CHCECE004

Promote and provide healthy food and

drinks
Assessment Tasks
(Learner Copy)
Karishma Kunwar
Student Name

9th June 2022

Unit Date Started

10 June 2022
Unit Date Submitted

Rosabella Asuncion
Trainer/Assessor Name and
Signature
CHCECE004
Promote and provide healthy food
 and drinks

Student Name Karishma Kunwar

Unit Submission Date 10 June 2022

Unit Submission Date (2nd)

Unit Submission Date (3rd)

Assessor Feedback The student did well in this unit, however she needs to
provide necessary evidence in Learning Checkpoint 2.

Also, please complete the learner ’s signature in each

of the learning checkpoints below as this is part of the
requirements

To be returned with feedback to student after marking

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CHCECE004 Promote and provide healthy food and drinks

Written by Aspire Training and Consulting Copyright © 2018
Authorised use: Australian Careers College

This book is protected by copyright and may not be reproduced or copied in part or in whole
nor used for financial gain without the express approval in writing of the owner (Australian
Careers College) of the copyright
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TERMS AND CONDITIONS

Submitting your evidence portfolio

You are recommended to seek the advice of your assessor when putting together your
evidence portfolio in order to confirm that you have provided sufficient evidence of
competency.

You should note that your evidence portfolio must be retained by the Registered
Training Organisation for audit purposes and will not be returned to you. If you wish to
keep any evidence, you should make a copy prior to submission for assessment. You
are advised to make sure you clearly label each answer and task and complete all
sections of each assessment.

If possible, you should also submit copies of any workplace documents that may be
relevant to this unit of competency. In this case you will need to gain approval to provide
the copies from your employer.
Ownership and plagiarism
You are advised by accepting these terms and conditions you have declared the
evidence that you submit is your own work or the result of your own research. By
signing the declaration below you acknowledge your assessment is your own and
contains no material written by another person except where due reference is made.
Note that if you quote any source in your evidence, you must provide a reference to the
source in order to ensure that you do not breach Copyright legislation. You need to be
aware that a false declaration may lead to the withdrawal of a qualification.
Re-submission of your evidence portfolio
If your evidence meets the requirements of the unit of competency you will be assessed
as Competent (C) in this unit. If your evidence does not meet the requirements of the
unit of competency you will be assessed as Not Yet Competent (NYC). If you are
assessed NYC, it is important to discuss your re-submission with your assessor as you
will be given two opportunities only to revise and re-submit your evidence portfolio.

Declaration by Learner

I confirm that the evidence that I have presented is my own work and/or the result of my own
research. It contains no material written by another person except where I have stated the source.
I am aware that a false declaration may lead to withdrawal of a qualification.

LEARNER NAME (PLEASE PRINT) LEARNER SIGNATURE DATE

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CHCECE004 Promote and provide healthy food and drinks

Element Performance Criteria
Elements define the essential outcomes. Performance criteria specify the level of
performance needed to demonstrate achievement of the element.
1. Promote healthy eating
1.1 Engage children in experiences, conversations and routines that promote relaxed
and enjoyable mealtimes and promote healthy lifestyles and good nutrition
1.2Model, reinforce and implement healthy eating and nutrition practices with children
during mealtimes
1.3Support and guide children to eat healthy food
1.4Check that children have ready access to water and are offered healthy food and
drinks regularly throughout the day
1.5Assist in ensuring that furniture and utensils are suitable to encourage children to be
positively involved in and enjoy mealtimes
2. Plan food and drinks that are nutritious and appropriate for each child
2.1Within scope of own work, ensure children are provided with food and drink consistent
with the guidelines for healthy eating
2.2 Assist in ensuring children’s individual needs are consistent with advice provided by
families about their child’s dietary requirements, likes, dislikes and any cultural or other
requirements families have regarding their child’s nutrition
2.3Read and interpret food labels and other information about food contents
2.4Assist in providing education and support to families around healthy eating
2.5 Assist to develop and display a cycle of written menus detailing the food that is
provided to children
3. Maintain food safety while carrying out food-handling activities
3.1 Assist in developing and maintaining food safety procedures according to relevant
guidelines
3.2Within scope of own work role, carry out food-handling, preparation and storage
according to service policies and procedures and regulatory requirements.
3.3Follow food safety procedures when preparing food

Foundation Skills
The foundation skills described those required skills (language, literacy and numeracy)
that are essential to performance.
•Reading – in order to accurately read and interpret food labels and dietary requirements.
The remaining foundation skills essential to performance are explicit in the performance
criteria of this unit.

Links
Companion volumes are available from the CS&HISC website -
http://www.cshisc.com.au/ Guidelines for healthy eating must include:

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•Australian Dietary Guidelines and Infant Feeding Guidelines.

Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in elements
and performance criteria of this unit, manage tasks and manage contingencies in the
context of the job role. There must be demonstrated evidence that the candidate has
completed the following tasks:
•PE1 planned and provided food and drink for children on at least three occasions,
including:
•PE2 identifying and responding to requirements related to food allergies, medical
conditions and cultural and religious requirements
•PE3 role-modelling healthy eating habits for children
•PE4 ensuring safe handling, preparation and storage of food and drinks
PE5• creating a positive, relaxed environment during mealtimes
PE6• engaged children by involving them in menu planning and assisting in
meal preparation PE7• read and interpreted food labels to identify ingredients of
concern and nutrition content.

Knowledgevidence
E
The candidate must be able to demonstrate essential knowledge required to effectively
do the task outlined in elements and performance criteria of this unit, manage the task
and manage contingencies in the context of the work role. These include knowledge of:
KE1• how to access:
•KE2 the National Quality Framework
•KE3 the National Quality Standards
•KE4 the relevant approved learning framework
•KE5how to navigate through framework and standards documents to find areas relevant
to this unit of competency
•KE6United Nations Convention on the Rights of the Child
•KE7 code of ethics
•KE8 food allergies, food intolerances, contamination and/or allergic reactions in meal
preparation and possible reactions, including anaphylaxis
•KE9 infant feeding requirements and guidelines
•KE10 recommendations for healthy eating – Dietary Guidelines for Children and
Adolescents in Australia and the Australian Guide to Healthy Eating, including Get Up
and Grow: Healthy Eating and Physical Activity for Early Childhood resources
•KE11 implications of poor diet including tooth decay, deficiencies, poor concentration, out
of character behaviour
•KE12 food-handling requirements, preventing microorganism contamination and/or
allergic reactions

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•KE13 importance of addressing individual dietary needs and preferences with particular
reference to specific cultural, religious or health requirements
•KE14 organisational standards, policies and procedures.
Assessment Conditions
Skills must be demonstrated in a regulated education and care service.
In addition, simulations and scenarios must be used where the full range of contexts
and situations cannot be provided in the workplace or may occur only rarely. These are
situations relating to emergency or unplanned procedures where assessment in these
circumstances would be unsafe or is impractical.
Simulated assessment environments must simulate the real-life working environment
where these skills and knowledge would be performed, with all the relevant equipment
and resources of that working environment.
Assessment must ensure use of:
• National Quality Framework for Early Childhood Education and Care
• the relevant approved learning framework under the National Quality Framework
for Early Childhood Education and Care
Assessors must satisfy the NVR/AQTF mandatory competency requirements for
assessors.
Learners targeting unit CHCECE004 Promote and provide healthy food and drinks need
to complete all formative activities in preparation for the three summative assessment
activities required for this unit.

The learner is provided with instructions for each of the summative assessment activities
in her/his assessment task book.
If at any stage of the assessments, you believe that the safety of anyone is in
jeopardy, you should abort the assessment session.
 CHCECE004 Promote and provide healthy food and drinks – Assessments

Recognition of Prior Learning (if applicable)

RPL Evidence Guide

Students who require RPL or accelerated progression must produce verifiable

documentary evidence of their competence in the following competency standards:
CHCECE004 Promote and provide healthy food and drinks

Student’s name
Karishma kunwar
Assessor’s name
Rosabella Asuncion
Date enrolled 28 april 2022

Please see your assessor for an RPL kit, to be completed and presented to your
assessor with required evidence. An appointment will then be set for a competency
conversation. Your assessor will explain all evidence requirements for this unit of
competency.
Suggested evidence
▪ Letter from current/previous employer
▪ Answers to written questions
▪ Answer to oral questions
▪ Practical demonstration
Action
Assessment plan agreed
Student handbook supplied
Support materials provided
Invoice supplied
Language / Literacy / Numeracy needs discussed
Special/particular needs discussed
Appeals process explained
Overview on assessment procedure explained
Pre-evaluation of job conducted
Copy of evidence provided
RPL Evidence Guide

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Additional requirements

Student’s Date 10 June 2022

signature karishma
Assessor’s Date
signature
Learning checkpoint 1
Promoting healthy eating
Question 1
Describe how you could create a positive relaxed environment during mealtimes for toddlers
eating peas, carrots and chicken pieces by finishing the following sentences.
a. The utensils I would provide include … Spoon, cup fork. 
b. The furniture I would provide includes …table and chair. 
c. I would use these three words to describe the foods in the meal: Yummy, tasty and
delicious. 
d. One thing I would talk about during the meal to make the time enjoyable would be
…tell simple stories on food and healthy eating habits. 
e. I would fill the toddlers’ cups with water and make sure this is available during their
meal because … It is needed to digest the food and it helps to keep the temperature
normal. 
f. Signs that the children are enjoying the mealtime include …That they are eating the
food nicely and in a clean way. 
g. I would model healthy eating and good nutritional practices by …by eating a variety of
healthy foods and snacks myself while explaining the importance of those food items. 

Question 2
Find one healthy recipe that children could make, and use it to answer the following questions.
Provide the title of the recipe.
a. List its nutritional values
b. What are two ways you could involve preschool-age children in cooking this recipe?
c. Access the EYLF or MTOP as appropriate to your service. How does this recipe link to
an outcome?

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 CHCECE004 Promote and provide healthy food and drinks – Assessments

Ans: One healthy recipe that children can also make is Overnight Oats. It is a great source of
many nutrients. The nutritional value of overnight oats are:  simple yet healthy
Calories: 215 calories
Protein: 9g
Fat: 5g
Fiber: 4g
Sugar: 7g
And it contains Vitamin D, Vitamin A, Vitamin B12, etc. which are very good for the health.
The two ways I could involve preschool-age children in cooking this recipe are:
a. I could ask the child to wash the fruits like raspberries, blueberries and strawberries, that
are usually put in the overnight oats.  nice
b. I could ask a child to pour the appropriate amount of milk in the oats.  these are simple
yet good ways in involving children
In EYLF it is stated that physical skills like cooking helps children to practice a range of
physical skills, particularly their hand and eye co-ordination. It can help on children
developing a sense of pride and also a feeling of competence when they work. 

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Learning Checkpoint One

Learner Karishma Kunwar Student AS2022095
name Number

Unit CHCECE004 Promote and provide healthy food and drinks

Assessor name Rosabella Asuncion

Learner Assessment Declaration (tick the relevant box)

The purpose and outcomes of the assessment have been explained to me Yes ✔ No □

I have received information about the unit of competency Yes ✔ No □

I understand the type of evidence to be collected Yes ✔ No □

The appeals system has been explained to me Yes ✔ No □

I have informed my assessor of any special needs that may need to be considered Yes ✔ No □
during the assessment
Learner signature Date

Result of assessment - Assessment 1: Written Test

Attempt No 1: S NYS □ Attempt No 2: S □ NYS □ Attempt No 3: S □ NYS □

The learner’s overall performance was Satisfactory □ Not Yet Satisfactory □

Feedback to learner on overall performance

Nice Karishma! You were able to provide helpful ways in promoting healthy eating.

Assessor signature RA Date 8-7-22

I intend to lodge an appeal on the above decision Yes □ No □

Learner signature Date

Learning checkpoint 2
Planning nutritious food and drinks
Part A
Analyse the two nutritional information panels (NIPs), then answer the questions that follow.

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 CHCECE004 Promote and provide healthy food and drinks – Assessments

Question 1
Which cereal is the healthier choice? Why?
Ans: Cereal 1 is healthier because looking at the quantity per hundred grams in cereal 2, the
amount of sugar included is 32.0 g which is very unhealthy as more than 15 g sugar per 100 g is
considered unhealthy. Whereas, in Cereal 1 it's just 3.3 g. 
Question 2
If one of the cereals contained the additive 951, what would this additive be? What purpose
does it have?
Ans: If one of the cereals contained additive 951, it would be cereal 2 as the amount of sugar
included is very high in cereal 2 (9.6 g per servings and 32.0 g per 100g), and the additive
would be a reduced calorie fruit like mango. Mangoes are naturally very sweet and they could
be the healthier option instead of sugar. The major purpose of adding mango to the cereal is to

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keep the cereal sweet and healthy. Additive is called aspartame, explain in simple words what is
it?

New Ans: If one of the cereals contained additive 951, it’s called aspartame. Aspartame is an
artificial sweetener commonly used as a sugar substitute in drinks and beverages.

Question 3
The Infant feeding guidelines state the following:
• ‘First foods should be iron-rich and an increasing range and quantity of foods should be
introduced so that by 12 months the infant is consuming a wide variety of family foods.’
• ‘The texture of foods should be suitable to the infant’s stage of development,
progressing from puree to lumpy to normal textures during the 6–12 month period.’
Go to a supermarket or food store and look at the baby foods. Read a range of labels and
identify one food that is suitable to provide to a six-month-old. Look at the nutritional elements
and the texture of the food. Explain why this food is suitable.
Ans: One food item I found in my local supermarket that is suitable for babies is Puree Peaches.
It is very nutritious as it provides vitamin A and 15% of daily intake of vitamin C. It has 50
calories, 0.5g of fat, 0g of sodium, 15g of carbohydrates, 13g of sugar, 2g of fiber, and 1g of
protein. The texture of peaches puree is smooth and it is extremely delicious which makes it
likable by the children. It can be easily fed to the children and it is filled with nutritious values.


Part B
Read the menu for five-year-old children, then answer the questions that follow.

Meal Sample menu

Breakfast Wheat cereal (1 serve) with milk (½ serve)

Water

Morning tea Vegetable sticks (1 serve) with hummus dip (1 serve)

Water

Lunch Chicken (1 serve) and vegetable stir-fry (1½ serves) with rice (1 serve)

Stewed apple (½ serve) and custard (1 serve)

Water

Afternoon tea : Sandwich (with cheese and vegetables)

Hummus dip
Fruits platter

Dinner Tuna patties (1 serve) with peas and carrot (1 serve), and polenta (1 serve)

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 CHCECE004 Promote and provide healthy food and drinks – Assessments

Fruit kebabs (½ serve)

Water

Question 1
Complete the following tasks:
d. Identify how many serves of each food group are already included in the menu – use a
table similar to the example provided to record your calculations.
e. List the remaining number of serves to be added to the menu.
f. Use this information to recommend a suitable afternoon tea option to provide all the
remaining food groups’ serves.

Food group Number of serves Number of Number of serves to be

shown in the menu serves added to the menu
suggested
per day for a
5year-old child
Grains/cereals, mostly wholegrain 3 4 1
and/or high cereal fiber varieties
Vegetables and legumes/beans 4.5 4.5 1

Fruit 1 1.5 0.5

Milk, yoghurt, cheese and/or 1.5 2 0.5
alternatives, mostly reduced fat

Lean meats and poultry, fish, eggs, 2 1.5

0
tofu, nuts and seeds and
legumes/beans nice you were able
to complete the table with necessary
measurement

Question 2
If a child had an allergy to seafood, explain how you would do the following:
a. Provide an alternative to tuna patties in the menu.
Ans: The alternatives of tuna patties is Smoked trout patties.
Smoked trout is a kind of seafood which the child is allergic with. Change it into
something different
New Ans: The alternatives of tuna patties are chickpea patties.

b. Ensure there is no cross-contamination between the tuna patties and the safe food you
chose in your previous response.

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Ans: As the tuna patties allergy is caused by the Thu a 1, a parvalbumin, which is not
present in the trout fish so there won't be any cross contamination. How will you make sure that
there would be no cross contamination? Ex: not mixing tuna with other food, etc..
New Ans: As the tuna patties are replaced by chickpeas, the other foods are also not mixed
with tuna. The tuna patties will be cooked and served separately only to those with no tuna
allergy.

c. Talk to the parent if they suggested you just remove the tuna patties from the child’s
meal and not replace it with any substitute.
Ans: I would try to tell the parent that if we put the smoked trout patties instead of just
removing the tuna patties the child won't notice that their food is different then their friends
food which won't make them feel left out. Also, trout patties could be a delicious substitute for
tuna patties. They are both sea food which the child is allergic with. You have to explain to the
parents the benefit of the food you chose to replace trout patties and tuna.
New Ans: I would try to tell the parents the benefits of chickpea as it is very good for digestion
and good mental health. It is also very rich in calcium, magnesium, fiber and other nutrients
which gives strong bones to the child. Also the child won’t notice that their food is different than
their friends’ food which won’t make them feel left out.

d. Observe the child for symptoms of anaphylaxis.

Ans: I would observe the child for the symptoms of anaphylaxis by observing the
breathing pattern and the lips tongue closely and if they are having difficulties while eating.
Please do a research to more concrete symptoms.

New Ans: I would observe the child for the symptoms of anaphylaxis by observing the pulse rate,
skin rashes and if the child has nausea and vomiting. Very weak pulse rate can only be caused by
anaphylaxis.

Question 3

List five implications that a poor diet may have on a child.

Ans: Following are the five implications that a poor diet may have on a child:
1. Problems of Underweight, overweight or Obesity. 
2. Constipation or changes in bowel habits. 
3. Poor and slow physical growth of a child. 
4. A child becomes pale or lethargic
5. Decaying of teeth. 

Question 4
Answer the following questions:

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 CHCECE004 Promote and provide healthy food and drinks – Assessments

a. Access the NQS for Element 2.1.3. In regard to healthy eating, how is this standard
demonstrated in your service?
Ans: In regards to healthy eating the NQS element 2.1.3 has been demonstrated in my
service by promoting the importance of healthy eating and physical activity among all and by
encouraging them to eat healthy and do physical exercises daily.  nice explanation
b. Access the Education and Care Services National Regulations, Regulation 79 (1).
Explain how an approved provider can meet the regulations regarding providing food
and beverages.
Ans: An approved provider can meet the regulations regarding providing food and
beverages by following the given criteria:
1. By ensuring that the beverages provided are nutritious and adequate in quantity.

2. By choosing the food in regards to the dietary requirements of the child such as
growth and development needs and any cultural or religious or health
requirements. 

c. Access the Early Childhood Australia Code of Ethics at:

http://aspirelr.link/eca-code-of-ethics
Which point outlines the rights of the family to make decisions about the child?
Ans: The point that outlines the rights of the family to make decisions about the child is
In relation to families, I will support families as children’s first and most important teacher
and respect their right to make decisions about their children. Explain what POINT 5 is
all about in the ECA Code of Ethics
New Ans: In relation to families, the families are children’s first and most important
teachers and their right to make decisions about their children should be respected. This
explains that the family of a child has the right in making decisions regarding their children
and that should be acknowledged in a positive way.
d. Access the United Nations Convention on the Rights of the Child, Article 24, at:
http://aspirelr.link/unicef-child-rights
In your own words, summarize what the article says about nutrition.
Ans: Article 24 of the United Nations Convention on the Rights of the Child says that
every child has a right to good quality health, clean water and good nutritious food. The rich
countries can help the poor countries so that the children in the poor countries can get nutritious
food that contains all the necessary vitamins, carbohydrates, protein, etc. every child deserves to
be mentally and physically fulfilled. 

Part C
Question 1
Describe what a menu cycle is. How is it developed and used?

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Abs: A menu cycle is a series of menus that is repeated over a specific period of time. The menu
cycle is developed in such a way that the menu is different each day during the cycle and it is
repeated after the end of the cycle. 

Question 2
Parents might be kept informed about the foods being offered each day through a menu display.
Develop an additional item of information that explains to parents the nutritional value of fruit.
Ans: An additional item of information that could explain to the parents the nutritional value of
fruit is by including the amount of nutrition i.e. vitamins, proteins, carbohydrates, etc of each
and every fruit that have been included in the menu, in the menu cycle 

Question 3
Complete the following menu cycle for children aged four years and over.
a. Add five different lunch choices that contain two serves of vegetables, one serve of
meat (or alternatives) and one serve of grain foods.
b. Add six different snack choices that contain a serve of grain foods and either a serve of
vegetables or a serve of dairy.

Week 1 Monday Tuesday Wednesday Thursday Friday

Morning tea Fruit cheese Seasonal fruit Seasonal fruit Berry smoothie Seasonal
and rice platter platter and Toast fruit platter cracker
Milk/Water platter
Milk/Water
Lunch Tofu with rice and Spaghetti Vegetable risotto Creamy chicken Tuna pasta
bolognese with with cheesy garlic casserole with baked with
vegetables carrot and bread peas rice, cauliflower vegetables.
and beans

Seasonal fruit Cheese on

platter toast
Afternoon tea Seasonal fruit Pumpkin and Pineapples and
platter Zucchini blueberry baked
muffins

Week 2 Monday Tuesday Wednesday Thursday Friday

Morning tea Vegetable Seasonal fruit Seasonal fruit Seasonal fruit Hummus dip,
sticks with platter platter cheese platter Vegetable
cubes sticks and pita
bread
Milk/Water

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 CHCECE004 Promote and provide healthy food and drinks – Assessments

Lunch Meatballs, Beef chow Mixed sandwiches Chicken and Chicken and mash,
broccoli mein with vegetable vegetable and carrots vegetables soup with rice
pasta and rice and noodles.

Afternoon tea Yoghurt and Dip and

muesli crackers

Homemade Tea cake with Seasonal fruit

mexican dip and milk platter
wholesome pita bread
Learning Checkpoint Two
Learner karishma Kunwar Student AS2022095
name Number

Unit CHCECE004 Promote and provide healthy food and drinks

Assessor name Rosabella Asuncion

Learner Assessment Declaration (tick the relevant box)

The purpose and outcomes of the assessment have been explained to me Yes ✔ No □

I have received information about the unit of competency Yes ✔ No □

I understand the type of evidence to be collected Yes ✔ No □

The appeals system has been explained to me Yes ✔ No □

I have informed my assessor of any special needs that may need to be considered Yes ✔ No □
during the assessment
Learner signature karishma Date 10 june 2022

Result of assessment - Assessment 1: Written Test

Attempt No 1: S □ NYS □ Attempt No 2: S □ NYS □ Attempt No 3: S □ NYS □

The learner’s overall performance was Satisfactory □ Not Yet Satisfactory □

Feedback to learner on overall performance

Karisma, there are some areas you need to work out with in this unit task such as Questions 2 and 4.

Assessor signature RA Date 8-7-22

I intend to lodge an appeal on the above decision Yes □ No □

Learner signature karishma Date 10 june 2022

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Learning checkpoint 3
Handling food safely
Read the case study then complete the questions that follow.

Case study
Melanie works in a childcare organization. Her job is to prepare and serve the children their
snacks and lunch. Last night, Melanie became unwell with stomach cramps and today she is
still feeling ill.
Melanie starts work and goes straight into the kitchen to start chopping fruit for the morning
snack. While doing so, she remembers she needs to chop chicken for the children’s lunch.
Melanie moves some of the fruit off the board and uses the board to cut up the chicken. She
places the chicken pieces back on the top shelf of the fridge, then gets back to cutting the fruit
on the board.
Just as Melanie is about to pick up the finished fruit plate, she sneezes, making sure she does
not sneeze on the plate of food. She blows her nose, then puts her tissue in the bin and takes
the fruit to serve to the children.
Melanie is planning to have the children thread the pieces of fruit onto a small skewer as a
simple cooking experience. She calls the children in from play and gets them to sit at the
table. She shows them how to thread by choosing a piece of fruit from the large platter,
picking it up and threading it on the skewer.
The children are excited to participate. George wants to have orange on his fruit kebab, but
when he picks it up he realizes it is too squishy and replaces it on the plate. He chooses a
piece of kiwi fruit instead and threads it. He pushes it too hard and it breaks off, falling onto
the floor. Melanie says she will help him. She picks up the kiwi fruit and threads it onto
George’s skewer. George quickly eats the kiwi piece and asks Melanie to thread another piece
of fruit for him.
Melanie’s supervisor is concerned about Melanie’s actions. He realises that the food policy
has not been reviewed for some time.

Question 1
List the actions that Melanie did to breach food-handling procedures.
Ans: Following are the actions that Melanie did to breach food-handling procedures:
a. She did not wash her hands after cutting the chicken or before cutting the fruits. Even
though she made sure that she does not sneeze on the food and blouses her nose and threw the
tissue on the bin, it is very important to wash her hands before touching the fruits. 
b. She did not wash the board after cutting the raw chicken in the board. Separating raw
meat from the other food is one of the food-handling procedures. 

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 CHCECE004 Promote and provide healthy food and drinks – Assessments

c. Once the food falls in the ground that should not be consumed. She did not maintained
hygiene while helping out George. 

Question 2
What should she have done in each case?
a. She should have washed her hands before cutting the chicken, after cutting the chicken,
after sneezing and blowing the nose, and before helping George.  She should not have
sneezed in the kitchen as well. or rather used tissue to cover her mouth snd nose
b. She should have cleaned the board before again chopping the fruits after cutting the
chicken in it. 
c. She should not have let George consume that kiwi which fell in the ground. She should
not have threaded it. 

Question 3
If you were providing this cooking experience, what four safe food-handling actions would
you expect the children to follow?
Ans: Following are the four safe food-handling actions I would expect the children to follow:
a. Always wash their hands with warm soapy water and maintain cleanliness. 

b. Always separate the raw food to avoid the spreading of germs. 

c. Food needs to be cooked nicely so cook the food and it needs to get hot and stay hot. 
d. To chill food, keep it in the fridge right away. 

Question 4
Who would you tell if you noticed there were missing actions in the service procedure?
\Ans: If I notice that there are missing actions in the service procedure I would make sure that
all the missed actions are followed and checked twice. 

Learning Checkpoint Three

Learner Karishma Kunwar Student AS2022095
name Number

Unit CHCECE004 Promote and provide healthy food and drinks

Assessor name Rosabella Asuncion

Learner Assessment Declaration (tick the relevant box)

The purpose and outcomes of the assessment have been explained to me Yes ✔ No □

I have received information about the unit of competency Yes ✔ No □

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I understand the type of evidence to be collected Yes ✔ No □

The appeals system has been explained to me Yes ✔ No □

I have informed my assessor of any special needs that may need to be considered Yes ✔ No □
during the assessment
Learner signature Date

Result of assessment - Assessment 1: Written Test

Attempt No 1: S □ NYS □ Attempt No 2: S □ NYS □ Attempt No 3: S □ NYS □

The learner’s overall performance was Satisfactory □ Not Yet Satisfactory □

Feedback to learner on overall performance

Wonderful, you were able to complete this unit task with relevant ideas.

Assessor signature RA Date 8=7=22

I intend to lodge an appeal on the above decision Yes □ No □

Learner signature Date

Summative Assessment Record

Learner Name Krishama

Unit of Competency CHCECE004

Assessment Task Date of assessment Satisfactory Assessor Signature

Learning Checkpoint One 8-7-22 Yes □ No □

Learning Checkpoint Two 8-7-22 Yes □ No □

Learning Checkpoint Three 8-7-22 Yes □ No □

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 CHCECE004 Promote and provide healthy food and drinks – Assessments

Assessor’s Comments

The student did well in this unit, however she needs to provide necessary evidence in Learning
Checkpoint
2.

Also, please complete the learner’s signature in each of the le arning checkpoints below as this is part
of the requirements

Competent □ Not Yet Competent □ Re-assessment required □

Rosabella 7-8-22

ASSESSOR NAME (PLEASE PRINT) ASSESSOR SIGNATURE DATE

I intend to lodge an appeal on the above decision Yes □ No □

Learner signature karishma Date 10 june 2022

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