Unit Result Record Sheet

Student Name:
BLOCK Print
Student Number:
BLOCK Print
Assessmen
Reassessment
t Result Completed Result
Completed (If required)

Not Yet Satisfactory

Not Yet Satisfactory
Date
Satisfactory

Date

Satisfactory
Reassessed
Assessed
(Evidence must be in
(Evidence must be students file)
in students file)

Written Assessment
Questions
Summative Written
Assessment Questions
Summative Practical
Demonstration of Skills

Result for unit Competent Not Yet Competent

Assessor Name: Signature:
& Signature
Date result
reached:

Comments:

Student Declaration:
I declare that:
 I was made aware of all assessment requirements for this/these unit/s
 I have received feedback from my assessor on the results of each individual assessment task and my overall
result for this/these unit/s
 I have been made aware of the reassessment policy for any assessment tasks and/or units that I have not yet
satisfactorily completed
 All work for assessment tasks submitted for this unit is my own with no part of any assessment being
copied/plagiarised from another person’s work, except where authorized and listed/referenced

ANSAR MOHAMMED
Student Signature:

Student Name Student ID:

Received by Australian College of Trade:

NAME: Signature: Date:

UNIT: SITHPAT006 Produce desserts
 Page|1

SITHPAT006
Produce desserts
Learner Workbook

VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019

 Table of Contents
Table of Contents.............................................................................................................................2
Instructions to Learner..........................................................................Error! Bookmark not defined.
Assessment instructions..................................................................Error! Bookmark not defined.
Assessment requirements.............................................................................................................6
Observation/Demonstration............................................................................................................7
Third Party Guide.............................................................................................................................8
Third party details (required information from the learner)..........................................................8
Activities...........................................................................................................................................9
Activity 1A......................................................................................................................................9
Activity 1B....................................................................................................................................10
Activity 1C....................................................................................................................................11
Activity 2A....................................................................................................................................13
Activity 2B....................................................................................................................................14
Activity 2C....................................................................................................................................15
Activity 3A....................................................................................................................................16
Activity 3B....................................................................................................................................17
Activity 3C....................................................................................................................................18
Activity 4A....................................................................................................................................19
Activity 4B....................................................................................................................................20
Activity 4C....................................................................................................................................21
Activity 4D....................................................................................................................................22
Activity 4E....................................................................................................................................23
Activity 5A....................................................................................................................................24
Activity 5B....................................................................................................................................25
Activity 5C....................................................................................................................................26
Activity 5D....................................................................................................................................27
Activity 5E....................................................................................................................................28
Activity 5F....................................................................................................................................29
Activity 5G....................................................................................................................................30
Activity 5H....................................................................................................................................31
Activity 5I.....................................................................................................................................32
Summative Assessments................................................................................................................33
Section A: Skills Activity...............................................................................................................34
Section B: Knowledge Activity (Q & A).........................................................................................36
Section C: Performance Activity...................................................................................................55
Workplace Documentation – for learner........................................................................................58
Workplace documents checklist..................................................................................................58
Supplementary Oral Questions (optional) – for assessor................................................................59
Competency record to be completed by assessor...........................................................................62
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.

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.

Third party details (where required from the learner)

A third party may be required for observations or demonstrations; please provide details below of
your nominated third party and obtain their signature to confirm their agreement to participate. This
information will be required by your trainer/assessor in advance of arranging any future
observations or demonstrations.

Third party name:

Position of third party:

Telephone number:

Email address:

Declaration for nominated third party

I declare my intention to act as third party for (learner’s name here)

Third party signature: Date:

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

Activity 1A

Estimated 15 Minutes
Time
Objective To provide you with an opportunity to confirm food production
requirements from food preparation list and standard recipes
1. List the reasons why a food preparation list is a valuable tool.
Answer-
 Efficiency
 Helps stuff to know they are doing
 Keeps you organized and prepared

2. List the information that can be found when referring to a recipe.

Answer-
 Ingredients
 Method
 Time
 Equipment
Portion size
Activity 1B

Estimated Time 15 Minutes

Objective To provide you with an opportunity to calculate ingredient amounts
according to requirements
Using the information from the recipe below, calculate the amount of ingredients that
would be needed if 10 servings were required. You may use rounding of amounts if
necessary.

Millionaire’s Shortbread: Serves 4

For the shortbread:

 225g plain flour

 175g unsalted butter

 75g caster
sugar For the topping:
 150g butter

 1 can of condensed milk

 100g golden syrup

 350g dark chocolate.

Answer- Step 1: Divide each ingredient to establish per person amount:
225g/4 = 56.25g plain flour
175g/4 =43.75g unsalted butter
75g/4 =18.75g caster sugar
Step 2: Multiply per person quantity by amount of servings required:
56.25 X 10 = 562.5g
43.75 X 10 = 437.5g
 18.75 X 10 = 187.5g
Activity 1C

Estimated Time 30 Minutes

Objective To provide you with an opportunity to identify and select ingredients
from
stores according to recipe, quality, freshness and stock rotation
requirements
1. Write down the attributes that may indicate a decline in quality for the
following ingredients:

 Butter- Color difference

Mould
Texture change

 Eggs- Sloshing sound when shaken

Sulphrous smell when cracked open

Egg white is pink

 Milk/cream- Sour smell

Curdling or thickening

 Flour- Rancid smell

Signs of pest infestation

 Chocolate- Dusty white coating

 Grainy texture

Unusual odour

 Cocoa powder- Change in colour

Change in smell or taste

Spider web like mould

 Dried fruit- Discoloration

Hardness

Loss of flavor

 Yeast- Darkening of colour

Clumping
2. Explain the difference between use-by dates, best-before dates and rotation

Answer- Use by: Can only be used until its date.

Best before: Can be used after but quality is best before.
Rotation labels: This indicated

3. What steps would you take with regards to stock rotation to minimise wastage?

Answer- Using the FIFO method

Organising less more often
Re use food products when possible
Activity 2A

Estimated Time 15 Minutes

Objective To provide you with an opportunity to select type and size of equipment
suitable to requirements
Create an equipment list for each of the following categories:

 Basic equipment – those items that are used for the creation of nearly every dish

 Answer- Container
 Cleaning wrap
 Foil
 Baking paper

 Additional equipment – those pieces that aren’t used as often or may be for specific
decoration techniques

 Disposables – equipment that may be required to create a dessert but cannot be

reused.
 Answer- Container
 Cleaning wrap
 Foil
 Baking paper
Activity 2B

Estimated Time 15 Minutes

Objective To provide you with an opportunity to safely assemble and ensure
cleanliness
of equipment before use
1. List the precautions that should be taken when using electrical kitchen equipment.

 Answer- Don’t touch someone who’s been electrocuted.

 Don’t use electrical code
 Always use GFCIs in damp or wet work areas
 Inspect or maintain your electrical tools
 Follow proper lockout/tag out procedures
 Wear the right safety gear
 Avoid power lines

2. According to section 3.2.3 of the Food standards code, what factors make equipment
easier to clean?
 Answer- Food Safety Practices and General Requirements sets out specific food
handling controls related to the receipt, storage, processing, display, packaging,
transportation, disposal and recall of food.
Activity 2C

Estimated Time 15 Minutes

Objective To provide you with an opportunity to use equipment safely and
hygienically
according to manufacturer instructions
1. Outline the process for the safe washing of knives.

 Answer- Lather a sponge in warm soapy water with the blade pointing away from
you. Gently clean the knife until you remove all food and stains.
 Be careful not to scrub too fast. If you scrub vigorously or quickly, the knife could
slip and you could end up getting cut.

2. What precautions should you take when removing items from machinery?

 Answer- Turn off machine

 Keep hands away from blades
 Use utensils if possible

3. What steps can be taken to prevent electrocution and electrical fires?

 Answer- Maintains our ventilation
 Don’t cover equipment
 Keep area dry
Avoid water near electrical
Activity 3A

Estimated Time 15 Minutes

Objective To provide you with an opportunity to sort and assemble ingredients
according to food production sequencing
1. Provide an overview of the ‘mise en place’ method of preparation

 Answer- Set in place: This means to have all ingredients ready before you start the
production of cooking.
 Scales
 Measuring jugs
 Measuring spoons

2. Within your workplace, locate a recipe and from it identify all the steps you would take
to ensure the ‘mise en place’ stage of food production was complete.
In my workplace I choose recipe of briyani.
For mise en place we put everything in one place. All dry ingredient, cutting chopping
done, pot ready for cooking
Practice mise en place by having all your prep work completed right up to the point
Then Figure out before you start cooking which ingredients you need in a container, and
position all the containers near your cooking work area For example, you
could put your measured milk in a small bowl and place .
Activity 3B

Estimated Time 15 Minutes

Objective To provide you with an opportunity to weigh and measure wet and dry
ingredients according to the recipe and quantity of desserts required
1. List the types of measuring and weighing equipment that may be used in a
commercial kitchen.
 Answer- Weighing scales, machines
 Measuring tapes
 Measuring jugs

2. Within your workplace identify the weighing scales and ensure you know how to
use and read them correctly.
 Answer- Read the scales method
 Making sure that the scale is set to zero before we begin.
 Placed the ingredients to be measured in the weighing bowl.
Then we remove ingredients from the scale.
Activity 3C

Estimated Time 10 Minutes

Objective To provide you with an opportunity to minimise waste to maximise
profitability of desserts produced
Discuss steps that can be taken, both in the kitchen, and from menu, decisions to
minimise waste and maximise profit in the workplace.
 Answer- Using FIFO
 Order correctly
 Using extra for specials
 Make compost
 Make staff meals with leftovers
Use vegetables of cuts for stock and sauces
Activity 4A

Estimated Time 10 Minutes

Objective To provide you with an opportunity to follow standard recipes, produce
desserts using cookery methods to achieve desired product
characteristics
Create a list of cookery methods and preparation techniques that can be undertaken in
order to produce desserts.
 Answer- Creaming
 Baking
 Chilling and freezing
 Flambé
 Poaching
 Reducing
 Steaming
 Whisking
 Folding
 Piping
 Spreading
 Stewing
 Weighing
Activity 4B

Estimated Time 15 Minutes

Objective To provide you with an opportunity to follow special dietary recipes to
produce desserts for those with special dietary requirements
1. Create a list of special dietary requirements that you may be required to cater for
when producing and serving desserts
 Answer- Fat free
 Low fat
 Low carbohydrate
 Low gluten and gluten free
 Low kelojoule
 Low sugar
 Vegan

2. What are the 8 most common food allergens?

 Answer- Eggs
 Nuts from tree
 Peanut
 Milk
 Wheat
 Soya
 Fish
Shellfish

3. How can an establishment ensure they cater for special dietary requirements?
 Answer- Have a well implemented allergen management policy.
 Ensure all staff is trained regarding food allergen risks.
Relay accurate information about allergen risks in the menu to consumers either verbally
or written.
Activity 4C

Estimated Time 10 Minutes

Objective To provide you with an opportunity to produce hot and cold sauces to
desired
consistency and flavour
Create a list of sauces that can be served with desserts.
 Answer- Chocolate based sauces
 Custards and crèmes
 Flavoured butters and crèmes
 Fruit purees, sauces or caulis
 Fruit Syrups
 Sabayon and zabaglione
Sugar syrup
Activity 4D

Estimated Time 10 Minutes

Objective To provide you with an opportunity to use thickening agents suitable for
sweet sauces
Provide an example of a thickener for each of the following categories:

 Starch thickeners
Tapioca
Corn flour
Arrowroot

 Protein thickeners
Eggs,gelatin

 Other thickeners.
Pectin,agar-agar,xanthan gum
Activity 4E

Estimated Time 10 Minutes

Objective To provide you with an opportunity to make food quality adjustments
within
scope of responsibility
1. Define the scope of responsibility and identify your scope of responsibility for
quality food adjustments within your workplace.
Answer- The scope of responsibility is the range of duties you are expected to carry out
within your job roles. In catering there is chain of command for presentation andquality of
food.
 Kitchen manager
 Chef de cuisine
 Sous chef
 Areas chefs
 Commis
 Apprentice
 Expenditor
 Serving staff and dish washers
As Sous chef: Overseeing correct preparation, portioning and presentation.
Training other staff members regarding quality and presentation.

2. List the types of adjustments that may be made to food.

 Answer- Taste
 Temperature
Texture
Activity 5A

Estimated Time 15 Minutes

Objective To provide you with an opportunity to portion desserts to maximise yield
and
profitability of food production
1. Explain the aspects of dessert creation that can affect yield

Portion control is an aspect of dessert creation that affect yield and profitability but it also
affect customers.

2. What steps can be taken to ensure maximum profit from desserts made?
 Answer- Cooking
 Storage
 Portioning
 Frequently checking prices of ingredients to ensure you are getting the best deal.
 Considering the different types, brands and qualities of items.
 Trying to create a menu which follows seasonal produce.
Using the same sized serving spoons, ladles, etc. for allocating portions.
Activity 5B

Estimated Time 10 Minutes

Objective To provide you with an opportunity to use accompaniments that balance
and
enhance taste and texture of desserts
Using your reading and wider work experience, create a list of appropriate
accompaniments for desserts
 Answer- Ice creams and sorbets
 Sauces and creams
 Fruits
 Biscuits
Briffle
Activity 5C

Estimated Time 10 Minutes

Objective To provide you with an opportunity to select garnishes and decorations
with
flavours and textures that complement desserts
Using your reading and wider work experience, create a list of appropriate
garnishes and decorations for desserts
 Answer- Fresh fruits
 Preserved fruits
 Crystallised fruits
 Jellies
 Shaved chocolate
 Chocolate curls
 Piped chocolate
 Sprinkled icing sugar
 Whole or crushed nuts
Spun sugar
Activity 5D

Estimated Time 20 Minutes

Objective To provide you with an opportunity to plate desserts, accompaniments
and garnishes attractively, with artistic flair appropriate for the
occasion and the
item
1. Create a list of alternative tableware that could be used to serve desserts.

 Answer- Tived platters

 Bowls
 Shot glasses
 Tiles

2. What aspects of serving desserts should be considered when plating?

Answer- Consistency and texture. Also, the elements of the desserts.

3. Which artistic techniques can be employed to apply sauces to a plate?

 Answer- Lines
 Points
 Pools
 Brushes
Drops
Activity 5E

Estimated Time 20 Minutes

Objective To provide you with an opportunity to plate and decorate desserts for
practicality of service and customer consumption
What considerations should be made plating desserts for the practicality of service and
consumption? Make reference to tableware, height and structure and provide examples
where possible.

When plating a dish, the vessel it is placed on is very important in terms of practicality.
The tableware should be fit for purpose. For example, a slate tile should not be used to
serve cake with custard.Desserts should be plated in such a way that there is variation in
height but that is not daunting to consume.
Activity 5F

Estimated Time 20 Minutes

Objective To provide you with an opportunity to visually evaluate desserts and
adjust
presentation before serving
1. What are the five elements to plating a dish?

 Answer- Plan
 Simplicity
 Balance
 Portion
 Presentation

2. What questions may you ask yourself when visually evaluating a dish?

 Answer- Would you be happy if you were served this?

 Are all the portion the same size?
 Are all dishes uniform?

3. What steps can be taken to adjust presentation?

Place components on various plates and in different composition to perfect the dish before
it goes ‘live’ – that is before it becomes available for customers to order.If plating is not up
to the par or the portion size is wrong then it will need to be re- plated, on clean crockery.
Activity 5G

Estimated Time 20 Minutes

Objective To provide you with an opportunity to display desserts with appropriate
sauces and garnishes
1. In which ways can desserts be displayed?
 Answer- Cabinets
 Trolleys
 Tables
 Buffet
 Catered events
 Stands

2. What factors should be considered when deciding on appropriate sauces and

garnishes for use in dessert displays?
 Make garnishes edible. Everything on the dessert plate should be edible and
delicious.
 Keep it clean and simple. Don't crowd the plate.
 Make your garnishes relate to the dessert on the plate.
 Layer flavors and textures in your dessert.
 Try different plates—various sizes and shapes
Activity 5H

Estimated Time 15 Minutes

Objective To provide you with an opportunity to store desserts in appropriate
environmental conditions
1. What factors need to be considered when storing desserts?

 Atmosphere
 Humidity
 Light
 Packaging
 Temperature
 Use of contaminers
 Ventilation
2. How can light affect food?
 It dries out.
 It results in deterioration
 It can affect the flavor of food and spoil it
3. What affects the rate of photodegradation?
 The strength of light
 The type of light
 Duration of exposure
 Distance between the light and produce
 Ambient temperature
 Oxygen content of food

4. What type of packaging and containers may be used for storing desserts?
 Cling wrap
 Air tight containers
Vaccum seal bags
Activity 5I

Estimated Time 20 Minutes

Objective To provide you with an opportunity to clean work area, and dispose
of or store surplus and re-usable by-products according to
organisational
procedures, environmental considerations, and cost-reduction initiatives
1. Identify the two stages of effective cleaning and elaborate on each.

 The first stage should be to use an adequate, safe cleaner to remove any visible dirt,
grease and grime from surfaces.
 The second stage of the process is to then sanitise, using disinfectant on the same
surfaces in order to kill bacteria and prevent it from spreading.

2. Discuss the way in which waste should be disposed of.

 Never take rubbish through the restaurant.

 Use organic water for compost.
 Make sure bin lid is properly

3. Discuss the ways in which produce can be reused to maximise profits and
minimise the environmental impact.
 AnUse fruit and vegetable in compost
 Use ingredient in specials
Donate where possible
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

 Performance – evidence requirements, critical aspects of assessment,

performance 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 C: Performance Activity

The Performance Activity is designed to be a practical activity performed either in the
workplace or a simulated environment. You should demonstrate the required practical tasks
for the unit of competency and be observed by the assessor and/or third party, as applicable
to the situation. If the third party is required to observe you, you will need to make the
required arrangements with them.

If necessary for the activities, you should attached completed written answers,
portfolios or any evidence of competency to this workbook.
 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 to:

 Locate information in food preparation lists and standard recipes to determine

preparation requirements

 Locate and read date code and stock rotation

labels Writing skills to:

 Write notes on recipe requirements and

calculations Numeracy skills to:

 Calculate the number of

portions Planning and organising

skills to:

 Efficiently sequence the stages of food preparation and

production Self-management skills to:

 Manage own speed, timing and productivity

Answer the activity in as much detail as possible, considering your organisational requirements.

All activity answers will vary depending on the learner and the organisation they work
for but the learner should be able to demonstrate their competency in the unit
requirements.

1. Within your workplace, locate one food preparation list and one standard recipe and
identify the food preparation requirements for each.
Answer- Birthday cake
 1 1/2 cups granulated sugar
 1 cup (8 oz.) unsalted butter, softened
 4 large eggs
 2 teaspoons vanilla extract
 2 3/4 cups (about 11 3/4 oz.) all-purpose flour
 1 tablespoon baking powder
 1/2 teaspoon kosher salt
 1 cup whole buttermilk
FROSTING
 2 cups (16 oz.) unsalted butter, softened
 4 cups (about 16 oz.) powdered sugar
 2 teaspoons vanilla extract
 1/2 teaspoon kosher salt
 2 tablespoons heavy cream
 Rainbow candy sprinkles

PREPARATION METHOD
Step 1
Preheat oven to 350°F.Grease and flour 2 (8-inch) round cake pans.

Step 2

Prepare the Cake: Beat together sugar and butter with an electric mixer on medium speed until light and fluffy.
Add eggs, 1 at a time, beating after each addition, stopping to scrape down sides as needed. Beat in vanilla.

Step 3
Whisk together flour, baking powder, and salt in a medium bowl. Add flour mixture and buttermilk alternately
to butter mixture, beginning and ending with flour mixture. Beat at low speed until fully blended after each
addition. Divide batter evenly between prepared cake pans.

Step 4
Bake in preheated oven until a wooden pick inserted in center comes out with moist crumbs, 25 to 30 minutes.
Cool in pans 15 minutes, and then invert cake layers onto a wire rack until completely cooled, about 1 hour.
(For best results, wrap each cake layer in plastic wrap and chill until ready to frost.)

Step 5
Prepare the Frosting: Beat butter in a stand mixer fitted with the paddle attachment on medium speed until
pale and fluffy, about 5 minutes. Scrape down sides and bottom of bowl twice while beating. With mixer
running on low speed, gradually add powdered sugar, beating until smooth, about 2 minutes, stopping to
scrape down sides of bowl as needed. Beat in vanilla and salt. With mixer running on medium speed, gradually
add cream, beating until fluffy and spreadable, about 30 seconds. (For best results, beat frosting by hand with
a wooden spoon for about 2 minutes to remove air bubbles.)

Step 6

Spread frosting between cake layers and on top of cake. Use a bench scraper for smooth sides. Sprinkle candy
sprinkles around top edge and around base of cake.

2 Within your workplace, identify and write down the date codes for five different products.

Answer- Egg:
Sell by date: Mar 22
Packed date: Mar 20
Milk:
Expire/Use by: APR 22
Peppers:
Packed date: Mar 21
Use by: Mar 23
Tomato puree:
Best before: 02-2022
All purpose flour:
Use by: Sep 2021
 3Over the course of a day, maintain notes on the recipe requirements for any dishes you
have created as well as any calculations regarding ingredient amounts or portion sizes.
Answer- White sauce pasta
Ingredients
 300g / 10 oz fettuccine 
 30g / 2 tbsp butter 
 2 chicken breasts , cut in half horizontally
 1/2 tsp each salt and pepper
 2 garlic cloves , minced
 1/2 cup (125ml) dry white wine (sub more chicken broth)
 1/2 cup (125ml) chicken stock / broth , low sodium
 1 1/4 cups (315ml) cream , thickened / heavy
 3/4 cup (75g) parmesan , finely shredded
 70g / 2.5oz baby spinach
 100 g / 3oz sun dried tomato strips
 Serving
 120g / 4oz bacon , cooked and crumbled
 More parmesan
 Parsley , for garnish (optional)

Cooking Instructions
. Cook pasta in a large pot of salted boiling water for time per packet minus 1 1/2minutes.
1. Just before draining, scoop out a mugful of pasta cooking water. Then drain pasta.

CHICKEN:
. Sprinkle both sides of chicken with salt and pepper.
1. Melt half the butter in a large skillet over hig heat.
2. Add chicken and cook for 2 minutes on each side until deep golden.
3. Remove chicken onto plate, rest for a few minutes then shred with 2 forks.

ALFREDO SAUCE:
. Turn down heat to medium high. In the same skillet, add remaining butter and garlic.
1. Cook garlic for 30 seconds until golden, then add wine.
2. Simmer rapidly, stirring to scrape the brown bits off the bottom of the pan. Once mostly
evaporated, add chicken broth, cream, parmesan and sun dried tomato.
3. Simmer on medium for 3 - 5 minutes, stirring leisurely, until it reduces and thickens.

ESSENTIAL TOSSING:
. Add spinach, chicken and cooked pasta.
1. Toss for 1 1/2 - 2 minutes on the stove, until sauce thickens and coats the pasta strands. Use
pasta cooking water if needed if it gets too thick.
2. Serve immediately with parmesan, crumbled bacon and parsley (if desired).

4 You are required to cater for 40 people for a dessert. You decide to serve tiramisu with
chocolate shavings, Chantilly cream and fresh strawberries. From the ingredients below,
calculate the portion size each person would receive for each ingredient:

 5kg of prepared tiramisu

5000/40=125g

 600g chocolate shavings- 600g/40=15g

 800g Chantilly cream-800g/40=20g

 120 prepared slices of strawberry-120/40=3piece

5For a dessert commonly created at your workplace, identify all the steps that need to be
taken in order to complete the dish and in what sequence they should be done.
Answer- Walnut brownie
Serving: 20
 3.38 ounces all-purpose flour (about 3/4 cup)
 1 cup granulated sugar
 3/4 cup unsweetened cocoa
 1/2 cup packed brown sugar
 1/2 teaspoon baking powder
 1/4 teaspoon salt
 1 cup bittersweet chocolate chunks, divided
 1/3 cup fat-free milk
 6 tablespoons butter, melted
 1 teaspoon vanilla extract
 2 large eggs, lightly beaten
 1/2 cup chopped walnuts, divided

Cooking spray
Steps to prepare it

Step 1
Preheat oven to 350°.

Step 2
Weigh or lightly spoon flour into dry measuring cups; level with a knife. Combine flour and next 5 ingredients
(through salt) in a large bowl. Combine 1/2 cup chocolate and milk in a microwave-safe bowl; microwave at
HIGH 1 minute, stirring after 30 seconds. Stir in butter, vanilla, and eggs. Add milk mixture, ½ cup chocolate,
and 1/4 cup nuts to flour mixture; stir to combine.

Step 3
Pour the batter into a 9-inch square metal baking pan coated with cooking spray; sprinkle with remaining 1/4
cup nuts.

Bake at 350° for 19 minutes or until a wooden pick inserted in center comes out with moist crumbs clinging.
Cool in the pan on a rack. Cut into squares.

6Under supervision, over the course of one service, manage your speed, time and
productivity efficiently so that the completion of your duties falls in line with those of other
staff members.

 Answer- Don’t be Afraid to Delegate

 Match Tasks to Skills

 Communicate Effectively

 Keep Goals Clear & Focused

 Incentivize Employees

 Cut Out the Excess

 Train and Develop Employees

 Embrace Telecommuting

 Give Each Other Feedback

 Think Big Picture

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:

 Culinary terms and trade names for:

o variety of common desserts:
 bavarois
 crème brulee
 crème caramel
 crêpes
 custards and creams
 flans
 fritters
 ice-cream
 meringues
 mousse
 parfait
 pies
 prepared fruit
 puddings
 sabayon
 sorbet
 soufflé
 tarts
o ingredients commonly used to produce desserts
o substitute ingredients used to produce desserts for special dietary recipes:
 gluten free flour
 yeast-free flour
 non-sugar sweeteners
 Common special dietary requirements which must be considered when
producing desserts:
o fat free
o low carbohydrate
o low fat
o low gluten
o gluten free
o low kilojoule
o low sugar
o sugar free
o type one and two diabetic
o vegan
 Meaning of:
o food allergy
o food intolerance
 Key health and legal consequences of failing to address special requirements
 Contents of stock date codes and rotation labels
 Cookery methods used when preparing desserts:
o adding fats and liquids to dry ingredients
 o baking
o chilling
o flambé
o freezing
o poaching
o reducing
o selecting and preparing appropriate dessert moulds
o steaming
o stewing
o stirring and aerating to achieve required consistency and texture
o using required amount of batter according to desired characteristics of
finished products
o weighing or measuring and sifting dry ingredients
o whisking, folding, piping and spreading
 Expected product characteristics of the classical and contemporary desserts
specified in the performance evidence:
o appearance
o colour
o consistency
o moisture content
o shape
o size
o structure
o taste
o texture
 Common garnishes and decorations used when preparing desserts:
o coloured and flavoured sugar
o fresh, preserved or crystallised fruits
o jellies
o shaved chocolate
o sprinkled icing sugar
o whole or crushed nuts
 Appropriate cooking temperatures and times for desserts
 Techniques to garnish, decorate, plate and present attractive desserts
 Indicators of freshness and quality of stocked ingredients for desserts
 Mise en place requirements for producing desserts
 Appropriate environmental conditions for storing desserts and re-usable by
products of their preparation to:
o ensure food safety
o optimise shelf life
 Safe operational practices using essential functions and features of
equipment used to produce desserts

Answer each question in as much detail as possible, considering your organisational

requirements for each one.

All answers will vary depending on the learner and the organisation they work for but
the learner should be able to answer each question competently.
1. Create a glossary that defines culinary terms and trade names for:

 Variety of common desserts:

o Bavarois- Bavaroin cream mousse dessert
Bavaroin cream

o crème brulee- Crema catalane

Burnt cream

o crème caramel- Caramel custard

Flan

o crêpes- Pancake
Waffle
Crepe

o custards and creams- Custard tart

Vanilla custard

o flans- Crème caramel

Caramel custard
Green custard pie
o fritters- Cutlet
Deep fried cake
Apple fritter

o ice-cream- Sundae
Frozen cake
Sorbet
o meringues- Candy
Italian meringues
Lemon meringue pie

o mousse- Chocolate mousse

Bavaria

o parfait- Bombe
Chilled mousse

o pies- meat pie

putt pastry

o prepared fruit- Jellies

Juices
Ambrosia(fruit salad)

o puddings- Rice pudding

Christmas pudding
Banana pudding

o sabayon- Zabaione
 Cognac

o sorbet- Sherbet
Ice cream

o soufflé- Berry soufflé

Cheese soufflé

o tarts- Lemon tart

Fruit pie
  Ingredients commonly used to produce desserts

 Condensed milk
 Flour
 Sugar
 Butter
 Eggs
 Vanilla extract
 Milk

 Substitute ingredients used to produce desserts for special dietary recipes:

o gluten free flour
Rice flor

o yeast-free flour

Baking soda

o non-sugar sweeteners

Honey,
 2. List how within your workplace, desserts are created to meet the following
dietary requirements when requested:

 Fat free
Lite yogurt some fruits

 Low carbohydrate
Mixed wheat flour

 Low fat

Low fat butter or margenine

 Low gluten

Gluteen free flour

 Gluten free

Rice flour chickpea flour

 Low kilojoule

Use whole food

 Low sugar
honey
  Sugar free

Honey ,fresh frits

 Type one and two diabetic

Prparing items like frozen yogurt

 Vegan.

Replacing milk to soya or almond milk

3. Explain the difference between food allergy and food intolerance.

Answer- Food allergy is an exaggerated immune system response to a food protein and body triggers to an
allergic reaction. Food intolerance is an adverse reaction to a food that does not involve the immune system.
Reactions can be immediate or delayed upto 20 hours after the food is eaten.

4. What symptoms may an allergy or intolerance suffer if an establishment fails to cater

to their dietary requirements?

 Answer- Itching
 Hives
 Swelling of lips, face, tongue
 Eczema
 Wheezing
 Abdominal pain
 5. Provide an overview for how stock date codes and rotation labels are used
within your workplace or organisation
Answer- As the stock date code provides the date of packing and date of expiry. It helps in following FIFO
method in our organization which helps reduce the spoilage of food items and also helps maintaining healthy
inventory stock.

6. Write an overview for each of the following cookery and preparation methods:

 Adding fats and liquids to dry ingredients

Adding fats and liquids to dry ingredients ensures that flour particles are well coated with fat. This minimizes
gluten formation. Including a small amount of liquid while mixing the fats into the dry ingredients allow the
combination to blend through.

 Baking

Method that uses dry heat, normally in an oven, but can also be done on hot ashes or hot stones.
  Chilling

It is cooking and immediate chilling of food. Chill food through the danger zone. It extends shelf life of
the item.

 Flambé

Cooking procedure in which alcohol is added to a hot pan to create a burst of flames. The word means
‘Flamed’ in French.

 Freezing

 Freezing does more than just preserve food. It serves as cooking technique that provides a unique
way of presenting dishes. Better known as flash freezing, this modern cuisine technique involves the
use of very low temperatures to quickly freeze food.
  Poaching- Culinary technique that involve cooking something in liquid with a temperature ranging
from 140 F to 180 F.

 Reducing- It is performed by simmering or boiling a liquid such as stock, fruit or vegetable juices,
wine, vinegar or a sauce until the desired concentration is reached be evaporation. This is done
without a lid, enabling the vapor to escape from the mixture.

 Selecting and preparing appropriate dessert moulds- Choosing the right baking tin and moulds is
very necessary as it is an essential requirement for the type of cake or dessert we desire to make.
For instance if we want to bake chocolate truffle cake we cannot bake it in bread loaf tin.

 Steaming

Steaming is not moist heat method of cooking that works by boiling water which vaporizes into steam.
It is the steam that carries heat to the food cooking it.

 Stewing

Long-slow cooking method where food it cut into pieces and cooked in the minimum amount of liquid,
water, stock or sauce. The food and the cooking liquid are served together.

 Stirring and aerating to achieve required consistency and texture

Aevation is critical to cakes. Developed in the mixtures, air bubbles in the batter provide much of the
cake structure and volume. Without proper aevation the product will not bake properly.

 Using required amount of batter according to desired characteristics of finished products

Always use required measured quantity of batter as per recipe otherwise this will change consistency,
softness and flavor of finished product and spoil the dessert.

 Weighing or measuring and sifting dry ingredients

It is very important to weigh your ingredients properly to make dish with correct flavor, texture and
shape.
 Whisking, folding, piping and spreading

Whisking: Beating and stirring with light and rapid moves.

 Folding: Method of gently mixing the ingredients usually delicate or whipped ingredients that cannot
withstand beating.
 Piping: Lines made with piping bag to decorate cakes and pastries.
 Spreading: To spread food or cream on top of other food items with knife .
 7. Within your workplace, identify three commonly produced desserts and note the
standards for their characteristics. You must make reference to:

 Appearance
 Colour
 Consistency
 Moisture content
 Shape
 Size
 Structure
 Taste
 Texture.

1) CHOCOLATE MOUSSE
Appearance and colour: Brown colour
Consistency and moisture content: Soft content
Shape and size: As per the serving dish
Structure and texture: Soft and creamy texture
Taste: Sweet and chocolaty

2) FALLEN CHOCOLATE SOUFFLE CAKE

Appearance and colour: Brown colour
Consistency and moisture content: Dense and soft
Shape and size: Round shape
Structure and texture: Creamy inside like soufflé and hard crust outside
Taste: Sweet taste

3) CARAMEL APPLE PUDDING

Appearance and colour: Caramel colour
Consistency and moisture content: Soft and thick
Shape and size: Two layer
Structure and texture: Firm texture
Taste: Sweet and caramelized
 8. Write an overview for each of the following garnishes and decorations. Where
applicable, include a method for creation, examples or garnishes and decorations and
serving suggestions.

Answer-
Coloured and flavoured sugar : Colour can be done by adding color or wet ingredients. They add visual
element to dessert. They also add crunchy texture.
E.g. Coat the rim of dessert glass.

Fresh, preserved or crystallised fruits: A mixture of small fruits such as berries can garnish a dessert tan
tactically yet simple. Preserved fruits include curds, jams etc.

Jellies: They can be shaped and placed a top dessert in order to add a variation in texture when the diner
slices through the dessert but can cut into smaller segments and placed on plate to add an artistic aspect to
dish.

Shaved chocolate and chocolate decoration: Chocolate shaving are exactly small shaving of chocolate taken
from solid bloch of chocolate and sprinkled on top of dessert. E.g. Black forest cake

Sprinkled icing sugar: Icing sugar creates a fine dusting over cakes and other desserts when used as garnish. It
adds extra decoration to cake.

Whole or crushed nuts: Nuts are appealing to eyes and add flair to a finished dish. It also adds nutritional value
to dessert.

Spun sugar: To create decorations with this syrup, a utensil should be dipped into the syrup once off the neat
before then being moved around to create the desired shape.
 9. For 5 desserts made within your workplace or organisation, identify the appropriate
cooking temperatures and times for them.

Muffin: 180° C – 25-30 minutes

Chocolate mousse: -18°C – 1hour 30 minutes

Walnut brownie: 165° C – 1 hour 25 minutes

pie: 200°C – 1 hour

Black forest cake: 170° C – 30 minutes

10. Explain techniques that can used to plate desserts attractively and with creative flair.

 Pools
 Brushes
 Drizzling
 Dolloping
 Sprinkling
 Schmearing
 11. How can the quality and freshness of dessert ingredients be assessed?

 Answer- By looking at it if there is white patch or black patch.

 State or foul smell
 Soggy texture

12. For a dessert created within your workplace, identify all the mise en place requirements.

Answer- Mise en place for cake, check for ingredients, measure, cut, peeled, sliced, grated etc. pans are
prepared. Mixing bowl, tools and equipment set out, oven is on.

13. For each of the items listed below, write down the optimum storage conditions in
order to optimise shelf life and maintain food safety:
 Unfrosted/undecorated cakes
Air tight container or clinge wrap and can be kept at room temperature.

 Cakes decorated with butter cream, ganache or fondant

Air tight container after wrapping in plastic wrap to keep out air and other
contaminants.

 Cakes decorated with cream cheese or whipped cream

Air tight container and refrigerated.

 Cooked fruit pies, crumbles and tarts

Temperature of refrigerator should be at 5° C or below and freezer temperature
should be 150° C.

 Pies and tarts with meringue, custard or cream

Must wrap tightly in plastic wrap and store in the refrigerator for about one or two
days.

 Puff pastry desserts

Should be sealed in plastic wrap and stored in refrigerator.

 Ice creams and sorbets

 Must be kept in freezer.

 Crème brulee and crème caramel

Must be kept covered in refrigerator.

 Crêpes
Placed cooked crepes layered with wax paper or paper towel in zip pouch and
refrigerate.

 Soufflé
Allow to cool then cover it with plastic wrap then refrigerate or freeze.

 Mousse and sabayon

Cover and store in air tight box and refrigerate.

 Flan.
In an air tight container in a refrigerator.
 14. List the safe operating practices and the functions of 5 pieces of equipment
within your workplace that are used in the preparation of desserts.

Answer- 1) Oven
2) Mixture
3) Microwave
4) Grinder
5) Chopper

All electrical appliances should be handled carefully as we should make sure not to touch them with wet hands
and while cleaning them we should remove plug from electric socket. While using lids of equipments should be
closed tightly.
Section C: Performance Activity
Objective: To provide you with an opportunity to demonstrate the required
performance elements for this unit.

This activity will enable you to demonstrate the following performance evidence:

Evidence of the ability to complete tasks outlined in elements and performance criteria of
this unit in the context of the job role, and:

 Follow standard and special recipes to produce at least ten different desserts
from the common desserts listed in the knowledge evidence
 Ensure that at least two of the above desserts are produced to meet
requirements of different special dietary requirements as listed in the
knowledge evidence
 Produce and use each of the following sauces at least once when preparing
above range of desserts:
o chocolate based sauces
o custards and crèmes
o flavoured butters and creams
o fruit purées, sauces or coulis
o fruit syrups
o sabayon and zabaglione
o sugar syrups
 Use each of the garnishes and decorations listed in the knowledge evidence
at least once when preparing above desserts
 Use appropriate cookery methods from the list in the knowledge
evidence when producing the above desserts
 Present desserts, accompaniments and garnishes attractively and decoratively
 Prepare above desserts:
o that are consistent in quality, size, shape and appearance
o within commercial time constraints
o reflecting required quantities to be produced
o following procedures for portion control and food safety practices when
handling and storing desserts
o responding to special customer requests and dietary requirements.

Answer the activity in as much detail as possible, considering your organisational requirements.

All activity answers will vary depending on the learner and the organisation they work
for but the learner should be able to demonstrate their competency in the unit
requirements.

1. Follow standard and special recipes to produce at least ten different desserts
from the common desserts listed below:

 Bavarois- Bavarian cream, crème bavaroise or simply bavarois is a dessert consisting of milk
thickened with eggs and gelatin or isinglass, into which whipped cream is folded. The mixture sets
up in a cold mold and is unmolded for serving. Earlier versions, sometimes called fromage
 bavarois, did not include eggs.
 Crème brulee- Crème brûlée, also known as burned cream, burnt cream or Trinity cream, and
similar to crema catalana, is a dessert consisting of a rich custard base topped with a layer of
hardened caramelized sugar.
 Crème caramel- Crème caramel, flan, or caramel custard is a custard dessert with a layer of clear
caramel sauce, contrasted with crème brûlée which is custard with a hard caramel layer on top
 Crêpes- A crêpe or crepe is a type of very thin pancake. Crêpes are usually of two types: sweet
crêpes and savoury galettes. Crêpes are served with a variety of fillings, from the simplest with
only sugar to flambéed crêpes Suzette or elaborate savoury galettes.
 Custards and creams- The filling tastes of vanilla and as such is more akin to the taste of custard
made with custard powder than egg custard.
 Flans- A flan, in English and other cuisines, is a dish with an open, rimmed pastry or sponge base
containing a sweet or savory filling; examples are quiche lorraine, custard tart, and the South
African melktert.
 Fritters- A fritter is a portion of meat, seafood, fruit, vegetables or other ingredients which have
been battered or breaded, or just a portion of dough without further ingredients, that is deep-
fried. 
 Ice-cream- Ice cream is a sweetened frozen food typically eaten as a snack or dessert.
 Meringues- Meringue is a type of dessert or candy, often associated with Swiss, French, Polish
and Italian cuisines, traditionally made from whipped egg whites and sugar, and occasionally an
acidic ingredient such as lemon, vinegar, or cream of tartar
 Mousse- A mousse is a soft prepared food that incorporates air bubbles to give it a light and airy
texture. It can range from light and fluffy to creamy and thick, depending on preparation
techniques. A mousse may be sweet or savory
 Parfait- Parfait describes two types of dessert. In France, where the dish originated, parfait is
made by boiling cream, egg, sugar and syrup to create a custard-like puree which is sometimes
served in a parfait glass
 Pies- A pie is a baked dish which is usually made of a pastry dough casing that contains a filling of
various sweet or savoury ingredients. Sweet pies may be filled with fruit, nuts, brown sugar or
sweetened vegetables
 Prepared fruit- Pre-cut fruit and veggies are obviously still fruit and veggies, which means they're
a more nutritious choice than, say, a candy bar, but if you're looking for the most bang for your
buck in the vitamin department, the prepared stuff isn't where you should turn
 Puddings- Pudding is a type of food that can be either a dessert or a savory dish that is part of the
main meal
 Sabayon- Zabaione or zabaglione is an Italian dessert, or sometimes a beverage, made with egg
yolks, sugar, and a sweet wine. Some versions of the recipe incorporate spirits such as cognac
 Sorbet- Sorbet or sherbet is a frozen dessert made from sugar-sweetened water with flavoring –
typically fruit juice, fruit purée, wine, liqueur or honey. Generally sorbets do not contain dairy
ingredients, while sherbets do.
 Soufflé- A soufflé is a baked egg-based dish originating in France in the early eighteenth century.
Combined with various other ingredients it can be served as a savory main dish or sweetened as a
dessert.
 Tarts- A tart is a baked dish consisting of a filling over a pastry base with an open top not covered
with pastry. The pastry is usually shortcrust pastry; the filling may be sweet or savoury, though
modern tarts are usually fruit-based, sometimes with custard
 2. From the list of desserts in question 1, produce two that meet the requirements of
different dietary requirements from the following:

 Fat free- Fat-Free Framework is an open-source web framework distributed under the GNU
General Public License and hosted by GitHub and Sourceforge. The software seeks to combine a
full featureset with a lightweight code base while being easy to learn, use and extend
 Low carbohydrate- Low-carbohydrate diets restrict carbohydrate consumption relative to the
average diet. Foods high in carbohydrates are limited, and replaced with foods containing a
higher percentage of fat and protein, as well as low carbohydrate foods
 Low fat- A low-fat diet is one that restricts fat, and often saturated fat and cholesterol as well.
Low-fat diets are intended to reduce the occurrence of conditions such as heart disease and
obesity
 Low gluten- Foods labelled as low gluten must contain less than 200ppm (parts per million)
of gluten (low gluten foods are rarely seen in Australian and are not recommended for those on
a gluten free diet)
 Gluten free- A gluten free diet is the only treatment for the condition. Gluten is found in the
grains wheat, barley and rye. On the gluten free diet you can eat many foods including meat, fish,
fruit, vegetables, rice and potatoes. You can also eat gluten free substitute foods and processed
foods that don't contain gluten.
 Low kilojoule- Fats and alcohol are high in kilojoules. Protein and carbohydrates provide
moderate amounts of kilojoules. Dietary fibre is low in kilojoules. Water provides
no kilojoules (energy)
 Low sugar- Diabetes treatment and other conditions can cause hypoglycaemia.
Confusion, heart palpitations, shakiness and anxiety are symptoms.

 Sugar free- According to the FDA, a food is considered “sugar-free” if it contains less than 0.5
grams of sugar per serving. It's important to note the actual number of servings in the food
because there may still be a small amount of sugar, even with a sugar-free claim
 Type one and two diabetic- People with type 1 diabetes don't produce insulin. You can think of it
as not having a key. People with type 2 diabetes don't respond to insulin as well as they should
and later in the disease often don't make enough insulin. You can think of it as having a broken
key
 Vegan- Veganism is the practice of abstaining from the use of animal products, particularly in
diet, and an associated philosophy that rejects the commodity status of animals.

3. Produce and use each of the following sauces at least once when preparing the
range of desserts listed in question 1:
 Chocolate based sauces- Chocolate syrup is a sweet, chocolate-flavored condiment. It is often
used as a topping or dessert sauce for various desserts, such as ice cream, or mixed with milk to
make chocolate milk or blended with milk and ice cream to make
a chocolate milkshake. ... Chocolate syrup is also used to top puddings and cakes
Custards and crèmes- Liquid thickened by coagulation of eggs.
Crème anglaise/vanilla custard sauce – stirred custard consisting of milk, sugar, egg yolks and vanilla.
Pastry crème – contains starch thickeners as well as eggs.
Baked custard – baked rather than stirred so it becomes fir

 Flavoured butters and creams- If refrigerated, salted butter can last up to five months while
 frozen salted butter can last for a year. Flavored butter, also called compound butter is just butter
mixed with herbs, spices, and other flavorings. Compound butter can last for up to five days in the
refrigerator and six months if kept frozen
 Fruit purées, sauces or coulis- is that coulis is a thick sauce made with pureed vegetable or fruit
and often used as a garnish while sauce is a liquid (often thickened) condiment or
accompaniment to food
 Fruit syrups- Fruit syrups or fruit molasses are concentrated fruit juices used as sweeteners. Fruit
syrups have been used in many cuisines: in Indian cuisine, drakshasava; in Ancient Roman cuisine,
defrutum, carenum
 Sabayon and zabaglione- Zabaione or zabaglione is an Italian dessert, or sometimes a beverage,
made with egg yolks, sugar, and a sweet wine. Some versions of the recipe incorporate spirits
such as cognac. The dessert version is a light custard, whipped to incorporate a large amount of
air
 Sugar syrups- In cooking, a syrup or sirup is a condiment that is a thick, viscous liquid consisting
primarily of a solution of sugar in water, containing a large amount of dissolved sugars but
showing little tendency to deposit crystals. Its consistency is similar to that of molasses.

4. Use each of the garnishes and decorations listed below at least once when preparing the
desserts from question 1:
 Coloured and flavoured sugar- These are simple tricks that makes your baking even sweeter.
Making flavored sugar is an easy technique to add to your food and cooking repertoire — basically, all
you have to do is combine a flavoring with the sugar, mixing and letting it sit until it has absorbed
the flavor.
 Fresh, preserved or crystallised fruits- Candied fruit has existed since the 14th century. Whole fruit,
smaller pieces of fruit, or pieces of peel, are placed in heated sugar syrup, which absorbs the moisture
from within the fruit and eventually preserves it.
 Jellies- Fruit jellies are semisolid, preserved mixtures of fruit juice and sugar. Jelly making is a good
way to preserve fruit flavors for enjoyment throughout the year. Fruit jelly is a fairly easy-to-prepare
product for the beginning canner and may be made at home without much special equipment.
 Shaved chocolate- Shaved chocolate is useful for adding to cake toppings and cold desserts such as cheesecake and
custard dishes. It can be made from semisweet or milk chocolate, or white chocolate for a dash of variety
 Sprinkled icing sugar- Dusting a cake is really quite simple. Rather than icing the cake with frosting, you
decorate it by sprinkling a thin layer of confectioners sugar, cocoa powder or ground nuts over the
top to enhance the flavor and appearance.
 Whole or crushed nuts- Soaking raw nuts in water overnight and then placing them in a dehydrator to
break down some of the phytic acid and ensure the micronutrients are still intact, is one of
the healthiest ways to eat them,” Landau says. “It can also 'awaken' beneficial enzymes within
the nut to improve digestibility

5. Within your workplace, use appropriate cookery methods from the following list when
producing the desserts listed in question 1:

 Adding fats and liquids to dry ingredients- Adding fats into dry ingredients insures that flour
particles are well coated with fat. This minimizes gluten formation. Including a small amount
of liquid while mixing the fats into the dry ingredients allows the combination to blend
thoroughly. It also creates some structure in the batter.
 Baking- Baking is a method of preparing food that uses dry heat, typically in an oven, but can also
be done in hot ashes, or on hot stones. The most common baked item is bread but many other
types of foods are baked.
 Chilling- It means relaxing or enjoying calmness. You are chilling/chillin', as if you've been put in a
fridge.
 Flambé- Flambé is also a type of ceramic glaze. Flambé is a cooking procedure in which alcohol is
added to a hot pan to create a burst of flames
 Freezing- Freezing is a phase transition where a liquid turns into a solid when its temperature is
lowered below its freezing point. In accordance with the internationally established
definition, freezing means the solidification phase change of a liquid or the liquid content of a
substance, usually due to cooling
 Poaching- Poaching has been defined as the illegal hunting or capturing of wild animals, usually
associated with land use rights. Poaching was once performed by impoverished peasants for
subsistence purposes and a supplement for meager diets.
 Reducing- to make smaller or less reduce expenses Reduce your speed ahead.
 Selecting and preparing appropriate dessert moulds- selecting and preparing appropriate
cake tins and moulds o stirring and aerating to achieve required consistency and texture o using
required amount of batter 
 Steaming- Steaming is a method of cooking using steam. This is often done with a food steamer, a
kitchen appliance made specifically to cook food with steam, but food can also be steamed in a
wok. 
 Stewing- A stew is a combination of solid food ingredients that have been cooked in liquid and
served in the resultant gravy
 Stirring and aerating to achieve required consistency and texture- To pipe a mixture you
will need a piping bag and a nozzle. ... You can get nozzles that range from small to large and they
can be star, circle, triangle, etc. to ... products as it provides a tasty flavour and unique texture,
particularly when melted.
 Using required amount of batter according to desired characteristics of finished products-
appearance.
colour.
consistency.
crumb structure.
moisture content.
shape.
taste.
texture.

 Weighing or measuring and sifting dry ingredients- The most accurate way to measure a dry
ingredient like flour, sugar or chocolate chips is in terms of its weight, which is measured in
regular ounces. Not all dry ingredients weigh the same, though! For example, flour weighs
considerably less than an equal volume of cocoa.
 Whisking, folding, piping and spreading- The goal of whisking is to aerate the mixture thereby
increasing it's volume. It's how merengue or whipped cream is made. To stir means to move
something (a spoon or electric mixture) in a repeated motion to combine a number of things
together. Mix means simply to combine different elements together.
 6. Within your workplace, present desserts, accompaniments and garnishes attractively and
decoratively.
1. Answer- Make garnishes edible. Everything on the dessert plate should be edible and delicious.
2. Keep it clean and simple. Don't crowd the plate.
3. Make your garnishes relate to the dessert on the plate.
4. Layer flavors and textures in your dessert.
5. Try different plates—various sizes and shapes.

7. Within your workplace, prepare the desserts listed in question 1 ensuring:

 That they are consistent in quality, size, shape and appearance

 It is done so within commercial time constraints
 They reflect required quantities to be produced
 You follow procedures for portion control and food safety practices when handling and
storing desserts
 You respond to special customer requests and dietary requirements.
 P a g e | 62

Competency as recorded 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 the unit or if reassessment is required.

Learner’s name ANSAR MOHAMMED

Assessor’s name
Unit of Competence
SITHPAT006 Produce desserts
(Code and Title)
Date(s) of assessment
Activities List 1A-1C, 2A-2C, 3A-3C, 4A – 4E, 5A – 5I S NS
Have the activities been answered and performed fully, as required to assess Yes No
the competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activities? (Please circle)
Comments from trainer/assessor:

Summative Assessments: Section A checklist S NS

Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)
Comments from trainer/assessor:

Summative Assessments: Section B checklist S NS

Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)
Comments from trainer/assessor:

Summative Assessments: Section C checklist S NS

Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)

VCID. ACOT Training and Assessment/SITHPAT006/Learner Workbook/V1.1/July 2019

Comments from trainer/assessor:

Unit Result
Has the learner completed all required assessments to a satisfactory Yes No
standard? (Please circle)

Has sufficient evidence and information been provided by the learner to Yes No
prove their competency across the entire unit? (Please circle)

Has the learner completed all required assessments to a satisfactory Yes No

standard? (Please circle)

Has sufficient evidence and information been provided by the learner to Yes No
prove their competency across the entire unit? (Please circle)
Comments from trainer/assessor:

The learner has been assessed as competent in the elements and performance criteria and the evidence has
been presented as:

Yes No
Authentic
(Please circle)

Yes No
Valid
(Please circle)

Yes No
Reliable
(Please circle)

Yes No
Current
(Please circle)

Yes No
Sufficient
(Please circle)

The learner is deemed: Not yet Competent Competent

If not yet satisfactory, date for reassessment:

Comments from trainer/assessor:

Learner’s signature

Assessor’s signature