Learner - SITHCCC005 Prepare Dishes Using Basic Methods of Cookery-Abhay

LEARNER’S GUIDE
SIT50416 Diploma of Hospitality Management
SITHCCC005 Prepare Dishes Using Basic

Methods of Cookery
Mode | Classroom Delivery
Pre-requisite Unit
SITXFSA001 Use hygienic practices for food safety
SITHCCC005 Prepare Dishes Using Basic Methods of Cookery
Supporting: SIT50416 Diploma of Hospitality Management; May also support other qualifications based on respective packaging rules
© Skillworks Australia Pty Ltd, 2021
Copyright:
Provided under license from Skillworks Australia Pty Ltd. All rights reserved.
This document and its contents are protected by Australian and International copyright laws. No part of this document may be
reproduced or transmitted in any form or by any means, electronically or mechanically, including photography, scanning, recording or
any information storage or retrieval system, without permission in writing from the copyright owner. Information and/or resources used
from the Commonwealth, government agencies, training.gov.au, public domain information, or any other external sources do not
constitute copyright and remain the property of the original authors/agencies.
All the websites and external resources mentioned in this publication, including any information linked to or referred to public domain
information, are copyrighted to their respective owners. Web links are used as examples for reference purpose only and may have
changed since publication of this resource. Skillworks Australia Pty Ltd or the author do not claim endorse the views expressed by them.
Skillworks Australia Pty Ltd

ACN: 153 650 894
SIT50416 | SITHCCC005 Prepare Dishes Using Basic Methods of Cookery Page 2 of 49

Learner’s Guide | V 1.0 | May 2022
NOVA Institute of Technology

Provider Code: 21984 | CRICOS Code: 02856B
Validation History
Date &
Validation Team Summary Outcomes Action Responsibility
Place
A complete validation report is filed and available for reference.
Version History
Implemented
Date Version Changes in this Version Authority
on


Table of Contents
1. Introduction ....................................................................................................................................................... 5
2. Unit Overview .................................................................................................................................................... 5
3. Competency Standards .................................................................................................................................. 6
AQF Descriptor.................................................................................................................................................. 6
4. Delivery Plan .................................................................................................................................................... 10
Delivery Arrangement .................................................................................................................................... 10
Delivery Conditions ........................................................................................................................................ 10
Lesson Topics and Plan .................................................................................................................................. 10
Suggested Learner Resources ....................................................................................................................... 13
5. Assessment Plan .............................................................................................................................................. 20
Assessment Method ....................................................................................................................................... 20
Submission of Work ......................................................................................................................................... 21
6. Assessment Tasks ............................................................................................................................................. 23
Assessment Task 1: .......................................................................................................................................... 23
Assessment Task 2: .......................................................................................................................................... 28
Assessment Task 3: .......................................................................................................................................... 34
Assessment Task 4: .......................................................................................................................................... 39
Assessment Task 5: .......................................................................................................................................... 45
7. Academic Policies and Processes ................................................................................................................ 47
Assignment Cover Sheet .................................................................................................................................... 49


Unit of Competency : SITHCCC005 Prepare Dishes Using Basic Methods of Cookery
Total Delivery Hours : TBA
Schedule : TBA
Cluster/Term : TBA
1. Introduction
Welcome to the learner’s guide for this unit of competency for the qualification SIT50416 Diploma of
Hospitality Management. This guide provides you with essential information on competency standards,
delivery plan and schedule, assessment plan, assessment tasks and learning resources for this unit of
competency.
The purpose of this learner’s guide is to:
▪ Provide you with information on delivery schedule and plan of this unit
▪ Ensure that you understand how students will be assessed in this unit
▪ Provide information on assessment methods, strategies, and evidence requirements
▪ Provide information on learning activities and assessment tasks
▪ List resources which may assist in student learning and assessment tasks
2. Unit Overview
This unit describes the performance outcomes, skills and knowledge required to use a range of basic cookery
methods to prepare dishes.
The unit applies to cooks working in hospitality and catering organisations. This could include restaurants,
educational institutions, health establishments, defence forces, cafeterias, kiosks, cafes, residential caterers,
in-flight and other transport caterers, and event and function caterers.
It applies to individuals who work with very little independence and under close supervision and guidance of
more senior chefs. They follow predefined organisational procedures and report any discrepancies to a higher-
level staff member for action.
Learning Outcomes
On successful completion of this unit, the learner/trainee will be able to;
▪ Select ingredients.
▪ Select, prepare and use equipment.
▪ Portion and prepare ingredients.
▪ Cook dishes.
▪ Present and store dishes.
As well as demonstrating the performance criteria, to be assessed as competent, the learner must
demonstrate their ability to apply the required knowledge and skills in a range of situations. These are
summarised in the Competency Standards section below.
Prerequisite Requirements
SITXFSA001 Use hygienic practices for food safety


Skill Recognition and Credit Transfer
Appropriate credit(s) may be granted to eligible students against each unit of competency on presentation of
evidence of successful completion of the same unit in an equivalent or higher qualification. Under the
Australian Qualifications Framework, this qualification recognises competencies achieved as part of a
Nationally Recognised Qualification from other institutes or universities.
Students may also apply for Recognition of Prior Learning (RPL) by providing evidence that they have the
required skills and knowledge in the specific areas of competency through work/industry experience and/or
completed eligible assessments in equivalent or higher qualification.
Please refer to college’s RPL/Credit Transfer Policy for more information and applicable procedures. The policy
is available either through the faculty coordinator or college’s website.
3. Competency Standards
This unit is derived from the Tourism, Travel and Hospitality Training Package SIT for packaging of the
qualification SIT50416 Diploma of Hospitality Management.
Competency standards for this unit are made up of unit descriptor (As provided in the Unit Overview),
performance criteria, required skills, required knowledge, embedded employability skills components,
assessment requirements and evidence guide.
They can also be viewed at:
View Unit
The learners must familiarise themselves with all the competency requirements for this unit of competency
and ensure that they have received all the relevant information and support from the trainer and assessor that
might be detrimental to their academic performance and outcomes.
AQF Descriptor
The Diploma qualifies individuals who apply specialised knowledge in a range of contexts to undertake
advanced skilled or paraprofessional work and as a pathway for further learning. Graduates of a Diploma will
have specialised and integrated technical and theoretical knowledge with depth within one or more fields of
work and learning.
Graduates at this level will have a broad range of cognitive, technical and communication skills to select and
apply methods and technologies to:
▪ Analyse information to complete a range of activities

▪ Interpret and transmit solutions to unpredictable and sometimes complex problems
▪ Transmit information and skills to others
Graduates at this level will apply knowledge and skills to demonstrate autonomy, judgement and defined
responsibility in contexts that are subject to change and within broad parameters to provide specialist advice
and functions.


Performance Criteria
The following performance criteria specify the required level of performance for each of the elements of
competency:
Element Performance Criteria
1.1. Confirm food production requirements from food

preparation list and standard recipes.
1.2. Calculate ingredient amounts according to requirements.
1. Select ingredients. 1.3. Identify and select ingredients from stores according to
recipe, quality, freshness and stock rotation requirements.
1.4. Check perishable supplies for spoilage or contamination
prior to preparation.
2.1. Select type and size of equipment suitable to requirements.

2.2 Safely assemble and ensure cleanliness of equipment before
2. Select, prepare and use
use.
equipment.
2.3. Use equipment safely and hygienically according to
manufacturer instructions.
3.1. Weigh and measure ingredients and create portions

according to recipe.
3.2. Prepare, cut and portion ingredients according to recipe and
3. Portion and prepare ingredients.
cooking style.
3.3. Minimise waste to maximise profitability of food items
prepared.
4.1. Select and use cookery methods for dishes following

standard recipes.
4.2. Complete cooking process in a logical, planned and safe
manner.
4. Cook dishes.
4.3. Identify problems with the cooking process and take
corrective action.
4.4. Work cooperatively with colleagues to ensure timely
preparation of dishes.
5.1. Present dishes on appropriate service-ware.

5.2. Add garnishes and accompaniments according to standard
recipes.
5. Present and store dishes.
5.3. Clean work area and dispose of or store surplus and re-
usable by-products according to organisational procedures,
environmental considerations, and cost-reduction initiatives.


Performance Evidence
Evidence of the ability to:
▪ Follow standard recipes for dishes that demonstrate use of each of the following major food types:
o Dairy products
o Dry goods
o Frozen goods
o Fruit
o Meat
o Poultry
o Seafood
o Vegetables
▪ Demonstrate food safety practices for handling and storing each of the major food types
▪ Use each of the following cookery methods and complete mise en place activities when preparing the
above dishes:
o Baking
o Blanching
o Boiling
o Braising
o Deep-frying
o Grilling
o Poaching
o Roasting
o Shallow frying (pan-fry, sauté or stir-fry)
o Steaming
o Stewing
o Microwaving
▪ Prepare the above dishes for at least six different customers:
o Within commercial time constraints and deadlines
o Reflecting required quantities to be produced
o Demonstrating portion control procedures
o Responding to special customer requests and dietary requirements.
Knowledge Evidence
The following knowledge must be assessed as part of this unit:

▪ Major food types and their characteristics:
o Dairy products
o Dry goods
o Frozen goods
o Fruit
o General food items:
✓ Batters
✓ Coatings
✓ Condiments and flavourings
✓ Garnishes
✓ Oils
✓ Sauces
o Meat
o Poultry
o Seafood
o Vegetables
▪ How the major food types are used in different dishes and the effects on them of the different
cookery methods listed in the performance evidence


▪ Meaning and role of mise en place in the process of preparing, cooking and presenting food
▪ Essential culinary terms in, and key principles and practices of, the cookery methods described in the
performance evidence
▪ Contents of stock date codes and rotation labels
▪ Safe operational practices using essential functions and features of equipment used in the above
cookery methods.


4. Delivery Plan
Delivery is in the form of instructor-led, classroom-based training sessions supported by simulated learning
and/or project sessions. Within the classroom environment, delivery is supported by classroom-based
activities, tasks, lectures and structured lessons. Strategies for classroom-based learning focus on development
of skills and underpinning knowledge through practice, formative tasks, interaction, discussion, reading,
feedback, and practical examples of the theory.
Delivery Arrangement
The unit will be delivered over a prescribed period (term/semester) in a classroom training environment
through a structured learning program comprising of (but not limited to) lectures, presentations, case studies,
practical projects, group discussion and classroom-based activities. Delivery schedule of this unit of
competency is provided at the beginning of this guide. Timetables will be advised at the beginning of each
academic term and posted on the notice board and college’s website.
It is expected that training/learning sessions will incorporate group/collaborative activities and tasks that are
relevant to the learning and evidence outcomes in this unit. The emphasis of learning, where possible, will be
on linking theoretical concepts and models with real-life situations to provide the learners with an opportunity
to gain an insight into key technological processes, professional environment and workplace practices.
Delivery Conditions
▪ Learners are required to attend the prescribed delivery sessions, in particular where assessment plan,
schedule, projects, and in-class activities and tasks are planned
▪ On commencement, the learners should review and understand all the course related information
including course structure, prerequisites and competency requirements for each unit of competency
▪ This unit of competency must be completed within the prescribed duration at the beginning of this
document. Due dates for the assessments will be set by respective assessors on commencement of
the unit and must be adhered to by all the learners
▪ The learners have the responsibility to maintain the required attendance and participate in all the in-
class activities and assessment/project tasks to be able to develop the required skills and knowledge.
▪ The learners must keep record of their activities, assessments and research and take an active
interest in exploring new concepts and ideas
▪ On expiry of the prescribed due dates for assessment, the learners will not be able to attempt any
assessments or the learning materials and must apply for a course extension. Learners should also
refer to other prevailing terms and conditions of delivery and assessment of this course and contact
the administration for further information if required.
Lesson Topics and Plan
The following lesson plans are planned for this unit. According to session times, trainers may expand these
lesson plans into their own session plans. Trainers must take a special note of the activities planned in the
right-hand column. These activities form part of “Formative Assessments”. The formative assessments are not
marked (assessed) but they contribute towards learning that prepares them for summative tasks.


The following topics are covered in the classroom and kitchen training sessions;
Lesson Topics Activities
Unit overview: Contents and competency requirements

Relevance of the unit in the course – Purpose and outcomes
Delivery schedule – classroom and kitchen
Discuss: mise en
Assessment requirements for this unit – what you need to do
place preparations
Assessment methods – how you will be assessed
for – chicken curry,
Assessment schedule – when the assessment tasks will be conducted
roast duck, beef
Assessment conditions – where the assessments will take place
stroganoff
Required resources – check
Discuss: Different
1 College policies and procedures: Plagiarism, attendance, re-assessment
cooking methods –
Assessment/assignment submission process: Trainer contact details
cross-cultural
examples (i.e. Asian
Student Q&A: Learning difficulties, academic help, any concerns, and
dishes, sub-
questions about the unit or the course
continental dishes
etc.)
Focus: Food safety, personal hygiene, kitchen cleaning and maintenance
Meaning and role of mise en place in the process of preparing, cooking and
presenting food
Understanding major food types and their characteristics:

Dairy products
Dry goods
Frozen goods
Fruit
Discussion: Effect
General food items: of cookery methods
Batters on dishes – provide
Coatings examples of dishes
Condiments and flavourings cooked through
Garnishes different methods
Oils
Sauces Activity: Calculate
ingredient amounts
Meat based on sample
2-3
Poultry recipes
Seafood
Vegetables Practicals: Kitchen
practice
Example of major food items – example dishes and cookery methods
Food production requirements:

Deadlines
Portion control
Quantities to be produced
Special customer requests
Special dietary requirements
Dishes – Examples
Appetisers
Breakfast items


Café-style items
Dishes of limited complexity:
Containing a small number of ingredients
Requiring a single cookery method
Fast food
Partially prepared items
Discussion and
Pasta dishes
examples: Stock
rotation
Cookery methods: Overview and examples
requirements
baking
blanching
boiling
braising
Practical demonstration: Preparing dishes using various cookery methods
Food production equipment:

Bains marie
Blenders
Cooking ranges:
Electric
Gas
Induction
Crockery
Cutlery Activity: Preparing
Food processors and mixers and using
Knives and knife sharpening equipment equipment
Fryers
Grills and griddles Practicals: Kitchen
Microwaves practice
4-6
Ovens
Pans Activity: Cleaning
Salamanders equipment
Scales
Slicers Activity: Hygiene
Steamers and WHS checks
Thermometers
Utensils
Cookery methods:
deep-frying
grilling
poaching
roasting
Safe operational practices using essential functions and features of

equipment
Discussion: Expiry
7-8 Weighing and measuring ingredients and use by dates –
Creating portion sizes food safety
Cutting and preparing
Minimising waste


Planning dishes according to recipes
Understanding stocks and inventory
Cookery methods:
Shallow frying:
Pan-frying
Practicals: Kitchen
Sauté
practice
Stir-frying
Steaming
Stewing
Microwaving
Understanding key concepts;
Kitchen workflow
Food service:
Quality of ingredients – what quality means and how to benchmark
Etiquettes and
Quality of food – how customers perceive it
courtesy
Food presentation techniques
Discussion:
Food serving rules, etiquettes and techniques
Customer is always
right
9-10 Understanding customer needs and requirements
Responding to customer queries and requests
Student Q&A
Understanding customer service standards and venue policies
Assessment
submission and
Overview: Customer service and communication skills
feedback
Obtaining feedback from customers
Resolving complaints and problems
Food safety practices for handling different food types

Cleaning practices and agents suitable to range of equipment in use
Review and feedback
Suggested Learner Resources
Ford G. et. al., 2015, Professional Chef: Commercial Cookery with Student Resource, Cengage Learning
Australia
Dark G., McLean D., and Weatherhead S., 2010, Kitchen Operations, Pearson
Dodgshun G., Peters M. and O'Dea D., 2011, Cookery for the Hospitality Industry, Cambridge University Press
Walsh S. and Walsh C., 2010, Commercial Cookery, Pearson
The Culinary Institute of America, 2011, The Professional Chef, John Wiley & Sons
Videos
Methods of cooking:
https://www.youtube.com/watch?v=rgceGEuCI5w
Culinary Classroom Lesson 4: Cooking Methods:


https://www.youtube.com/watch?v=_QuU6rs-n5Q
Methods of Cooking: How to Choose?

https://www.youtube.com/watch?v=mBT5O3OXXkY
15 COOKING METHODS must know to be master in cooking:

https://www.youtube.com/watch?v=4TQamoQpIUY
Cooking Techniques:
https://stellaculinary.com/cooking-videos/cooking-techniques
25 skills every cook should know:

https://www.bbcgoodfood.com/howto/guide/25-skills-every-cook-should-know
Referencing Guide
Harvard Referencing Generator:

http://www.harvardgenerator.com/
http://www.citethisforme.com/au/referencing-generator/harvard
Misc. Videos and Online Educational Channels (General ref)
List of some of the online educational channels. Search for the relevant topics and concepts.
Khan Academy Channel https://www.youtube.com/user/khanacademy
#Education https://www.youtube.com/channel/UC3yA8nDwraeOfnYfBWun83g
TED Talks https://www.youtube.com/user/TEDtalksDirector/channels
TED ED https://www.youtube.com/user/TEDEducation
Massachusetts Institute of Technology (MIT)
https://www.youtube.com/user/MIT
Channel
Google for Education https://www.youtube.com/user/eduatgoogle
Big Think https://www.youtube.com/user/bigthink/videos
CrashCourse https://www.youtube.com/user/crashcourse/videos
Microsoft Education https://www.youtube.com/user/Microsoftedu
Stanford University Channel https://www.youtube.com/user/StanfordUniversity/videos

https://www.youtube.com/channel/UChA8eZO-
Management Skills Courses
WYhdLsv8HlBrJcg/videos
Harvard Business Review https://www.youtube.com/user/HarvardBusiness/videos


Lecture/Class Notes
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________


Lecture/Class Notes
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________


Lecture/Class Notes
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________


Lecture/Class Notes
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________


Lecture/Class Notes
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________


5. Assessment Plan
Assessments for this unit have been developed by taking into account assessment guidelines as provided in the
training package and evidence requirements stipulated in this unit of competency. Assessment is an ongoing
process of gathering evidence to determine what each student/learner knows, understands and can do in
order to inform teaching and support learning of the intended curriculum.
The purposes of this assessment are;
▪ To collect evidences that demonstrate competency in the performance criteria of the unit and satisfy
skill, knowledge and employability skills requirements
▪ To provide feedback to the learners/trainees indicating the areas of improvement and professional
development
▪ To measure the effectiveness of the delivery plan and evaluate the learning outcomes
The required assessment criteria are provided in each assessment task for learner’s information.
Assessment Method
Assessment in this unit is based on assessment and evidence guidelines provided in the unit of competency
and the training package. The evidence is generated through summative assessment tasks. However, the role
of Formative Tasks is crucial in developing the required skills and knowledge in completing the summative
tasks. Formative tasks enable the trainers to evaluate their own delivery and adjust their facilitation based on
the outcomes from these tasks. The role of formative assessments is to improve learning and adapt to student
needs.
These tasks and activities usually take place throughout the unit and planned in accordance with the
summative assessment plan/schedule. The formative tasks are generally referred to as “Portfolio” tasks.
Portfolio is a collection of all the formative tasks completed during the learning sessions. The portfolio can be
used by students as an evidence of participation or example of work completed as part of their learning.
Formative tasks are not assessed.
For summative tasks, the following assessment methods are available to collect the aforementioned evidence
to demonstrate satisfactory performance in this unit;
▪ Written Assessment Tasks

▪ Practical/Analytical Tasks
▪ Test/Examinations
▪ Projects
▪ Observation
▪ Integrated Assessment
The Written Assessment Tasks and Tests have been developed to address various parts of Performance
Criteria as well as Required Knowledge.
The Practical Tasks are developed to demonstrate competence in Required Skills. These assessment tasks and
activities are mostly designed as in-class assessments, enabling the trainers to observe the work being
undertaken and completed (i.e. demonstration of a specific/required skill). Practical tasks may also include use
of online learning tools, equipment, activities, or use of software. Instructions for practical tasks are generally
provided within the task description. However, trainers/assessor may set certain conditions for conducting and
observing these tasks.


The Project (Individual or Group based) addresses various aspects of competency standard including
Performance Criteria, Required Skills and Employability Skills. The role of the project in assessment strategy is
to measure student/trainee competence as a form of Summative Assessment. It demonstrates the efficacy of
instructions and learning in the prescribed delivery period by assessing the overall performance of the
students/trainees for the purpose of grading/final results.
The Test/Exam is generally designed to test the Required Knowledge component of the unit of competency. It
may also be used to reinforce learning and test specific aspects of other part of competency where knowledge
of certain processes/procedures is required. A knowledge test may be verbal or written as specified in the task
description. Examinations are conducted under set conditions.
Observation forms part of in-class activities, participation in designated group processes, presentation and
provides an option where specific skills need to be demonstrated to the assessor.
Some of the assessments in this course may be used as Integrated Assessments; i.e. to use evidence created in
one unit/task to determine competency in another unit/task. The concept behind the design of the integrated
assessment is to limit repetitive tasks that test the same or similar competency elements in different units of
competency.
Optional/Supplementary Assessments
In addition to the above assessment instruments, the following methods can be used, if required, in the
context of assessment for this unit of competence, especially in the circumstances where assessment involved
components of online learning as well as actual workplace activities and/or performance.
▪ Workplace Verification through RPL application

▪ Competency Conversation at completion of the unit
To successfully complete this unit, learners must demonstrate that they have the skills and knowledge needed
as indicated in the Competency Standards (2).
Assessment can be both a formative and summative process. Formative assessment is used to provide
feedback to students and teachers to promote further learning. Summative assessment contributes to the
judgement of student learning for competency/award purposes.
Submission of Work
All the written works must be submitted in a hard copy, and an additional soft/electronic copy if required by
the trainer/assessor, with an accompanying “Assessment Cover Sheet”. Each Assessment Cover Sheet should
be signed by the student and must contain student details and date of submission. Assessment Cover Sheets
are available at the reception.
Material submitted for assessment—Word processed or handwritten assignments, reports, essays, projects,
etc. must contain student’s name, ID (if available), address and contact details. Within the context of these
assessment tasks, the assessor fulfils the role of client, manager or supervisor, as applicable. Work submitted
for “approval” within this context must demonstrate care and attention to detail, such that the student
inspires confidence that the work is being undertaken competently.
Where soft copy/electronic files are submitted, students are encouraged to name the files according to
established procedure. This would typically include a course or unit code, assessment or submission code, and
in the case of multiple files an alphanumeric identifier. Multiple files may also be required to be submitted
within an enclosing folder (with similar, appropriate naming conventions) or archive format—e.g. zip or rar.
Follow submission guidelines in each assessment task for specific instructions.


Assessment Tasks and Schedule
The following assessments are planned for this unit;
# Assessment Task/Activity Type Assessment Method

1 Mise En Place Activities: Meat, Poultry, Seafood, Vegetables Individual Written & Observation
Prepare Meat, Poultry, Seafood, Vegetables Dishes from the Given Individual/
2 Written & Observation
Recipes Collaboration
3 Mise En Place Activities: Dairy, Dry, Frozen, and Fruit Individual Written & Observation
Prepare Dairy, Dry, Frozen, and Fruit Dishes from the Given
4 Individual Written & Observation
Recipes
5 Report: Basic Methods of Cookery Individual Written
These assessment tasks/activities have been described in detail in the following section.
Task schedule to be advised by trainer/assessor based on the lesson and session plans.


6. Assessment Tasks
Assessment Task 1:
Mise En Place Activities: Meat, Poultry,

Assessment Task
Seafood, Vegetables
Schedule TBA
Performance Criteria:
1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3
Outcomes Assessed
Addresses some elements of required skills and
knowledge as shown in the Assessment Matrix
Description:
The term mise en place is a phrase that refers to the discipline and organisation that a good chef practices in
the kitchen. It is used for prepping kitchen equipment and food before serving and is a most commonly used
method today in professional kitchens, cooking shows, cooking classes, and restaurants. It means to have all
your ingredients, cookware and your kitchen prepped and ready to go before doing your cooking or baking.
With mise en place, recipes are reviewed, and necessary ingredients and equipment are checked.
Examples of mise en place in cooking can be seen at:

https://www.youtube.com/watch?v=X2jakwIVLbY
https://www.youtube.com/watch?v=zDz7ep6nIc4
In this task, you will be preparing and demonstrating mise en place in preparation for the following culinary
dishes/items;
Note: The mise en place task will lead to actual backing task within the same session using the recipes
prepared below. Ensure that you make preparations for dishes that are being planned/scheduled for cooking
following the mise en place; and confirm your schedule with your trainer/assessor and note in your diary.
Dishes:
1. Sizzling Steak Stir-Fry

2. Southern Fried Chicken
3. Seafood Risotto
4. Vegetable Jalfrezi
Use the recipes provided for each of the above. If ay variations

in recipe, discuss with your trainer/assessor and make notes in
your diary.


Recipes Used:
Preparation
Dish/Item Dish/Item Cooking Time
Time
Sizzling Steak Stir-Fry

0.20 – 0.30 h 0.25 h
Adjust ingredients to;
Qty: 6 persons
Southern Fried Chicken

0.20 – 0.30 h 2.00 – 2.25 h
Qty: 6 persons
Seafood Risotto
0.20 – 0.30 h 1.00 – 1.10 h
Qty: 6 persons
Vegetable Jalfrezi
0.20 – 0.30 h 1.00 – 1.15 h
Qty: 6 persons
Note: Recipe variations
Recipe variations can be made based on the availability of seasonal vegetables, spices, or any other specific
ingredients as required. Any changes in the recipe must be noted in the student diary and session plans, and
also explained in the report (Assessment Task 5).
PART A): Personal Hygiene and Health Check
Food safety guidelines emphasise that good personal hygiene is essential for any food handler and minimises
the risk of food contamination. Most people carry harmful bacteria on their bodies and can unwittingly
transport them to food. Touching your mouth, nose, hair or even your clothing can spread bacteria and cause
contamination (AIFS, 2019).
As a food handler it is important for you to practice good personal hygiene to ensure a safe working
environment and prevent the spread of foodborne illnesses. Accordingly, complete the list on the following
pages. Take a printout and submit a hand-written copy to your trainer/assessor.
PART B): Mise En Place Requirements
Complete mise en place either each dish separately based on the cooking/preparation arrangements, or all
together as per trainer/assessor’s instructions;
1. Obtain and review the given recipes for all the requirements;
2. Written down the cooking plan in your dairy/notebook;


3. Prepare your workspace: wash, sanitise, locate waste basket, clear obstacles, and clutter
4. Gather all of your ingredients, utensils, and equipment needed for each recipe according to quality
(appearance, texture, use by date etc.), freshness (taste, texture, smell etc.) and stock rotation
requirements (FIFO);
5. Check perishable supplies for spoilage (smell, taste, colour, texture, share. size) or contamination
(mixing with other food types, suspect environmental conditions/temperature etc.) prior to
preparation
6. One by one, scoop, weight, arrange, portion, and measure all of your ingredients;
7. Use knives to cut or precision cut the meat and other types of knives for various other vegetables and
seafood cuts, as per the recipe and portion requirements;
8. Safely thaw any frozen meat and/or ingredients before use (check temperature)
9. Place them into appropriately sized dishes, bowls, and containers for easy grabbing (pre-measure all
ingredients into prep cups and bowls)
10. Check supply (availability and stock) and select ingredients (for expiry or “use-by” dates using stock
date codes) based on stock rotation requirements – make notes in your diary
11. Set your ingredients around your cooking station for better accessibility and sequence for cooking;
12. Select the equipment required: check cleanliness/hygiene, preheat ovens, prepare pans, set out small
utensils, and other necessary equipment etc.
The methods used for thawing frozen meat or seafood include:
▪ Slow thawing in the refrigerator. This is the best and most common method;
▪ Microwave oven—now being used more frequently;
▪ Circulating cold water—used when rapid thawing is required.
▪ Once thawed, meat/seafood should be cooked as soon as possible. If it is not required immediately, it
should be treated as any other seafood and properly prepared for storing. Label it with the date and
time it was removed from the freezer.
Accordingly, ensure that the food is safely and properly thawed before use.
Safety guidelines: https://www.foodsafety.com.au/blog/four-methods-for-defrosting-food-safely

Your assessor will be observing you.
Note: This assessment task is sequential – the next step will be actually preparing these dishes. Ensure that you
continue the next steps (Assessment Task 2) after completing mise en place.
Assessment Criteria
The following assessment criteria will be used for marking this assessment task. Ensure that you have
addressed and demonstrated all of the criteria in your work.
Student has;
▪ Undertaken all the required personal hygiene check and completed the checklist
▪ Obtained and followed the required recipes for each of the dish type
▪ Studied the recipes and planned the ingredients, equipment, and cookery methods in the
diary/notebook
▪ Diagrams and notes have been made as required
▪ Prepared sanitation bucket
▪ Prepared wash stations
▪ Washed and sanitised counters and workstations
▪ Located trash receptacles for waste food waste/scraping
▪ Cleared counters of unnecessary items
▪ Checked that all equipment is clean before food preparation
▪ Checked all perishable supplies for spoilage or contamination prior to preparation


▪ Preheated ovens, prepare pans, set out small utensils, and other necessary equipment
▪ Ensure first-in-first out (FIFO) principles and label rotation requirements in selecting the ingredients
▪ Checked and ensure quality and freshness of ingredients based on use-by dates, appearance, smell,
taste, texture, colour, shape and size
▪ Pre-measured all ingredients into prep cups and bowls and sequenced for cooking
▪ Obtained, organised, and prepared ingredient portions as required in the recipes
▪ Prepared ingredients and placed in bowls
▪ Cleaned and organised the workspace after completing mise en place
▪ Satisfactorily completed all mise en activities for the given recipes
▪ Demonstrated knowledge of ingredients and materials
▪ Demonstrated planning, organisation, and time management skills
Submission Guidelines
Submit:
▪ Hygiene checklist
▪ Copies of diary notes
▪ Photographs and/or videos clearly demonstrating you undertake the required preparatory and
cooking processes – (i.e., a series of pictures capturing key actions/steps)
Electronic versions of the assessment task and email/electronic submission arrangements are at further
discretion of the trainer/assessor.


Prepare Dishes Using Basic Methods of Cookery
Task 1 & 2: Part A
Student ID
Student Name
Group Date:
Feeling unwell, feeling unusually cold

or warm, cold or flu symptoms – YES ☐ If you have ticked YES, contact
your trainer/assessor
constant sneezing, runny nose,
watery eyes, joint aches, temperature NO ☐ immediately
Clean clothes/uniform with no dirt,
smell, food stains/residue, or any YES ☐ If you have ticked NO, contact
other type of contaminant - microbial
clean NO ☐ immediately
Hair Net/Hat – available for use; and YES ☐ If you have ticked NO, contact
☐
not shared with anyone
NO immediately
Gloves – available for use; and not YES ☐ If you have ticked NO, contact
☐
shared with anyone
NO immediately
Apron – available for use; and not YES ☐ If you have ticked NO, contact
☐
shared with anyone
NO immediately
Kitchen Kit: available for use; and not YES ☐ If you have ticked NO, contact
☐
shared with anyone
NO immediately
Trainer/Assessor Use Only
Issues/Concerns found (If none,

write N/A)
Action Taken (If none, write N/A)
Signature Date:


Assessment Task 2:
Prepare Meat, Poultry, Seafood,

Assessment Task
Vegetables Dishes from the Given Recipes
Schedule TBA
4.1, 4.2, 4.3, 4.4, 5.1, 5.2, 5.3

Outcomes Assessed
Description:
This task needs to be performed in a commercial training kitchen environment.
In this task, you will be preparing/cooking four (4) Meat, Poultry, Seafood, Vegetables dishes as per the mise
en place activities completed in Assessment Task 1;
Ensure that you have completed this part in the previous Assessment Task (continuous task).
PART B): Preparation
Demonstrate the following steps in preparation for cooking and preparing food items;
STEP 1. Wash Hands
Hands should be thoroughly washed after starting work, handling money, handling raw meat, sneezing or
touching the face, and of course, visiting the toilet. Demonstrate the following steps;
▪ Wet hands - Use warm to hot water to wet your hands and remove any visible dirt or grime;
▪ Apply soap - Apply a liquid soap to your hands;
▪ Lather and scrub - Rub your hands together well with the soap for a minimum of 20 seconds. Make
sure to thoroughly clean palms, the back of the hands, between each finger and under the fingernails;
▪ Rinse - Rinse off the soap using warm running water for at least 20 seconds and be sure to point
fingers downwards while rinsing;
▪ Turn off the tap - Use a paper towel to turn the tap off;
▪ Dry - Dry hands thoroughly using a paper towel or hand dryer (Do not use a tea towel or your apron
as this will contaminate your hands again).
STEP 2. Check your Tools, Equipment, and Ingredients
▪ Review the recipes used in this assessment task. Based on the recipes, check and ensure that all the
required tools, knives, large or small equipment and ingredients are available. If any concern, contact
and report to your trainer/assessor;
▪ Check and ensure that knives, tools, and equipment are clean and operational. If any equipment is
faulty, report to your trainer/assessor;
▪ Make adjustments to equipment as needed (e.g., adjusting blades, height, position etc.).


▪ Take photographs and/or video to record your task
STEP 3. Prepare Ingredients
This step has been completed in Assessment Task 1: Re-check the list below to ensure that the following has
been undertaken;
▪ Gather, assemble and organise all the required ingredients for a recipe;
▪ Safely thaw any frozen meat and/or ingredients before use (check temperature)
▪ Place ingredients appropriately and in appropriate utensils to avoid cross contamination;
▪ Use knives to cut or precision cut the meat and other types of knives for various other vegetables and
▪ Measure and/or weight the ingredients as per the recipe requirements;
▪ Use a range of small equipment for slicing, peeling, coring, and whisking ingredients as needed;
▪ Ensure the required timeline is met (as advised by the trainer/assessor during the session)
▪ Prepare and have all the ingredients ready for cooking as per the recipe.
▪ If any variations in the recipe, or if an alternative recipe is used, make notes in your diary, and submit
a copy of the recipe with your other submissions.
Repeat the above process for all the recipes (refer to Step 4).
PART C): Cooking
STEP 4: Prepare Food Items
You will be required to produce the following dishes (4) in this unit as per the recipes;
Dishes:
1. Sizzling Steak Stir-Fry

2. Southern Fried Chicken
3. Seafood Risotto
4. Vegetable Jalfrezi
Requirement:
▪ Prepare the above for six (6) different customers (each dish); ensuring required quantities to be
produced.
▪ Produce sauces and garnishes as needed in the recipes
▪ Procedures for portion control and food safety practices when handling and storing food
▪ Demonstrate safe work practices (handling food and equipment)
▪ Adjust recipes as required
▪ Respond to special dietary request
▪ Take help from one of the colleagues to prepare a dish


Recipes Used:
Preparation
Time

0.20 – 0.30 h 0.25 h
Qty: 6 persons
Southern Fried Chicken

0.20 – 0.30 h 2.00 – 2.25 h
Qty: 6 persons
Seafood Risotto
0.20 – 0.30 h 1.00 – 1.10 h
Qty: 6 persons
Vegetable Jalfrezi
0.20 – 0.30 h 1.00 – 1.15 h
Qty: 6 persons
Special Requests: One of the customer groups has asked the Sizzling Steak Stir-Fry to be served with a side
dish. Accordingly, take help from one of your colleagues (discuss and confirm the arrangement with your
trainer/assessor) to have them prepare for you the following;
1) Honey & fennel-glazed carrots:

https://www.bbcgoodfood.com/recipes/microwave-honey-fennel-glazed-carrots
Ensure that the above side dish is prepared and presented with the main dish.
Prepare the above in the given time frame as per the given recipes and instructions. Recipes are provided
separately.
Use the thermometer to check temperatures as needed during the cooking process and ensure that you follow
the safety instructions as provided.
Add dips, sauces and garnishes according to standard recipes and regional variations (i.e., available
ingredients).
Your assessor will be observing you. You will also be required to take photographs and/or video of you
preparing the dishes. The photographs and/or video clips should identify you and contain date, place and time.
STEP 5: Clean All the Equipment and Tools
Once you have completed all the cooking;
▪ Clean all the large and small equipment and tools using appropriate cleaning agents/products;


▪ Ensure you make efficient use of water (low flow, turn-on-turn-off) and cleaning products;
▪ Ensure all cleaning procedures are followed as per the manufacturer’s instructions for maintenance
(refer to the operating manuals);
▪ Place the equipment in resting position – and disassemble if needed for storage;
▪ Ensure safe storage
▪ If any equipment is broken or suspected to be faulty, report to your trainer/assessor.
PART D): Presentation and Storage
STEP 6: Serve Six Different Customers
Assume that you will be serving these dishes (as prepared above) to six different customers. Accordingly;
▪ Use and present the dishes in appropriate crockery/service-ware

▪ Use and provide appropriate cutlery to go with the respective dishes
▪ Changing accompaniments and garnishes to maximise eye appeal
▪ Wipe drips or spills
Next, assume that one of the customers has not finished the food and has asked to pack the dishes to be
picked up in approximately 30 minutes. Accordingly;
▪ Store dishes in under appropriate place/equipment, temperature control, humidity (FIFO method)
▪ Use appropriate containers to pack the dishes
▪ Apply humidity/steam controls to ensure the storage and packaging preserve the food presentation
and quality as much as possible.
Take notes in your diary of the steps undertaken to present and preserve the food.
Assessment Criteria
▪ Student has undertaken all the required personal hygiene check and completed the checklist
▪ Student has demonstrated planning and organisation skills to methodically prepare all the ingredients
▪ Student ensures safe handling to food and taken steps to avoid cross contamination
▪ Student ensures food preparation equipment is clean before use
▪ Student understood the context and scope of the task, including the required cooking methods, mise
en place activities, and the range dishes required
▪ Student has good numeracy & literacy skills to work with standard recipes (e.g., is able to read and
write, add, subtract, divide and multiply)
▪ Student uses the appropriate food preparation equipment for the task at hand
▪ Student confirms food preparation requirements from recipes (reads the standard recipe card to
confirm food preparation, mis en place sheets, par stock levels, expected customers or bookings etc.)
▪ Student has discussed and arranged help from a colleague for assistance in one of the dishes as per
the special requirement (preparing side dishes)
▪ Student is able to read and follow standard recipes, as well as understand special dietary
requirements of customers
▪ Student is able to wash and prepare ingredients and the given dishes as per the recipe and portion
sizes
▪ Student is able to locate and read date codes and rotation labels on food products – ensuring
ingredient quality and/or use-by/expiry date


▪ Students uses appropriate and safe method for using and thawing frozen food/ingredients –
appropriate thawing technique and check of temperature (e.g., fridge temperature is 4°C or below)
▪ Student is able to clean, cut and arrange portions as per the recipe requirements
▪ Student has safely and hygienically prepared the required food items as per the given recipes
▪ Student is able to plan and produce a range of given dishes based on standard recipes – and make
variations to the recipes as needed
▪ Student has demonstrated preparation and cooking time as per the recipe requirements
▪ Student has successfully prepared the required food items and/or dishes as per the expected quality
and presentation
▪ Student is able to use and following the required cooking methods for the given recipes/dishes;
o blanching
o boiling
o shallow frying
o deep-frying
o microwaving
o stewing
o braising
▪ Student has produced and used a range of meat, poultry, seafood, vegetables dishes and handled
each dish and respective ingredients safely and appropriately
▪ Student presents dishes in an attractive manner (not too much dressing, overcrowding, some height
and shape rather than flat and boring, and balanced in portion size, colour, and taste
▪ Student prepares and uses a range of garnishes and accompaniments with the prepared dishes
▪ Student has ensured correct ingredient and portion sixes to serve six customers (calculates the
number of portions)
▪ Student addresses special and dietary requirements of customers
▪ Student adjusts taste, texture and appearance of food products according to identified deficiencies
and replacement/availability of ingredients
▪ Student uses appropriate culinary terms in the kitchen related to the given meat, poultry, seafood
and vegetable dishes and ingredients
▪ Student is able to follow instructions, kitchen and cookery procedures and complete the work within
the given timelines
▪ Student stores dishes appropriately using the right equipment, conditions, temperature and
cleanliness
▪ Student stores food using the FIFO method (i.e., storage temperature for refrigerated food items is
between 0°C to 50°C, first in first out, covering, avoiding cross contamination etc.)
▪ Student has the required technology skills to use food preparation equipment within the context of
this unit
▪ Student uses knives, tools and equipment in a safe manner
▪ Student uses food preparation equipment in a safe manner
▪ Student ensures equipment is clean before use and maintains cleanliness
▪ Student uses energy and water efficiently to reduce negative environmental impacts (uses low flow
taps, low energy light globes, turns taps off etc.)
▪ Student maintains the condition of equipment (checks equipment, services equipment, cleans after
every use/service)
▪ Student has good problem-solving skills to recognise and report on faulty equipment (able to solve
problems through initiative and being able to research instructions and/or referring to professional
repairers, report faults to supervisor)
▪ Student works in a logical and efficient manner (is able to work quickly whilst doing it correctly,
correctly time cooking as per recipes, and manages own speed, timing and productivity
▪ Student demonstrates good use of food to minimise waste; avoided overcooking, correct methods of
storage for prepared and unprepared food etc
Submit:




Assessment Task 3:
Mise En Place Activities: Dairy, Dry, Frozen,

Assessment Task
and Fruit
Schedule TBA
1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3
Outcomes Assessed
Note: Assessment Tasks 3 & 4 are sequential and need to be done in the same session. Mise En Place and
preparation can be organised either on a dish-to-dish basis, few dishes at a time or, if the workspace allows, for
all the dishes together. Accordingly, trainers/assessors should allocate specific tasks and schedules in their
session plans.
Description:
The term mise en place is a phrase that refers to the discipline and organisation that a good chef practices in
the kitchen. It is used for prepping kitchen equipment and food before serving and is a most commonly used
method today in professional kitchens, cooking shows, cooking classes, and restaurants. It means to have all
your ingredients, cookware and your kitchen prepped and ready to go before doing your cooking or baking.
With mise en place, recipes are reviewed, and necessary ingredients and equipment are checked.
Examples of mise en place in cooking can be seen at:

https://www.youtube.com/watch?v=X2jakwIVLbY
https://www.youtube.com/watch?v=zDz7ep6nIc4
In this task, you will be preparing and demonstrating mise en place in preparation for the following culinary
dishes/items;
Note: The mise en place task will lead to actual backing task within the same session using the recipes
prepared below. Ensure that you make preparations for dishes that are being planned/scheduled for cooking
following the mise en place; and confirm your schedule with your trainer/assessor and note in your diary.
Dishes:
1. Freezable Quiche Lorraine

2. Halloumi with griddled vegetables
3. Steamed Vegetables with Rice-Wine Vinaigrette
4. Raspberry-Swirl Cheesecake
Use the recipes provided for each of the above. If ay variations in

recipe, discuss with your trainer/assessor and make notes in your
diary.


Recipes Used:
Preparation
Time
Freezable Quiche Lorraine

0.20 – 0.30 h 1.20 – 1.30 h
Qty: 6 persons
Halloumi With Griddled Vegetables

0.10 – 0.15 h 0.25 h
Qty: 6 persons
Steamed Vegetables with Rice-Wine

Vinaigrette
Variation: Serve with Poached Eggs on top
0.10 – 0.15 h 0.25 h
Qty: 6 persons
1.00 – 10.00 h
Raspberry-Swirl Cheesecake
0.20 – 0.30 h Overnight
refrigeration
Qty: 6 persons
time
Note: Recipe variations
Recipe variations can be made based on the availability of seasonal vegetables, spices, or any other specific
ingredients as required. Any changes in the recipe must be noted in the student diary and session plans, and
also explained in the report (Assessment Task 5).
Food safety guidelines emphasise that good personal hygiene is essential for any food handler and minimises
the risk of food contamination. Most people carry harmful bacteria on their bodies and can unwittingly
transport them to food. Touching your mouth, nose, hair or even your clothing can spread bacteria and cause
contamination (AIFS, 2019).
As a food handler it is important for you to practice good personal hygiene to ensure a safe working
environment and prevent the spread of foodborne illnesses. Accordingly, complete the list on the following
pages. Take a printout and submit a hand-written copy to your trainer/assessor.
PART B): Mise En Place Requirements
Complete mise en place either each dish separately based on the cooking/preparation arrangements, or all
together as per trainer/assessor’s instructions;
13. Obtain and review the given recipes for all the requirements;
14. Written down the cooking plan in your dairy/notebook;


15. Prepare your workspace: wash, sanitise, locate waste basket, clear obstacles, and clutter
16. Gather all of your ingredients, utensils, and equipment needed for each recipe according to quality
(appearance, texture, use by date etc.), freshness (taste, texture, smell etc.) and stock rotation
requirements (FIFO);
17. Check perishable supplies for spoilage (smell, taste, colour, texture, share. size) or contamination
(mixing with other food types, suspect environmental conditions/temperature etc.) prior to
preparation
18. One by one, scoop, weight, arrange, portion, and measure all of your ingredients;
19. Use knives to cut or precision cut the vegetables, fruits and meat, as per the recipe and portion
requirements;
20. Safely thaw any frozen meat and/or ingredients before use (check temperature)
21. Place them into appropriately sized dishes, bowls, and containers for easy grabbing (pre-measure all
ingredients into prep cups and bowls)
22. Check supply (availability and stock) and select ingredients (for expiry or “use-by” dates using stock
date codes) based on stock rotation requirements – make notes in your diary
23. Set your ingredients around your cooking station for better accessibility and sequence for cooking;
24. Select the equipment required: check cleanliness/hygiene, preheat ovens, prepare pans, set out small
utensils, and other necessary equipment etc.
The methods used for thawing frozen meat or seafood include:
▪ Slow thawing in the refrigerator. This is the best and most common method;
▪ Microwave oven—now being used more frequently;
▪ Circulating cold water—used when rapid thawing is required.
▪ Once thawed, meat/seafood should be cooked as soon as possible. If it is not required immediately, it
should be treated as any other seafood and properly prepared for storing. Label it with the date and
time it was removed from the freezer.
Accordingly, ensure that the food is safely and properly thawed before use.
Safety guidelines: https://www.foodsafety.com.au/blog/four-methods-for-defrosting-food-safely

Note: This assessment task is sequential – the next step will be actually preparing these dishes. Ensure that you
continue the next steps (Assessment Task 4) after completing mise en place.
Assessment Criteria
Student has;
▪ Undertaken all the required personal hygiene check and completed the checklist
▪ Obtained and followed the required recipes for each of the dish type
▪ Studied the recipes and planned the ingredients, equipment, and cookery methods in the
diary/notebook
▪ Diagrams and notes have been made as required
▪ Prepared sanitation bucket
▪ Prepared wash stations
▪ Washed and sanitised counters and workstations
▪ Located trash receptacles for waste food waste/scraping
▪ Cleared counters of unnecessary items
▪ Checked that all equipment is clean before food preparation
▪ Checked all perishable supplies for spoilage or contamination prior to preparation


▪ Preheated ovens, prepare pans, set out small utensils, and other necessary equipment
▪ Ensure first-in-first out (FIFO) principles and label rotation requirements in selecting the ingredients
▪ Checked and ensure quality and freshness of ingredients based on use-by dates, appearance, smell,
taste, texture, colour, shape and size
▪ Pre-measured all ingredients into prep cups and bowls and sequenced for cooking
▪ Obtained, organised, and prepared ingredient portions as required in the recipes
▪ Prepared ingredients and placed in bowls
▪ Cleaned and organised the workspace after completing mise en place
▪ Satisfactorily completed all mise en activities for the given recipes
▪ Demonstrated knowledge of ingredients and materials
▪ Demonstrated planning, organisation, and time management skills
Submit:


Task 3 & 4: Part A
Student ID
Student Name
Group Date:
Feeling unwell, feeling unusually cold

or warm, cold or flu symptoms – YES ☐ If you have ticked YES, contact
constant sneezing, runny nose,
watery eyes, joint aches, temperature NO ☐ immediately
Clean clothes/uniform with no dirt,
smell, food stains/residue, or any YES ☐ If you have ticked NO, contact
other type of contaminant - microbial
clean NO ☐ immediately
Hair Net/Hat – available for use; and YES ☐ If you have ticked NO, contact
☐
not shared with anyone
NO immediately
Gloves – available for use; and not YES ☐ If you have ticked NO, contact
☐
shared with anyone
NO immediately
Apron – available for use; and not YES ☐ If you have ticked NO, contact
☐
shared with anyone
NO immediately
Kitchen Kit: available for use; and not YES ☐ If you have ticked NO, contact
☐
shared with anyone
NO immediately
Trainer/Assessor Use Only
Issues/Concerns found (If none,

write N/A)
Action Taken (If none, write N/A)
Signature Date:


Assessment Task 4:
Prepare Dairy, Dry, Frozen, and Fruit

Assessment Task
Dishes from the Given Recipes
Schedule TBA
4.1, 4.2, 4.3, 4.4, 5.1, 5.2, 5.3

Outcomes Assessed
Description:
This task needs to be performed in a commercial training kitchen environment.
In this task, you will be preparing/cooking four (4) dairy, dry, frozen, and fruit dishes as per the mise en place
activities completed in Assessment Task 3;
Ensure that you have completed this part in the previous Assessment Task (continuous task).
PART B): Preparation
Demonstrate the following steps in preparation for cooking and preparing food items;
STEP 1. Wash Hands
Hands should be thoroughly washed after starting work, handling money, handling raw meat, sneezing or
touching the face, and of course, visiting the toilet. Demonstrate the following steps;
▪ Wet hands - Use warm to hot water to wet your hands and remove any visible dirt or grime;
▪ Apply soap - Apply a liquid soap to your hands;
▪ Lather and scrub - Rub your hands together well with the soap for a minimum of 20 seconds. Make
sure to thoroughly clean palms, the back of the hands, between each finger and under the fingernails;
▪ Rinse - Rinse off the soap using warm running water for at least 20 seconds and be sure to point
fingers downwards while rinsing;
▪ Turn off the tap - Use a paper towel to turn the tap off;
▪ Dry - Dry hands thoroughly using a paper towel or hand dryer (Do not use a tea towel or your apron
as this will contaminate your hands again).
STEP 2. Check your Tools, Equipment, and Ingredients
▪ Review the recipes used in this assessment task. Based on the recipes, check and ensure that all the
required tools, knives, large or small equipment and ingredients are available. If any concern, contact
and report to your trainer/assessor;
▪ Check and ensure that knives, tools, and equipment are clean and operational. If any equipment is
faulty, report to your trainer/assessor;
▪ Make adjustments to equipment as needed (e.g., adjusting blades, height, position etc.).


STEP 3. Prepare Ingredients
This step has been completed in Assessment Task 3: Re-check the list below to ensure that the following has
been undertaken;
▪ Gather, assemble and organise all the required ingredients for a recipe;
▪ Safely thaw any frozen meat and/or ingredients before use (check temperature)
▪ Place ingredients appropriately and in appropriate utensils to avoid cross contamination;
▪ Use knives to cut or precision cut vegetables, fruits, and meats, as per the recipe and portion
requirements;
▪ Measure and/or weight the ingredients as per the recipe requirements;
▪ Use a range of small equipment for slicing, peeling, coring, and whisking ingredients as needed;
▪ Ensure the required timeline is met (as advised by the trainer/assessor during the session)
▪ Prepare and have all the ingredients ready for cooking as per the recipe.
▪ If any variations in the recipe, or if an alternative recipe is used, make notes in your diary, and submit
a copy of the recipe with your other submissions.
Repeat the above process for all the recipes (refer to Step 4).
PART C): Cooking
STEP 4: Prepare Food Items
You will be required to produce the following dishes (4) in this unit as per the recipes;
Dishes:
1. Freezable Quiche Lorraine

2. Halloumi with griddled vegetables
3. Steamed Vegetables with Rice-Wine Vinaigrette
4. Raspberry-Swirl Cheesecake
Requirement:
▪ Prepare the above for six (6) different customers (each dish); ensuring required quantities to be
produced.
▪ Produce sauces and garnishes as needed in the recipes
▪ Procedures for portion control and food safety practices when handling and storing food
▪ Demonstrate safe work practices (handling food and equipment)
▪ Adjust recipes as required
▪ Respond to special dietary request
▪ Take help from one of the colleagues to prepare a dish


Recipes Used:
Preparation
Time
Freezable Quiche Lorraine
Traditional Variation: Bacon and Onion
0.20 – 0.30 h 1.20 – 1.30 h
Qty: 6 persons
Halloumi With Griddled Vegetables

0.10 – 0.15 h 0.25 h
Qty: 6 persons
Steamed Vegetables with Rice-Wine

Vinaigrette
Variation: Serve with Poached Eggs on top
0.10 – 0.15 h 0.25 h
Qty: 6 persons
1.00 – 10.00 h
Raspberry-Swirl Cheesecake
0.20 – 0.30 h Overnight
refrigeration
Qty: 6 persons
time
Special Requests: 1) One of the customer groups has asked for;
▪ Steamed Vegetables with Rice-Wine Vinaigrette to be served with poached eggs on top; and
▪ The dish be alcohol free
2) Two of the customers have asked for a traditional variation of Quiche Loraine according to their home time
by adding bacon to the recipe. For the variation, use;
2 to 3 slices bacon (diced)

1/2 cup onions (sliced, about 1/2 small onion)
2 ounces Gruyere cheese (or Emmentaler cheese, grated)
Accordingly, adjust the recipe as per the requirements above.
Prepare the above in the given time frame as per the given recipes and instructions. Recipes are provided
separately.
Use the thermometer to check temperatures as needed during the cooking process and ensure that you follow
the safety instructions as provided.
Add dips, sauces and garnishes according to standard recipes and regional variations (i.e., available
ingredients) as available and suitable.
Your assessor will be observing you. You will also be required to take photographs and/or video of you
preparing the dishes. The photographs and/or video clips should identify you and contain date, place and time.


STEP 5: Clean All the Equipment and Tools
Once you have completed all the cooking;
▪ Clean all the large and small equipment and tools using appropriate cleaning agents/products;
▪ Ensure you make efficient use of water (low flow, turn-on-turn-off) and cleaning products;
▪ Ensure all cleaning procedures are followed as per the manufacturer’s instructions for maintenance
(refer to the operating manuals);
▪ Place the equipment in resting position – and disassemble if needed for storage;
▪ Ensure safe storage
▪ If any equipment is broken or suspected to be faulty, report to your trainer/assessor.
PART D): Presentation and Storage
STEP 6: Serve Six Different Customers
Assume that you will be serving these dishes (as prepared above) to six different customers. Accordingly;
▪ Use and present the dishes in appropriate crockery/service-ware

▪ Use and provide appropriate cutlery to go with the respective dishes
▪ Changing accompaniments and garnishes to maximise eye appeal
▪ Wipe drips or spills
Next, assume that one of the customers has not finished the food and has asked to pack the dishes to be
picked up in approximately 30 minutes. Accordingly;
▪ Store dishes in under appropriate place/equipment, temperature control, humidity (FIFO method)
▪ Use appropriate containers to pack the dishes
▪ Apply humidity/steam controls to ensure the storage and packaging preserve the food presentation
and quality as much as possible.
Take notes in your diary of the steps undertaken to present and preserve the food.
Assessment Criteria
▪ Student has undertaken all the required personal hygiene check and completed the checklist
▪ Student has demonstrated planning and organisation skills to methodically prepare all the ingredients
▪ Student ensures safe handling to food and taken steps to avoid cross contamination
▪ Student ensures food preparation equipment is clean before use
▪ Student understood the context and scope of the task, including the required cooking methods, mise
en place activities, and the range dishes required
▪ Student has good numeracy & literacy skills to work with standard recipes (e.g., is able to read and
write, add, subtract, divide and multiply)
▪ Student uses the appropriate food preparation equipment for the task at hand
▪ Student confirms food preparation requirements from recipes (reads the standard recipe card to
confirm food preparation, mis en place sheets, par stock levels, expected customers or bookings etc.)
▪ Student is able to read and follow standard recipes, as well as understand special dietary
requirements of customers
▪ Student is able to wash and prepare ingredients and the given dishes as per the recipe and portion
sizes


▪ Student is able to locate and read date codes and rotation labels on food products – ensuring
ingredient quality and/or use-by/expiry date
▪ Students uses appropriate and safe method for using and thawing frozen food/ingredients –
appropriate thawing technique and check of temperature (e.g., fridge temperature is 4°C or below)
▪ Student is able to clean, cut and arrange portions as per the recipe requirements
▪ Student has safely and hygienically prepared the required food items as per the given recipes
▪ Student is able to plan and produce a range of given dishes based on standard recipes – and make
variations to the recipes as needed
▪ Student has demonstrated preparation and cooking time as per the recipe requirements
▪ Student has successfully prepared the required food items and/or dishes as per the expected quality
and presentation
▪ Student is able to use and following the required cooking methods for the given recipes/dishes;
o baking
o roasting
o steaming
o poaching
o microwaving
o blanching
▪ Student has produced and used a range dairy, dry, frozen, and fruit dishes and handled each dish and
respective ingredients safely and appropriately
▪ Student presents dishes in an attractive manner (not too much dressing, overcrowding, some height
and shape rather than flat and boring, and balanced in portion size, colour, and taste
▪ Student prepares and uses a range of garnishes and accompaniments with the prepared dishes
▪ Student has ensured correct ingredient and portion sixes to serve six customers (calculates the
number of portions)
▪ Student addresses special and dietary requirements of customers
▪ Student adjusts taste, texture and appearance of food products according to identified deficiencies
and replacement/availability of ingredients
▪ Student uses appropriate culinary terms in the kitchen related to the given dairy, dry, frozen, and fruit
dishes and ingredients
▪ Student is able to follow instructions, kitchen and cookery procedures and complete the work within
the given timelines
▪ Student stores dishes appropriately using the right equipment, conditions, temperature and
cleanliness
▪ Student stores food using the FIFO method (i.e., storage temperature for refrigerated food items is
between 0°C to 50°C, first in first out, covering, avoiding cross contamination etc.)
▪ Student has the required technology skills to use food preparation equipment within the context of
this unit
▪ Student uses knives, tools and equipment in a safe manner
▪ Student uses food preparation equipment in a safe manner
▪ Student ensures equipment is clean before use and maintains cleanliness
▪ Student uses energy and water efficiently to reduce negative environmental impacts (uses low flow
taps, low energy light globes, turns taps off etc.)
▪ Student maintains the condition of equipment (checks equipment, services equipment, cleans after
every use/service)
▪ Student has good problem-solving skills to recognise and report on faulty equipment (able to solve
problems through initiative and being able to research instructions and/or referring to professional
repairers, report faults to supervisor)
▪ Student works in a logical and efficient manner (is able to work quickly whilst doing it correctly,
correctly time cooking as per recipes, and manages own speed, timing and productivity
▪ Student demonstrates good use of food to minimise waste; avoided overcooking, correct methods of
storage for prepared and unprepared food etc


Submit:


Assessment Task 5:
Assessment Task Report: Basic Methods of Cookery
Schedule TBA
Underpinning Knowledge
Outcomes Assessed
Description:
This assessment task is based on the planning and preparation of food items/dishes in the previous tasks. This
task can only be undertaken after undertaking Assessment Tasks 2, 4 and 6.
In the previous assessment tasks, you had prepared a range of fish, shellfish and molluscan dishes using
various cooking methods. In this task, you will be required to summarise which methods you used in preparing
the dishes and describe the quality criteria, characteristics, and safe food practices for handling and storing of
the dishes prepared.
Based on the work completed in Assessment Tasks 2, and 4 describe the equipment, tools, methods, and how
they were used in different recipes using the working sheet provided on the next page.
Assessment Criteria
▪ Student has summarised all the dishes/products prepared and made in this unit
▪ Student has listed cookery methods used in preparation of each item
▪ Student has demonstrated understanding of a range of food/item characteristics and is able to list the
details
▪ Student is able to relate the dishes prepared to other similar dishes and discuss a range of other
recipes and variations of products
▪ Student has demonstrated understanding of the concept of quality in preparation and presentation
▪ Student has demonstrated research ability to research for food/item nutritious values and other
related information
▪ Student has used own thoughts and adjustments to provide variations to the dishes based on classic
and contemporary versions; and reference to new/different ingredients, preparation method and
presentation
▪ Student has articulated taste and texture of each dish/item as prepared
▪ The details accurately represent the dishes and provide a descriptive view of the dishes and their
characteristics
▪ Student has used a range of culinary terms and descriptions in describing the dishes prepared and as
observed over the duration of this unit
▪ Student has provided details for safe food practices and environmental conditions for safe and quality
storage of finished products


Submit:
Completed work sheet with an assignment cover sheet


Task 5
Student ID
Student Name
Group Date:
Quality Criteria
Cookery (Indicators for Classic and Nutritional
Appearance, Safe Cooking and
Method/s Used Preparation freshness and Cultural Values and Taste and
Dish Colour, Shape, Storage Practices – 3
(preparation to Technique quality of Variations – 2 Dietary Texture
and Presentation Examples
finish) ingredients and Examples Considerations
product)


Southern Fried
Chicken
Seafood Risotto


Vegetable Jalfrezi
Freezable Quiche
Lorraine


Halloumi With Griddled
Vegetables
Steamed Vegetables
with Rice-Wine
Vinaigrette


Raspberry-Swirl
Cheesecake
Where needed, use additional sheets and attach with your student ID, name, unit code and name and date.


7. Academic Policies and Processes
Students with Special Needs
If leaners/learners have any special needs (e.g. physical disability, learning difficulty) regarding assessment,
they should be directed to discuss these with the Course Coordinator. The college will endeavour to make all
possible and reasonable adjustments to any aspect of assessment in order to address those needs. Some
examples of additional support could include:
▪ Language, literacy and numeracy (LLN)

▪ Assistive technology
▪ Additional materials or tutorials
▪ Assistance in using technology for online delivery components.
Reasonable adjustment
Reasonable adjustment refers to any modification made to the learning environment, certification
requirements, training delivery or assessment method to help learners with a disability access and participate
in education and training on the same basis as those without disability (IBSA, 2015).
The Disability Standards for Education 2005 were formed under the Disability Discrimination Act 1992. They
clarify the obligations of training providers to ensure that learners who have a disability are able to access and
participate in education and training on the same basis as those without disability.
Some examples of reasonable adjustments could include:
▪ Personal support services, e.g. a reader, Auslan interpreter, a scribe

▪ assistive technology or special equipment, e.g. screen readers, magnifiers, alternative keyboards
▪ modifying the presentation method, e.g. visual, oral, print, electronic
▪ adjustments to timeframes, e.g. providing materials prior to class, extended time limits
▪ adjustment of the physical environment, e.g. specific furniture, arrangement of classroom.
The determination of “reasonableness” requires judgement that must take into account the impact on the RTO
and the need to maintain the integrity of the qualification. While reasonable adjustments can be made to the
ways in which evidence of performance is gathered and demonstrated, the criteria for making Competent/Not
Yet Competent decisions (and/or awarding grades) should not be altered in any way. That is to say, the
standards expected should be the same irrespective of the group and/or individual being assessed (Disability
Standards for Education 2005).
Recognition of Prior Learning (RPL) and Credit Transfers
Learners may apply for Recognition of Prior Learning (RPL) by providing evidence that they have the required
skills and knowledge in the specific areas of competency through work/industry experience and/or completed
eligible assessments in equivalent or higher qualification.
Appropriate credit transfer may be granted to eligible learners against each unit of competency on evidence to
successful completion of the same unit in an equivalent or higher nationally endorsed qualification. Credit
transfer learners will finish the course in a shorter duration and are advised to consult appropriate
authorities/bodies for applicable criteria if planning further study or stay in Australia.
Applicants who have completed formal training or who have relevant and current work or life experience and
consider they are able to meet the unit purpose may seek recognition.
The college acknowledges skills and knowledge obtained through:


▪ Formal training (conducted by industry or educational institutions in Australia or overseas)
▪ Work experience
▪ Life experience
The main focus is on the learning outcomes of these experiences, not on how, when or where the learning
occurred.
To be granted RPL, applicants will be asked to:
1. Present evidence of their achievement;

and/or
2. Undertake a challenge test;
and/or
3. Attend an interview with specialist staff.
This evidence will be validated through either satisfactory supporting documentation of support from a
recognised industry or workplace representative or challenge testing
Academic Policies and Procedures
Applicable policies and procedure related to this course including plagiarism, assessments, appeals and
complaints, can be found with the course coordinator as well as in the “Policies and Procedures” section of the
college’s website.


Assignment Cover Sheet
Student ID
Student Name
Unit
Assessment Task - Title/Number

Trainer/Assessor
Date Submitted
Note: Plagiarism/Cheating is a serious offence. If a student is found plagiarising/cheating, it may result in a penalty of
suspension/cancellation of student’s enrolment. In submitting their work, students must be aware of college’s Plagiarism
and Academic Misconduct Policy available in student handbook, college’s website and student administration.
Declaration of Originality:
By submitting this assignment for assessment, I acknowledge and agree that:

▪ This assessment task/work is submitted in accordance with the college’s Plagiarism and Academic Misconduct
Policy. I also understand the serious nature of academic dishonesty (such as plagiarism) and the penalties
attached to being found guilty of committing such offence
▪ No part of this assessment task/work has been copied from any other source without acknowledgement of the
source
▪ No part of this assessment task/work has been written by any other person, except to the extent of team and/or
group work as defined in the unit/assessment task
▪ A copy of the original assessment task/work is retained by me and that I may be required to submit the original
assignment to the trainer/assessor upon request
▪ The trainer/assessor may, for the purpose of assessing this assessment task/work:
o Provide a copy of this assignment to another member of the faculty for review and feedback; and/or
o Submit a copy of this assignment to a plagiarism checking service. I acknowledge that a plagiarism
checking service provider may then retain a copy of this assessment task/work on its database for the
purpose of future plagiarism checking
Late submission: Late submission without a prior approval of the trainer/assessor will not be accepted and
may delay the assessment outcome. You may also need to resubmit work as per college’s Reassessment Policy.
I declare that this assessment is my own work.
Student
Date:
signature:
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Admin Use Only

Received | Date
Stamp
Comments (if
any)



Learner - SITHCCC005 Prepare Dishes Using Basic Methods of Cookery-Abhay

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Learner - SITHCCC005 Prepare Dishes Using Basic Methods of Cookery-Abhay

Uploaded by

Copyright:

Available Formats

LEARNER’S GUIDE

SIT50416 Diploma of Hospitality Management

SITHCCC005 Prepare Dishes Using Basic

© Skillworks Australia Pty Ltd, 2021

Skillworks Australia Pty Ltd

SIT50416 | SITHCCC005 Prepare Dishes Using Basic Methods of Cookery Page 2 of 49

NOVA Institute of Technology

A complete validation report is filed and available for reference.

SIT50416 | SITHCCC005 Prepare Dishes Using Basic Methods of Cookery Page 3 of 49

NOVA Institute of Technology

SIT50416 | SITHCCC005 Prepare Dishes Using Basic Methods of Cookery Page 4 of 49

NOVA Institute of Technology

The purpose of this learner’s guide is to:

On successful completion of this unit, the learner/trainee will be able to;

SITXFSA001 Use hygienic practices for food safety

SIT50416 | SITHCCC005 Prepare Dishes Using Basic Methods of Cookery Page 5 of 49

NOVA Institute of Technology

They can also be viewed at:

▪ Analyse information to complete a range of activities

SIT50416 | SITHCCC005 Prepare Dishes Using Basic Methods of Cookery Page 6 of 49

NOVA Institute of Technology

Element Performance Criteria

1.1. Confirm food production requirements from food

2.1. Select type and size of equipment suitable to requirements.

3.1. Weigh and measure ingredients and create portions

4.1. Select and use cookery methods for dishes following

5.1. Present dishes on appropriate service-ware.

SIT50416 | SITHCCC005 Prepare Dishes Using Basic Methods of Cookery Page 7 of 49

NOVA Institute of Technology

Evidence of the ability to:

The following knowledge must be assessed as part of this unit:

SIT50416 | SITHCCC005 Prepare Dishes Using Basic Methods of Cookery Page 8 of 49

NOVA Institute of Technology

SIT50416 | SITHCCC005 Prepare Dishes Using Basic Methods of Cookery Page 9 of 49

NOVA Institute of Technology

Lesson Topics and Plan

SIT50416 | SITHCCC005 Prepare Dishes Using Basic Methods of Cookery Page 10 of 49

NOVA Institute of Technology

Lesson Topics Activities

Unit overview: Contents and competency requirements

Understanding major food types and their characteristics:

Food production requirements:

SIT50416 | SITHCCC005 Prepare Dishes Using Basic Methods of Cookery Page 11 of 49

NOVA Institute of Technology

Practical demonstration: Preparing dishes using various cookery methods

Food production equipment:

Practical demonstration: Preparing dishes using various cookery methods

Safe operational practices using essential functions and features of

SIT50416 | SITHCCC005 Prepare Dishes Using Basic Methods of Cookery Page 12 of 49

NOVA Institute of Technology

Practical demonstration: Preparing dishes using various cookery methods

Practical demonstration: Preparing dishes using various cookery methods

Understanding key concepts;

Food safety practices for handling different food types

Review and feedback

Suggested Learner Resources

Walsh S. and Walsh C., 2010, Commercial Cookery, Pearson

Culinary Classroom Lesson 4: Cooking Methods:

SIT50416 | SITHCCC005 Prepare Dishes Using Basic Methods of Cookery Page 13 of 49

NOVA Institute of Technology

Methods of Cooking: How to Choose?

15 COOKING METHODS must know to be master in cooking:

25 skills every cook should know: