SITHCCC005 Learner Workbook V1.0

LEARNER WORKBOOK
Name of Student: Due Date:
Name of Assessment: SITHCCC005 Prepare dishes using basic methods of cookery
LEARNER WORKBOOK | VERSION 1.0 DECEMBER 2016

RTO NO: 32217 | CRICOS PROVIDER NO: 03442E Page 0 of 25
Table of Contents
Instructions to Learner............................................................................................ 2
Assessment instructions............................................................................................2
Assessment requirements..........................................................................................5
Reasonable Adjustment...........................................................................................6
Assessment Task Coversheet...................................................................................7
Observation/Demonstration.................................................................................... 8
Third Party Guide..................................................................................................... 9
Activities checklist – for assessor..............................................................................10
Activities.................................................................................................................11
Activity 1A.............................................................................................................. 11
Activity 1B.............................................................................................................. 11
Activity 1C.............................................................................................................. 12
Activity 1D..............................................................................................................13
Activity 2A.............................................................................................................. 13
Activity 2B.............................................................................................................. 14
Activity 2C.............................................................................................................. 14
Activity 3A.............................................................................................................. 15
Activity 3B.............................................................................................................. 16
Activity 3C.............................................................................................................. 16
Activity 4A.............................................................................................................. 16
Activity 4B.............................................................................................................. 17
Activity 4C.............................................................................................................. 18
Activity 5A.............................................................................................................. 18
Activity 5B.............................................................................................................. 19
Activity 5C.............................................................................................................. 19
Summative Assessments........................................................................................20
Section A: Skills Activity...........................................................................................21
Section B: Knowledge Activity (Q & A)......................................................................23

Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment
task and the terms and conditions relating to the submission of your assessment task.
Please consult with your trainer/assessor if you are unsure of any questions. It is important
that you understand and adhere to the terms and conditions, and address fully each
assessment task. If any assessment task is not fully addressed, then your assessment task
will be returned to you for resubmission. Your trainer/assessor will remain available to
support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and
knowledge of the overall unit of competency. When undertaking any written assessment
tasks, please ensure that you address the following criteria:
 Address each question including any sub-points
 Demonstrate that you have researched the topic thoroughly
 Cover the topic in a logical, structured manner
 Your assessment tasks are well presented, well referenced and word processed
 Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies.
Active participation is completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and
representing them as your own. Plagiarism is a serious act and may result in a learner’s
exclusion from a course. When you have any doubts about including the work of other
authors in your assessment, please consult your trainer/assessor. The following list
outlines some of the activities for which a learner can be accused of plagiarism:
 Presenting any work by another individual as one's own unintentionally
 Handing in assessments markedly similar to or copied from another learner
 Presenting the work of another individual or group as their own work
 Handing in assessments without the adequate acknowledgement of sources used,

including assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be
organised to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the
result in whole or in part of unauthorised collaboration with another person or persons.
Collusion involves the cooperation of two or more learners in plagiarism or other forms of
academic misconduct and, as such, both parties are subject to disciplinary action. Collusion
or copying from other learners is not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office.
Handwritten assessments will not be accepted (unless, prior written confirmation is
provided by the trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory
(requires more training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be
awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of
competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your
assessor and will be given another chance to resubmit your assessment task(s) . If you are
still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of
competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative
information/evidence in order to determine competency, you must provide us with such
information/evidence, subject to privacy and confidentiality issues. We retain this right at
any time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with
strict confidence, in accordance with the law. However, you are responsible for ensuring
that you do not provide us with anything regarding any third party including your employer,
colleagues and others, that they do not consent to the disclosure of. While we may ask you
to provide information or details about aspects of your employer and workplace, you are
responsible for obtaining necessary consents and ensuring that privacy rights and
confidentiality obligations are not breached by you in supplying us with such information.

Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not
happy with your assessment and/or the outcome as a result of that treatment, you have
the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If
you would like to proceed further with the request after discussions with your
trainer/assessor, you need to lodge your appeal to the course coordinator, in writing,
outlining the reason(s) for the appeal.
Recognised prior learning

Candidates will be able to have their previous experience or expertise recognised on
request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any
required adjustments as soon as possible. This will enable the trainer/assessor to
address the identified needs immediately.

Assessment requirements
Assessment can either be:
 Direct observation
 Product-based methods e.g. reports, role plays, work samples
 Portfolios – annotated and validated
 Questioning
 Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration

document must be completed by the agreed third party.
Third parties can be:

 Supervisors
 Trainers
 Team members
 Clients
 Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining
competency.
The assessment activities in this workbook assess aspects of all the elements, performance
criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook
and have them deemed satisfactory by the assessor. If you do not answer some questions
or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your
trainer/assessor may ask you supplementary questions to determine your competence. Once
you have demonstrated the required level of performance, you will be deemed competent in
this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit
your assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment
policies as provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please
contact your assessor to discuss your options. You have the right to formally appeal any
outcome and, if you wish to do so, discuss this with your trainer/assessor.

Reasonable Adjustment
As a learner, I have been advised of my rights and responsibilities regarding Reasonable
Adjustment. I understand how it relates to measures or actions that can be taken by an
education provider, to assist me to succeed in my training program where I have identified
myself as having a disability or impairment that could prevent me from fulfilling the
requirements of my chosen program.
I have indicated where necessary, on my enrolment form, those disabilities that may require a
reasonable adjustment to my training schedule and I have ensured that my trainer is aware of
any additional recognised issues that will require changes to the standard delivery of this
program of study. Should any of these circumstances change during my study I will notify my
trainer as soon as possible and my trainer will list these changes here with my signature.
I certify I have read and accept the above information as part of my responsibilities during
my program of study.
Name: Date:
Change in circumstance Date Trainer signature Student signature

Assessment Task Coversheet
Students must clearly and accurately complete an Assessment Task Coversheet for all assessment
tasks and other types of evidence to be submitted for a unit(s) of competency. Original work will not
be returned to students as ASMI is required to hold assessments for six months after completion for
audit purposes. Students should retain a copy for their records, ASMI does not accept responsibility
for work that goes missing in postage between the student and the organisation. Any students
wishing to have their original work back after the six-month period should contact the administration
office by email admin@asmitraining.edu.au.
Assessment Task Details:

Assessment Task Name:
Unit Name:
Student Name:
Start Date: Is this a resubmission? No Yes
Student Declaration:
I declare that the above named Assessment Task is my own work. None of this work has been
completed by any other person and I have not cheated, plagiarised or colluded with any other
students. I have correctly referenced all resources and reference texts through the Assessment
Task. I have read and understood ASMI’s Student Code of Conduct and understand that if I am
found to be in breach of this code, disciplinary action may be taken against me/us by ASMI.
Name: Signature: Date:
Assessor Feedback:
Please complete this form and return a copy to the student and forward the original to the administration office
along with the Assessment Task.
The assessment task has been determined as: Competent Not Competent
Feedback for the student:
Name: Signature: Date:

Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements
through observations or demonstrations. Your trainer/assessor will have a list of
demonstrations you must complete or tasks to be observed. The observations and
demonstrations will be completed as well as the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
 Performing a work based skill or task
 Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
 Performing a skill or task that is asked of you
 Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do.
The observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training
environment, depending on the task to be undertaken and whether it is an observation or
demonstration. Your trainer/assessor will ensure you are provided with the correct
equipment and/or materials to complete the task. They will also inform you of how long you
have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required
for competency in this unit, as seen in the Learner Guide.

Third Party Guide
You should supply details of the third party to the assessor before you commence the
activities (see below), unless the assessor has already selected a third party themselves.
The assessor can then contact the third party in instances where they require more
evidence to determine competency, or they cannot observe certain tasks themselves.
The reasons to use a third party may include:
 Assessment is required in the workplace
 Where there are health and safety issues related to observation
 Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will
need to inform the assessor. They will be able to provide you with a simulated environment
in which to complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and
require application of the principles that you are learning as part of your training. Where
this is not possible, you and your third party should simulate the activity tasks and
demonstrations that you believe would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in
your work role that relate to the unit of competency but are not a part of the formal
assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final
decision on competency themselves.
Documents relevant to collection of third party evidence are included in the Third Party
section in the Observations/Demonstrations document.

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

Learner’s
signature
Assessor’s
signature

Activities
Complete the following activities individually (as applicable to the specific
activity and the assessment environment).
Activity 1A
Objective To provide you with an opportunity to confirm food production
requirements from food preparation list and standard recipes.
1. What are the five food preparation requirements which should be
confirmed when reading food preparation lists and standard recipes?
The five food preparation requirements that be confirmed when
reading standard recipes and food preparation lists are listed below:
- Number of Portions,
- Special Dietary needs,
- Special Consumer’s needs,
- Time required to prepare and cook foods,
- Quantities to be cooked.
2. Which details may be signified by the portion number?

Usually, Portion number is used to signify the number of
individuals or amount of food that are to be served for one
person. It also assists in detailing or explaining exact
measurement and the ingredients required.
3. Give five examples of special dietary requirements.

Whether we are cooking food for dinner, planning a party for friends or going
in a restaurant, the subject or topic of the dietary requirement is one topic
which comes often. The five examples of special dietary requirements are
listed below:
- Vegetarian: Vegetarian is referred to those individuals who does not eat
fish, poultry and meat.
- Vegan: Vegan generally cuts out or avoids all the animal produces, it
means they don’t eat fish and meat like vegetarian, however they also
don’t consumer all the animal products which also includes cosmetics
and dairy which contains the animal products,
- Dairy Free: Most of the individuals adopt dairy free diet as they may be
allergic to goat, cow and other milk types or they’re lactose intolerant,
- Gluten Free: Gluten free are results of an allergy, coeliac or an
intolerance. Gluten is usually found in barley, wheat and rye, which are
the common cereals which are mostly used to produce foods such as
cakes, pasta, bread etc.,
- Food Allergies: Some of the dietary requirement are lifestyle choice,
while some of them are due to allergies or intolerances. Many food
allergies can be very dangerous with the immune system of the body
responds to try to protect the body.
Activity 1B
Objective To provide you with an opportunity to calculate ingredient amounts
according to requirements.
1. Convert the metric measurements in the following table into imperial
equivalents.
Metric Imperial
1 milligram (mg) 0.0154 grains

1 gram (g) 15.43 grams
1 Kilogram (Kg) 15432 grains
1 milliliter (ml) 0.338140227 fluid ounce
1 Liter (l) 1.75975 pints
1 Liter (l) 0.219969 gallon

2. What are the three main pieces of equipment that may be used
to establish the weights and quantities of ingredients?
The three main pieces of equipment’s to establish weights and
quantities of ingredients are listed below:
- Measuring Spoons:
They are usually made of either metal or plastics and comes
in set of at least 4 spoons. They are mainly used to measure
both dry and liquid ingredients in much small quantities.
- Scales:
There are various scales for measuring the weights of food
items, among which the balance and spring scales are most
common among people. Usually, spring scales are preferred
to balance scales and they are more accurate than balance
scales.
- Dry Measuring Cups:
This type of cups is usually made up of either plastic or
metal and are easily accessible in various markets in
different sizes which allows us to perform single measures.
These cups are widely used to measure various type of solid,
dry ingredients such as oats, rice, flour etc.
Activity 1C
Objective To provide you with an opportunity to identify and select ingredients
from stores according to recipe, quality, freshness and stock rotation
requirements.
1. Why should you visit shops to buy fresh produce rather
than purchasing it via online stores?
Due to advancement in science and technology, the use of mobile devices
and internet has grown much significantly. Due
2. Specify five characteristics of high quality and fresh fruit

and vegetables.

Activity 1D
Objective To provide you with an opportunity to check perishable supplies for
spoilage or contamination prior to preparation.
1. Identify three characteristics that should be considered when
checking perishable foods.
2. Identify three instances in which contamination may occur.
Activity 2A
Objective To provide you with an opportunity to select type and size of
equipment suitable to requirements.
Identify the purposes of the following items of kitchen equipment:
 Bain-marie
 Salamanders
 Slicers
 Steamers
 Thermometers.

Activity 2B
Objective To provide you with an opportunity to safely assemble and ensure
cleanliness of equipment before use.
1. This practical activity will require you to assemble an item of
kitchen equipment. You should follow the manufacturer’s
instructions and act in accordance with any guidance that is
provided.
This activity will need to be observed, and a signed record of this

observation (completed by the assessor or third party) should be
uploaded in your answer. It should detail what was done, when it
was done, the time it was completed in, the completed actions
and the overall outcome of the tasks.
2. Identify four measures that may be taken for the assurance

of safety when cleaning kitchen equipment.
Activity 2C
Objective To provide you with an opportunity to use equipment safely and
hygienically according to manufacturer instructions.
Identify five rules that should be followed for the assurance of
safety when using kitchen equipment.

Activity 3A
Objective To provide you with an opportunity to weigh and measure ingredients
and create portions according to recipe.
1. Convert the following quantities as specified:
 200 degrees centigrade into degrees Fahrenheit

 200 grams into imperial ounces
 3.5 kilograms into grams
 900 millilitres into pints
 3 Australian teaspoons into millilitres
2. Imagine that you have been given a recipe for a lasagne which is
meant to serve four people. The following quantities are specified:
 400g beef mince

 80g of mushrooms
 20 g of tomato concentrate
 140 g of cheddar cheese
Now convert these quantities in preparation for making a lasagne

which serves six people.

Activity 3B
Objective To provide you with an opportunity to prepare, cut and portion
ingredients according to recipe and cooking style.
1. How should the concept of mise en place be applied
when preparing ingredients ready for cooking?
2. This practical activity will require you to demonstrate use of the

cross and rock chopping techniques. You will need to perform
this activity under supervision and take all necessary steps for
the assurance of safety.
Activity 3C
Objective To provide you with an opportunity to minimise waste to maximise
profitability of food items prepared.
Specify six measures that may be taken for the minimisation of waste.
Activity 4A
Objective To provide you with an opportunity to select and use cookery methods
for dishes following standard recipes.
Complete the following table, giving at least five examples of
cooking methods and three foods that they are suitable for.

Cooking methods Suitable foods
Activity 4B
Objective To provide you with an opportunity to complete cooking process in a
logical, planned and safe manner.
1. Create a simple (no more than eight stages) workflow plan for a
cooking process that you are expected to complete.
2. Specify six measures that may be taken for the assurance of safety
during the cooking process.

Activity 4C
Objective To provide you with an opportunity to identify problems with the
cooking process and take corrective action.
1. Identify six problems that may be encountered during the cooking
process.
2. Give four examples of corrective actions that may be taken when

addressing problems with the cooking process.
Activity 5A
Objective To provide you with an opportunity to present dishes on appropriate
service-ware.
This practical activity will require you to set a table in preparation for
serving a group of at least three diners. You should choose
appropriate service-ware in accordance with the dishes that are going
to be served. It will also be necessary to set the place mats and
cutlery in readiness for the customer’s arrival.

Activity 5B
Objective To provide you with an opportunity to add garnishes and
accompaniments according to standard recipes.
1. Give five examples of garnishes which may be added for the
enhanced appearance and flavour of dishes.
2. Give five examples of accompaniments which be included for

the purpose of complementing the flavours and enhancing the
appearance of dishes.
Activity 5C
Objective To provide you with an opportunity to clean work area, and dispose of
or store surplus and reusable by-products according to organisational
procedures, environmental considerations, and cost-reduction
initiatives.
1. Identify five cleaning duties that fall under your scope
of responsibilities.
2. Give five examples of reusable food by-products.

Summative Assessments
The summative assessments are the major activities designed to assess your skills,
knowledge and performance, as required to show competency in this unit. These activities
should be completed after finishing the Learner Guide. You should complete these as stated
below and as instructed by your trainer/assessor.
Skills, knowledge and performance may be termed as:
 Skills – skill requirements, required skills, essential skills, foundation skills
 Knowledge – knowledge requirements, required knowledge, essential knowledge,

knowledge evidence
Section A: Skills Activity

The Skills Activity is designed to be a series of demonstrative tasks that should be
assessed by observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will
provide further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)

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

Section A: Skills Activity
Objective: To provide you with an opportunity to show you have the
required skills for this unit.
This activity will enable you to demonstrate the following skills:
 Reading skills
 Oral communication skills
 Numeracy skills
 Teamwork skills
 Self-management skills
Answer the activity in as much detail as possible, considering your

organisational requirements.
1. This practical activity will require you to partner with at least two colleagues
for the preparation of a dish in accordance with a standard recipe. You should
read the recipe thoroughly and identify the appropriate cooking methods and
preparation requirements. It will also be necessary to calculate the number
of portions and determine cooking times and temperatures.
You will need to demonstrate excellent team working skills during the
completion of this activity. It is essential that you act in accordance with
allocated responsibilities and ensure that your contributions to the plating of
the dish support timely and quality food service. You should also provide your
colleagues with any support and assistance required. If they pose any
enquiries or problems, then you should listen carefully and make well-
considered recommendations.
You will be expected to apply safety procedures and deal with the pressure
of work and kitchen conditions. Organisational methods should be used to
ensure that the cooking process is as easy and relaxed as possible.
This activity will need to be observed, and a signed record of this observation
(completed by the assessor or third party) should be uploaded in your answer.
It should detail what was done, when it was done, the time it was completed
in, the completed actions and the overall outcome of the tasks.

Section B: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the
required knowledge for this unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
 Major food types and their characteristics

 How the major food types are used in different dishes and the effects on them of the
different cookery methods listed in the performance evidence
 Meaning and role of mise en place in the process of preparing, cooking
and presenting food
 Essential culinary terms in, and key principles and practices of, the cookery methods
described in the performance evidence
 Contents of stock date codes and rotation labels
 Safe operational practices using essential functions and features of equipment used
in the above cookery methods
Answer each question in as much detail as possible, considering your

organisational requirements for each one.
1. Can you identify five major food types?
2. Why might you choose to poach eggs or fish?
3. Why might you choose to steam vegetables?
4. Why might you choose to blanch onions or cabbages?
5. What is the concept of mise en place and how may it be applied when
preparing and cooking dishes?
6. Which procedure should be followed when braising ingredients?
7. Which procedure should be followed when blanching ingredients?
8. Which procedure should be followed when pan-frying ingredients?

Pan frying is another form or method of cooking food, especially frying them manly
characterized by the us of minimal cooking fat or oil (in comparison with deep frying or
shallow frying), generally just enough amount to lubricate the pot or pan. However, in
case of a fatty or greasy food or ingredients such as bacon, no any fats or oils might need
to be added. Pan frying is also regarded as an effective method to add caramelized, rich
flavors and textures to the food or dish we cook as well as retain its tenderness and
moisture.
Equipment’s needed for pan-frying:
- Splatter screen,
- Oil or fat of choice,
- Large skillet- 10-14 inch is best,
- Tongs or other utensils to move foods,
- Cooking rack and/or paper towel for draining.
Procedures for pan frying ingredients:
Below is a step-step guideline for basic pan-frying. However, always consider that
different food items or ingredients have slightly various requirements.
- First of all, pre heat the pan, in a medium high heat, generally 6-7 on most of the
burners for several minutes,
- Then add the oil and let it heat for some time. The oil will be ready, at 3500, in
order to check whether oil is ready or not, dip the handle end of the wooden chopstick or
spoon and check for the bubbles. When bubble appears, then add the ingredients or
foods,
- As the side we put downwards in pan at first will look nicest than the other side, so
place the food or ingredients in the pan such that presentation side down. In order to
ensure that, coating properly stays on food, flip it only one time as it cooks. Regularly
flipping it soon might cause breading to easily fall off or stick at the bottom of the pan,
- One of the vital things that one should know when pan frying something is that,
appropriate temperature or heat of the oil should be maintained, so do not try to
overcrowd the pot or pan. Although it is tempting to load pan or pot up to maximum
capacity, doing so instantly cools down the oil and results in possible loss of the breading
and also uneven cooking,
- The perfect secret for professional looking pan frying is getting food deliciously
toasty and browned. One of the best ways to achieve this is to apply accurate medium-
high heat or temperature throughout whole cooking procedure. Food can brown at a high
temperature, so thicker products should be switched down to a much lower temperature
so that they heat and cook completely.
9. What types of information may be included on a stock rotation label?
10. What should be checked for the assurance of safety when using
electrical equipment?
11. What should you do if you are concerned about the safety of electrical
kitchen equipment?


SITHCCC005 Learner Workbook V1.0

Uploaded by

Copyright:

Available Formats

You might also like

SITHCCC005 Learner Workbook V1.0

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

SITHCCC005 Learner Workbook V1.0

Uploaded by

Copyright:

Available Formats

LEARNER WORKBOOK

Name of Student: Due Date:

Name of Assessment: SITHCCC005 Prepare dishes using basic methods of cookery

LEARNER WORKBOOK | VERSION 1.0 DECEMBER 2016

LEARNER WORKBOOK | VERSION 1.0 DECEMBER 2016

 Address each question including any sub-points

 Demonstrate that you have researched the topic thoroughly

 Cover the topic in a logical, structured manner

 Presenting any work by another individual as one's own unintentionally

 Handing in assessments markedly similar to or copied from another learner

 Presenting the work of another individual or group as their own work

 Handing in assessments without the adequate acknowledgement of sources used,

LEARNER WORKBOOK | VERSION 1.0 DECEMBER 2016

LEARNER WORKBOOK | VERSION 1.0 DECEMBER 2016

Recognised prior learning

LEARNER WORKBOOK | VERSION 1.0 DECEMBER 2016

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

 Portfolios – annotated and validated

 Third party evidence.

If submitting third party evidence, the Third Party Observation/Demonstration

Third parties can be:

The third party observation must be submitted to your trainer/assessor, as directed.

LEARNER WORKBOOK | VERSION 1.0 DECEMBER 2016

Change in circumstance Date Trainer signature Student signature

LEARNER WORKBOOK | VERSION 1.0 DECEMBER 2016

Assessment Task Details:

Start Date: Is this a resubmission? No Yes

Name: Signature: Date:

LEARNER WORKBOOK | VERSION 1.0 DECEMBER 2016

An explanation of observations and demonstrations:

The observation will usually require:

 Performing a work based skill or task

 Interaction with colleagues and/or customers.

A demonstration will require:

 Performing a skill or task that is asked of you

 Undertaking a simulation exercise.

LEARNER WORKBOOK | VERSION 1.0 DECEMBER 2016

LEARNER WORKBOOK | VERSION 1.0 DECEMBER 2016

Provide your comments here:

If not yet satisfactory, date for reassessment:

LEARNER WORKBOOK | VERSION 1.0 DECEMBER 2016

2. Which details may be signified by the portion number?

3. Give five examples of special dietary requirements.

1 milligram (mg) 0.0154 grains

LEARNER WORKBOOK | VERSION 1.0 DECEMBER 2016

2. Specify five characteristics of high quality and fresh fruit

LEARNER WORKBOOK | VERSION 1.0 DECEMBER 2016

2. Identify three instances in which contamination may occur.

LEARNER WORKBOOK | VERSION 1.0 DECEMBER 2016

This activity will need to be observed, and a signed record of this

2. Identify four measures that may be taken for the assurance

LEARNER WORKBOOK | VERSION 1.0 DECEMBER 2016

 200 degrees centigrade into degrees Fahrenheit

 400g beef mince

Now convert these quantities in preparation for making a lasagne

LEARNER WORKBOOK | VERSION 1.0 DECEMBER 2016

2. This practical activity will require you to demonstrate use of the