LEARNING ACTIVITY BOOKLET

SITHCCC031 Prepare vegetarian and vegan dishes

Table of Contents
ABOUT THE TOURISM, TRAVEL AND HOSPITALITY TRAINING PACKAGE ............................. 4
ABOUT THIS UNIT OF COMPETENCY .................................................................................. 5
LEARNER INFORMATION .................................................................................................. 6
RESOURCES REQUIRED ..................................................................................................... 7
WORK HEALTH AND SAFETY ............................................................................................. 7
REASONABLE ADJUSTMENT .............................................................................................. 8
CONTEXTUALISATION ....................................................................................................... 9
CHAPTER 1: CHOOSE INGREDIENTS FOR VEGETARIAN AND VEGAN DISHES ..................... 10
Activity 1: What is Required? ................................................................................................. 10
Activity 2: It is All About the Numbers .................................................................................... 11
Activity 3: How Do You Choose Ingredients? ........................................................................... 12
Activity 4: Keep the Food Safe ................................................................................................ 13

CHAPTER 2: SELECT, PREPARE AND USE NEEDED EQUIPMENT ......................................... 14

Activity 1: What Equipment? .................................................................................................. 14
Activity 2: Keep Equipment Clean ........................................................................................... 15
Activity 3: Be Safe and Hygienic .............................................................................................. 16

CHAPTER 3: PORTION AND PREPARE INGREDIENTS ......................................................... 17

Activity 1: Get in Sequence ..................................................................................................... 17
Activity 2: Measure It ............................................................................................................. 19
Activity 3: Prepare the Dish .................................................................................................... 20
Activity 4: Cutting Standards .................................................................................................. 21
Activity 5: Minimise Wastage and Increase Profits .................................................................. 22

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CHAPTER 4: COOK VEGETARIAN AND VEGAN DISHES ...................................................... 23
Activity 1: Cookery Methods .................................................................................................. 23
Activity 2: Food Accompaniments .......................................................................................... 24
Activity 3: What to Adjust?..................................................................................................... 25

CHAPTER 5: PRESENT AND STORE VEGETARIAN AND VEGAN DISHES ............................... 26

Activity 1: How Do You Present A Dish? .................................................................................. 26
Activity 2: Adjust the Dish ...................................................................................................... 27
Activity 3: Store It Properly .................................................................................................... 30
Activity 4: Clean Conscientiously ............................................................................................ 31

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About the Tourism, Travel and Hospitality Training Package

The SIT Tourism, Travel and Hospitality Training Package contains qualifications to provide skills for
people working in the following industry sectors:

▪ Hospitality
▪ Cookery
▪ Tourism
▪ Travel; and
▪ Events
Skills covered in these qualifications relate to areas including commercial cookery and patisserie,
event management, travel consultancy, caravan and holiday park management, tour guiding,
attractions management, visitor centre operations, food & beverage service, hotel operations and
management and tour operations.

To know more about this training package, click on this link:

https://www.skillsiq.com.au/FeedbackForum/TrainingPackages1/SITTourismTravelandHospitality

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About this Unit of Competency
SITHCCC031 - Prepare vegetarian and vegan dishes
This unit SITHCCC031 Prepare vegetarian and vegan dishes describes the performance outcomes, skills
and knowledge required to prepare and cook various vegetarian and vegan dishes following standard
recipes. It requires the ability to select and prepare ingredients, and to use relevant equipment,
cookery and food storage methods.

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 under the guidance of more senior chefs. They demonstrate
autonomy and judgement to complete routine activities and take limited responsibility in known and
stable contexts within established parameters.

The skills in this unit of competency must be applied in accordance with Commonwealth and State or
Territory legislation, Australian and New Zealand standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the
time of publication.

A complete copy of this unit of competency is found in this link:

https://training.gov.au/Training/Details/SITHCCC031

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Learner Information
This Learning Activity Booklet contains formative activities that you will complete on your own, in a
classroom, or a similar environment.
These activities include knowledge questions and practical activities. This aims to test your
understanding of the knowledge and skills required for the unit of competency where you will
undertake the assessment.
These activities are used by your trainers to complement both the learning and training processes,
and to evaluate how you are progressing throughout these processes.
IMPORTANT:
The completion of the formative assessments and learning activities included in this workbook DOES
NOT lead to a Qualification or a Statement of Attainment (SOA).

Learner Details

Learner Name
Rajinder Singh
Phone

Email

Learner Details

Trainer Name

Relevant Qualifications Held

Training Organisation

Phone

Email

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Resources Required
To complete the learning activities in this booklet, you need access to:
▪ Computer with Internet, email access, and a working web browser
▪ Installed software: MS Word, Adobe Acrobat Reader
▪ Your Learner Resource

Work Health and Safety

Both the trainers and learners have duty of care in ensuring the learning environment is free from
hazards that may pose risks to their health and safety.
According to WHS legislation, trainers and learners must take reasonable care while undertaking the
activities included in this workbook in the learning environment.

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Reasonable Adjustment
Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability -
November 2010 - Prepared by - Queensland VET Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning environment or making
changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be
as simple as changing classrooms to be closer to amenities or installing a particular type of software
on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a disability have:
▪ The same learning opportunities as learners without a disability, and
▪ The same opportunity to perform and complete assessments as those without a disability.
Reasonable adjustment applied to participation in teaching, learning and assessment activities can
include:
▪ Customising resources and assessment activities within the training package or accredited
course
▪ Modifying the presentation medium
▪ Learner support
▪ Use of assistive/adaptive technologies
▪ Making information accessible both before enrolment and during the course
▪ Monitoring the adjustments to ensure learners needs continue to be met

Assistive/Adaptive Technologies
Assistive/Adaptive technology means ‘software or hardware that has been specifically designed to
assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium - W3C). It
includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for
grasping, visual alert systems, digital note-takers.
IMPORTANT:
Reasonable adjustment made for collecting learner assessment evidence must not impact on the
standard expected by the workplace, as expressed by the relevant unit(s) of competency. For
example, if the assessment were gathering evidence of the learner’s competency in writing,
allowing the learner to complete the assessment verbally would not be a valid assessment method.
The method of assessment used by any reasonable adjustment must still meet the competency
requirements.

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Contextualisation
Contextualisation is the process of modifying learning resources to make learning more meaningful
for your learners and their employers.
Precision RTO Resources recommends that your RTO contextualise the learning resources before using
them. Contextualisation must retain the integrity of the assessment and the outcome of the unit of
competency.

Contextualising for your state/territory

The contents of this learning resource are not written for a specific state/territory. Where the learning
resource refers to legislation and other industry requirements which may vary across
states/territories, model answers are based on one state/territory.
Should your RTO intend to use this learning resource for learners from your state/territory, Precision
RTO Resources recommends you to:
▪ Access and review the legislation and industry requirements applicable in your learner’s
state/territory.
▪ Update assessments and benchmark answers to reflect the legislation and industry
requirements applicable in your learner’s state/territory.

A comprehensive guide in contextualising your assessment tools for your RTO can be accessed
through this link:
https://precisiongroup.com.au/simple-guide-to-contextualising-rto-training-resources-and-
assessment-tools/

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Chapter 1: Choose Ingredients for Vegetarian and Vegan
Dishes
Activity 1: What is Required?

List down at least three food production requirements you can find in a standard recipe.

a. Ingredients - A detailed list of all the components needed

to prepare the dish.

b.
Equipment and Tools - Specific kitchen appliances, utensils,
and tools required to prepare and cook the dish.

c.
Method/Instructions - Step-by-step guidance on how to
combine and cook the ingredients to achieve the final dish.

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Activity 2: It is All About the Numbers

Assume that you are working as cook at the La Bellissima restaurant of The Continent Hotel. Today,
you will be making a vegan burger. The recipe you will use for the vegan burger yields four burgers.
However, you need to prepare eight vegan burgers.
Below is a table with the ingredients from the recipe. Calculate how much of each ingredient you
will need to make eight vegan burgers. Then, complete the table with the required amount of
ingredients.

Ingredients Amount in the Recipe Amount Needed

Black beans 250 g 500g

Whole wheat buns 4 pcs 8 pcs

Tomato paste 45 ml
90ml
Salt 5g
10 g
Garlic powder 5g

Onion powder 2.5 g

Oat bran 50 g

Diced carrots 120 g

Calculations

Black beans: 250 g × 2 = 500 g

Whole wheat buns: 4 pcs × 2 = 8 pcs
Tomato paste: 45 ml × 2 = 90 ml
Salt: 5 g × 2 = 10 g
Garlic powder: 5 g × 2 = 10 g
Onion powder: 2.5 g × 2 = 5 g
Oat bran: 50 g × 2 = 100 g
Diced carrots: 120 g × 2 = 240 g

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Activity 3: How Do You Choose Ingredients?

Arrange the steps on how to identify and select ingredients below.

SELECTION

Check the quality of each Check the freshness of each

ingredient. ingredient.

Check the stock rotation

Check the recipe.
requirements.

Select the right ingredients.

Sequence 1 Sequence 2 Sequence 3

Sequence 5 Sequence 4

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Activity 4: Keep the Food Safe
Let’s review what you’ve learnt about checking ingredients for signs of spoilage and contamination.
Read each statement below.
Tick ‘True’ if the statement is correct, and ‘False’ if not.

Statement True False

It is good practice to only purchase the ingredients that you need to

☐ ☐
prevent spoilage.

You can decide not to store non-perishable foods properly since they can
☐ ☐
last a long time.

You can handle food items in the same manner. ☐ ☐

Bacteria, viruses and fungi can get into food, leading to spoilage. ☐ ☐

You can still use an ingredient even when it has changed colour as long as
☐ ☐
it still smells good.

Foreign objects can get mixed into food, leading to choking and
☐ ☐
contamination.

You can safely use food items stored between 5 °C and 60 °C for less than
☐ ☐
two hours.

You must throw away food items stored between 5 °C and 60 °C for more
☐ ☐
than four hours.

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Chapter 2: Select, Prepare and Use Needed Equipment
Activity 1: What Equipment?

Identify the pieces of equipment below based on the following clues provided:
1. It is a refrigerated cabinet used for preserving food at very low temperatures.
2. It is used to mix the ingredients to make dough.
3. It is a commercial equipment used to grill dishes by batch.
4. It is used to cut, slice and chop food items.
5. It is used to remove foam, froth or bubbles on top of liquids.
6. It is used to measure the exact amount needed of a food item.
7. It is inserted into the dish while cooking to check the temperature.

F S L H X D G P T I W P H S W H Z S Q K

S Z C L Q Y R T D P V I T M Y W D C G I

T F U R S C Y S K I M M E R Y A Y A X O

M R C E Q N L A R U R P Z J T H Y L S B

E E O T T O K E I M Y K N W E S R E X D

R E L W R D N P D M I X E R A Z U B X M

O Z V A C E I G E A K R L A D R L F M S

L E N E L H F G V E Y V H X B R A Z I V

Q R P P T B E V M R C O W H R E T E I O

V G L C U K O K L K Y E Y I L E Q L F F

W A O S A L A M A N D E R E M C S J L U

Z P Z D X B F W T V T V T A F U T S N G

A B O C I F F Z G A E V N G S E M L X Q

F A N J V H X B R T H E R M O M E T E R
S V K P O Y N O A X O K J B T N X X H A

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Activity 2: Keep Equipment Clean

Arrange the steps involved in cleaning and sanitising equipment below.

SELECTION

Rinse Pre-clean

Dry Sanitise

Wash Final rinse

Sequence 1 Sequence 2 Sequence 3

Sequence 6 Sequence 5 Sequence 4

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Activity 3: Be Safe and Hygienic

List down at least five guidelines you must follow to use equipment safely and hygienically.

a. Regular Cleaning: Clean equipment thoroughly after each use to prevent

cross-contamination and buildup of bacteria.

b. Proper Storage: Store equipment in designated areas when not in use to

prevent damage and ensure cleanliness.

c.
Maintenance: Regularly inspect and maintain equipment to ensure it
functions properly and safely.

d. Safe Operation: Follow manufacturer instructions and guidelines for the safe
operation of equipment to prevent accidents and injuries.

e. Hygienic Handling: Use proper hygiene practices when handling equipment

and avoid touching parts that come into contact with food without proper
sanitation.

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Chapter 3: Portion and Prepare Ingredients
Activity 1: Get in Sequence

Assume that you are still working as cook at the La Bellissima restaurant of The Continent Hotel.
Today, you are required to prepare a mushroom bolognaise pasta. To ensure that you cook the
pasta well, you must sequence your ingredients.
Below is the recipe of the pasta you need to prepare. Sequence the ingredients you will use
according to their arrangement in the procedures.

Mushroom Bolognaise Pasta

Ingredients:
500 grams of spaghetti
425 grams of canned tomatoes
400 grams of mushrooms (finely
chopped)
80 ml of olive oil
80 ml of red wine
80 ml tomato paste
1 large onion (finely chopped)
1 clove of garlic (crushed)
2.5 grams of dried basil leaves
1 pinch of salt
Procedures:
1. Heat the olive oil in a sauce pan.
2. Add the chopped onions and fry for 5 minutes.
3. Add the garlic and mushrooms. Saute and fry for
another 5 minutes or until lightly brown.
4. Add the tomatoes, tomato paste, red wine and basil
into the pan. Season with salt and pepper. Stir to
combine.
5. Cover the pan and simmer for 25-30 minutes.
6. In separate pot, cook the spaghetti in boiling water.
Follow the directions in the package.
7. Drain the pasta and put it back into the pot. Add the
sauce into the pot and combine with the pasta.

1 pinch of pepper 8. Serve immediately or cool and store.

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 Sequence Ingredient

10

11

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Activity 2: Measure It

List down the three ways you can measure the ingredients of your dish.

a. Volume Measurement: Use measuring cups or spoons for liquids and dry
ingredients like flour or sugar.

b. Weight Measurement: Use a kitchen scale to measure ingredients like

meat, vegetables, or ingredients requiring precise measurement.

c. Count Measurement: Use a counting method for items like eggs or fruits
where individual pieces are counted rather than measured by weight or
volume.

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Activity 3: Prepare the Dish
Let’s review what you’ve learnt about preparing vegan and vegetarian dishes. Read each statement
below.
Tick ‘True’ if the statement is correct, and ‘False’ if not.

Statement True False

You can use fresh fruits and vegetables on your dish without washing
☐ ☐
them.

You can use the container of meat dishes for your vegetarian and vegan
☐ ☐
dishes.

Before handling any ingredient when cooking, you must wash your hands
☐ ☐
first.

All ingredients in vegetarian dishes can be used in vegan dishes. ☐ ☐

You can leave ingredients in their original containers if they have not yet
☐ ☐
been opened yet.

Store your vegan or vegetarian ingredients separate from the animal

☐ ☐
products.

Some Ingredients that are not required to be chilled or frozen can be

☐ ☐
stored outside of the refrigerator.

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Activity 4: Cutting Standards

Below are some of the culinary cuts you can use on your ingredients. Match the listed cuts to their
corresponding culinary standards.

DESCRIPTION SELECTION

This cut is about 1 mm wide. Jardinière

This is a dice cut with 13 mm all

Brunoise
around.

This cut is 2-3 mm for

Julienne
regular and 1.5 mm for fine.

This cut is 1.5 cm in length and

Chiffonade
4 mm in width.

This cut is 3-4 cm in length and

Parmentier
2 mm in width.

This is a dice cut with 5-8 mm all

Macédoine
around.

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Activity 5: Minimise Wastage and Increase Profits

Complete the paragraph below about minimising waste and maximising profitability.

FILL IN THE BLANKS

It is important that you the food wastes of your organisation. That is because when thrown,
these wastes are sent to or are burnt. This can harm the as it can contribute to
. By minimising your food wastes, you can help preserve the environment.
Aside from this, minimising waste can also help maximise the of the dishes that you make.
With less and food items going to waste, your organisation can earn more from the dishes
sold.

SELECTION

LANDFILLS MINIMISE

PROFITABILITY INGREDIENTS

ENVIRONMENT GREENHOUSE GAS EMISSION

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Chapter 4: Cook Vegetarian and Vegan Dishes
Activity 1: Cookery Methods

Below are some of the cookery methods you can use to prepare dishes. Match the listed cookery
methods to their corresponding descriptions.

DESCRIPTION SELECTION

This is done by heating liquid in

a saucepan and submerging Braising
food in it.

This is done by searing the meat

substitute or vegetable on a
Steaming
pan. Then, slowly cooking in a
seasoned liquid until tender.

This is done by simmering the

food item in a small amount
Boiling
of liquid for short time. This
liquid is usually water.

This is done by using a pan with

a little bit of oil or butter Poaching
substitute to cook the food.

This is done by suspending food

Shallow frying
above a boiling liquid to cook it.

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Activity 2: Food Accompaniments

Complete the puzzle below on the examples of dressings and sauces for poultry dishes.

3 2

6 8

Across
3. It is used as base for cheddar, cream or Mornay sauce.
5. It is made of oil, vinegar, mustard, egg yolks and seasoning.
6. It is made of two ingredients that cannot be combined.

Down
1. It is made up of a ratio of 3 parts oil to 1 part vinegar.
2. It is a tomato-based sauce that does not need emulsification.
4. It has a thick consistency and can be used in savoury dishes for flavour.
7. It is an emulsified sauce made from butter, lemon juice and egg yolk.
8. It is a combination of vinegar, oil, herbs and flavourings, and is usually used on salads.

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Activity 3: What to Adjust?

List down the three factors that you can adjust to improve the quality of your poultry dish.

a. Cooking Time and Temperature: Ensure proper cooking time and

temperature to achieve juicy and tender poultry without overcooking or
undercooking.

b.
Seasoning and Flavoring: Adjust seasoning and flavoring to enhance the
taste profile of the poultry dish, ensuring it is well-balanced and flavorful.

c.

Presentation and Garnish: Focus on presentation by arranging the dish

attractively and using appropriate garnishes to enhance visual appeal,
making the dish more appetizing.

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Chapter 5: Present and Store Vegetarian and Vegan Dishes
Activity 1: How Do You Present A Dish?
Let’s review what you’ve learnt about presenting and adding garnishes to dishes. Read each
statement below.
Tick ‘True’ if the statement is correct, and ‘False’ if not.

Statement True False

In free-form plating, you can plate the dish as you like as long it looks
☐ ☐
creative.

You can present the dish on any service-ware as long as it can be used. ☐ ☐

You must not use service-ware that has chips and breaks. ☐ ☐

Having different plates per person makes the presentation look more
☐ ☐
creative.

You can add garnish to your dish to enhance how it looks. ☐ ☐

You can only use herb leaves as garnish on your dishes. ☐ ☐

Before you touch any garnish, you must first clean and sanitise your
☐ ☐
hands.

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Activity 2: Adjust the Dish

Sarah’s Sandwiches

Sarah works as a cook at the La Bellissima restaurant of The Continent Hotel. Today, two guests
arrived and ordered two Vegan Bean Burger.
As Sarah prepared the sandwiches, she recalled that the appearance and presentation of a dish is
as important as its taste. She knows that for the sandwich to look good, it must have good balance,
colour and contrast. These three will also affect the texture and taste that the guest will
experience.
With these in thought, Sarah started to assemble each sandwich. She first held the two toasted
vegan bread slices. She spread the sauce evenly on each slice. She made sure to apply just enough
to not oversaturate the bread. She then placed the lettuce on top of the first slice of bread. She
topped the lettuce with the fried bean patty. Then, she added two slices of tomato. She added the
vegan cheese on top. Finally, she added the second slice of bread. This layering provided contrast
in colours and made the sandwich look appealing and appetising.
Sarah made sure that the ingredients are layered evenly to ensure that the guests will be able to
enjoy the ingredients in every bite they take. She made sure that there are just enough of every
ingredient and their flavours will combine well to achieve balance. It is important to keep the
sandwich balanced because if one ingredient overpowers the rest of the ingredients, it will affect
how the sandwich will taste.
She then sliced each sandwich diagonally into two equally sized triangles. This will allow the guests
to see the layers of the sandwich properly. Slicing the sandwiches into triangles makes them
smaller. It will make it easier for the guests to eat them.
For the garnish, she placed olives on a little stick, and used a wooden stick to keep the sandwiches
together. She also placed potato crisps on the side, her chosen garnishes provided a contrast in
texture and flavour. Contrasting textures and flavour help keep the guests from getting bored of
what they are eating.
Answers the questions below based on the scenario.

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 1. In your own words, briefly describe how Sarah achieved balance in the sandwiches she
prepared.

Sarah achieved balance in the sandwiches by layering the ingredients evenly and ensuring each
component was proportionate. She spread the sauce thinly to prevent it from overpowering the bread,
placed lettuce for freshness, added a fried bean patty for texture and flavor, included tomato slices for
color and juiciness, and topped with vegan cheese for creaminess. This careful layering ensured that
each bite would contain a harmonious blend of flavors without any single ingredient overwhelming the
others.

2. Identify the reason why balance needs to be considered.

Balance needs to be considered because it ensures that all flavors and textures in the
sandwich are well-distributed. If one ingredient dominates over the others, it can negatively
impact the overall taste experience, making the sandwich less enjoyable.

3. In your own words, briefly describe how Sarah made sure to have different colours in the
sandwiches she is prepared.

Sarah ensured different colors in the sandwiches by using a variety of ingredients such as
lettuce (green), tomato slices (red), vegan cheese (cream), and the toasted bread (brown).
Each layer contributed to the visual appeal of the sandwich, creating a vibrant and appetizing
appearance.

4. Identify the reason why sandwiches must have different colours.

Sandwiches must have different colors because visual appeal enhances the dining
experience. Colorful sandwiches not only look more appealing but also suggest freshness and
variety in ingredients. This visual diversity stimulates appetite and makes the dish more
attractive to guests, even before they take their first bite.

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 5. In your own words, briefly describe how Sarah achieved contrast in the sandwiches she
prepared.

Sarah achieved contrast in the sandwiches she prepared by combining ingredients that varied in
texture, flavor, and visual appeal. She layered crispy lettuce with a soft bean patty, added juicy
tomato slices with creamy vegan cheese, and placed these between toasted bread slices.
Additionally, she garnished with olives for a contrasting texture and flavor. This layering of different
textures and flavors created a dynamic and interesting sandwich experience.

6. Identify the reason why contrast needs to be considered in the sandwiches.

Contrast needs to be considered in sandwiches to enhance the overall dining experience. Visual
contrast makes the sandwich more attractive and appetizing, encouraging guests to enjoy their meal.
Textural contrast, such as combining crunchy lettuce with tender bean patties or creamy cheese,
provides a pleasing mouthfeel and keeps each bite interesting. Flavor contrast ensures that the
sandwich is not monotone but rather offers a variety of tastes that complement and balance each
other. Ultimately, contrast in sandwiches makes them more enjoyable, satisfying, and memorable for
diners.

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Activity 3: Store It Properly

Below are some of the environmental conditions you must consider when storing food items.
Identify at least one guideline you must follow for each environmental condition.

Environmental Condition Guidelines to Follow

Keep storage areas dry and ensure proper ventilation to

a. Humidity prevent mold and mildew growth. Use dehumidifiers if
necessary.

Store food items in dark or low-light conditions to

b. Light prevent degradation, especially for items sensitive to
light, such as oils and some vegetables.

Use airtight containers to protect food from

c. Packaging contaminants, moisture, and pests. Ensure packaging is
intact and appropriate for the type of food being stored.

Store food in designated storage areas away from

chemicals and cleaning supplies to prevent
d. Location
contamination. Ensure the storage area is clean and
organized.
Use food-grade containers that are clean and
free from damage. Label containers with the
e. Use of containers contents and date of storage to keep track of
shelf life.

Ensure adequate air circulation in storage areas to

f. Ventilation prevent the buildup of heat and moisture, which can
lead to spoilage.

Maintain appropriate temperatures for different types of

food. For example, keep refrigerated items below 5°C
g. Temperature (41°F) and frozen items at or below -18°C (0°F). Monitor
temperatures regularly to ensure consistency.

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Activity 4: Clean Conscientiously

Answer the questions below about what you must consider when cleaning your work area.

1. Identify at least two environmental considerations you must consider when cleaning your
work area.

a. Chemical Usage: Use environmentally friendly, biodegradable cleaning

products to reduce the impact on the environment. Avoid harsh chemicals
that can harm both the environment and your health.

b. Waste Disposal: Ensure proper disposal of waste materials. Recycle

whenever possible and follow local regulations for disposing of hazardous
waste to minimize environmental pollution.

2. Identify at least two cost reduction initiatives you must consider when cleaning your work
area.

a. Efficient Use of Supplies: Use cleaning supplies efficiently to avoid wastage.

Measure out cleaning products accurately and use the correct amount to
get the job done without excess.

b. Energy and Water Conservation: Turn off equipment and lights when not in
use, and use energy-efficient appliances. Minimize water usage by using
only what is necessary and fixing any leaks promptly to reduce water bills.

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 Well done!
Now that you have completed the activities in this workbook,
you are ready to take your assessments. Use your Learner
Assessment Pack for this unit.
Discuss with your trainer/assessor first to know the steps to
complete your assessment.
Good luck!

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 End of Document

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