Section b: knowledge activity (q & a)

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, the following requirements should be made by the company to meet the special dietary requirements of the customer at the workplace. The customers with special requirements of dietary dishes who are suffering from allergies, serious illness or any type of medication should be considered very seriously. If there is any type of irresponsible behaviour is done with these types of requirements than it would be fatal for the customer consuming it. The following procedures should be implemented in the workplace to ensure organisational are-

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.

The work schedule for one service period including clear and sequenced instruction are mentioned below-

Washing sinks should be washed properly after use.
Floor should be cleaned regularly and twice a day with disinfectant (StuDoc, 2021).

I took suggestion from the senior management team that based on the previous feedback received from the customers; it is required to incorporate the necessary requirements suggested by the diabetes patient in the menu.

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.

You will be given some basic information about changes to food production and/or service requirements. Read this and participate in a discussion with the members of the kitchen team about the requirements and how these changes can be made. This may include changes to food processes, work procedures and menus.

Me- Greetings to all, I would like to thank all of you for attending this discussion.

Me- Yes, this is the amazing idea we can do that. It will be highly beneficial for us because it will attract the customers of the gyms and the sports as well.

Team- Sir, I think there should be increase in the serving hours of the kitchen. Because some of the customers who are working in the late night shifts are not able to meet the kitchen dishes of BCA kitchen.

See you all in the kitchen tomorrow.

Have nice day!

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.

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?
Observation Checklist: Did the learner: Responding to colleagues’ feedback Providing them with information At BCA Kitchen, for one service period, you must prioritise, sequence, delegate and monitor tasks and processes, as required. You should refer to work lists, schedules and any other prepared shift information to help guide you. In a maximum of 500 words, describe how you have dealt with the pressure of work and kitchen conditions for the previous workplace tasks.			Yes No Yes No Yes No 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:
Assessor’s signature

Section B: Knowledge Activity (Q & A)

Basic principles and methods of cookery
Culinary terms commonly used in the industry and organisation

workplace safety and hygiene
end of shift

Varying requirements of different food service periods and menu types

Safe operational practices using essential functions and features of commercial kitchen equipment in use.

What are the key features of recipes that are used within your place of work or area of catering/hospitality?
Highlight the organisational procedures that must be followed for the below tasks:

What are the varying requirements of different food service periods and menu types in your workplace or area of catering/hospitality?
Identify and explain a range of safe operational practices that need to be followed when using kitchen equipment. Provide at least two examples of equipment.

Summative Assessments:Section B checklist

Section C: Performance Activity

breakfast
dinner

set menu
table d’hôte

fish and shellfish
hot and cold desserts

Multi-task and integrate technical and other skills to respond to multiple demands simultaneously
Work professionally as part of a team and coordinate team activities in line with kitchen roles and responsibilities, and organisational requirements

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

Multi-task and use technical and other appropriate workplace skills (such as organising, prioritising, problem-solving, practical and creative skills) to respond to the demands of service

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

This should involve the following:

buffet
cyclical

meat, poultry and game
pastries, cakes and yeast goods

Following end of shift procedures to complete service, tidy and clean-up, and make any necessary preparations for the next shift/day
Store ingredients and food items in the appropriate containers and storage conditions to minimise food spoilage, contamination and waste

Summative Assessments:Section C checklist

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?
Observation Checklist: Did the learner: Work according to commercial time constraints, making sure that customers’ orders are fulfilled and tasks are completed correctly 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. set menu table d’hôte fish and shellfish hot and cold desserts You will need to plan and prepare ingredients and portion amounts; this will be from recipes and work specifications. This will include preparing job checklists and liaising with other team members to discuss menu requirements and work roles. You must also complete end of shift requirements after each session; this will include the following tasks:			(Please circle) Yes No Yes No Yes No Yes No 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

SupplementaryOral Questions (optional) – for assessor

Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory
Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory
Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory

Competency record to be completed by assessor

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the learnercompleted all required assessments to a satisfactory standard?
Has sufficient evidence and information been provided by the learner to prove their competency across the entire unit?
The learner has been assessed as competent in the elements and performance criteria and the evidence has been presented as:
Authentic		Yes No (Please circle)
Valid
Reliable
Current		Yes No (Please circle)
Sufficient

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Health state, 2021. Prevent cross-contamination. Food Safety - Minnesota Dept. of Health. Available at: https://www.health.state.mn.us/people/foodsafety/clean/xcontamination.html [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].

Wikipedia, 2021. Blender. Wikipedia. Available at: https://en.wikipedia.org/wiki/Blender [Accessed December 14, 2021].