Competency record to be completed by assessor

Table of Contents 2

Assessment – SITHCCC020: Work effectively as a cook 9

Activities 10

Activity 1C 14

Activity 1C checklist – for assessor 15

Activity 2A 20

Activity 2A checklist – for assessor 21

Activity 2D 26

Activity 2D checklist – for assessor 27

Activity 2G 32

Activity 2G checklist – for assessor 33

Activity 3C 38

Activity 3C checklist – for assessor 39

Summative Assessments: Section B checklist 46

Section C: Performance Activity 47

Instructions to Learner

Assessment instructions

Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.

Cover the topic in a logical, structured manner
Your assessment tasks are well presented, well referenced and word processed

Plagiarism

Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.

Competency outcome

If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues.We retain this right at any time, including after submission of your assessments.

Confidentiality

Recognised prior learning

Assessment requirements

Assessment can either be:

Direct observation
Oral questions

The assessment activities in this workbook cover aspects of all the elements, performance criteria, skills, knowledge and performance requirements of the unit of competency. The ‘ACTIVITIES’ are designed to reinforce your learning, skills and knowledge. Your trainer may select some or all activities for you to complete in class.

Candidate Details

Assessment – SITHCCC020:Work effectively as a cook

Please complete the following activities/summatives and hand in to your trainer/assessor for marking. This forms part of your assessment for SITHCCC020:Work effectively as a cook.

Name: _____________________________________________________________

Declaration

I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.

Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).

Activity1A

Objective

To provide you with an opportunity to identify how to determine and calculate commodity quantities and determine requirements for quality and style according to recipes and specifications.

Explain how you would determine your ingredient quantities, and how you would choose these for quality and style to meet workplace requirements (no more than 200 words).

Activity 1A checklist – for assessor

Activity 1B

Activity 1B checklist – for assessor

Learner’s name
Assessor’s name

Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?			Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 1C

Activity 1C checklist – for assessor

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 1D

Activity 1D checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.

Learner’s name
Assessor’s name

Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?			Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 1E

Activity 1E checklist – for assessor

Learner’s name
Assessor’s name
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?			Yes No
Has sufficient evidence and information been provided by the learner for the activity?
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 2A

Activity 2A checklist – for assessor

Learner’s name
Assessor’s name
Unit of Competence
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?			(Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 2B

Activity 2B checklist – for assessor

Learner’s name
Assessor’s name

Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?			Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 2C

Activity 2C checklist – for assessor

Learner’s name
Assessor’s name

Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?			(Please circle)
Has sufficient evidence and information been provided by the learner for the activity?			Yes No
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 2D

Activity 2D checklist – for assessor

Learner’s name
Assessor’s name
Unit of Competence
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?			(Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 2E

Activity 2E checklist – for assessor

Learner’s name
Assessor’s name

Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?			Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 2F

Activity 2F checklist – for assessor

Learner’s name
Assessor’s name
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?			Yes No
Has sufficient evidence and information been provided by the learner for the activity?
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 2G

Activity 2G checklist – for assessor

Learner’s name
Assessor’s name

Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?			Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 3A

Activity 3A checklist – for assessor

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 3B

Activity 3B checklist – for assessor

Learner’s name
Assessor’s name

Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?			Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 3C

Activity 3C checklist – for assessor

Learner’s name
Assessor’s name

Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?			(Please circle)
Has sufficient evidence and information been provided by the learner for the activity?			Yes No
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Summative Assessments

Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence
Performance – evidence requirements, critical aspects of assessment,performance evidence.

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

Section C: Performance Activity

Section A: Skills Activity

Reading skills to:

Select and apply the organisational procedures and strategies needed to perform work effectively

Listen to colleague and customer comments, complaints and questions
Respond to colleagues’ feedback, providing information and asking questions to clarify when further information is necessary.

Anticipate and respond to kitchen operation challenges.

Teamwork skills to:

Self-management skills to:

Deal with pressure of work and kitchen conditions

Describe your key findings and changes that have had to be made in a maximum of 500 words.

At BCA Kitchen, develop a work schedule for one service period that includes clear and sequenced instructions. Document your schedule and attach a copy of this for assessment purposes.

You will be given an order that must be made up for a customer; this will require you to gather and prepare ingredients. You must measure the quantities of ingredients needed using simple measuring instruments, and following organisational procedures and hygiene practices.
At BCA Kitchen, evaluate the quality of dishes that have been produced for one service period, and make adjustments to these where necessary.

You must ensure the learner has access to a real or simulated workplace environment with access to equipment, resources and work personnel. This should be relevant to the learner’s area of catering/hospitality. This activity will need to be conducted over more than one work shift/session; you must determine a suitable amount of time for completing these tasks and confirm this with the learner prior to the start of this activity. The learner must be given appropriate instructions and guidance relating to the tasks they are required to do; these must be representative of real commercial timelines and conditions. The learner must be observed performing questions three to seven; the remaining questions will be assessed through documented work.

Summative Assessments: Section A checklist

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Section B: Knowledge Activity (Q & A)

The answers to the following questions will enable you to demonstrate your knowledge of:

Basic principles and methods of cookery

planning, preparing and storing food
workplace safety and hygiene

kitchen safety and cleanliness

Varying requirements of different food service periods and menu types

Identify the characteristics of foods from all main food categories served in the organisation or area of catering/hospitalitythat you are in.
What are the key features of recipes that are used within your place of work or area of catering/hospitality?

Describe the procedures in no more than 300 words for each.

What are the varying requirements of different food service periods and menu types in your workplace or area of catering/hospitality?

Summative Assessments:Section B checklist

Learner’s name
Assessor’s name

Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?			Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Section C: Performance Activity

Safely and hygienically prepare, cook and present menu items for a minimum of 48 complete food service periods that cover:

breakfast

à la carte
set menu

appetisers and salads
fish and shellfish
vegetables, fruit, eggs and farinaceous products

Multi-task and integrate technical and other skills to respond to multiple demands simultaneously

As a real or simulated workplace activity as directed by the assessor; you must carry out the following tasks according to organisational procedures, food safety and hygiene standards, and the relevant food safety and work health and safety legislation.

When performing the following tasks over a minimum of 48 complete service periods, you must:

Carry out any required cleaning tasks, as required for the workplace, making sure you read and follow instructions for cleaning, including safety data sheets for the preparation and use of cleaning agents and chemical cleaners.

At work, cook and present menu items for a minimum of 48 complete food service periods that cover breakfast, dinner, lunch, and special functions.

table d’hôte
buffet

hot and cold desserts
meat, poultry and game

You must also complete end of shift requirements after each session; this will include the following tasks:

Following end of shift procedures to complete service, tidy and clean-up, and make any necessary preparations for the next shift/day

The learner must be given appropriate instructions and guidance relating to when service periods will take place and with the tasks they are required to do; these must be representative of real commercial timelines and conditions. The learner must be observed throughout this activity with the exception of written tasks (such as creating job lists) which should be assessed as written evidence.

Summative Assessments:Section C checklist

SupplementaryOral Questions (optional) – for assessor

Learner’s name
Assessor’s name

Date of assessment
Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory
Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory

Feedback for the learner
I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name
Learner’s signature
Assessor’s name
Assessor’s signature

Competency record to be completed by assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the overall unit. Indicate in the table below if the learner is deemed competent or not yet competent for theunit or if reassessment is required.

Learner is deemed:	Not yet competent	Competent
If not yet competent, date for re-assessment:
Comments from trainer/assessor:
Learner’s signature
Assessor’s signature

Betterhealth, 2021. Food safety when cooking. Food safety when cooking - Better Health Channel. Available at: https://www.betterhealth.vic.gov.au/health/healthyliving/food-safety-when-cooking [Accessed December 14, 2021].

Contributor, C., 2020. Examples of work rosters. Small Business - Chron.com. Available at: https://smallbusiness.chron.com/examples-work-rosters-36731.html [Accessed December 14, 2021].

studoc, 2021. SITHCCC 020+Learner+Workbook+v1.0 - work effectively as a cook. StuDocu. Available at: https://www.studocu.com/row/document/tribhuvan-vishwavidalaya/work-effectively-as-a-cook/sithccc-020learnerworkbookv10/8096404 [Accessed December 14, 2021].

Wasserstrom, 2018. What is a Bain Marie? The Official Wasserstrom Blog. Available at: https://www.wasserstrom.com/blog/2018/10/05/bain-marie-explained/ [Accessed December 14, 2021].