cover sheet to declare this is your own work.

You can e-mail this assessment to your trainers e-mail address with following details: In subject mention your student Id Your name.

Achieving Competence:

To be deemed competent in this assessment you must:

Correctly address all of the assessment requirements as described in this task

Correctly address all of the submission instructions

Successfully complete the Assessment Questions

Submit assessment on or before the due date with an assessment cover sheet

Performance objective:

In this task, you are required to respond to a set of written questions.

Assessment description:

This assessment is in three parts.

In Part A, you must answer the questions, writing your answers clearly in the spaces provided. All questions must be answered, and you must provide enough detail to demonstrate your knowledge. If you require more space to record your response, attach a page clearly marked with your name and the unit title.

In Part B, you will prepare for a role-play based on a workplace scenario that is provided for you.

In Part C, you will perform the role-play that you prepared for in Part B.

Complete all parts of the assessment with supporting documentation as required. Submit the assessment task in the required format and within the timeframe agreed with your assessor.

Assessment Questions:

Read the questions below.

Answer all the following questions.

Use a pen or provide a Word document with responses clearly labelled against questions.

Submit a print or electronic version of your document containing answers to the questions in accordance with the specifications set out below.

Notes from your practical task need to be attached to this assignment, clearly marked with your name, student number and class on each page. Specifications

You must provide:

Written responses to all the questions listed below.

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced by individuals using interpersonal communication skills in the workplace and include access to:

office equipment

business resources

workplace policies and procedures relating to communication

case studies and, where possible, real situations

interaction with others.

Required resources:

For this assessment, learners will need access to:

the internet or other research tools

role-play participants (or assessor)

appendices to this task:

Appendix 1.1: Organisational chart and site map

Appendix 1.2: Contact list

Appendix 1.3: Communication procedures.

Part A: Questions

In the table below, provide a short description of each different communication style.

Communication style Description

Aggressive

Passive

Assertive

Answer the following questions about communication barriers.

What are 5 barriers to communication?

What are 3 ways to overcome barriers to communication?

Part B: Prepare for role-play

For Part B of this task, you will prepare for a role-play. In Part C you will participate in the role-play, responding to queries from customers and managers in person and by telephone.

You will be given time to read over the documents in preparation for the role-play.

Your assessor will record your performance in Part C using the observation checklist attached to this task. Familiarise yourself with the checklist prior to assessment so you know what is expected.

Prepare for the following scenario:

You work as a receptionist for a business called Delicious Chocolates. Delicious Chocolates makes a range of sugarfree chocolates. The business has several departments and operates on a large site. Today, you will be dealing with verbal requests for information (in person and over the phone) from customers and managers.

Read the following documents:

Appendix 1.1: Organisational chart and site map

Appendix 1.2: Contact list

Appendix 1.3: Communication procedures.

Your assessor will assume the roles outlined below or arrange for other role-play participants to play them:

Manager The Office Manager needs your assistance in ordering office supplies. You need to find out what supplies are required, the quantity, delivery timeframe, budget and preferred supplier details. Once you have placed this order, you will need to communicate your progress to your manager.

Customer A customer calls the reception desk and requests to speak to the Warehouse Manager. This customer owns a delicatessen that stocks Delicious Chocolates. However, their most recent order has not yet arrived it has been two weeks. They are calling from their mobile phone and the line sometimes drops out for a couple of seconds, interrupting communication.

Delivery driver A delivery driver walks into the reception office seeking information and directions to the despatch building onsite. English is the drivers second language. He seems to have a basic understanding of English.

Part C: Role-play

Come to the role-play ready for work. For example:

dress appropriately

come prepared with pens and mobile phone

bring any procedures you need to refer to (see the appendices for this task).

Engage in discussions that demonstrate your ability to:

communicate positively in response to individual differences

use effective speaking, active listening and questioning techniques as required

provide prompt responses to queries

comply with organisational policies, plans and procedures

use strategies to overcome language and communication barriers.

Part D: Reflection

Write a short reflection about the role-play. In this reflection, include the following:

What organisational policies and procedures did you need to follow?

Explain at least 1 way you overcame communication barriers.

Describe at least 1 active listening skill you demonstrated in this role-play. How did it contribute to your communication?

Complete workplace documentation and correspondence Assessment Submission details:

Please include following details on the top of your assessment:

Your Name

Your Student Id

Your Trainers name

Assessment Due Date

Actual Submission Date

Please Note: Any changes in the assessment due date must be approved by your trainer.

This assessment must be in Microsoft word format. Following settings should be made for this assignment to keep consistency among all the assessments:

Body text Page setup

Font: Times New Roman

Font size: 12 point

Line spacing: Double

Text style: Normal

Top: 2.54 cm

Bottom: 2.54 cm

Left: 3.17 cm

Right: 3.17 cm

Header: 1.25 cm

Footer: 1.25 cm

Do not forget to attach the Cover Sheet at the front of the assessment.

Make sure you have signed the Cover sheet to declare this is your own work.

You can e-mail this assessment to your trainers e-mail address with following details: In subject mention your student Id Your name.

Achieving Competence:

To be deemed competent in this assessment you must:

Correctly address all of the assessment requirements as described in this task

Correctly address all of the submission instructions

Successfully complete the Assessment Questions

Submit assessment on or before the due date with an assessment cover sheet

Performance objective:

In this task, you are required to respond to a set of written questions. This activity will enable you to demonstrate the following performance evidence:

Communicate information and ideas verbally and non-verbally, taking cultural differences and language barriers into consideration

Produce written material, used routinely in day to day work, which is clear, concise and effectively convey the intended meaning to the recipient

Complete workplace forms

Use style, format and level of accuracy appropriate to the type of written material

Provide prompt responses to requests for information in accordance with organisational requirements.

Assessment description:

In this task, you will respond to an email from an existing client.

Complete all parts of the assessment with supporting documentation as required. Submit the assessment task in the required format and within the timeframe agreed with your assessor.

Assessment Questions:

Read the questions below.

Answer all the following questions.

Use a pen or provide a Word document with responses clearly labelled against questions.

Submit a print or electronic version of your document containing answers to the questions in accordance with the specifications set out below.

Notes from your practical task need to be attached to this assignment, clearly marked with your name, student number and class on each page.

Specifications

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced by individuals using interpersonal communication skills in the workplace and include access to:

office equipment

business resources

workplace policies and procedures relating to communication

case studies and, where possible, real situations

interaction with others.

Required resources:

For this assessment, learners will need access to:

a computer with email software (e.g., Microsoft Outlook)

appendices to this task:

Appendix 2.1: Planning checklist

Appendix 2.2: Style guide for written communication

Appendix 2.3: Email templates.

Procedure:

You have received an email from an existing client. It reads as follows:

To: reception@dc.com.au

From: customer1@gmail.com.au

Subject: Client follow-up

Dear Sir/Madam,

I am writing to discuss the possibility of creating a customer loyalty rewards program. I have been a customer of Delicious Chocolates for over five years and feel that this should be acknowledged somehow.

I know other organisations offer product discounts, free delivery services, promotional products, etc.

I do think this would greatly motivate existing customers to re-order and improve sales.

Sincerely,

Bobby D

Use Appendix 2.1 to complete a planning checklist for two emails that seek feedback and ideas for a loyalty program. One email will be addressed to the marketing team, and the other will be addressed to a selection of long-term and loyal clients.

Read the style guide for written communication (Appendix 2.2) and email templates (Appendix 2.3), before you begin to draft your two emails.

Your emails must address:

the purpose of the communication

an overview of what the customer loyalty program would look like

benefits of the loyalty program to each respective audience.

the need for their feedback and input regarding the idea

a summary of the next steps, i.e. taking this idea to the Sales Manager.

Your assessor will provide you with a timeframe in which to achieve this task.

Prepare drafts of the two emails.

Use the correct fields (To/Cc/Bcc) for addressing the email internally or externally, keeping in mind the privacy of external clients.

Check that spelling, punctuation and grammar are correct.

Ensure the emails are worded appropriately for each audience, using clear and concise language that will be understood by recipients.

Include all required elements (salutation, subject line, content).

Use the company template.

Comply with the company style guide and use a clear, concise and easy to read format.

Comply with the relevant organisational and legislative requirements.

Request feedback and input about the idea.

Check your work. Review whether any changes need to be made and include them in your final emails.

Complete the two emails.

Send the emails to your assessor within the designated timeframe.

Comments, declaration, and signature

Assessor comments

Assessor name

Assessor declaration I declare that all requirements in Assessment Task 2 have been satisfactorily completed and verbally authenticated if required.

Assessor signature

Learner name

Learner declaration I declare that I have been informed of and accept the results of this part of my assessment.

Learner signature

Appendices:

Appendix 2.1: Planning checklist

Planning component Your plan Audience

Who will receive your document? Why? Purpose

What is the purpose of your document? Equipment

Should your document be written in Word, Excel, PowerPoint, Outlook etc?

Why? Key points

What key points need to be in your document and why? Organisational protocols

What protocols do you need to take into account? See the style guide. Timeframe

When is this document due?

What steps do you need to take to ensure you complete this document on time?

Appendix 2.2: Style guide for written communication

External letters

Letters should be used for all written communications to government departments and external organisations.

Letters should be in the form of the letter template, and must always include:

the Delicious Chocolates company logo

a subject line in bold format, setting out the subject of the letter

a date, which should be the date upon which the letter was signed and sent.

Only general managers and the chief executive can sign letters addressed to government department staff.

Letters should always use the salutation Dear Mr, Dear Ms or Dear Dr (as appropriate) followed by the addressees last name, unless the sender personally knows the addressee, in which case their first name can be used (e.g. Dear Bob).

Letters should always be signed Yours sincerely followed by the signatorys name and job title in bold format (Signature Block).

Letters should indicate whether any documents are attached or enclosed with the letter by use of the term enc. directly beneath the Signature Block.

Capital letters should only be used for proper nouns (e.g. the names of people and places) and at the start of sentences.

Underlining and italics should not be used to emphasise the subject line, or any other information. For emphasis, bold format may be used, but only sparingly.

A copy must be made of letters once they are signed, and before they are sent. The copy should display the words copy and sent in the top right-hand corner, preferably by way of an ink stamp, or neat handwriting using capital letters.

Emails

Emails can be used for internal and external correspondence.

Emails should be in the form of the email template provided (Appendix 2.3) and should not display the Delicious Chocolates company logo.

Any staff member can prepare and send an internal email and must indicate their name in the From section of the template.

External emails to more than one client should be addressed via the Bcc field. Bcc hides individual email addresses in the interests of client privacy.

Keep subject lines short and clear limit to 50 characters.

Avoid jargon and use words familiar to recipients. Jargon is acceptable for internal emails to colleagues who share the same vocabulary.

Align text to the left and use 12 pt font.

Put key message within upper-third section of your email.

Only use white as a background colour.

Images and documents should be attached to emails, not embedded.

Appendix 2.3: Email templates

To:

Cc:

Bcc:

From:

Date:

Subject:

To:

Cc:

Bcc:

From:

Date:

Subject:

Evidence of Participation 1

Unit code and title: BSBCMM201 Communicate in the workplace

Learner name: Learner signature: Date:

Assessor name: Assessor signature: Date:

Name at least two forms of communication. (Write the answer in the space provided.)

What is the usual term for a short and informal meeting to hand over from one shift to the next?

(Circle the correct answer.)

memo c. business letter

facsimile d. briefing

True or False? Feedback from external customers is usually opinionated and should never be used to adjust your existing procedures. (Circle the correct answer.)=

True

False

Written communication is best understood when it flows in a _____________ order. (Circle the correct answer.)

logical

confusing

passive

random

True or False? It is not uncommon for staff to feel nervous when conversing with management, and some managers can find it hard to be candid with staff. (Circle the correct answer

True

False

Evidence of Participation 1 1

BSBCMM201 Communicate in the workplace

Evidence of Participation 2

Unit code and title: BSBCMM201 Communicate in the workplace

Learner name: Learner signature: Date:

Assessor name: Assessor signature: Date:

What is one benefit of a socially and culturally inclusive workplace? (Write the answer in the space provided.)

What is the name for legislation that helps keep employees safe and healthy in a workplace? (Circle the correct answer.)

EEO legislation g. EPA legislation

WHS legislation h. WAR legislation

True or False? Colleagues from other cultures should be forced to replace their culture and adapt to the Australian way of life. (Circle the correct answer.)

a. True b. False

What is the name for a manual that includes guidelines for how letters should be written? (Circle the correct answer.)

facsimile

memorandum

style guide

log sheet

Evidence of Participation 2 2

BSBCMM201 Communicate in the workplace

Evidence of Participation 2

5. True or False? All communication should be clear, concise and accurate and must reflect organisational guidelines. (Circle the correct answer.)

a. True b. False

Evidence of Participation 3 BSBCMM201 Communicate in the workplace