<h2>Table of Contents</h2><p><a href="#_Toc114148017">Assessment Pack (UAP) – Cover Sheet. 3</a></p><p><a href="#_Toc114148018"><strong>Student and Trainer/Assessor Details</strong>. 3</a></p><p><a href="#_Toc114148019"><strong>Course and Unit Details</strong>. 3</a></p><p><a href="#_Toc114148020"><strong>Assessment Submission Method</strong>. 3</a></p><p><a href="#_Toc114148021"><strong>Student Declaration</strong>. 3</a></p><p><a href="#_Toc114148022"><strong>Assessment Plan</strong>. 4</a></p><p><a href="#_Toc114148023"><strong>Unit information pack</strong>. 4</a></p><p><a href="#_Toc114148024">UAT 1 – Unit Knowledge Test (UKT). 5</a></p><p><a href="#_Toc114148025"><strong>Pre-assessment checklist</strong>. 5</a></p><p><a href="#_Toc114148026"><strong>Purpose</strong>. 5</a></p><p><a href="#_Toc114148027"><strong>Information for students</strong>. 5</a></p><p><a href="#_Toc114148028"><strong>Reasonable adjustments</strong>. 5</a></p><p><a href="#_Toc114148029"><strong>Student declaration</strong>. 5</a></p><p><a href="#_Toc114148030"><strong>Assessment task instructions</strong>. 6</a></p><p><a href="#_Toc114148031">Unit Assessment Result Sheet (UARS). 37</a></p><p><a href="#_Toc114148032">UAT 2 – Unit Practical Demonstration. 39</a></p><p><a href="#_Toc114148033"><strong>Pre-assessment checklist</strong>. 39</a></p><p><a href="#_Toc114148034"><strong>Purpose</strong>. 39</a></p><p><a href="#_Toc114148035"><strong>Information for students</strong>. 39</a></p><p><a href="#_Toc114148036"><strong>Reasonable adjustments</strong>. 39</a></p><p><a href="#_Toc114148037"><strong>Student declaration</strong>. 39</a></p><p><a href="#_Toc114148038"><strong>Assessment task instructions</strong>. 40</a></p><p><a href="#_Toc114148039">Unit Assessment Result Sheet (UARS). 51</a></p><p> </p><figure class="table"><table><tbody><tr><td><p><strong>Purpose of unit Assessment Pack </strong></p><p>This document is for the student and provides all the assessment tasks which need to be completed to be deemed competent in this unit. The document also provides instructions and information to assist the student to complete each assessment task. Students must respond to all questions and submit the assessment to their Assessor.</p></td></tr><tr><td><p><strong>Copyright</strong></p><p>This document was developed by VET Resources©2021.</p><p>No part of this resources may be reproduced in any form or by any means, electronic or mechanical including photocopying or recording or by any information retrieval system without written permission from VET Resources. Legal action may be taken against any person who infringes their copyright through unauthorised copying. </p></td></tr></tbody></table></figure><h2><strong>Assessment Pack (UAP) – Cover Sheet</strong></h2><h2><strong>Student and Trainer/Assessor Details</strong></h2><figure class="table"><table><thead><tr><th><strong>Student ID</strong></th><th> </th></tr><tr><th><strong>Student name</strong></th><th> </th></tr><tr><th><strong>Trainer/Assessor name</strong></th><th> </th></tr></thead></table></figure><h2><strong>Course and Unit Details</strong></h2><figure class="table"><table><thead><tr><th><strong>Course code</strong></th><th> </th></tr><tr><th><strong>Course name</strong></th><th> </th></tr><tr><th><strong>Unit code</strong></th><th>SITHCCC040</th></tr><tr><th><strong>Unit name</strong></th><th>Prepare and serve cheese</th></tr></thead></table></figure><p> </p><h2><strong>Assessment Submission Method</strong></h2><figure class="table"><table><tbody><tr><td><p>☐ By hand to trainer/assessor</p><p> </p></td><td><p>☐ By email totrainer/assessor</p><p> </p></td><td>☐Online submission via Learning Management System (LMS)</td></tr><tr><td>☐ By Australia Post to RTO</td><td colspan="2"><p>☐ Any other method _________________________________________________</p><p> (Please mention here)</p><p> </p></td></tr></tbody></table></figure><h2><strong>Student Declaration</strong></h2><figure class="table"><table><tbody><tr><td><p>• I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice.</p><p>• I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material that I used in the production of the assessment pack;</p><p>• For the purposes of assessment, I give the Trainer/Assessor of this assessment the permission to:</p><p>o Reproduce this assessment and provide a copy to another member of staff; and</p><p>o Take steps to authenticate the assessment, including communicating a copy of this assessment to a checking service (which may retain a copy of the assessment on its database for future plagiarism checking).</p><p> </p><figure class="table"><table><tbody><tr><td>Student signature</td><td> </td><td>Date</td><td> </td></tr></tbody></table></figure><p> </p></td></tr></tbody></table></figure><p> </p><h2><strong>Assessment Plan</strong></h2><p>To demonstrate competence in this unit, the student must be assessed as satisfactory in each of the following assessment tasks.</p><figure class="table"><table><thead><tr><th><strong>Evidence recorded</strong></th><th colspan="3"><strong>Evidence Type/ Method of assessment</strong></th><th><strong>Sufficient evidence recorded/Outcome</strong></th></tr><tr><th><strong>Unit Assessment Task 1</strong></th><th colspan="3">Unit Knowledge Test (UKT)</th><th><p>S / NS (First Attempt)</p><p>S / NS (Second Attempt)</p></th></tr><tr><th><strong>Unit Assessment Task 2</strong></th><th colspan="3">Practical demonstration</th><th><p>S / NS (First Attempt)</p><p>S / NS (Second Attempt)</p></th></tr><tr><th rowspan="2"><strong>Final result</strong></th><th rowspan="2">C ☐ NYC ☐</th><th><strong>Date assessed</strong></th><th colspan="2"> </th></tr><tr><th><strong>Trainer/Assessor Signature</strong></th><th colspan="2"> </th></tr></thead><tbody><tr><td> </td><td> </td><td> </td><td> </td><td> </td></tr></tbody></table></figure><h2><strong>Unit information pack</strong></h2><figure class="table"><table><tbody><tr><td>The student and Trainer/Assessor must read and understand all the information in the unit information pack before completing the unit assessment pack.</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td> </td><td><h2><strong>UAT 1 – Unit Knowledge Test (UKT)</strong></h2></td></tr></tbody></table></figure><h2><strong>Pre-assessment checklist</strong></h2><h2><strong>Purpose</strong></h2><p>The pre-assessment checklist helps students determine if they are ready for assessment. The Trainer/Assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the Trainer/Assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.</p><h2><strong>Information for students</strong></h2><p>• Please make sure you have completed the necessary prior learning before attempting this assessment.</p><p>• Please make sure your Trainer/Assessor has clearly explained the assessment process and tasks to be completed.</p><p>• Please make sure you understand what evidence is required to be collected and how.</p><p>• Please make sure you know your rights and the complaints and appeal process.</p><p>• Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your Trainer/Assessor).</p><p>• Please make sure that you have access to a computer and the internet (if you prefer to type the answers).</p><p>• Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).</p><p>• Due date of this assessment task is according to your timetable.</p><p>• In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the Trainer/Assessor. </p><p>• Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.</p><p>• Request for an extension to submit your assessment work must be made before the due date of this assessment task.</p><h2><strong>Reasonable adjustments</strong></h2><p>• If student has requested a reasonable adjustment, then complete the reasonable adjustment form included in the unit information pack.</p><h2><strong>Student declaration</strong></h2><p>• I confirm that Trainer/Assessor has provided all the information related to the assessment task as included in the information for student section and I am ready for the assessment.</p><p> </p><figure class="table"><table><tbody><tr><td>Student signature</td><td> </td><td>Date</td><td> </td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td> </td><td><h2><strong> </strong></h2><h2><strong>Assessment task instructions</strong></h2></td></tr></tbody></table></figure><p><strong>Assessment type:</strong></p><p>• Written Questions</p><p> <strong>Instructions provided to the student:</strong></p><p><strong>Assessment task description: </strong></p><p>• This is the first (1) unit of assessment task that the student must successfully complete to be deemed competent in this unit of competency.</p><p>• The Unit Knowledge Test is comprised ofthirteen (13)written questions.</p><p>• Student must respond to all the questions and submit them to the Trainer/Assessor.</p><p>• Student must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task.</p><p>• Trainer/Assessor is required to provide feedback within two weeks and notify students when results are available.</p><p> <strong>Applicable conditions: </strong></p><p>• This knowledge test is untimed and is conducted as an open book test (this means student can refer to textbooks during the test).</p><p>• Student must read and respond to all questions.</p><p>• Student may handwrite/use computers to answer the questions.</p><p>• Student must complete the task independently.</p><p>• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.</p><p>• Trainer /Assessor must assess student’s written skills and knowledge as he/she completes this assessment task.</p><p>• The Trainer/Assessor may ask the student relevant questions on this assessment task to ensure that this is his/her own work.</p><p><strong>Resubmissions and reattempts: </strong></p><p>• Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.</p><p>• Student may speak to their Trainer/Assessor if the student has any difficulty in completing this task and requires a reasonable adjustment (e.g., can be given as an oral assessment).</p><p>• For more information, please refer to the RTO Student Handbook.</p><p><strong>Location:</strong></p><p>• This assessment task may be completed in (tick the relevant box):</p><p> </p><figure class="table"><table><tbody><tr><td>☐ Learning Management System</td><td>☐ Classroom</td></tr><tr><td>☐ Simulated learning environment</td><td>☐ Workplace</td></tr><tr><td colspan="2">Other: ____________________________________</td></tr></tbody></table></figure><p> </p><p> </p><p>• Trainer/Assessor will provide the student with further information regarding the location for completing this assessment task.</p><p> <strong>Purpose of the assessment</strong></p><p>The purpose of the assessment is to check knowledge relevant to the unit.</p><p><strong>Instructions for answering written questions:</strong></p><p>• Students must complete a written assessment consisting of a series of questions.</p><p>• It is expected from students to correctly answer all the questions.</p><p>• Answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills.</p><p>• Students must respond to all questions for this assessment in a concise manner, providing only information that is relevant.</p><p>• Student must use non-discriminatory language. The language should not devalue, demean, or exclude individuals or groups on the basis of such attributes including gender, disability, culture, race, religion, sexual preference, age and/or any other basis. Gender inclusive language should be used.</p><p>• Assessors must not accept responses/answers that have been copied directly from other sources materials.<br> </p><figure class="table"><table><tbody><tr><td> </td><td><p><strong> </strong></p><p><strong>Resources required to complete the assessment task:</strong></p></td></tr></tbody></table></figure><p><strong> </strong></p><p>• Access to learner guide and other learning materials.</p><p>• Computer</p><p>• Internet</p><p>• MS Word</p><p>• Printer or e-printer</p><p>• Unit Assessment Task</p><figure class="table"><table><tbody><tr><td rowspan="2">Question 1a: What is a standard recipe (1 to 2 sentences)? What are the five main uses of standard recipes?</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td> </td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td rowspan="2">Question 1b: Define cheese. Write briefly about the origin of cheese (80-100 words).</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question 1c: Write down the seven steps of cheese production, briefly explaining each step in 1-2 sentences.</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question 2a: What are the five types of milk used for cheese production, including soy? Give an example of 1 cheese for each instance.</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question 2b: What are speciality cheeses? Give two examples. (25-50 words)</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 2c: Identify the following cheeses from the pictures and match them correctly with their names, adding origin and milk used for production.</p><figure class="table"><table><tbody><tr><td><strong>CHEESE NAME</strong></td><td><strong>ORIGIN</strong></td><td><strong>TYPE</strong></td><td><strong>MILK USED</strong></td></tr><tr><td>1.</td><td> </td><td> </td><td> </td></tr><tr><td>2.</td><td> </td><td> </td><td> </td></tr><tr><td>3.</td><td> </td><td> </td><td> </td></tr><tr><td>4.</td><td> </td><td> </td><td> </td></tr><tr><td>5.</td><td> </td><td> </td><td> </td></tr><tr><td>6.</td><td> </td><td> </td><td> </td></tr><tr><td>7.</td><td> </td><td> </td><td> </td></tr><tr><td>8.</td><td> </td><td> </td><td> </td></tr><tr><td>9.</td><td> </td><td> </td><td> </td></tr><tr><td>10.</td><td> </td><td> </td><td> </td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><strong>Cheese</strong></td><td><strong>Names</strong></td></tr><tr><td>1. </td><td>Edam</td></tr><tr><td>2. </td><td>Parmesan</td></tr><tr><td>3. </td><td>Emmenthal</td></tr><tr><td>4. </td><td>Roquefort</td></tr><tr><td>5. </td><td>Stilton</td></tr><tr><td>6. </td><td>Camembert</td></tr><tr><td>7. </td><td>Manchego</td></tr><tr><td>8. </td><td>Mozzarella</td></tr><tr><td>9. </td><td>Cheddar</td></tr><tr><td>10 </td><td>Feta</td></tr></tbody></table></figure><p> </p></td><td colspan="2">Satisfactory response</td></tr><tr><td><p>1. Yes ☐</p><p>2. Yes ☐</p><p>3. Yes ☐</p><p>4. Yes ☐</p><p>5. Yes ☐</p><p>6. Yes ☐</p><p>7. Yes ☐</p><p>8. Yes ☐</p><p>9. Yes ☐</p><p>10. Yes ☐</p></td><td><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question 2d: Briefly explain the cultural significance of cheese. (50-80 words)</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 3a: For the cheeses identified above in question 2, please share their characteristics: (At least 2 each)</p><p>> Flavour</p><p>> Texture</p><figure class="table"><table><tbody><tr><td><strong>CHEESE</strong></td><td><strong>FLAVOUR</strong></td><td><strong>TEXTURE</strong></td></tr><tr><td>Edam</td><td> </td><td> </td></tr><tr><td>Parmesan</td><td> </td><td> </td></tr><tr><td>Emmenthal</td><td> </td><td> </td></tr><tr><td>Roquefort</td><td> </td><td> </td></tr><tr><td>Stilton</td><td> </td><td> </td></tr><tr><td>Camembert</td><td> </td><td> </td></tr><tr><td>Manchego</td><td> </td><td> </td></tr><tr><td>Mozzarella</td><td> </td><td> </td></tr><tr><td>Cheddar</td><td> </td><td> </td></tr><tr><td>Feta</td><td> </td><td> </td></tr></tbody></table></figure><p> </p></td><td colspan="2">Satisfactory response</td></tr><tr><td><p>1. Yes ☐</p><p>2. Yes ☐</p><p>3. Yes ☐</p><p>4. Yes ☐</p><p>5. Yes ☐</p><p>6. Yes ☐</p><p>7. Yes ☐</p><p>8. Yes ☐</p><p>9. Yes ☐</p><p>10. Yes ☐</p></td><td><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 3b: For each of the following cheese types, give two examples and list a few uses.</p><figure class="table"><table><tbody><tr><td><strong>CHEESE</strong></td><td><strong>EXAMPLE</strong></td><td><strong>USES(at least three)</strong></td></tr><tr><td>1. Cheddar</td><td> </td><td> </td></tr><tr><td>2. White Mould</td><td> </td><td> </td></tr><tr><td>3. Blue Mould</td><td> </td><td> </td></tr><tr><td>4. Washed Rind</td><td> </td><td> </td></tr><tr><td>5. Hard</td><td> </td><td> </td></tr><tr><td>6. Semi-Hard</td><td> </td><td> </td></tr><tr><td>7. Eye</td><td> </td><td> </td></tr><tr><td>8. Fresh</td><td> </td><td> </td></tr><tr><td>9. Stretched Curd</td><td> </td><td> </td></tr><tr><td>10. Cheddar</td><td> </td><td> </td></tr></tbody></table></figure><p> </p></td><td colspan="2">Satisfactory response</td></tr><tr><td><p>1. Yes ☐</p><p>2. Yes ☐</p><p>3. Yes ☐</p><p>4. Yes ☐</p><p>5. Yes ☐</p><p>6. Yes ☐</p><p>7. Yes ☐</p><p>8. Yes ☐</p><p>9. Yes ☐</p><p>10. Yes ☐</p></td><td><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 3c: Match the following cheeses with suitable accompaniments and garnishes.</p><figure class="table"><table><tbody><tr><td><strong>CHEESES</strong></td><td><strong>ACCOMPANIMENTS & GARNISHES</strong></td></tr><tr><td>Edam</td><td> </td></tr><tr><td>Parmesan</td><td> </td></tr><tr><td>Emmenthal</td><td> </td></tr><tr><td>Roquefort</td><td> </td></tr><tr><td>Stilton</td><td> </td></tr><tr><td>Camembert</td><td> </td></tr><tr><td>Manchego</td><td> </td></tr><tr><td>Mozzarella</td><td> </td></tr><tr><td>Cheddar</td><td> </td></tr><tr><td>Feta</td><td> </td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><strong>ACCOMPANIMENTS & GARNISHES</strong></td></tr><tr><td>1. Cantaloupe, pecans, baguette</td></tr><tr><td>2. Honey, almonds, marmalade</td></tr><tr><td>3. Cucumber, tomato, red onions</td></tr><tr><td>4. Prosciutto, balsamic vinegar, spiced quince, spiced nuts</td></tr><tr><td>5. Peaches, apricots, cherries, melons</td></tr><tr><td>6. Cherries, apples, walnuts, cashews, dill crackers</td></tr><tr><td>7. Apples, grapes, peaches, and pears</td></tr><tr><td>8. Honey, pecans, roasted red peppers, meat and fish, nut bread</td></tr><tr><td>9. Olive oil, tomatoes, basil, grilled vegetables</td></tr><tr><td>10. Honey, spiced apples, meat</td></tr></tbody></table></figure><p> </p></td><td colspan="2">Satisfactory response</td></tr><tr><td><p>1. Yes ☐</p><p>2. Yes ☐</p><p>3. Yes ☐</p><p>4. Yes ☐</p><p>5. Yes ☐</p><p>6. Yes ☐</p><p>7. Yes ☐</p><p>8. Yes ☐</p><p>9. Yes ☐</p><p>10. Yes ☐</p></td><td><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 4a</p><p>1. Define ‘garnish’ and give some examples.(30-50 words)</p><p>2. List 10 popular cheese accompaniments.</p></td><td colspan="2">Satisfactory response</td></tr><tr><td><p>1. Yes ☐</p><p>2. Yes ☐</p></td><td><p>No ☐</p><p>No ☐</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 4b: Choose any ten popular cheese accompaniments from above and fill the table below:</p><figure class="table"><table><tbody><tr><td><strong>Popular Accompaniments</strong></td><td><strong>Best paired with</strong></td></tr><tr><td><p><strong> </strong></p><p><strong> </strong></p></td><td> </td></tr><tr><td><p><strong> </strong></p><p><strong> </strong></p></td><td> </td></tr><tr><td><p><strong> </strong></p><p><strong> </strong></p></td><td> </td></tr><tr><td><p><strong> </strong></p><p><strong> </strong></p></td><td> </td></tr><tr><td><p><strong> </strong></p><p><strong> </strong></p></td><td> </td></tr></tbody></table></figure><p> </p></td><td colspan="2">Satisfactory response</td></tr><tr><td><p>Yes ☐</p><p> </p></td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 4c: Describe the purposes of the following accompaniments:</p><figure class="table"><table><tbody><tr><td><strong>Accompaniments</strong></td><td><strong>Purpose (one to two sentences)</strong></td></tr><tr><td>Dried fruits:</td><td> </td></tr><tr><td>Fresh fruits</td><td> </td></tr><tr><td>Sauces</td><td> </td></tr><tr><td>Crackers</td><td> </td></tr><tr><td>Bread</td><td> </td></tr></tbody></table></figure><p> </p></td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 5: Below are examples of some commonly used food labels in the hospitality industry. Please explain the below terms (30 to 50 words).</p><p>1. Best before:</p><p> </p><p>2. Use by:</p><p> </p><p>3.Use first:</p><p> </p><p>4. What is ‘FIFO’, and why do you use stock rotation in the Food Service? (30 to 50 words)</p></td><td colspan="2">Satisfactory response</td></tr><tr><td><p>1. Yes ☐</p><p>2. Yes ☐</p><p>3. Yes ☐</p><p>4. Yes ☐</p></td><td><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 6a: Concerning cheese service, fill in the blanks and complete the following sentences.</p><figure class="table"><table><tbody><tr><td>maintain</td><td>shape</td><td>crowd</td><td>damp</td></tr><tr><td>pre-cutting</td><td>knife</td><td>60</td><td>dry</td></tr></tbody></table></figure><p> </p><p>1. Remove most cheeses from the refrigerator at least ____________ minutes before serving to allow them to come to room temperature.</p><p>2. Cover loosely with a ____________ tea towel or plastic wrap until serving time.</p><p>3. It is better to keep pieces of cheese whole because ____________ it into cubes causes it to ____________ out sooner.</p><p>4. It is important to prepare and cut slices or wedges of the cheese in such a way as to ____________ the ____________ of the original wedge.</p><p>5. Use a different ____________ for every cheese.</p><p>6. Do not ____________ the cheese board. Placing too many cheeses on a cheese board makes them hard to cut.</p></td><td colspan="2">Satisfactory response</td></tr><tr><td><p>1. Yes ☐</p><p>2. Yes ☐</p><p>3. Yes ☐</p><p>4. Yes ☐</p><p>5. Yes ☐</p><p>6. Yes ☐</p></td><td><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 6b: In the below-provided table, mention one dish that may be served as a cheese dish</p><figure class="table"><table><tbody><tr><td><strong>Contexts in which cheeses are served</strong></td><td><strong>Example of a dish</strong></td></tr><tr><td>As appetisers</td><td> </td></tr><tr><td>As entrees</td><td> </td></tr><tr><td>As a cheese course</td><td> </td></tr><tr><td>As part of the dessert course</td><td> </td></tr><tr><td>As cheese tastings</td><td> </td></tr><tr><td>As a standalone meal</td><td> </td></tr><tr><td>Buffet</td><td> </td></tr></tbody></table></figure><p> </p></td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question 7a: "Minimise waste to maximise the profitability of cheese prepared ". Concerning the statement above, list five ways to reduce cheese waste in restaurants.</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 7b: Correct storage is vital in ensuring cheese is at its optimum serving condition.</p><p>Match the following cheese types with the correct storage method and cheese type.</p><figure class="table"><table><tbody><tr><td><strong>Cheese Type</strong></td><td><strong>Storage Tips</strong></td><td><strong>Cheese Type</strong></td></tr><tr><td>FETA</td><td>a. Store chilled in a coolroom wrapped in plastic wrap for several weeks. Avoid air contact as this will cause the surface to dry and crack.</td><td>Eye cheese</td></tr><tr><td>BOCCONCINI</td><td>b. As it ages, the smell will change. A strong ammonia smell means cheese is too old.</td><td>Fresh Unripened cheese</td></tr><tr><td>CAMEMBERT</td><td>c. Keep chilled in water for up to 1 week if fresh.</td><td>Blue Cheese</td></tr><tr><td>TALEGGIO</td><td>d. It can be stored for long periods due to low moisture content. If stored properly, it can last for 12 months.</td><td>Stretched curd </td></tr><tr><td>CHEDDAR</td><td>e. Must be kept/stored in the brine when purchased in a refrigerator between 0-5 C.</td><td>Hard Cheese</td></tr><tr><td>EMMENTAL</td><td>f. Keep in the original wrapping until ripened (soft in the centre) for up to 4 weeks.</td><td>White mould cheese</td></tr><tr><td>GORGONZOLA</td><td>g. Store chilled in original wrapper for up to 4 weeks. Only store for two weeks with a foil against the cut surface when cutting.</td><td>Washed Rind Cheese</td></tr><tr><td>PARMESAN</td><td>h. Stored chilled will keep for several months if not cut.</td><td>Cheddar style cheese</td></tr></tbody></table></figure><p> </p></td><td colspan="2">Satisfactory response</td></tr><tr><td><p>Yes ☐</p><p> </p></td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 7c: Fill in the following statements related to the safe storage of cheese:</p><figure class="table"><table><tbody><tr><td>foil</td><td>maturation</td><td>washed-rind</td><td>stacking</td></tr><tr><td>4-6</td><td>wax-paper</td><td>harder</td><td>react</td></tr><tr><td>longer</td><td>cover</td><td>wrapper</td><td>blue-mould</td></tr></tbody></table></figure><p> </p><p>1. Generally, always store cheese wrapped in its original ____________.</p><p>2. Use ____________if the original wrapper is unavailable, allowing the cheese to breathe.</p><p>3. Avoid using ____________ for wrapping blue cheese for more than two weeks, as it will ____________ with the cheese.</p><p>4. As a general rule, the ____________the cheese, the ____________ its shelf life.</p><p>5. Store ____________and ____________cheeses separately from other foods.</p><p>6. Cheeses should be stored in the refrigerator at temperatures between ____________C.</p><p>7. Only ____________ the cut surface of the cheese to enable the natural rind to breathe.</p><p>8. When cheeses are removed from their original packaging, avoid ____________ them on top of one another as it damages the rind, misshapes the cheeses, and hinders further ____________.</p></td><td colspan="2">Satisfactory response</td></tr><tr><td><p>1. Yes ☐</p><p>2. Yes ☐</p><p>3. Yes ☐</p><p>4. Yes ☐</p><p>5. Yes ☐</p><p>6. Yes ☐</p><p>7. Yes ☐</p><p>8. Yes ☐</p></td><td><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 7d: Concerning maintaining good Hygiene Standards when handling cheese, match the following to complete the statements below:</p><figure class="table"><table><tbody><tr><td><strong>Column 1</strong></td><td><strong>Answer</strong></td><td><strong>Column 2</strong></td></tr><tr><td>Every time the cheese is cut</td><td> </td><td>1. utensils should be clean.</td></tr><tr><td>Every time cheese is handled</td><td> </td><td>2. and change them after handling every cheese.</td></tr><tr><td>Every time cheese is cut,</td><td> </td><td>3. a fresh piece of plastic wrap should be used to seal the cheese from outside contamination.</td></tr><tr><td>Wear food handling gloves</td><td> </td><td>4. handlers should have 'clean' hands.</td></tr></tbody></table></figure><p> </p></td><td colspan="2">Satisfactory response</td></tr><tr><td><p>Yes ☐</p><p> </p></td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 8a:</p><p>1. What are the three ‘golden principles’ for cheese serving?</p><p>2. Why should cheese be served at room temperature? How can you bring cheese to room temperature? (80-100 words)</p></td><td colspan="2">Satisfactory response</td></tr><tr><td><p>1. Yes ☐</p><p>2. Yes ☐</p></td><td><p>No ☐</p><p>No ☐</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question 8b: What is the degree of ripeness in cheese? What are its effects on the taste of cheese? (50-80 words)</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 9a: Using the numbers, arrange the steps used to safely clean the kitchen equipment and premises according to food safety standards.</p><figure class="table"><table><tbody><tr><td><strong>Steps</strong></td><td><strong>Correct order</strong></td></tr><tr><td>1. Sanitise all areas with sanitiser spray and leave to air dry.</td><td> </td></tr><tr><td>2. Empty reach-in coolers and wash and sanitise them</td><td> </td></tr><tr><td>3. Clean sinks and faucets</td><td> </td></tr><tr><td>4. Clean the ovens. Be sure to follow the manufacturer's instructions.</td><td> </td></tr><tr><td>5. Oil cast iron cookware</td><td> </td></tr><tr><td>6. Clean freezers</td><td> </td></tr><tr><td>7. Empty and sanitise the ice machine</td><td> </td></tr><tr><td>8. Wash walls and ceilings</td><td> </td></tr><tr><td>9. Wipe down the dry storage area </td><td> </td></tr><tr><td>10. Wash behind the hotline (oven, stove, fryers) to reduce grease build-up, a major fire hazard.</td><td> </td></tr></tbody></table></figure><p> </p></td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question 9b: What are the three basic steps of cleaning the work area in a kitchen?</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question 9c: What is the difference between cleaning and sanitising? (30-50 words)</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 10a: Identify the following cheese knives below and list their uses:</p><p> </p><p>1. 2. 3. </p><p> </p><p>4. 5. 6.</p><figure class="table"><table><tbody><tr><td><strong>Cheese knife name</strong></td><td><strong>Use</strong></td></tr><tr><td>1.</td><td> </td></tr><tr><td>2.</td><td> </td></tr><tr><td>3.</td><td> </td></tr><tr><td>4.</td><td> </td></tr><tr><td>5.</td><td> </td></tr><tr><td>6.</td><td> </td></tr></tbody></table></figure><p> </p></td><td colspan="2">Satisfactory response</td></tr><tr><td><p>1. Yes ☐</p><p>2. Yes ☐</p><p>3. Yes ☐</p><p>4. Yes ☐</p><p>5. Yes ☐</p><p>6. Yes ☐</p></td><td><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 10b: Identify the cooking methods below. Add the equipment required for each one.</p><figure class="table"><table><tbody><tr><td><strong>Pictures</strong></td><td><strong>Cooking Method</strong></td><td><strong>Equipment used</strong></td></tr><tr><td>1. </td><td> </td><td> </td></tr><tr><td>2. </td><td> </td><td> </td></tr><tr><td>3. </td><td> </td><td> </td></tr><tr><td>4. </td><td> </td><td> </td></tr><tr><td>5. </td><td> </td><td> </td></tr><tr><td>6. </td><td> </td><td> </td></tr><tr><td>7. </td><td> </td><td> </td></tr><tr><td>8. </td><td> </td><td> </td></tr></tbody></table></figure><p> </p></td><td colspan="2">Satisfactory response</td></tr><tr><td><p>1. Yes ☐</p><p>2. Yes ☐</p><p>3. Yes ☐</p><p>4. Yes ☐</p><p>5. Yes ☐</p><p>6. Yes ☐</p><p>7. Yes ☐</p><p>8. Yes ☐</p></td><td><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 10c: Identify the following items of kitchen equipment below and write their uses:</p><figure class="table"><table><tbody><tr><td>Blender</td><td>Garlic press</td><td>Meat cleaver</td><td>Rolling pin</td></tr><tr><td>Can opener</td><td>Grater</td><td>Mixer</td><td>Spatula</td></tr><tr><td>Corkscrew</td><td>Ladle</td><td>Mixing bowl</td><td>Strainer</td></tr><tr><td>Colander</td><td>Measuring cup</td><td>Potato masher</td><td>Tongs</td></tr><tr><td>Frying pan</td><td>Measuring spoons</td><td>Roasting pan</td><td>Whisk</td></tr></tbody></table></figure><p> </p><p> </p><figure class="table"><table><tbody><tr><td><strong>Equipment</strong></td><td><strong>Use</strong></td><td><strong>Equipment</strong></td><td><strong>Use</strong></td></tr><tr><td>a.</td><td> </td><td>k.</td><td> </td></tr><tr><td>b.</td><td> </td><td>l.</td><td> </td></tr><tr><td>c.</td><td> </td><td>m.</td><td> </td></tr><tr><td>d.</td><td> </td><td>n.</td><td> </td></tr><tr><td>e.</td><td> </td><td>o.</td><td> </td></tr><tr><td>f.</td><td> </td><td>p.</td><td> </td></tr><tr><td>g.</td><td> </td><td>q.</td><td> </td></tr><tr><td>h.</td><td> </td><td>r.</td><td> </td></tr><tr><td>i.</td><td> </td><td>s.</td><td> </td></tr><tr><td>j.</td><td> </td><td>t.</td><td> </td></tr></tbody></table></figure><p> </p></td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 10d: In one to two sentences, briefly explain the following cookery methods and add ingredients using those methods.</p><figure class="table"><table><tbody><tr><td><strong>Preparation method</strong></td><td><strong>Explanation</strong></td><td><strong>Ingredients</strong></td></tr><tr><td>1. Boiling</td><td> </td><td> </td></tr><tr><td>2. Frying</td><td> </td><td> </td></tr><tr><td>3. Scrambling</td><td> </td><td> </td></tr><tr><td>4. Poaching</td><td> </td><td> </td></tr><tr><td>5. Roasting</td><td> </td><td> </td></tr><tr><td>6. Baking</td><td> </td><td> </td></tr></tbody></table></figure><p> </p></td><td colspan="2">Satisfactory response</td></tr><tr><td><p>1. Yes ☐</p><p>2. Yes ☐</p><p>3. Yes ☐</p><p>4. Yes ☐</p><p>5. Yes ☐</p><p>6. Yes ☐</p></td><td><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question 11a: What are five different types of service ware to present cheeses? Include a minimum of one example for each.</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question 11b: Cheese dishes should be presented attractively on appropriate service ware. List 10 points to consider when presenting cheese dishes in an appetising and attractive manner.</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 11c: To ensure the plated dish is well presented and attractive with a good visual appeal, we need to evaluate the dish and adjust the presentation before serving it to our customers. In this context, match the following checks with their adjustments.</p><figure class="table"><table><tbody><tr><td><strong>Checks</strong></td><td><strong>Answer</strong></td><td><strong>Adjustments</strong></td></tr><tr><td>1. Sauces and dips: Check if the correct sauces and dips are being served.</td><td> </td><td>a. Wipe the edges with a clean cloth or tissue with vinegar</td></tr><tr><td>2. Garnish: Check if the garnish is correct, visually appealing, the right size and fresh.</td><td> </td><td>b. Add seasoning if required. Remake if not acceptable.</td></tr><tr><td>3. Drips and spills: Check service ware for any drips and spills.</td><td> </td><td>c. Change the ingredients to add more colour or a more colourful garnish.</td></tr><tr><td>4. Visual appeal: Check if the dish has good eye appeal and looks colourful and attractive.</td><td> </td><td>d. Check standard recipe and change if necessary</td></tr><tr><td>5. Taste: Taste the dish before service. Check if the seasoning is appropriate.</td><td> </td><td>e. Replate, if necessary, on correct service ware.</td></tr><tr><td>6. Service-ware: Check if service ware is clean and of the correct size. Not too big or too small.</td><td> </td><td>f. Check standard recipe and change if required. Change the garnish if too big or small or not fresh.</td></tr></tbody></table></figure><p> </p></td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question 11d: List eight considerations when adjusting cheese presentation to maintain hygiene and visual appeal.</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 12: Answer the following questions</p><p>Question 12a. Explain the term ‘mis en place’. (1 to 2 sentences)</p></td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question 12b. What are the five benefits of Mis en place, or sorting and assembling ingredients?</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 12c: Select the correct tool below to measure the following ingredients.</p><p>Measuring cups / Measuring spoons / Measuring jugs / Digital Weighing Scales</p><figure class="table"><table><tbody><tr><td><strong>Ingredients</strong></td><td><strong>Tools</strong></td></tr><tr><td>1. Rice</td><td> </td></tr><tr><td>2. Salt</td><td> </td></tr><tr><td>3. Oil</td><td> </td></tr><tr><td>4. Cottage cheese</td><td> </td></tr><tr><td>5. Grated cheddar cheese</td><td> </td></tr></tbody></table></figure><p> </p></td><td colspan="2">Satisfactory response</td></tr><tr><td><p>1. Yes ☐</p><p>2. Yes ☐</p><p>3. Yes ☐</p><p>4. Yes ☐</p><p>5. Yes ☐</p></td><td><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question 13a. What is a portion size? List five considerations based on which we can determine the size of cheese portions. (max 100 words)</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 13b. Fill in the blanks to complete the following statements concerning cheese serve portions:</p><p>1. As appetisers, serve ______ gm cheese per person.</p><p>2. As entrees, serve ______ gm cheese gm per person.</p><p>3. As a cheese course, serve ______ gm per cheese person (3 kinds).</p><p>4. The dessert course serves ______ gm of cheese per person.</p><p>5. As cheese tastings, serve ______ gm of cheese per person.</p><p>6. As a standalone meal, serve ______gm cheese per person.</p><p>7. In buffets, cheese platter sizes can vary, but a good starting point is around______ gm of cheese.</p></td><td colspan="2">Satisfactory response</td></tr><tr><td><p>1. Yes ☐</p><p>2. Yes ☐</p><p>3. Yes ☐</p><p>4. Yes ☐</p><p>5. Yes ☐</p><p>6. Yes ☐</p><p>7. Yes ☐</p></td><td><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p><p>No ☐</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td colspan="2"> </td><td colspan="2"><h2><strong>Unit Assessment Result Sheet (UARS)</strong></h2></td><td> </td></tr><tr><td> </td><td colspan="2"><strong>Outcome of Unit Assessment Task (UAT)</strong></td><td colspan="2"><figure class="table"><table><tbody><tr><td><strong>First attempt:</strong></td></tr></tbody></table></figure><p> </p><p>Outcome (please make sure to tick the correct checkbox): </p><p>Satisfactory (S) ☐ or Not Satisfactory (NS) ☐</p><p> </p><p>Date: _______(day)/ _______(month)/ ____________(year)</p><figure class="table"><table><tbody><tr><td><strong>Second attempt:</strong></td></tr></tbody></table></figure><p> </p><p>Outcome (please make sure to tick the correct checkbox): </p><p>Satisfactory (S) ☐ or Not Satisfactory (NS) ☐</p><p>Date: _______(day)/ _______(month)/ ____________(year)</p></td></tr><tr><td> </td><td colspan="2"><strong>Feedback to Student</strong></td><td colspan="2"><figure class="table"><table><tbody><tr><td><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image001.png" alt="*" width="12" height="12"> <strong>First attempt:</strong></td></tr></tbody></table></figure><p> </p><p> </p><p> </p><p> </p><figure class="table"><table><tbody><tr><td><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image001.png" alt="*" width="12" height="12"> <strong>Second attempt:</strong></td></tr></tbody></table></figure><p> </p><p> </p><p> </p></td></tr><tr><td> </td><td colspan="2"><strong>Student Declaration</strong></td><td colspan="2"><p>· I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.</p><p>· I have kept a copy of all relevant notes and reference material that I used as part of my submission.</p><p>· I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own.</p><p>· I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.</p><p>· All appeal options have been explained to me.</p></td></tr><tr><td> </td><td colspan="2"><strong>Student Signature</strong></td><td colspan="2"> </td></tr><tr><td> </td><td colspan="2"><strong>Date</strong></td><td colspan="2"> </td></tr><tr><td> </td><td colspan="2"><strong>Trainer/Assessor Name</strong></td><td colspan="2"> </td></tr><tr><td> </td><td colspan="2"><strong>Trainer/Assessor Declaration</strong></td><td colspan="2"><p>I hold:</p><p>þ Vocational competencies at least to the level being delivered</p><p>þ Current relevant industry skills</p><p>þ Current knowledge and skills in VET, <i>and undertake</i></p><p>þ Ongoing professional development in VET</p><p><i>I declare that I have conducted an assessment of this candidate’s submission. The assessment tasks were deemed current, sufficient, valid, and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above-named candidate.</i></p></td></tr><tr><td> </td><td colspan="2"><strong>Trainer/Assessor Signature</strong></td><td colspan="2"> </td></tr><tr><td> </td><td colspan="2"><strong>Date</strong></td><td colspan="2"> </td></tr><tr><td> </td><td colspan="2"><strong>Office Use Only</strong></td><td colspan="2"><p>Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date)</p><p>by (insert Name) __________________________________</p></td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td> </td><td><h2><strong>UAT 2 – Unit Practical Demonstration</strong></h2></td></tr></tbody></table></figure><h2><strong>Pre-assessment checklist</strong></h2><h2><strong>Purpose</strong></h2><p>The pre-assessment checklist helps students determine if they are ready for assessment. The Trainer/Assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the Trainer/Assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.</p><h2><strong>Information for students</strong></h2><p>• Please make sure you have completed the necessary prior learning before attempting this assessment.</p><p>• Please make sure your Trainer/Assessor has clearly explained the assessment process and tasks to be completed.</p><p>• Please make sure you understand what evidence is required to be collected and how.</p><p>• Please make sure you know your rights and the complaints and appeal process.</p><p>• Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your Trainer/Assessor).</p><p>• Please make sure that you have access to a computer and the internet (if you prefer to type the answers).</p><p>• Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).</p><p>• Due date of this assessment task is according to your timetable.</p><p>• In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the Trainer/Assessor. </p><p>• Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.</p><p>• Request for an extension to submit your assessment work must be made before the due date of this assessment task.</p><h2><strong>Reasonable adjustments</strong></h2><p>• If a student requires a reasonable adjustment, then complete the reasonable adjustment form included in the unit information pack.</p><h2><strong>Student declaration</strong></h2><p>• I confirm that the Trainer/Assessor has provided all the information related to the assessment task as included in the information for student section and I am ready for the assessment.</p><p> </p><figure class="table"><table><tbody><tr><td>Student signature</td><td> </td><td>Date</td><td> </td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td> </td><td><h2><strong> </strong></h2><h2><strong>Assessment task instructions</strong></h2></td></tr></tbody></table></figure><p><strong>Assessment type:</strong></p><p>· Practical Demonstration</p><p><strong>Instructions provided to the student:</strong></p><p><strong>Assessment task description: </strong></p><p>• This is the second (2) unit assessment task that student has to successfully complete to be deemed competent in this unit of competency.</p><p>• The student is required to complete one activity.</p><p>o Activity 1: Produce Cheese dishes</p><p>• The student must attempt all criteria to the required level, e.g., Assessment criteria mentioned in the performance checklist to be deemed satisfactory in this task.</p><p><strong>Applicable conditions: </strong></p><p>• All activities are timed.</p><p>• The student must complete the task independently.</p><p>• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.</p><p>• Trainer /Assessor must assess student’s practical skills, technique, and knowledge as he/she completes this assessment task.</p><p>• The Trainer/Assessor may ask the student relevant questions on this assessment task to ensure that this is his/her own work.</p><p><strong>Resubmissions and reattempts:</strong></p><p>• Where a student’s performance is deemed not satisfactory after the first attempt, a resubmission attempt will be allowed. Assessor must note any such submissions.</p><p>• Student may speak to their Trainer/Assessor if the student has any difficulty in completing this task and requires a reasonable adjustment (e.g., can be given as an oral assessment).</p><p>• For more information, please refer to the RTO Student Handbook.</p><p><strong>Location:</strong></p><p>• This assessment task may be completed in (tick the relevant box):</p><p> </p><figure class="table"><table><tbody><tr><td>☐ Learning Management System</td><td>☐ Classroom</td></tr><tr><td>☐ Simulated learning environment</td><td>☐ Workplace</td></tr><tr><td colspan="2">Other: ____________________________________</td></tr></tbody></table></figure><p><strong>Purpose of the assessment:</strong></p><p>• Purpose of this Practical Demonstration is to check skills and knowledge related to performance criteria and performance evidence of the unit.</p><p><strong>General Instructions for attempting the Practical Demonstration:</strong></p><p>• Student must complete all the activities of this assessment task.</p><p>• Answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills.</p><p>• The student must complete all the provided templates (if any).</p><p><br> </p><p>• </p><figure class="table"><table><tbody><tr><td> </td><td><p><strong> </strong></p><p><strong>Resources required to complete the assessment task:</strong></p></td></tr></tbody></table></figure><p><strong> </strong></p><p>• Computer</p><p>• Internet</p><p>• MS Word</p><figure class="table"><table><tbody><tr><td><p>Skills must be demonstrated in an operational commercial kitchen. This can be:</p><p>• an industry workplace; or</p><p>• a simulated industry environment, such as an industry-realistic training kitchen servicing customers.</p><p>Assessment must ensure access to:</p><p>• fixtures and large equipment:</p><p>• commercial:</p><p>• blender</p><p>• food processor</p><p>• commercial grade work benches (1.5 m per person)</p><p>• commercial oven with trays (one per two persons)</p><p>• commercial refrigeration facilities</p><p>• sink</p><p>• gas, electric or induction stove top (two burners per person)</p><p>• storage facilities</p><p>• small equipment:</p><p>• baking sheets and trays</p><p>• containers for hot and cold food</p><p>• cutting boards</p><p>• knife sharpening equipment:</p><p>o sharpening steel</p><p>o sharpening stone</p><p>• knives:</p><p>o cheese knife</p><p>o chef's knife</p><p>o utility knife</p><p>• measures:</p><p>o measuring jugs</p><p>o measuring spoons</p><p>o portion control scoops</p><p>• pots and pans for small and large production</p><p>• service-ware:</p><p>o crockery</p><p>o cutlery and serving utensils</p><p>• scales</p><p>• food safe gloves</p><p>• cleaning materials and equipment:</p><p>o cleaning cloths</p><p>o commercial cleaning and sanitising agents and chemicals for cleaning commercial kitchens, equipment and food storage areas</p><p>o dustpans and brooms</p><p>o garbage bins and bags</p><p>o hand towel dispenser and hand towels</p><p>o mops and buckets</p><p>o separate hand basin and soap for hand washing</p><p>o sponges, brushes and scourers</p><p>o tea towels</p><p>• organisational specifications:</p><p>o current commercial stock control procedures and documentation for ordering, monitoring and maintaining stock</p><p>o mise en place lists</p><p>o food safety plans</p><p>o guidelines relating to food disposal, storage and presentation requirements</p><p>o safety data sheets (SDS) for cleaning agents and chemicals</p><p>• diverse and comprehensive range of cheeses, garnishes and accompaniments specified in the performance evidence.</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td colspan="2"><strong>Scenario:</strong></td></tr><tr><td colspan="2"><p><strong>Feast of Flavours story</strong></p><p>Feast of Flavours was begun when 3 school friends met for a drink, and the idea of opening a world-class restaurant was conceived with a little help from a bottle of Pinot Noir. After 3 years and innumerable ups and downs, Feast of Flavours was born.</p><p><strong>Objective</strong></p><p>The objective of a Feast of Flavours is to create a culinary experience that gives people the most delicious dining experience possible. At Feast of Flavours, customers will discover the flavours of the world and a variety of unique cultures. It is an amalgamation of cuisines from around the globe under one roof with an ambience designed to complement the culinary joy diners will feel. Feast of Flavours will delight patrons who enjoy exploring and experimenting with flavours.</p><p><strong>Menu options</strong></p><p>The Feast of Flavours menu ranges from a variety of local cuisines to ones from across the globe, carefully chosen to be a part of Breakfast, Lunch and Dinner. The restaurant ambience is beautifully crafted with soft lighting, artistic decorations, and elegant design. The menu has been fashioned by a Michelin 3-star chef and her team, including world-class chefs from across the world.</p><p>At Feast of Flavours, you can also find cocktails and beverages curated to give a unique experience with each slow slip.</p><p>A complete list of the menu options can be located at the Feast of Flavours simulated website.</p><p><strong>Meetings & Events</strong></p><p>Feast of Flavours is acknowledged as an industry leader delivering the best food service to its customers. The restaurant is also equipped to handle private or corporate events including team outings, birthday parties, or special celebrations. Customers can choose from the below options to book for their upcoming event.</p><p>· Family Table – seats 10 guests</p><p>· Community Table – seats up to 15-20 guests</p><p>· Private Dining Room – seats up to 25-30 guests</p><p>The restaurant is determined to cater for any customer within 2 minutes of their arrival and serve delicious food and drinks within 15 minutes of the order.</p><p>Feast of Flavours has 15 staff on Friday and Saturday, including 4 chefs, 3 Bar attendants, 3 support staff /kitchen hands, and 5 waitresses.</p><p>With the arrival of the footy season, the customer inflow has increased and created a busy environment.</p><p>Assume that you are working as a chef in charge in Feast of Flavours. You are required toprepare and serve cheese and cheese dishes</p><p>You are required to read and understand the given scenarios and policies and procedures to complete the activities below.</p></td></tr><tr><td><p> </p><p> </p><p> </p><p> </p></td><td><p><strong>Simulated Business Website</strong></p><p>The assessment tasks provided below use a simulated business website named Feast of Flavours. To access the website, you need to log in by using the below-provided link:</p><figure class="table"><table><tbody><tr><td> </td><td><p> </p><p><a href="http://feastofflavours.vetadvisorygroup.com/">http://feastofflavours.vetadvisorygroup.com/</a></p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><strong>Trainer notes: </strong>(The trainer will provide the login details to the students to access the website)</td></tr><tr><td><p><strong>Login details to access the Feast of Flavours website are as follow:</strong></p><p><strong>Username: FeastRTO</strong></p><p><strong>Password: Feast123</strong></p><p><strong>Trainer notes: </strong>(The trainer will also provide the simulated business website information document to students to assist them in accessing the website)</p></td></tr></tbody></table></figure><p> </p><p>Step 1: Navigate to the website and click “Login”.</p><p> </p><p>Step 2: Enter the username and password provided by your trainer.</p><p> </p><p>Your trainer will also provide you with the simulated business website information document that will help you to navigate through the website. You need to refer to the following policies and procedures to complete the provided activities:</p><p>· Food safety program</p><p>· Stock control and purchasing policy and procedure</p><p>· Guidelines relating to food disposal, storage and presentation requirements (refer to the food safety program)</p><p>· Safety data sheets (SDS) for cleaning agents and chemicals (Students can use the safety data sheets provided on the website or use the safety data sheets used by the RTO</p><p>· Equipment manufacturer instructions (Refer to website or use the manufacturer instructions provided by the RTO)</p><p>· Recipe book (attached as the additional document)</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td colspan="2"> </td><td colspan="2"><p><strong> </strong></p><p><strong>Activity 1: Produce Cheese dishes</strong></p></td><td> </td></tr><tr><td> </td><td colspan="2"><strong>Your task</strong></td><td colspan="2"><p><strong>Purpose</strong></p><p>This assessment will occur under workplace conditions or in a simulated workplace.</p><p>For this task, you will be required to prepare, produce, decorate, and present three varied cheese dishes, two portions each, for assessment.</p><p>Recipes are in the recipe booklet.</p><p><strong>Tasks to be performed</strong></p><p>Cheese dishes to be produced:</p><p>· Recipe 1 – Cheese Plate</p><p>· Recipe 2 – Cheddar Cheese Souffle - Cheese Dish (Hot)</p><p>· Recipe 3 – Insalata Caprese - Cheese Dish (Cold)</p><p>The prepared and served cheeses must include the following cheese types as specified in the recipe book:</p><p>· Cheddar</p><p>· White mould</p><p>· Blue mould</p><p>· Washed rind</p><p>· Hard</p><p>· Semi-hard</p><p>· Eye</p><p>· Fresh</p><p>· Stretched curd</p><p>Throughout this task, the following techniques and conditions for producing cheese dishes must be included:</p><p>· Read and confirm the cheese requirements from the recipe book</p><p>· Calculate ingredient amounts required from the recipe book.</p><p>· Identify and gather required cheeses and other ingredients.</p><p>· Choose, assemble, and clean, suitable equipment required.</p><p>· Sort, assemble, weigh and measure ingredients according to the recipe.</p><p>· Cook ingredients as per relevant cookery methods stated in the recipe.</p><p>· Prepare, select, and add accompaniments required for the dish.</p><p>· Assemble the dishes on appropriate service ware</p><p>· Evaluate and adjust the presentation as per trainers' feedback</p><p>· Serve two portions of each prepared dish within provided timelines</p><p>· One recipe must be modified and prepared for special customer requests as per the recipe book as directed by your trainer.</p><p>· Store the cheese as per the environmental conditions</p><p>· Clean the work area and dispose of or store surplus and re-usable by-products</p><p>· Follow organisational procedures, environmental considerations, and cost-reduction initiatives while preparing and storing the cheese.</p></td></tr><tr><td> </td><td colspan="2"><p><strong>You will be required to complete and/or attach.</strong></p><p><strong> </strong></p></td><td colspan="2"><p>Two portions of each recipe need to be prepared, and one portion of any one recipe to be prepared for special dietary requirements.</p><p>When submitting the completed assessment, the students must take a photo of the finished dish and attach it to the assessment checklist.</p><p>Once the product is ready, you will present it to the trainer. The trainer may suggest some improvements. You are to make changes to the presentation as per the trainers' suggestions.</p><p>Once the trainer approves the presentation, you must serve a portion of the product to the trainer.</p><p>Food safety practices should be followed when handling and storing cheese.</p><p>You will also need to cater to at least one special customer request as per the trainer request (trainer can refer to the recipe book). You must identify the ingredients that need to be substituted per the dietary requirement without compromising the product's quality.</p><p>When submitting the completed assessment, the students must take a photo of the finished dish and submit in the provided template</p><p>Student is also required to show the calculations for the ingredients calculated in the provided table of ingredients for recipe adjusted and submit it to your trainer/assessor</p></td></tr><tr><td> </td><td colspan="2"><strong>Timeframe</strong></td><td colspan="2">Your trainer will give you 8 hours to complete this activity. You may ask for additional time if required.</td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td></tr></tbody></table></figure><p><strong> </strong></p><figure class="table"><table><tbody><tr><td colspan="6"><strong>Template: Table of ingredients for recipe adjusted(calculations)</strong></td></tr><tr><td colspan="6"><p><strong>1 Kg = 1000 grams</strong></p><p><strong>1 Litre = 1000 millilitres</strong></p><p><strong>1 Gram = 0.001 kg</strong></p><p><strong>1 ml = 0.001 L</strong></p></td></tr><tr><td><strong>Ingredient</strong></td><td><strong>Unit</strong></td><td><strong>Weight</strong></td><td><strong>PCS</strong></td><td><strong>New amount(ltr/kg)</strong></td><td><strong>New amount (Ml/grams)</strong></td></tr><tr><td><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p></td><td> </td><td> </td><td> </td><td> </td><td> </td></tr></tbody></table></figure><p> <br> </p><figure class="table"><table><tbody><tr><td colspan="7"><strong>Performance criteria checklist for unit assessment task:</strong></td></tr><tr><td colspan="6"><strong>Trainer/ Assessor to complete</strong></td><td> </td></tr><tr><td colspan="2"><p><strong>PRODUCE CHEESE DISHES</strong></p><p><strong>Please comment on</strong></p></td><td><p><strong>Recipe 1</strong></p><p><strong>Cheese Plate</strong></p></td><td><p><strong>Recipe 2</strong></p><p><strong>Cheese Souffle</strong></p></td><td><p><strong>Recipe 3</strong></p><p><strong>Insalata Caprese</strong></p></td><td><strong>Trainer/Assessor Comments</strong></td><td> </td></tr><tr><td>1. Mise en Place</td><td><p>1.1 All food contact surfaces washed, rinsed, sanitised and air-dried</p><p>1.2 Selected and safely used tools & equipment of the correct size and shape as per the recipe card.</p></td><td><p>r Yes</p><p>r No</p></td><td><p>r Yes</p><p>r No</p></td><td><p>r Yes</p><p>r No</p></td><td> </td><td> </td></tr><tr><td>2. Ingredients</td><td><p>2.1 Read and confirmed cheese requirements from the recipe book</p><p>2.2 Collected ingredients from store and cooler as per the recipe card</p><p>2.3 Checked quality and freshness of cheese</p><p>2.4 Checked use by and best before dates</p><p>2.5 Followed FIFO while using ingredients from the store</p><p>2.6 Correctly weighed and measured ingredients as per the standard recipe</p><p>2.7 Organised ingredients for the production</p><p>2.8 Prepared cheeses using each of the following cheese types with suitable garnishes and accompaniments:</p><p>• cheddar</p><p>• white mould</p><p>• blue mould</p><p>• washed rind</p><p>• hard</p><p>• semi-hard</p><p>• eye</p><p>• fresh</p><p>• stretched curd</p></td><td><p>r Yes</p><p>r No</p></td><td><p>r Yes</p><p>r No</p></td><td><p>r Yes</p><p>r No</p></td><td> </td><td> </td></tr><tr><td>3. Benchwork</td><td><p>3.1 Clear of clutter</p><p>3.2 Avoiding cross-contamination</p></td><td><p>r Yes</p><p>r No</p></td><td><p>r Yes</p><p>r No</p></td><td><p>r Yes</p><p>r No</p></td><td> </td><td> </td></tr><tr><td>4. Workflow</td><td><p>4.1 Logical</p><p>4.2 Sequential</p><p>4.3 Timing</p></td><td><p>r Yes</p><p>r No</p></td><td><p>r Yes</p><p>r No</p></td><td><p>r Yes</p><p>r No</p></td><td> </td><td> </td></tr><tr><td>5. Safety</td><td><p>5.1 Bench is stable</p><p>5.2 Stoves have guards</p><p>5.3 Selected, assembled, and used various tools and equipment per the manufacturer's instructions.</p><p>5.4 Wearing complete uniform with safety shoes, apron and cap.</p><p>5.5 Demonstrating proper lifting techniques</p><p>5.6 Demonstrating proper safe handling and usage of knives and other equipment.</p><p>5.7 Speed, timing, and productivity are appropriate without compromising on safety</p><p>5.8 Following food safety practices and procedures when handling and storing cheese</p></td><td><p>r Yes</p><p>r No</p><p><strong> </strong></p></td><td><p>r Yes</p><p>r No</p><p><strong> </strong></p></td><td><p>r Yes</p><p>r No</p><p><strong> </strong></p></td><td> </td><td> </td></tr><tr><td>6. Hygiene</td><td><p>6.1 Personal hygiene is always maintained</p><p>6.2 Uniform is clean</p></td><td><p>r Yes</p><p>r No</p></td><td><p>r Yes</p><p>r No</p></td><td><p>r Yes</p><p>r No</p></td><td> </td><td> </td></tr><tr><td>7.Preparation Technique</td><td><p>7.1 Accessed modified recipe (instructions / task information / requirements)</p><p>7.2 Appropriate equipment selected for each task (size and type)</p><p>7.3 Checked equipment for cleanliness and availability</p><p>7.4 Select appropriate ingredients and preparation techniques to optimise nutritional quality of dishes.</p><p>7.5 Weighed and measured ingredients for two portions as per the recipe</p><p>7.6 Cleaned and cut ingredients for two portions as per quality standards</p><p>7.7 Minimised wastage</p><p>7.8 Identified and gathered appropriate ingredients as per the production sequence</p></td><td><p>r Yes</p><p>r No</p><p><strong> </strong></p></td><td><p>r Yes</p><p>r No</p><p><strong> </strong></p></td><td><p>r Yes</p><p>r No</p><p><strong> </strong></p></td><td> </td><td> </td></tr><tr><td rowspan="3">8.Cooking Technique</td><td><p>8.1 Cooking</p><p>8.1.1 The student used the correct cooking method and technique for relevant ingredients</p><p>8.1.2 Cooked ingredients to recommended internal temperature.</p></td><td><p>r Yes</p><p>r No</p><p><strong> </strong></p></td><td><p>r Yes</p><p>r No</p><p><strong> </strong></p></td><td><p>r Yes</p><p>r No</p><p><strong> </strong></p></td><td> </td><td> </td></tr><tr><td><p>8.2 Preparing accompaniments and garnishes</p><p>8.2.1 Student prepared accompaniments and garnishes as per the standard recipe.</p></td><td><p>r Yes</p><p>r No</p><p> </p></td><td><p>r Yes</p><p>r No</p><p><strong> </strong></p></td><td><p>r Yes</p><p>r No</p><p><strong> </strong></p></td><td> </td><td> </td></tr><tr><td><p>8.3 Quality Control</p><p>8.3.1 Checked taste, texture, and temperature of dishes per quality standards</p><p>8.3.2 Portioned correctly as per standard recipe</p><p>8.3.3 Visually evaluated dish and adjusted presentation as required.</p></td><td><p>r Yes</p><p>r No</p></td><td><p>r Yes</p><p>r No</p></td><td><p>r Yes</p><p>r No</p></td><td> </td><td> </td></tr><tr><td><p>· </p><p>· 9. Presenting</p></td><td><p>9.1 Selected appropriate service ware to present dish as per organisational standards</p><p>9.2 Presented the dish attractively using creativity</p><p>9.3 Added garnish to enhance the dish's presentation as per the standard recipe.</p></td><td><p>r Yes</p><p>r No</p></td><td><p>r Yes</p><p>r No</p></td><td><p>r Yes</p><p>r No</p></td><td> </td><td> </td></tr><tr><td>10.Finished Product</td><td><p>· 10.1 Saleable product</p><p>· 10.2 Adjusted final presentation (as per trainer feedback)</p><p>· 10.3 Quality & taste approved by the trainer</p><p>· 10.4 Correct Visual appearance</p><p>· 10.5 Timing as per recipe</p><p>· 10.6 Temperature as per recipe</p></td><td><p>r Yes</p><p>r No</p></td><td><p>r Yes</p><p>r No</p></td><td><p>r Yes</p><p>r No</p></td><td> </td><td> </td></tr><tr><td>11. Storage</td><td><p>11.1 Stored leftover portions correctly, ensuring food safety</p><p>11.2 Refrigeration / chilling / freezing</p><p>11.3 Stored reusable by-products for future cooking, saving cost and the environment.</p></td><td><p>r Yes</p><p>r No</p></td><td><p>r Yes</p><p>r No</p></td><td><p>r Yes</p><p>r No</p></td><td> </td><td> </td></tr><tr><td>12. Cleaning</td><td><p>12.1 Cleaned the workstation using appropriate cleaning agents as per organisational policy.</p><p>12.2 Discarded excess leftovers (only if unusable) as per the organisation's policy</p></td><td><p>r Yes</p><p>r No</p></td><td><p>r Yes</p><p>r No</p></td><td><p>r Yes</p><p>r No</p></td><td> </td><td> </td></tr><tr><td>13.Dietary requirement</td><td><p>13.1 The student successfully identified the ingredients that need to be eliminated or substituted as per the dietary requirement</p><p>13.2 The student incorporated the dietary requirement without compromising on the quality of the dish in terms of:</p><p>• Taste</p><p>• Texture</p><p>• Visual Appeal</p></td><td><p>r Yes</p><p>r No</p></td><td><p>r Yes</p><p>r No</p></td><td><p>r Yes</p><p>r No</p></td><td> </td><td> </td></tr><tr><td>14.Cheese Service</td><td><p>14.1 Removed cheese from fridge 30-60 minutes before service to bring to room temperature before service.</p><p>14.2 Served the cheese creatively leaving space between and in centre for decoration with rind facing middle of the plate.</p><p>14.3 Kept cheese covered until serving time and cut them just before service.</p><p>14.4 Cheese platter arranged artistically with suitable accompaniments and garnishes but without overcrowding the plate.</p><p> 14.5 When serving the cheese maintained the shape of the cheese.</p><p>14.6 Served each cheese with a different knife.</p></td><td><p>r Yes</p><p>r No</p></td><td><p>r Yes</p><p>r No</p></td><td><p>r Yes</p><p>r No</p></td><td> </td><td> </td></tr></tbody></table></figure><p><strong> </strong></p><figure class="table"><table><tbody><tr><td colspan="2"> </td><td colspan="2"><h2><strong>Unit Assessment Result Sheet (UARS)</strong></h2></td><td> </td></tr><tr><td> </td><td colspan="2"><strong>Outcome of Unit Assessment Task (UAT)</strong></td><td colspan="2"><figure class="table"><table><tbody><tr><td><strong>First attempt:</strong></td></tr></tbody></table></figure><p> </p><p>Outcome (please make sure to tick the correct checkbox): </p><p>Satisfactory (S) ☐ or Not Satisfactory (NS) ☐</p><p> </p><p>Date: _______(day)/ _______(month)/ ____________(year)</p><figure class="table"><table><tbody><tr><td><strong>Second attempt:</strong></td></tr></tbody></table></figure><p> </p><p>Outcome (please make sure to tick the correct checkbox): </p><p>Satisfactory (S) ☐ or Not Satisfactory (NS) ☐</p><p>Date: _______(day)/ _______(month)/ ____________(year)</p></td></tr><tr><td> </td><td colspan="2"><strong>Feedback to Student</strong></td><td colspan="2"><figure class="table"><table><tbody><tr><td><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image001.png" alt="*" width="12" height="12"> <strong>First attempt:</strong></td></tr></tbody></table></figure><p> </p><p> </p><p> </p><p> </p><figure class="table"><table><tbody><tr><td><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image001.png" alt="*" width="12" height="12"> <strong>Second attempt:</strong></td></tr></tbody></table></figure><p> </p><p> </p><p> </p></td></tr><tr><td> </td><td colspan="2"><strong>Student Declaration</strong></td><td colspan="2"><p>· I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.</p><p>· I have kept a copy of all relevant notes and reference material that I used as part of my submission.</p><p>· I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own.</p><p>· I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.</p><p>· All appeal options have been explained to me.</p></td></tr><tr><td> </td><td colspan="2"><strong>Student Signature</strong></td><td colspan="2"> </td></tr><tr><td> </td><td colspan="2"><strong>Date</strong></td><td colspan="2"> </td></tr><tr><td> </td><td colspan="2"><strong>Trainer/Assessor Name</strong></td><td colspan="2"> </td></tr><tr><td> </td><td colspan="2"><strong>Trainer/Assessor Declaration</strong></td><td colspan="2"><p>I hold:</p><p>þ Vocational competencies at least to the level being delivered</p><p>þ Current relevant industry skills</p><p>þ Current knowledge and skills in VET, <i>and undertake</i></p><p>þ Ongoing professional development in VET</p><p><i>I declare that I have conducted an assessment of this candidate’s submission. The assessment tasks were deemed current, sufficient, valid, and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above-named candidate.</i></p></td></tr><tr><td> </td><td colspan="2"><strong>Trainer/Assessor Signature</strong></td><td colspan="2"> </td></tr><tr><td> </td><td colspan="2"><strong>Date</strong></td><td colspan="2"> </td></tr><tr><td> </td><td colspan="2"><strong>Office Use Only</strong></td><td colspan="2"><p>Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date)</p><p>by (insert Name) __________________________________</p></td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td></tr></tbody></table></figure><p><strong> </strong></p>
<h2>Table of Contents</h2><p><a href="#_Toc75181047">Assessment Pack (UAP) – Cover Sheet. 3</a></p><p><a href="#_Toc75181048"><strong>Student and Trainer/Assessor Details</strong>. 3</a></p><p><a href="#_Toc75181049"><strong>Course and Unit Details</strong>. 3</a></p><p><a href="#_Toc75181050"><strong>Assessment Submission Method</strong>. 3</a></p><p><a href="#_Toc75181051"><strong>Student Declaration</strong>. 3</a></p><p><a href="#_Toc75181052"><strong>Assessment Plan</strong>. 4</a></p><p><a href="#_Toc75181053"><strong>Unit information pack</strong>. 4</a></p><p><a href="#_Toc75181054">UAT 1 – Unit Knowledge Test (UKT). 5</a></p><p><a href="#_Toc75181055"><strong>Pre-assesment checklist</strong>. 5</a></p><p><a href="#_Toc75181056"><strong>Purpose</strong>. 5</a></p><p><a href="#_Toc75181057"><strong>Information for studnets</strong>. 5</a></p><p><a href="#_Toc75181058"><strong>Reasonable adjustments</strong>. 5</a></p><p><a href="#_Toc75181059"><strong>Student declaration</strong>. 5</a></p><p><a href="#_Toc75181060"><strong>Assessment task instructions</strong>. 6</a></p><p><a href="#_Toc75181061">Unit Assessment Result Sheet (UARS). 9</a></p><p><a href="#_Toc75181062">UAT 2 – Unit Project. 11</a></p><p><a href="#_Toc75181063"><strong>Pre-assesment checklist</strong>. 11</a></p><p><a href="#_Toc75181064"><strong>Purpose</strong>. 11</a></p><p><a href="#_Toc75181065"><strong>Information for studnets</strong>. 11</a></p><p><a href="#_Toc75181066"><strong>Reasonable adjustments</strong>. 11</a></p><p><a href="#_Toc75181067"><strong>Student declaration</strong>. 11</a></p><p><a href="#_Toc75181068"><strong>Assessment task instructions</strong>. 12</a></p><p><a href="#_Toc75181069">Unit Assessment Result Sheet (UARS). 25</a></p><figure class="table"><table><tbody><tr><td><p><strong>Purpose of unit Assessment Pack </strong></p><p>This document is for the student and provides all the assessment tasks which need to be completed to be deemed competent in this unit. The document also provides instructions and information to assist the student to complete each assessment task. Students must respond to all questions and submit the assessment to their Assessor.</p></td></tr><tr><td><p><strong>Copyright </strong></p><p>This document was developed by VET Resources©2021. </p><p>No part of thisresources may be reproduced in any form or by any means, electronic or mechanical including photocopying or recording or by any information retrieval system without written permission from VET Resources. Legal action may be taken against any person who infringes their copyright through unauthorised copying. </p></td></tr></tbody></table></figure><h2><strong>Assessment Pack (UAP) – Cover Sheet</strong></h2><h2><strong>Student and Trainer/Assessor Details</strong></h2><figure class="table"><table><thead><tr><th><strong>Student ID</strong></th><th> </th></tr><tr><th><strong>Student name</strong></th><th> </th></tr><tr><th><strong>Trainer/Assessor name</strong></th><th>Mehul oza</th></tr></thead></table></figure><h2><strong>Course and Unit Details</strong></h2><figure class="table"><table><thead><tr><th><strong>Course code</strong></th><th> </th></tr><tr><th><strong>Course name</strong></th><th> </th></tr><tr><th><strong>Unit code</strong></th><th>BSBSUS211</th></tr><tr><th><strong>Unit name</strong></th><th>Participate in sustainable work practices</th></tr></thead></table></figure><p> </p><h2><strong>Assessment Submission Method</strong></h2><figure class="table"><table><tbody><tr><td><p>☒ By hand to trainer/assessor</p><p> </p></td><td><p>☒ By email totrainer/assessor</p><p> </p></td><td>☐Online submission via Learning Management System (LMS)</td></tr><tr><td>☐ By Australia Post to RTO</td><td colspan="2"><p>☐ Any other method _________________________________________________</p><p> (Please mention here)</p><p> </p></td></tr></tbody></table></figure><h2><strong>Student Declaration</strong></h2><figure class="table"><table><tbody><tr><td><ul><li>I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice.</li><li>I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material that I used in the production of the assessment pack;</li><li>For the purposes of assessment, I give the Trainer/Assessor of this assessment the permission to: <ul><li>Reproduce this assessment and provide a copy to another member of staff; and </li><li>Take steps to authenticate the assessment, including communicating a copy of this assessment to a checking service (which may retain a copy of the assessment on its database for future plagiarism checking).</li></ul></li></ul><p> </p><figure class="table"><table><tbody><tr><td>Student signature </td><td> </td><td>Date</td><td>07/07/2024</td></tr></tbody></table></figure><p> </p></td></tr></tbody></table></figure><h2><strong>Assessment Plan</strong></h2><p>To demonstrate competence in this unit, the student must be assessed as satisfactory in each of the following assessment tasks. </p><figure class="table"><table><thead><tr><th><strong>Evidence recorded</strong></th><th colspan="3"><strong>Evidence Type/ Method of assessment</strong></th><th><strong>Sufficient evidence recorded/Outcome</strong></th></tr><tr><th><strong>Unit Assessment Task 1</strong></th><th colspan="3">Unit Knowledge Test (UKT)</th><th><p>S / NS (First Attempt) </p><p>S / NS (Second Attempt)</p></th></tr><tr><th><strong>Unit Assessment Task 2</strong></th><th colspan="3">Unit Project (UP)</th><th><p>S / NS (First Attempt) </p><p>S / NS (Second Attempt)</p></th></tr><tr><th rowspan="2"><strong>Final result</strong></th><th rowspan="2">C ☐ NYC ☐</th><th><strong>Date assessed </strong></th><th colspan="2">07/07/2024</th></tr><tr><th><strong>Trainer/Assessor Signature</strong></th><th colspan="2"> </th></tr></thead><tbody><tr><td> </td><td> </td><td> </td><td> </td><td> </td></tr></tbody></table></figure><h2><strong>Unit information pack</strong></h2><figure class="table"><table><tbody><tr><td>The student and Trainer/Assessor must read and understand all the information in the unit information pack before completing the unit assessment pack.</td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image002.png"></td><td><h2><strong>UAT 1 – Unit Knowledge Test (UKT)</strong></h2></td></tr></tbody></table></figure><h2><strong>Pre-assessment checklist</strong></h2><h2><strong>Purpose</strong></h2><p>The pre-assessment checklist helps students determine if they are ready for assessment. The Trainer/Assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the Trainer/Assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.</p><h2><strong>Information for students</strong></h2><ul><li>Please make sure you have completed the necessary prior learning before attempting this assessment. </li><li>Please make sure your Trainer/Assessor has clearly explained the assessment process and tasks to be completed. </li><li>Please make sure you understand what evidence is required to be collected and how. </li><li>Please make sure you know your rights and the complaints and appeal process. </li><li>Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your Trainer/Assessor). </li><li>Please make sure that you have access to a computer and the internet (if you prefer to type the answers).</li><li>Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT). </li><li>Due date of this assessment task is according to your timetable. </li><li>In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the Trainer/Assessor. </li><li>Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work. </li><li>Request for an extension to submit your assessment work must be made before the due date of this assessment task. </li></ul><h2><strong>Reasonable adjustments</strong></h2><ul><li>If student has requested a reasonable adjustment, then complete the reasonable adjustment form included in the unit information pack. </li></ul><h2><strong>Student declaration</strong></h2><ul><li><p>I confirm that Trainer/Assessor has provided all the information related to the assessment task as included in the information for student section and I am ready for the assessment. </p><p> </p></li></ul><figure class="table"><table><tbody><tr><td>Student signature </td><td> </td><td>Date</td><td>07/07/2024</td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image003.png"></td><td><h2> </h2><h2><strong>Assessment task instructions</strong></h2></td></tr></tbody></table></figure><p><strong>Assessment type:</strong></p><ul><li>Questions</li></ul><p> <strong>Instructions provided to the student:</strong></p><p><strong>Assessment task description: </strong></p><ul><li>This is the first (1) unit of assessment task that the student must successfully complete to be deemed competent in this unit of competency.</li><li>The Unit Knowledge Test is comprised of fifteen (15) questions.</li><li>Student must respond to all the questions and submit them to the Trainer/Assessor.</li><li>Student must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task.</li><li>Trainer/Assessor is required to provide feedback within two weeks and notify students when results are available.</li></ul><p> <strong>Applicable conditions: </strong></p><ul><li>This knowledge test is untimed and is conducted as an open book test (this means student can refer to textbooks during the test).</li><li>Student must read and respond to all questions.</li><li>Student may handwrite/use computers to answer the questions.</li><li>Student must complete the task independently.</li><li>No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.</li><li>Trainer /Assessor must assess student’s written skills and knowledge as he/she completes this assessment task. </li><li>The Trainer/Assessor may ask the student relevant questions on this assessment task to ensure that this is his/her own work.</li></ul><p><strong>Resubmissions and reattempts: </strong></p><ul><li>Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.</li><li>Student may speak to their Trainer/Assessor if the student has any difficulty in completing this task and requiresa reasonable adjustment (e.g., can be given as an oral assessment).</li><li>For more information, please refer to the RTO Student Handbook. </li></ul><p><strong>Location:</strong></p><ul><li><p>This assessment task may be completed in (tick the relevant box):</p><p> </p></li></ul><figure class="table"><table><tbody><tr><td>☐ Learning Management System </td><td>☒ Classroom </td></tr><tr><td>☒ Simulated learning environment </td><td>☐ Workplace </td></tr><tr><td colspan="2">Other: ____________________________________</td></tr></tbody></table></figure><p> </p><ul><li>Trainer/Assessor will provide the student with further information regarding the location for completing this assessment task.</li></ul><p> <strong>Purpose of the assessment</strong></p><p>The purpose of the assessment is to check knowledge relevant to the unit. </p><p><strong>Instructions for answering written questions:</strong></p><ul><li>Students must complete a written assessment consisting of a series of questions.</li><li>It is expected from students to correctly answer all the questions.</li><li>Answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills.</li><li>Students must respond to all questions for this assessment in a concise manner, providing only information that is relevant.</li><li>Student must use non-discriminatory language. The language should not devalue, demean, or exclude individuals or groups on the basis of such attributes including gender, disability, culture, race, religion, sexual preference, age and/or any other basis. Gender inclusive language should be used.</li><li>Assessors must not accept responses/answers that have been copied directly from other sources materials.</li></ul><figure class="table"><table><tbody><tr><td><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image004.png"></td><td><p> </p><p><strong>Resources required to complete the assessment task:</strong></p></td></tr></tbody></table></figure><ul><li>Learner guide</li><li>PowerPoint presentation</li><li>Unit Assessment Pack (UAP)</li><li>Access to other learning materials such as textbooks</li><li>Access to a computer, the Internet and word-processing system such as MS Word.<br> </li></ul><figure class="table"><table><tbody><tr><td rowspan="2">Question 1: List any three environmental and resource risks related to the business workplace.</td><td colspan="2">Satisfactory response </td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td rowspan="2">Question 2: List any three (3) environmental or sustainable codes of practice.</td><td colspan="2">Satisfactory response </td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td rowspan="2">Question 3: Write three environmental regulations related to the business workplace.</td><td colspan="2">Satisfactory response </td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td rowspan="2">Question 4: List three different ways to report an environmental hazard at the workplace.</td><td colspan="2">Satisfactory response </td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 5: Which of the following are the suitable persons to whom you may report breaches and potential breaches.</p><ol><li>Manager/Supervisor </li><li>Health and safety officer </li><li>a and b</li><li>None of the above</li></ol></td><td colspan="2">Satisfactory response </td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question 6: List any two procedures you may follow to report sustainability breaches and potential issues in the workplace.</td><td colspan="2">Satisfactory response </td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td rowspan="2">Question 7: List any three sustainability policies and procedures commonly followed in a business environment.</td><td colspan="2">Satisfactory response </td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 8: Answer the following questions.</p><ol><li>List any four international corporate social sustainability standards.</li><li>List any two Australian corporate social sustainability standards.</li></ol></td><td colspan="2">Satisfactory response </td></tr><tr><td><p>a) Yes ☐</p><p>b) Yes ☐</p></td><td><p>No ☐</p><p>No ☐</p></td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 9. Which of the following are workplace hazards?</p><ol><li>Chemical</li><li>Biological</li><li>Electrical</li><li>Ergonomic</li><li>All of the above</li></ol></td><td colspan="2">Satisfactory response </td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 10. What are the benefits of adopting sustainable practices in the workplace? </p><p>Answer must be between 30 to 50 words.</p></td><td colspan="2">Satisfactory response </td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 11: From the below table, identify the environmental and resource efficiency issues. </p><figure class="table"><table><tbody><tr><td><ul><li>The inefficient use of power.</li><li>Reuse the document folder.</li><li>Do not recycle the paper.</li><li>Recycle rainwater.</li><li>Improper use of a computer.</li><li>Energy-saving bulbs.</li></ul></td></tr></tbody></table></figure><p> </p></td><td colspan="2">Satisfactory response </td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 12: What steps will you follow to identify current resources usage in the workplace? List any four.</p><p>Answer must be between 30-50 words.</p></td><td colspan="2">Satisfactory response </td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 13: Which of the following resource software’s you may use to record and file documents?</p><ol><li>MS Word</li><li>MS Excel</li><li>Google drive</li><li>Hard drive</li><li>All of the above</li></ol></td><td colspan="2">Satisfactory response </td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 14: Explain why you must follow workplace procedures to maintain compliance.</p><p>Answers must be between 60-80 words.</p></td><td colspan="2">Satisfactory response </td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 15: Which of the following statements is/are true?</p><p>a) Improvements to environmental sustainability come from innovative ideas from workers.</p><p>b) Technology and innovation play a crucial role to improve sustainability.</p></td><td colspan="2">Satisfactory response </td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td colspan="2"><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image005.png"></td><td colspan="2"><h2><strong>Unit Assessment Result Sheet (UARS)</strong></h2></td><td> </td></tr><tr><td> </td><td colspan="2"><strong>Outcome of Unit Assessment Task (UAT)</strong></td><td colspan="2"><figure class="table"><table><tbody><tr><td><strong>First attempt: </strong></td></tr></tbody></table></figure><p> </p><p>Outcome (please make sure to tick the correct checkbox): </p><p>Satisfactory (S) ☐ or Not Satisfactory (NS) ☐</p><p> </p><p>Date: _______(day)/ _______(month)/ ____________(year)</p><figure class="table"><table><tbody><tr><td><strong>Second attempt: </strong></td></tr></tbody></table></figure><p> </p><p>Outcome (please make sure to tick the correct checkbox): </p><p>Satisfactory (S) ☐ or Not Satisfactory (NS) ☐</p><p>Date: _______(day)/ _______(month)/ ____________(year)</p></td></tr><tr><td> </td><td colspan="2"><strong>Feedback to Student</strong></td><td colspan="2"><figure class="table"><table><tbody><tr><td><ul><li><strong>First attempt: </strong></li></ul></td></tr></tbody></table></figure><p> </p><p> </p><p> </p><p> </p><figure class="table"><table><tbody><tr><td><ul><li><strong>Second attempt: </strong></li></ul></td></tr></tbody></table></figure><p> </p><p> </p><p> </p></td></tr><tr><td> </td><td colspan="2"><strong>Student Declaration</strong></td><td colspan="2"><ul><li>I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources. </li><li>I have kept a copy of all relevant notes and reference material that I used as part of my submission. </li><li>I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own. </li><li>I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed. </li><li>All appeal options have been explained to me.</li></ul></td></tr><tr><td> </td><td colspan="2"><strong>Student Signature</strong></td><td colspan="2"> </td></tr><tr><td> </td><td colspan="2"><strong>Date </strong></td><td colspan="2"> </td></tr><tr><td> </td><td colspan="2"><strong>Trainer/Assessor Name </strong></td><td colspan="2"> </td></tr><tr><td> </td><td colspan="2"><strong>Trainer/Assessor Declaration</strong></td><td colspan="2"><p>I hold:</p><p>þ Vocational competencies at least to the level being delivered</p><p>þ Current relevant industry skills </p><p>þ Current knowledge and skills in VET, <i>and undertake</i></p><p>þ Ongoing professional development in VET</p><p><i>I declare that I have conducted an assessment of this candidate’s submission. The assessment tasks were deemed current, sufficient, valid, and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above-named candidate.</i></p></td></tr><tr><td> </td><td colspan="2"><strong>Trainer/Assessor Signature</strong></td><td colspan="2"> </td></tr><tr><td> </td><td colspan="2"><strong>Date</strong></td><td colspan="2"> </td></tr><tr><td> </td><td colspan="2"><strong>Office Use Only</strong></td><td colspan="2"><p>Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date) </p><p>by (insert Name) __________________________________</p></td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image002.png"></td><td><h2><strong>UAT 2 – Unit Project(UP)</strong></h2></td></tr></tbody></table></figure><h2><strong>Pre-assessment checklist</strong></h2><h2><strong>Purpose</strong></h2><p>The pre-assessment checklist helps students determine if they are ready for assessment. The Trainer/Assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the Trainer/Assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.</p><h2><strong>Information for students</strong></h2><ul><li>Please make sure you have completed the necessary prior learning before attempting this assessment. </li><li>Please make sure your Trainer/Assessor has clearly explained the assessment process and tasks to be completed. </li><li>Please make sure you understand what evidence is required to be collected and how. </li><li>Please make sure you know your rights and the complaints and appeal process. </li><li>Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your Trainer/Assessor). </li><li>Please make sure that you have access to a computer and the internet (if you prefer to type the answers).</li><li>Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT). </li><li>Due date of this assessment task is according to your timetable. </li><li>In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the Trainer/Assessor. </li><li>Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work. </li><li>Request for an extension to submit your assessment work must be made before the due date of this assessment task. </li></ul><h2><strong>Reasonable adjustments</strong></h2><ul><li>If a student requires a reasonable adjustment, then complete the reasonable adjustment form included in the unit information pack. </li></ul><h2><strong>Student declaration</strong></h2><ul><li><p>I confirm that the Trainer/Assessor has provided all the information related to the assessment task as included in the information for student section and I am ready for the assessment. </p><p> </p></li></ul><figure class="table"><table><tbody><tr><td>Student signature </td><td> </td><td>Date</td><td> </td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image003.png"></td><td><h2> </h2><h2><strong>Assessment task instructions</strong></h2></td></tr></tbody></table></figure><p><strong>Assessment type:</strong></p><ul><li>Unit Project </li></ul><p><strong>Instructions provided to the student:</strong></p><p><strong>Assessment task description: </strong></p><ul><li>This is the second (2) unit assessment task that student has to successfully complete to be deemed competent in this unit of competency. </li><li>The student is required to complete three activities.<ul><li>Activity 1: Identify current resources use. </li><li>Activity 2: Comply with environmental regulations. </li><li>Activity 3: Seek opportunities to improve resource efficiency. </li></ul></li><li>The student must attempt all criteria to the required level, e.g., Assessment criteria mentioned in the performance checklist to be deemed satisfactory in this task.</li></ul><p><strong>Applicable conditions: </strong></p><ul><li>Activity 1 is untimed and conducted as an open book test (this means the student can refer to textbooks or other learner materials during the test).</li><li>Activity 2 and 3 are timed. </li><li>The student must complete the task independently.</li><li>No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.</li><li>Trainer /Assessor must assess student’s practical skills, technique, and knowledge as he/she completes this assessment task. </li><li>The Trainer/Assessor may ask the student relevant questions on this assessment task to ensure that this is his/her own work.</li></ul><p><strong>Resubmissions and reattempts:</strong></p><ul><li>Where a student’s performanceis deemed not satisfactory after the first attempt, a resubmission attempt will be allowed. Assessor must note any such submissions.</li><li>Student may speak to their Trainer/Assessor if the student has any difficulty in completing this task and requires a reasonable adjustment (e.g., can be given as an oral assessment).</li><li>For more information, please refer to the RTO Student Handbook. </li></ul><p><strong>Location:</strong></p><ul><li><p>This assessment task may be completed in (tick the relevant box):</p><p> </p></li></ul><figure class="table"><table><tbody><tr><td>☐ Learning Management System </td><td>☒ Classroom </td></tr><tr><td>☒ Simulated learning environment </td><td>☐ Workplace </td></tr><tr><td colspan="2">Other: ____________________________________</td></tr></tbody></table></figure><p><strong>Purpose of the assessment:</strong></p><ul><li>Purpose of this project is to check skills and knowledge related to performance criteria and performance evidence of the unit.</li></ul><p><strong>General Instructions for attempting the project: </strong></p><ul><li>Student must complete all the activities of this assessment task. </li><li>Answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills.</li><li>The student must complete all the provided templates (if any). </li></ul><figure class="table"><table><tbody><tr><td><p><br> </p><p><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image004.png"></p></td><td><p> </p><p><strong>Resources required to complete the assessment task:</strong></p></td></tr></tbody></table></figure><p> </p><ul><li>Access to learner guide and other learning materials.</li><li>Computer</li><li>Internet</li><li>MS Word </li><li>Printer or e-printer</li><li>Unit Assessment Task<br> </li></ul><figure class="table"><table><tbody><tr><td><strong>Scenario:</strong></td></tr><tr><td><p>Career Training is acknowledged as an industry training leader delivering nationally recognised and specialised courses. Career Training is a private registered training organisation (RTO) based in Geraldton, Western Australia with satellite offices in Broome, Derby and Perth. </p><p>Registered training organisations (RTOs) are those training providers registered by ASQA (or, in some cases, a state regulator) to deliver vocational education and training (VET) services.</p><p>RTOs are recognised as providers of quality-assured and nationally recognised training and qualifications.</p><p>Only RTOs can:</p><ul><li>deliver nationally recognised courses and accredited Australian Qualifications Framework (AQF) VET qualifications,</li><li>apply for Australian, state and territory funding to deliver vocational education and training.</li></ul><p>RTOs can offer qualifications at the following levels:</p><ul><li>Certificates I, II, III and IV</li><li>Diploma</li><li>Advanced Diploma</li><li>Vocational Graduate Certificate</li><li>Vocational Graduate Diploma.</li></ul><p>Career Training students select from one of two study shifts (morning or afternoons) to undertake a study that is self-directed in nature or trainer-led and undertake their assessments. With the self-directed courses, trainers/assessors are on hand to handle student’s queries, while other courses are trainer-led. </p><p>There are currently 450 students that attend the institute across a wide range of classrooms. Depending on their studies, students who require access to a computer are given access Windows 10 desktop machine and a word processor and other software applications to their studies plus access the internet. For self-directed classes, all learning materials are provided in print format, as are the assessments.</p><p>Career training uses a mixture of laptops and desktop machines that all have Windows 10 and Microsoft Office 2016 installed. </p><p><strong>Resources register:</strong></p><ul><li>Ten desktop computers </li><li>12 Laptops </li><li>1 server </li><li>3 printers </li><li>Windows 10 operating system </li><li>Computer lab </li><li>Network room </li></ul><p><strong>Career training environmental and resource efficiency issues:</strong></p><ul><li>Staff do not turn off the computer after day finish. </li><li>Excessive use of printing for all the business functions </li><li>Do not reuse paper. </li><li>Use old computers, and it consumes more electricity.</li></ul><p><strong>Current usage of the resources:</strong></p><figure class="table"><table><tbody><tr><td><p><strong>Electricity usage:</strong></p><p>Overall use – 3500 kWh per month. </p><p>One computer usage (8 hours) – 0.1 kWh</p><p>Server usage (24 hours) – 21 kWh </p><p>One printer usage (8 hours) – 11 kWh</p></td><td><p><strong>Paper usage:</strong></p><p>Ten boxes of paper per week: Cost $500 </p></td></tr></tbody></table></figure><p><strong>Career training risk assessment and evaluation procedure </strong></p><figure class="table"><table><tbody><tr><td><strong>Procedure </strong></td><td><strong>Responsible person </strong></td></tr><tr><td>Identify the risk though the event, monitoring and internal review process </td><td>Sustainability officer </td></tr><tr><td>Review current legislation and policies and procedures </td><td>Sustainability officer</td></tr><tr><td>Define risk library – links for all the current legislation, Act and regulation, policies, procedures, past incidents and responses </td><td>Sustainability officer with other delegative </td></tr><tr><td>Identify risk owner – for each risk define an appropriate person to monitor and manage the risk </td><td>Collage delegative </td></tr><tr><td>Document all the identified risk </td><td>Sustainability officer</td></tr><tr><td>Revisit whole process annually </td><td>Sustainability officer</td></tr></tbody></table></figure><p><strong>Environment sustainability policy and plan:</strong></p><ul><li>Turn off the computer at the end of the day </li><li>Think before you print the document </li><li>Print double-sided and black-white copies </li><li>Only print colour copy if required </li><li>Use digital devices and technology to reduce the paper usage </li><li>Use server with good energy rating </li><li>Ensuring you make use of the toner cartridge recycling system available across the institute</li><li>Becoming familiar with the various conference technologies and ensuring you and your colleagues make use of these whenever possible in place of physical travel</li></ul><p>Career training follows the sustainability legislation, regulations and standards to promote the protection of the environment and natural resources.</p><p><strong>Environmental or sustainable codes of practice.</strong></p><ul><li>Exploration Code of Practice: Environmental Management </li><li>Exploration Code of Practice: Produced Water Management, Storage and Transfer </li></ul><p><strong>Regulations:</strong></p><ul><li>Environment Protection (Distribution of Landfill Levy) Regulations 2010</li><li>Environment Protection (Fees) Regulations 2012</li><li>Environment Protection (Vehicle Emissions) Regulations 2013</li><li>Environment Protection (Scheduled Premises) Regulations 2017</li></ul><p><strong>Environmental protection laws</strong></p><ul><li>The Environment (Protection) Act 1986</li><li>The Forest(Conversation) Act 198</li></ul><p><strong>Australian standards</strong></p><ul><li>AS 8003:2003 – Corporate governance- Corporate social responsibility</li><li>AS/NZS 3598:2014- Energy audit</li></ul><p>Career training has developed the policy framework documents which contain all the policies that need to be maintained by the RTO to meet the business standards. Your manager will provide you with all the relevant documents.</p><p>Career training promotes sustainable work practices. You are working as a sustainability officer in the Carrer training, and it is your core responsibility to make sure career staff and students maintain sustainability. You need to go through the scenario and research on the internet to complete the following activities.</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image006.png"></td><td><p> </p><p><strong>Activity 1: Identify current resources use </strong></p></td></tr></tbody></table></figure><p><strong>You need to read and understand the given scenario prior to start the activity.</strong></p><figure class="table"><table><tbody><tr><td><strong>Your task </strong></td><td><p>Career training operational manager asked you (sustainability officer) to identify the resources usage and prepare a report. </p><p>You need to prepare a report and include:</p><ul><li>Identify and write Career training environmental and resources efficiency issues. </li><li>Discuss the advantages of practising sustainability.</li><li>Identify and write resources used by the institute.</li><li>Identify and write current equipment’s usage according to the given information in the scenario. </li><li>Identify computer electricity usage for the whole month in kWh.</li><li>Identify server and printer electricity usage for the whole month in kWh.</li><li>Identify paper usage for the whole month.</li><li>Identify environmental hazards/risks based on the information given in the scenario. </li><li>Identify potential breaches that may happen related to resources usage</li><li>Research and identify important information related to environment/sustainability legislation applicable to Career training in Australia.</li></ul></td></tr><tr><td><strong>You will be required to complete and/or attach. </strong></td><td><p>You need to identify the resources usage and prepare a training resources use report.</p><p>Your trainer will provide you with the template of the report. You need to do the research and go through the scenario to complete the template. Once the template is completed, you need to submit it to the trainer for assessment.</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><strong>Template: Career Training resources use report</strong></td></tr><tr><td><strong>Identify and write Career training environmental and resources efficiency issues. </strong></td></tr><tr><td><strong>Advantages of practising sustainability</strong></td></tr><tr><td><strong>Identify and write resources used by the institute.</strong></td></tr><tr><td><p><strong>Identify and write current equipment’s usage according to the given information in the scenario. </strong></p><ul><li><i>Identify computer electricity usage for the whole month in kWh.</i></li><li><i>Identify server and printer electricity usage for the whole month in kWh.</i></li><li><i>Identify paper usage for the whole month.</i></li></ul><figure class="table"><table><tbody><tr><td> </td><td> </td></tr></tbody></table></figure><p> </p></td></tr><tr><td><strong>Identify environmental hazards/risks based on the information given in the scenario. </strong></td></tr><tr><td><p><strong>Identify potential breaches that may happen related to resources usage</strong></p><p> </p><p> </p></td></tr><tr><td><strong>Research and identify important information related to environment/sustainability legislation applicable in Australia related to the institute</strong></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image006.png"></td><td><p> </p><p><strong>Activity 2: Comply with environmental regulations.</strong></p></td></tr></tbody></table></figure><p><strong>This activity is a continuation from the previous activity.</strong></p><figure class="table"><table><tbody><tr><td><strong>Your task. </strong></td><td><p>In this activity, your manager asked you (sustainability officer) to demonstrate the following sustainability practices to your team to encourage them to follow the given actions in their everyday routine.</p><p>You need to demonstrate the following actions:</p><ul><li>You need to set up a workstation by following WHS policy(provided by your manager).</li><li>You need to identify any two recycle products at your workplace and demonstrate its alternate use.</li><li>You need to demonstrate the different ways to conserve the energy such as turning off lights when not in use, less use of printers, placing office plants.</li></ul></td></tr><tr><td><strong>Resources required </strong></td><td><p>Your trainer/assessor will provide you with the following resources to complete this activity:</p><ul><li>Computer including CPU, monitor and relevant cables. </li><li>Computer desk or table </li><li>Different types of products (you need to identify the recycle products from them)</li><li>Lights, printers, plants</li></ul></td></tr><tr><td><strong>You will be required to complete.</strong></td><td><p>You need to demonstrate the above-mentioned sustainability practices to your team and encourage them to follow the given actions in their everyday routine.</p><p>Your trainer will observe you while performing this activity and will complete the following checklist after the completion of the activity.</p></td></tr><tr><td><strong>Timeframe </strong></td><td>You need to complete each demonstration within 15-20 minutes.</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image007.png"></td><td colspan="5"><p><strong>Performance criteria checklist for unit assessment task:</strong></p><p> </p></td></tr><tr><td colspan="5"><strong>Trainer/ Assessor to complete</strong></td><td> </td></tr><tr><td colspan="2"><strong>Does the candidate meet the following criteria</strong></td><td><strong>Yes</strong></td><td><strong>No</strong></td><td><strong>Trainer/Assessor Comments </strong></td><td> </td></tr><tr><td colspan="2"><p>Implementation of WHS policy:</p><ul><li>Set up a workstation by following WHS policy<ul><li>Made sure all-electric pieces of equipment are turned off before installation.</li><li>All cables are connected properly and are not hazardous.</li><li>Chair and table are positioned safely.</li><li>Identified two recycle products </li><li>Demonstrated the different ways to conserve the energy </li><li>Turned off lights when not in use</li><li>Used office plants</li><li>Used emails instead of printing papers</li><li>Cleaned the worksite after the completion of the task</li><li>Completed the task in the given timeframe.</li></ul></li></ul></td><td> </td><td> </td><td> </td><td> </td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image006.png"></td><td><p> </p><p><strong>Activity 3: Seek opportunities to improve resource efficiency</strong></p></td></tr></tbody></table></figure><p><strong>This activity is in continuation of the previous activity</strong></p><figure class="table"><table><tbody><tr><td><strong>Your task. </strong></td><td><p>In this activity, you need to conduct a meeting with the manager to discuss the report prepared in the activity one. You also need to discuss the environmental sustainability policy and plan. </p><p>You will act as a sustainability officer and discuss the following points during the meeting:</p><ul><li>Report prepared in activity 1.</li><li>Discuss the potential breaches that may happen related to resources usage. (Identified in activity 1)</li><li>Discuss the Career training environment sustainability policy and plan and discuss how to improve environmental practices and resource efficiency.</li><li>Discuss the improvements required in your work area. </li></ul><p>One of your classmates will act as a manager and participate in the discussion.</p></td></tr><tr><td><strong>You will be required to complete. </strong></td><td><p>You need to conduct a meeting with manager and discuss the report prepared in activity one. You also need to complete the following meeting minutes template and write the discussion's information. You need to submit the completed meeting minutes document to your assessor. </p><p>Your trainer will observe your performance and complete the following performance checklist.</p></td></tr><tr><td><strong>Timeframe </strong></td><td>You need to complete the meeting in 7-10 minutes.</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td colspan="4"><strong>Meeting minute template</strong></td></tr><tr><td colspan="4"><p><strong>Minutes of Meeting</strong></p><p> </p><p><strong>Meeting Objective:</strong></p><p> </p><p><strong>Attendees:</strong></p><p> </p><p><strong>Venue:</strong></p><p> </p><p><strong>Date:</strong></p><p> </p></td></tr><tr><td><strong>No</strong></td><td><strong>Points Discussed</strong></td><td><strong>Actions Suggested</strong></td><td><strong>Target Date</strong></td></tr><tr><td> </td><td> </td><td> </td><td> </td></tr><tr><td> </td><td> </td><td> </td><td> </td></tr><tr><td> </td><td> </td><td> </td><td> </td></tr><tr><td> </td><td> </td><td> </td><td> </td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image007.png"></td><td colspan="5"><p><strong>Performance criteria checklist for unit assessment task:</strong></p><p> </p></td></tr><tr><td colspan="5"><strong>Trainer/ Assessor to complete</strong></td><td> </td></tr><tr><td colspan="2"><strong>Does the candidate meet the following criteria</strong></td><td><strong>Yes</strong></td><td><strong>No</strong></td><td><strong>Trainer/Assessor Comments </strong></td><td> </td></tr><tr><td colspan="2"><p>Conduct a meeting:</p><ul><li>Discussed activity 1.</li><li>Discussed the potential breaches related to resources usage.</li><li>Discussed the Career training environment sustainability policy and plan.</li><li>Turn off the computer at the end of the day </li><li>Think before you print the document </li><li>Print double-sided and black-white copies </li><li>Only print colour copy if required </li><li>Use digital devices and technology to reduce the paper usage </li><li>Use server with good energy rating </li><li>Ensuring you make use of the toner cartridge recycling system available across the institute</li><li>Provided suggestions to improve environmental practices and resource efficiency. </li><li>Waste management assessment</li><li>Conserve energy</li><li>Make sure to keep waste out of drain</li><li>Discussed the improvements required in your work area.</li><li>Lights need to be turned off after use.</li><li>Use of non-hazardous cables</li><li>Obtained feedback from the manager.</li><li>Completed the given meeting minutes template.</li><li>Completed the meeting in the given timeframe.</li><li>Use active listening to understand the manager's point of view.</li><li>Allow other people to discuss the issues.</li></ul></td><td> </td><td> </td><td> </td><td> </td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td colspan="2"><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image005.png"></td><td colspan="2"><h2><strong>Unit Assessment Result Sheet (UARS)</strong></h2></td><td> </td></tr><tr><td> </td><td colspan="2"><strong>Outcome of Unit Assessment Task (UAT)</strong></td><td colspan="2"><figure class="table"><table><tbody><tr><td><strong>First attempt: </strong></td></tr></tbody></table></figure><p> </p><p>Outcome (please make sure to tick the correct checkbox): </p><p>Satisfactory (S) ☐ or Not Satisfactory (NS) ☐</p><p> </p><p>Date: _______(day)/ _______(month)/ ____________(year)</p><figure class="table"><table><tbody><tr><td><strong>Second attempt: </strong></td></tr></tbody></table></figure><p> </p><p>Outcome (please make sure to tick the correct checkbox): </p><p>Satisfactory (S) ☐ or Not Satisfactory (NS) ☐</p><p>Date: _______(day)/ _______(month)/ ____________(year)</p></td></tr><tr><td> </td><td colspan="2"><strong>Feedback to Student</strong></td><td colspan="2"><figure class="table"><table><tbody><tr><td><ul><li><strong>First attempt: </strong></li></ul></td></tr></tbody></table></figure><p> </p><p> </p><p> </p><p> </p><p> </p><figure class="table"><table><tbody><tr><td><ul><li><strong>Second attempt: </strong></li></ul></td></tr></tbody></table></figure><p> </p><p> </p><p> </p><p> </p><p> </p></td></tr><tr><td> </td><td colspan="2"><strong>Student Declaration</strong></td><td colspan="2"><ul><li>I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources. </li><li>I have kept a copy of all relevant notes and reference material that I used as part of my submission. </li><li>I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own. </li><li>I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed. </li><li>All appeal options have been explained to me.</li></ul></td></tr><tr><td> </td><td colspan="2"><strong>Student Signature</strong></td><td colspan="2"> </td></tr><tr><td> </td><td colspan="2"><strong>Date </strong></td><td colspan="2"> </td></tr><tr><td> </td><td colspan="2"><strong>Trainer/Assessor Name </strong></td><td colspan="2"> </td></tr><tr><td> </td><td colspan="2"><strong>Trainer/Assessor Declaration</strong></td><td colspan="2"><p>I hold:</p><p>þ Vocational competencies at least to the level being delivered</p><p>þ Current relevant industry skills </p><p>þ Current knowledge and skills in VET, <i>and undertake</i></p><p>þ Ongoing professional development in VET</p><p><i>I declare that I have conducted an assessment of this candidate’s submission. The assessment tasks were deemed current, sufficient, valid, and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above-named candidate.</i></p></td></tr><tr><td> </td><td colspan="2"><strong>Trainer/Assessor Signature</strong></td><td colspan="2"> </td></tr><tr><td> </td><td colspan="2"><strong>Date</strong></td><td colspan="2"> </td></tr><tr><td> </td><td colspan="2"><strong>Office Use Only</strong></td><td colspan="2"><p>Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date) </p><p>by (insert Name) __________________________________</p></td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td></tr></tbody></table></figure><p> </p>
<h2>TableofContents</h2><p><a href="#_TOC_250012">Assessment Pack(UAP)–Cover Sheet 3</a></p><p><a href="#_TOC_250011">Student and Trainer/Assessor Details 3</a></p><p><a href="#_TOC_250010">Courseand Unit Details 3</a></p><p><a href="#_TOC_250009">Assessment Submission Method 3</a></p><p><a href="#_TOC_250008">Student Declaration 3</a></p><p><a href="#_TOC_250007">Assessment Plan 4</a></p><p><a href="#_TOC_250006">Unitinformation pack 4</a></p><p>UAT1–Unit Knowledge Test(UKT) 5</p><p>Pre-assessment checklist 5</p><p>Purpose 5</p><p><a href="#_TOC_250005">Informationforstudents 5</a></p><p><a href="#_TOC_250004">Reasonable adjustments 5</a></p><p><a href="#_TOC_250003">Student declaration 5</a></p><p>Assessment task instructions 6</p><p>Unit Assessment Result Sheet(UARS) 20</p><p>UAT2–Practical Demonstration 22</p><p>Pre-assessment checklist 22</p><p>Purpose 22</p><p><a href="#_TOC_250002">Information for students 22</a></p><p><a href="#_TOC_250001">Reasonable adjustments 22</a></p><p><a href="#_TOC_250000">Student declaration 22</a></p><p>Assessment task instructions 23</p><p>Unit Assessment Result Sheet (UARS) 55</p><h2>AssessmentPack(UAP)–CoverSheet</h2><h2>StudentandTrainer/AssessorDetails</h2><p> </p><figure class="table"><table><tbody><tr><td rowspan="3"><p><strong>Student ID Studentname</strong></p><p><strong>Trainer/Assessorname</strong></p></td><td> </td></tr><tr><td> </td></tr><tr><td> </td></tr></tbody></table></figure><h2>CourseandUnitDetails</h2><p> </p><figure class="table"><table><tbody><tr><td rowspan="4"><p><strong>Course code Coursename Unit code</strong></p><p><strong>Unit name</strong></p></td><td> </td></tr><tr><td> </td></tr><tr><td>SITXINV006</td></tr><tr><td>Receive,store,andmaintainstock</td></tr></tbody></table></figure><h2><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image001.jpg">AssessmentSubmissionMethod</h2><p> </p><figure class="table"><table><tbody><tr><td><ul><li>Byhandtotrainer/assessor</li></ul></td><td><ul><li>By email to trainer/assessor</li></ul></td><td><ul><li>OnlinesubmissionviaLearning Management System (LMS)</li></ul></td></tr><tr><td><ul><li>ByAustraliaPosttoRTO</li></ul></td><td colspan="2"><ul><li>Anyothermethod</li></ul><p> </p><p> </p><p>(Pleasementionhere)</p></td></tr></tbody></table></figure><h2>StudentDeclaration</h2><figure class="table"><table><tbody><tr><td>Studentsignature</td><td> </td><td>Date</td><td> </td></tr></tbody></table></figure><p><br> </p><h2>AssessmentPlan</h2><p>Todemonstratecompetenceinthisunit,thestudentmustbeassessedassatisfactoryineachofthefollowing assessment tasks.</p><p> </p><figure class="table"><table><tbody><tr><td><strong>Evidencerecorded</strong></td><td colspan="3"><strong>EvidenceType/Methodofassessment</strong></td><td><strong>Sufficientevidence recorded/Outcome</strong></td></tr><tr><td><strong>UnitAssessmentTask1</strong></td><td colspan="3">UnitKnowledgeTest (UKT)</td><td><p>S/NS(FirstAttempt)</p><p>S/NS(SecondAttempt)</p></td></tr><tr><td><strong>UnitAssessmentTask2</strong></td><td colspan="3">PracticalDemonstration</td><td><p>S/NS(FirstAttempt)</p><p>S/NS(SecondAttempt)</p></td></tr><tr><td rowspan="2"><strong>Finalresult</strong></td><td rowspan="2">C☐NYC☐</td><td><strong>Dateassessed</strong></td><td colspan="2"> </td></tr><tr><td><strong>Trainer/Assessor Signature</strong></td><td colspan="2"> </td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td></tr></tbody></table></figure><h2><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image001.jpg">Unitinformationpack</h2><p><strong>Pre-assessmentchecklist Purpose</strong></p><p>The pre-assessment checklist helps students determine if they are ready for assessment. The Trainer/Assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklistareincompleteornotcleartothestudent,theTrainer/Assessormustproviderelevantinformationtothe student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.</p><h2>Informationforstudents</h2><ul><li>Pleasemakesureyouhavecompletedthenecessarypriorlearningbeforeattemptingthisassessment.</li><li><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image001.jpg">PleasemakesureyourTrainer/Assessorhasclearlyexplainedtheassessmentprocessandtaskstobe completed.</li><li>Pleasemakesureyouunderstandwhatevidenceisrequiredtobecollectedandhow.</li><li>Pleasemakesureyouknowyourrightsandthecomplaintsandappealprocess.</li><li>Pleasemakesureyoudiscussanyspecialneedsorreasonableadjustmentstobeconsideredduringthe assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your Trainer/Assessor).</li><li>Pleasemakesurethatyouhaveaccesstoacomputerandtheinternet(ifyouprefertotypetheanswers).</li><li>PleaseensurethatyouhavealltherequiredresourcesneededtocompletethisUnitAssessmentTask (UAT).</li><li>Duedateofthisassessmenttaskisaccordingtoyourtimetable.</li><li>Inexceptional(compellingandcompassionate)circumstances,anextensiontosubmitanassessmentcan be granted by the Trainer/Assessor.</li><li>Evidenceofthecompellingandcompassionatecircumstancesmustbeprovidedtogetherwithyour request for an extension to submit your assessment work.</li><li>Requestforanextensiontosubmityourassessmentworkmustbemadebeforetheduedateofthis assessment task.</li></ul><h2>Reasonableadjustments</h2><ul><li>Ifstudenthasrequestedareasonableadjustment,thencompletethereasonableadjustmentform included in the unit information pack.</li></ul><h2>Studentdeclaration</h2><ul><li>IconfirmthatTrainer/Assessorhasprovidedalltheinformationrelatedtotheassessmenttaskasincluded in the information for student section and I am ready for the assessment.</li></ul><p> </p><figure class="table"><table><tbody><tr><td>Studentsignature</td><td> </td><td>Date</td><td> </td></tr></tbody></table></figure><h3>Assessmenttype:</h3><ul><li>WrittenQuestions</li></ul><h3>Instructionsprovidedtothestudent:</h3><p><strong>Assessmenttaskdescription:</strong></p><ul><li>Thisisthefirst(1)unitofassessmenttaskthatthestudentmustsuccessfullycompletetobedeemed competent in this unit of competency.</li><li>TheUnitKnowledgeTestiscomprisedofeighteen(18)writtenquestions.</li><li>StudentmustrespondtoallthequestionsandsubmitthemtotheTrainer/Assessor.</li><li>Studentmustanswerallquestionstotherequiredlevel,e.g.providethenumberofpoints,tobedeemed satisfactory in this task.</li><li><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image001.jpg">Trainer/Assessorisrequiredtoprovidefeedbackwithintwoweeksandnotifystudentswhenresultsare available.</li></ul><h3>Applicableconditions:</h3><ul><li>Thisknowledgetestisuntimedandisconductedasanopenbooktest(thismeansstudentcanreferto textbooks during the test).</li><li>Studentmustreadandrespondtoallquestions.</li><li>Studentmayhandwrite/usecomputerstoanswerthequestions.</li><li>Studentmustcompletethetaskindependently.</li><li>Nomarksorgradesareallocatedforthisassessmenttask.TheoutcomeofthetaskwillbeSatisfactoryor Not Satisfactory.</li><li>Trainer/Assessormustassessstudent’swrittenskillsandknowledgeashe/shecompletesthisassessment task.</li><li>TheTrainer/Assessormayaskthestudentrelevantquestionsonthisassessmenttasktoensurethatthisis his/her own work.</li></ul><h3>Resubmissionsandreattempts:</h3><ul><li>Whereastudent’sanswersaredeemednotsatisfactoryafterthefirstattempt,aresubmissionattempt will be allowed.</li><li>StudentmayspeaktotheirTrainer/Assessorifthestudenthasanydifficultyincompletingthistaskand requires a reasonable adjustment (e.g., can be given as an oral assessment).</li><li>Formoreinformation,pleaserefertotheRTOStudentHandbook.</li></ul><h3>Location:</h3><ul><li>Thisassessmenttaskmaybecompletedin(ticktherelevantbox):</li></ul><p> </p><figure class="table"><table><tbody><tr><td><ul><li>LearningManagementSystem</li></ul></td><td><ul><li>Classroom</li></ul></td></tr><tr><td><ul><li>Simulatedlearningenvironment</li></ul></td><td><ul><li>Workplace</li></ul></td></tr><tr><td colspan="2">Other: </td></tr></tbody></table></figure><p> </p><ul><li>Trainer/Assessorwillprovidethestudentwithfurtherinformationregardingthelocationforcompleting this assessment task.</li></ul><h3>Purposeoftheassessment</h3><p>Thepurposeoftheassessmentistocheckknowledgerelevanttotheunit.</p><h3>Instructionsforansweringwrittenquestions:</h3><ul><li>Studentsmustcompleteawrittenassessmentconsistingofaseriesofquestions.</li><li>Itisexpectedfromstudentstocorrectlyanswerallthequestions.</li><li>Answersmustdemonstrateanunderstandingandapplicationofrelevantconcepts,criticalthinking,and good writing skills.</li><li>Studentsmustrespondtoallquestionsforthisassessmentinaconcisemanner,providingonly information that is relevant.</li><li>Studentmustusenon-discriminatorylanguage.Thelanguageshouldnotdevalue,demean,orexclude individualsorgroupsonthebasisofsuchattributesincludinggender,disability,culture,race,religion, sexual preference, age and/or any other basis. Gender inclusive language should be used.</li><li><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image001.jpg">Assessorsmustnotacceptresponses/answersthathavebeencopieddirectlyfromothersources materials.</li></ul><p> </p><ul><li>Accesstoalearnerguideandotherlearningmaterials.</li><li>Computer</li><li>Internet</li><li>MS Word</li><li>Printerore-printer</li><li>UnitAssessmentTask</li></ul><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question1:Inthetablebelow,briefdescriptionsofthedifferentprincipalsofstockcontrol are provided. Student is required to match the description with its correct principle and record their answers in the provided column.</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes☐</td><td><p>No</p><ul><li></li></ul></td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td><strong>S.no</strong></td><td><strong>Principlesofstockcontrol</strong></td><td><strong>S.no</strong></td><td><strong>Description</strong></td><td><strong>Correctoptions</strong></td></tr><tr><td>1</td><td>Productlifecycle</td><td>A</td><td>Theprocessofmanagingthestock to mitigate stock loss caused by expiration or obsolescence by following the first-In-First-Out method</td><td> </td></tr><tr><td>2</td><td>Minimisingwastageofstock</td><td>B</td><td>The advancement of a product through 5 different cycles—development,introduction, growth, maturity, and decline.</td><td> </td></tr><tr><td>3</td><td>Rotationofstock</td><td>C</td><td>Itisrecommendedtolabel,date, and inspect all new materials/products as they are receivedbythekitchenstaffand maintain the records of dates of receiptandusagetohelpreduce overstock and material degradation.</td><td> </td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question2:Whatisthemainpurposeofstockcontrol?(30-50words)Whatarethefourkey functions of stock control?</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes☐</td><td><p>No</p><p>☐</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question3:StudentisrequiredtorefertotheFeastofFlavourssimulatedwebsite(login details can be retrieved from task 2), retrieve the food program and stock control and purchasingpolicyandprocedure,andanswertheprovidedquestionsinthetablebelow.</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes☐</td><td><p>No</p><p>☐</p></td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td><strong>Organisationalprocedurefor:</strong></td><td><strong>Answers</strong></td></tr><tr><td>Orderanddeliverydocumentation(Listtwo)</td><td> </td></tr><tr><td>Receivingandrecordingincomingstock(Listsix steps)</td><td> </td></tr><tr><td>Documentsusedtorecordthereceivalofthestock (List three)</td><td> </td></tr><tr><td>Reportingondiscrepanciesordeficiencies(one sentence)</td><td> </td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td colspan="3">Question4:Organisethefollowingstepsinthecorrectorderformanualhandlingtechnique used in receiving, transporting, and storing stock for the hospitality industry.</td><td colspan="2">Satisfactory response</td></tr><tr><td> </td><td><strong>Manualhandlingtechniquesusedforstockreceivingandstoring</strong></td><td> </td><td>Yes☐</td><td><p>No</p><p>☐</p></td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td> </td><td> </td><td rowspan="14"> </td><td rowspan="15"> </td><td rowspan="15"> </td></tr><tr><td> </td><td>Getagoodgripontheobject</td></tr><tr><td> </td><td>Adjustpostureorgripifrequired</td></tr><tr><td> </td><td>Keepbackstraight</td></tr><tr><td> </td><td>Keepheadupwhenhandling/carryinggoods</td></tr><tr><td> </td><td>Donottryandliftextremeheavy load</td></tr><tr><td> </td><td>Adoptastableposition</td></tr><tr><td> </td><td>Useliftingaids</td></tr><tr><td> </td><td>Setgoodposturetostartwith</td></tr><tr><td> </td><td>Moveslowlyandtakebreakswhennecessary</td></tr><tr><td> </td><td>Keeptheloadcloseto body</td></tr><tr><td> </td><td>Donotflexthebackanyfurtherwhilelifting</td></tr><tr><td> </td><td>Askforsupportfromacolleague</td></tr><tr><td> </td><td>Thinkandplanbeforemanuallifting</td></tr><tr><td colspan="3"> </td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question5:Whatfourpiecesofinformationshouldadatecodeorrotationlabelhave?</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes☐</td><td><p>No</p><p>☐</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question6:Matchthefollowingdescriptionswiththeircorrecttermsasdefinedbythe Australia New Zealand Food Standards Code.</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes☐</td><td><p>No</p><p>☐</p></td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td><strong>Column1(keyterms)</strong></td><td><strong>Answer</strong></td><td><strong>Column2(description)</strong></td></tr><tr><td>Contaminant</td><td> </td><td>a. Food that must be kept at certain temperatures to minimise the growthofanypathogenicmicroorganismspresentinthefoodorto prevent the formation of toxins.</td></tr><tr><td>Contamination</td><td> </td><td>b.Thisshapedthesystemforestablishingfoodstandardsandaimsto ensure a high standard of public health protection throughout Australia and New Zealand.</td></tr><tr><td>Potentiallyhazardous food</td><td> </td><td>c.Anybiologicalorchemicalagent,foreignmatter,orother substances may compromise food safety or suitability.</td></tr><tr><td>Food Standards AustraliaNewZealand Act 1991</td><td> </td><td>d.Theintroductionoroccurrenceofacontaminantinfood</td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td rowspan="2">Question7:Whatarethethreereasonstoprotectfoodfromcontamination?</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes☐</td><td><p>No</p><p>☐</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question8:Inthetablebelow,threedifferenttypesofcontaminationareprovided.Student isrequiredtoidentifyatleastfoursourcesofcontaminationforeachcontaminationhazard.</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes☐</td><td><p>No</p><p>☐</p></td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td><strong>Typesofcontamination</strong></td><td><strong>Sourcesofcontamination</strong></td></tr><tr><td>Microbiological</td><td> </td></tr><tr><td>Chemical</td><td> </td></tr><tr><td>Physical</td><td> </td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td rowspan="2">Question9:Youreceiveadeliveryandnoticethatthechickenhasabadsmell.Whatwillyou do in this case? How will you reject the delivery? (List the five steps)</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes☐</td><td><p>No</p><p>☐</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question10:Listfourmethodsofrejectingcontaminatedfood.</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes☐</td><td><p>No</p><p>☐</p></td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td rowspan="2">Question11:Listthreestocksecuritystepsthatarestaurantmustundertaketoprevent stock losses or theft.</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes☐</td><td><p>No</p><p>☐</p></td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td rowspan="2">Question12:Inthetablebelow,studentisrequiredtoidentifythestorageareasandthe correct environmental conditions of the mentioned food supplies.</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes☐</td><td><p>No</p><p>☐</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td colspan="5"> </td></tr><tr><td> </td><td><strong>Food supplies</strong></td><td><strong>Storageareas</strong></td><td><strong>Environmentalconditions(includingcorrecthumidity,temperature, and ventilation) (list three)</strong></td><td rowspan="6"> </td></tr><tr><td> </td><td>Dairy products suchasmilk</td><td> </td><td> </td></tr><tr><td> </td><td>Drygoods</td><td> </td><td> </td></tr><tr><td> </td><td>Eggs</td><td> </td><td> </td></tr><tr><td> </td><td>Frozenpeas</td><td> </td><td> </td></tr><tr><td> </td><td>Fruit and vegetables</td><td> </td><td> </td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td> </td><td>Meatand poultry</td><td> </td><td> </td><td rowspan="2"> </td></tr><tr><td> </td><td>Seafood</td><td> </td><td> </td></tr><tr><td colspan="5"> </td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td>Question13:Whichofthefollowingareexamplesofdeficienciesofdeliveredstockandcan result in the contamination of the stock?</td><td colspan="2">Satisfactory response</td></tr><tr><td><ol><li>Stockreceivedwiththedamagedpackaging</li><li>Frozenfoodpartiallythawed</li><li>Foodsleftbetween5°Cand60°C</li><li>Foodstoredat50C</li><li>Allofthe above</li></ol></td><td>Yes☐</td><td><p>No</p><p>☐</p></td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td>Question13:Whichofthefollowingareexamplesofdeficienciesofdeliveredstockandcan result in the contamination of the stock?</td><td colspan="2">Satisfactory response</td></tr><tr><td><ol><li>Stockreceivedwiththedamagedpackaging</li><li>Frozenfoodpartiallythawed</li><li>Foodsleftbetween5°Cand60°C</li></ol></td><td>Yes☐</td><td><p>No</p><p>☐</p></td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td><ol><li>Foodstoredat50C</li><li>Allofthe above</li></ol></td><td> </td><td> </td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td>Question14:Inthetablebelow,listtwowaysthatkitchenstaffcanusetoprotect perishables from the exposure to the following:</td><td colspan="2">Satisfactory response</td></tr><tr><td><ul><li>heatingorairconditioning</li><li>accidentaldamagethroughfoottraffic</li><li>environmentalheatandlight</li></ul></td><td>Yes☐</td><td><p>No</p><p>☐</p></td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td><strong>Exposure</strong></td><td><strong>Waystoprotecttheperishables</strong></td></tr><tr><td>Heatingorairconditioning</td><td> </td></tr><tr><td>Accidentaldamagethroughfoottraffic</td><td> </td></tr><tr><td>Environmentalheatandlight</td><td> </td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td rowspan="2">Question15:List4cleaningand4sanitisingmethodsthatareusedtocleanandsanitisethe kitchen premises, explaining each in a sentence.</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes☐</td><td><p>No</p><p>☐</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question16:Inthetablebelow,studentisrequiredtobrieflydiscussthekeyrequirements andproceduresasprovidedbythefoodsafetystandardsinrelationtothestorageofstock.</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes☐</td><td><p>No</p><p>☐</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td colspan="4"> </td></tr><tr><td> </td><td><strong>Keyterms</strong></td><td><strong>Foodsafetyproceduresandstandardsforstorageofstock(30-80 words)</strong></td><td> </td></tr><tr><td> </td><td><strong>Appropriatecontainers</strong></td><td> </td><td> </td></tr><tr><td> </td><td><strong>Avoidingallergencontamination</strong></td><td> </td><td> </td></tr><tr><td> </td><td><strong>Labellingandcoding</strong></td><td> </td><td> </td></tr><tr><td> </td><td><strong>Productlifeofstock</strong></td><td> </td><td> </td></tr><tr><td> </td><td><strong>Quarantining the storage of items that are likely to be the sourceofcontaminationoffood</strong></td><td> </td><td> </td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td rowspan="2">Question17:Listsevenindicatorsofspoilageandcontaminationofperishablesupplies.</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes☐</td><td><p>No</p><p>☐</p></td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td rowspan="2">Question18:Listatleastfive(5)sustainablewaysofdisposingofspoiltstocktominimiseits impact on environment.</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes☐</td><td><p>No</p><p>☐</p></td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td> </td><td><strong>Outcome of Unit AssessmentTask(UAT)</strong></td><td><p> </p><p><strong>Firstattempt:</strong></p><p> </p><p>Outcome(pleasemakesuretotickthecorrectcheckbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐</p><p> </p><p>Date: (day)/ (month)/ (year)</p><p><strong>Secondattempt:</strong></p><p> </p><p>Outcome(pleasemakesuretotickthecorrectcheckbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐</p><p>Date: (day)/ (month)/ (year)</p></td></tr><tr><td> </td><td><strong>FeedbacktoStudent</strong></td><td><p> </p><ul><li><strong>Firstattempt:</strong></li></ul><p> </p><p> </p><p> </p><p> </p><ul><li><strong>Secondattempt:</strong></li></ul></td></tr><tr><td> </td><td><strong>StudentDeclaration</strong></td><td><ul><li>I declare that the answers I have provided are my own work.Where I haveaccessedinformationfromothersources,Ihaveprovidedreferences and or links to my sources.</li><li>IhavekeptacopyofallrelevantnotesandreferencematerialthatIused as part of my submission.</li><li>Ihaveprovidedreferencesforallsourceswheretheinformationisnotmy own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own.</li><li>IunderstandthatifIdisagreewiththeassessmentoutcome,Icanappeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.</li><li>Allappealoptionshavebeenexplainedtome.</li></ul></td></tr><tr><td> </td><td><strong>StudentSignature</strong></td><td> </td></tr><tr><td> </td><td><strong>Date</strong></td><td> </td></tr><tr><td> </td><td><strong>Trainer/AssessorName</strong></td><td> </td></tr><tr><td> </td><td><strong>Trainer/Assessor Declaration</strong></td><td><p>Ihold:</p><ul><li>Vocationalcompetenciesatleasttothelevelbeingdelivered</li><li>Currentrelevantindustryskills</li></ul></td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td> </td><td> </td><td><ul><li>CurrentknowledgeandskillsinVET,<i>andundertake</i></li><li>OngoingprofessionaldevelopmentinVET</li></ul><p><i>IdeclarethatIhaveconductedanassessmentofthiscandidate’ssubmission.The assessment tasks were deemed current, sufficient, valid, and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment.I have provided feedback to the above-named candidate.</i></p></td></tr><tr><td> </td><td><strong>Trainer/Assessor Signature</strong></td><td> </td></tr><tr><td> </td><td><strong>Date</strong></td><td> </td></tr><tr><td> </td><td><strong>OfficeUse Only</strong></td><td><p>OutcomeofAssessmenthasbeenenteredontotheStudentManagementSystem on (insert date)</p><p>by(insertName) </p></td></tr></tbody></table></figure><h2>Pre-assessmentchecklist Purpose</h2><p>The pre-assessment checklist helps students determine if they are ready for assessment. The Trainer/Assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklistareincompleteornotcleartothestudent,theTrainer/Assessormustproviderelevantinformationtothe student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.</p><h2>Informationforstudents</h2><ul><li>Pleasemakesureyouhavecompletedthenecessarypriorlearningbeforeattemptingthisassessment.</li><li><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image001.jpg">PleasemakesureyourTrainer/Assessorhasclearlyexplainedtheassessmentprocessandtaskstobe completed.</li><li>Pleasemakesureyouunderstandwhatevidenceisrequiredtobecollectedandhow.</li><li>Pleasemakesureyouknowyourrightsandthecomplaintsandappealprocess.</li><li>Pleasemakesureyoudiscussanyspecialneedsorreasonableadjustmentstobeconsideredduringthe assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your Trainer/Assessor).</li><li>Pleasemakesurethatyouhaveaccesstoacomputerandtheinternet(ifyouprefertotypetheanswers).</li><li>PleaseensurethatyouhavealltherequiredresourcesneededtocompletethisUnitAssessmentTask (UAT).</li><li>Duedateofthisassessmenttaskisaccordingtoyourtimetable.</li><li>Inexceptional(compellingandcompassionate)circumstances,anextensiontosubmitanassessmentcan be granted by the Trainer/Assessor.</li><li>Evidenceofthecompellingandcompassionatecircumstancesmustbeprovidedtogetherwithyour request for an extension to submit your assessment work.</li><li>Requestforanextensiontosubmityourassessmentworkmustbemadebeforetheduedateofthis assessment task.</li></ul><h2>Reasonableadjustments</h2><ul><li>Ifastudentrequiresareasonableadjustment,thencompletethereasonableadjustmentformincludedin the unit information pack.</li></ul><h2>Studentdeclaration</h2><ul><li>IconfirmthattheTrainer/Assessorhasprovidedalltheinformationrelatedtotheassessmenttaskas included in the information for student section and I am ready for the assessment.</li></ul><p> </p><figure class="table"><table><tbody><tr><td>Studentsignature</td><td> </td><td>Date</td><td> </td></tr></tbody></table></figure><p> </p><h3>Assessmenttype:</h3><ul><li>PracticalDemonstration</li></ul><h3>Instructionsprovidedtothestudent:</h3><p><strong>Assessmenttaskdescription:</strong></p><ul><li>Thisisthesecond(2)unitassessmenttaskthatstudenthastosuccessfullycompletetobedeemed competent in this unit of competency.</li><li>Thestudentisrequiredtocompletetwoactivities.<ul><li>Activity1:Takedeliveryandstorestockinappropriateconditions</li><li>Activity2:Maintainstock</li></ul></li><li><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image001.jpg">Thestudentmustattemptallcriteriatotherequiredlevel,e.g.,Assessmentcriteriamentionedinthe performance checklist to be deemed satisfactory in this task.</li></ul><h3>Applicableconditions:</h3><ul><li>Allactivitiesaretimed.</li><li>Thestudentmustcompletethetaskindependently.</li><li>Nomarksorgradesareallocatedforthisassessmenttask.TheoutcomeofthetaskwillbeSatisfactoryor Not Satisfactory.</li><li>Trainer/Assessormustassessstudent’spracticalskills,technique,andknowledgeashe/shecompletes this assessment task.</li><li>TheTrainer/Assessormayaskthestudentrelevantquestionsonthisassessmenttasktoensurethatthisis his/her own work.</li></ul><h3>Resubmissionsandreattempts:</h3><ul><li>Whereastudent’sperformanceisdeemednotsatisfactoryafterthefirstattempt,aresubmissionattempt will be allowed. Assessor must note any such submissions.</li><li>StudentmayspeaktotheirTrainer/Assessorifthestudenthasanydifficultyincompletingthistaskand requires a reasonable adjustment (e.g., can be given as an oral assessment).</li><li>Formoreinformation,pleaserefertotheRTOStudentHandbook.</li></ul><h3>Location:</h3><ul><li>Thisassessmenttaskmaybecompletedin(ticktherelevantbox):</li></ul><p> </p><figure class="table"><table><tbody><tr><td><ul><li>LearningManagementSystem</li></ul></td><td><ul><li>Classroom</li></ul></td></tr><tr><td><ul><li>Simulatedlearningenvironment</li></ul></td><td><ul><li>Workplace</li></ul></td></tr><tr><td colspan="2">Other: </td></tr></tbody></table></figure><h3>Purposeoftheassessment:</h3><p><br> </p><ul><li><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image001.jpg">PurposeofthisPracticalDemonstrationistocheckskillsandknowledgerelatedtoperformancecriteria and performance evidence of the unit.</li></ul><h3>GeneralInstructionsforattemptingthePracticalDemonstration:</h3><ul><li>Studentmustcompletealltheactivitiesofthisassessmenttask.</li><li>Answersmustdemonstrateanunderstandingandapplicationofrelevantconcepts,criticalthinking,and good writing skills.</li><li>Thestudentmustcompletealltheprovidedtemplates(ifany).</li><li>Computer</li><li>Internet</li><li>MS Word</li><li>commercialrefrigerationfacilities:<ul><li>freezer</li><li>fridge</li></ul></li><li>designated:<ul><li>deliveryarea</li><li>storageareasforstock</li></ul></li><li>diverseandcomprehensiverangeofstockforfoodtypes:<ul><li>dairyproducts</li><li>drygoods</li><li>eggs</li><li>frozengoods</li><li>fruitandvegetable</li><li>meat</li><li><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image001.jpg">poultry</li><li>seafood</li></ul></li><li>organisationalspecifications:<ul><li>currentcommercialstockcontrolproceduresanddocumentationforthereceiving,storageand monitoring of stock(refer to the simulated website)</li><li>temperaturerecordingcharts</li></ul></li><li>foodlabels</li><li>thermometers.</li></ul><figure class="table"><table><tbody><tr><td colspan="2"><strong>Scenario:</strong></td></tr><tr><td colspan="2"><p><strong>FeastofFlavoursstory</strong></p><p>Feast of Flavours was begun when 3 school friends met for a drink, and the idea of opening a world-class restaurantwasconceivedwithalittlehelpfromabottleofPinotNoir.After3yearsandinnumerableupsand downs, Feast of Flavours was born.</p><p><strong>Objective</strong></p><p>TheobjectiveofaFeastofFlavoursistocreateaculinaryexperiencethatgivespeoplethemostdeliciousdining experience possible. At Feast of Flavours, customers will discover the flavours of the world and a variety of unique cultures. It is an amalgamation of cuisines from around the globe under one roof with an ambience designed to complement the culinary joy diners will feel. Feast of Flavours will delight patrons who enjoy exploring and experimenting with flavours.</p><p><strong>Menuoptions</strong></p><p>TheFeastofFlavoursmenurangesfromavarietyoflocalcuisinestoonesfromacrosstheglobe,carefullychosen to be a part of Breakfast, Lunch and Dinner. The restaurant ambience is beautifully crafted with soft lighting, artistic decorations, and elegant design. The menu has been fashioned by a Michelin 3-star chef and their team, including world-class chefs from across the world.</p><p>AtFeastofFlavours,youcanalsofindcocktailsandbeveragescuratedtogiveauniqueexperiencewitheachslow slip.</p><p>AcompletelistofthemenuoptionscanbelocatedattheFeastofFlavourssimulatedwebsite.</p><p><strong>Meetings&Events</strong></p><p>FeastofFlavoursisacknowledgedasanindustryleaderdeliveringthebestfoodservicetoitscustomers.The restaurantisalsoequippedtohandleprivateorcorporateeventsincludingteamoutings,birthdayparties,or special celebrations. Customers can choose from the below options to book for their upcoming event.</p><ul><li>FamilyTable–seats10guests</li><li>CommunityTable–seatsupto15-20guests</li><li>PrivateDiningRoom–seatsupto25-30guests</li></ul><p>Therestaurantisdeterminedtocaterforanycustomerwithin2minutesoftheirarrivalandservedeliciousfood and drinks within 15 minutes of the order.</p><p>FeastofFlavourshas15staffonFridayandSaturday,including4chefs,3Barattendants,3supportstaff/kitchen hands, and 5 waitresses.</p><p>WiththearrivaloftheFootyseason,thecustomerinflowhasincreasedandcreatedabusyenvironment.</p><p>AssumethatyouareworkingasachefinFeastofFlavours.Youareresponsibleforcheckingandtakingdelivery of stock and appropriately storing, rotating, and maintaining the quality of stock items.</p><p>Youarerequiredtoreadandunderstandthegivenscenariosandpoliciesandprocedurestocompletethe activities below.</p></td></tr><tr><td> </td><td><p><strong>SimulatedBusinessWebsite</strong></p><p>TheassessmenttasksprovidedbelowuseasimulatedbusinesswebsitenamedFeastof Flavours. To access the website, you need to log in by using the below-provided link:</p></td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td rowspan="2"> </td><td> </td><td><p> </p><p><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image008.png"></p></td><td><p> </p><p><a href="http://feastofflavours.vetadvisorygroup.com/">http://feastofflavours.vetadvisorygroup.com/</a></p></td><td> </td></tr><tr><td colspan="4"><p> </p><p>Step1:Navigatetothewebsiteandclick“Login”.</p><p> </p><p><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image009.jpg"></p><p>Step2:Entertheusernameandpasswordprovidedbyyourtrainer.</p><p> </p><p><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image010.jpg"></p><p>Yourtrainerwillalsoprovideyouwiththesimulatedbusinesswebsiteinformation document that will help you to navigate through the website.</p><p>Youneedtorefertothefollowingdocumentstocompletetheprovidedactivities:</p><ul><li>Foodsafetyprogram</li><li>Stockcontrolandpurchasingpolicyandprocedure</li><li>Food safety standards (<a href="https://www.foodstandards.gov.au/industry/safetystandards/pages/default.aspx">https://www.foodstandards.gov.au/industry/safetystandards/pages/default.aspx</a>)</li><li>Forresourcesrelatedtothefoodsafetystandardsrefertothefollowinglink:</li><li><a href="https://www.foodstandards.gov.au/publications/pages/safefoodaustralia3rd16.aspx">https://www.foodstandards.gov.au/publications/pages/safefoodaustralia3rd16.aspx</a></li></ul></td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td> </td><td><p><br> </p><p><strong>Yourtask</strong></p></td><td><p><strong>Purpose</strong></p><p>Thepurposeofthistaskistocheckandtakedeliveryofstockandappropriatelystore, rotate, and maintain the quality of stock items of each of the following types of food supplies:</p><ul><li>Dairyproducts</li><li>Drygoods</li><li>Eggs</li><li>Frozengoods</li><li>Fruitandvegetable</li><li>Meat</li><li>Poultry</li><li>Seafood</li></ul><p>Studentisalsorequiredtoconducttemperatureandqualitychecksforthefollowing food stocks:</p><ul><li>Coldorchilled foods</li><li>Drygoods</li><li>Frozenfoods</li><li>Rawfoods</li></ul><p><i><strong>Note:Thisassessmentwilloccurunderworkplaceconditionsorinasimulated workplace, whichever meets the RTO requirements</strong></i></p><p><strong>Roleandparticipants</strong></p><p><i>Chef</i></p><p>AssumethatyouareworkingasachefatFeastofFlavours,andyouareresponsiblefor checking and taking delivery of stock and appropriately storing, rotating, and maintaining the quality of stock items.</p><p>Youarerequiredtoidentifyanydiscrepanciesorqualityissuesinthestock,recordthem in the stock received form (provided at the end of activity), and report any stock issues to your supervisor.</p><p><i>Supervisor</i></p><p>Your trainer will act as the supervisor and will assist you in storing and maintaining the stock. The supervisor will ensure the quality of stock maintained by you is as per the organisationalpolicyandprocedure.(Refertothecasescenarioandsimulatedwebsite)</p><p><strong>Taskstobeperformed</strong></p><p>Atthetimeofstockreceival:</p><ul><li>Check received items and match quantity with purchase order (refer to appendixAorrefertothepurchaseorderformprovidedbyyourtrainer)</li><li>Matchthepurchaseorderwiththedeliverydocketandcompletethedelivery docket</li><li>Inspectproductsforanydeficiency,damageorqualityissues</li></ul></td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td> </td><td> </td><td><ul><li>Completestockreceiveformprovidedattheendofactivitiesorasprovidedby your trainer.</li><li>Checkproducttemperatureonperishablestockandrecordonprovided temperature sheet</li><li>Checkthepackaging,quality,quantity,andrecordonstockreceiveform</li><li>Acceptorrejectproduct/sbasedonfoodsafetyobservationandrecorditon stock/goods receive form.</li><li>Writeanycorrectiveactionstakenandsubmitstockreceiveformanddelivery docket to supervisor. (Trainer)</li><li>Demonstratesafemanualhandlingtechniquesandtransportthestocktothe storage area</li><li>Actasperyourjobresponsibilitiesandfollowstockcontrolandpurchasing policy and procedure (refer to the simulated website)</li></ul><p>Atthetimeofstorage:</p><ul><li>Checkthetemperatureofthestorageareasandrecordontemperaturerecord form provided by your trainer or refer to the provided template</li><li>Store products to its appropriate temperature and location, for example cold productsshouldbestoredincoolroomorcoolingequipmentat5°Corbelow, drygoodssuchasrice,pastashouldbestoredindrystorageandfrozengoods must be stored in freezers below -18°C.</li><li>Ensurestorageareasarecleanandorganised.</li><li>Follow First-In-First-Out(FIFO)forbetterstockcontrol.</li><li>Ensure correct food labels are used for perishable goods and follow the Allergens, food packaging and labelling guidelines as provided in the food programavailableonsimulatedwebsite(Youcanusetheprovidedfoodlabel template or use the food labels provided by your trainer)</li><li>Ensurefoodstoredhasnopossibilitiesoffoodcontamination.</li><li>Demonstrategoodfoodhygieneandsafetyatalltimes.</li><li>Maintain the cleanliness of the storage area, perform cleaning and sanitary dutiesandcompletecleaningscheduleprovidedbytrainer.(Forweeklyand monthlycleaningtasks,onlytickorsignthetaskyouhavecompletedonthe day of assessment)</li><li>Reportanydeficiencyordiscrepanciestoimmediatesupervisor</li></ul></td></tr><tr><td> </td><td><strong>You will be required to completeand/or attach.</strong></td><td><p>Youarerequiredtocompletethefollowingdocumentsandsubmitthemtoyour Trainer/Assessor:</p><ul><li>Deliverydocket</li><li>Stock/goodsreceiveform</li><li>Temperaturecontrollog</li><li>FridgeFreezerTemperatureRecord</li><li>Stockrotationlabel</li><li>Cleaningschedule</li></ul><p>Yourtrainer/assessorwillobserveyourperformanceandcompletetheprovided checklist.</p></td></tr><tr><td> </td><td><strong>Timeframe</strong></td><td>YourTrainerwillgiveyou2hourstocompletethisactivity.Youmayaskforadditional time if required.</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td colspan="6"><strong>Template:Deliverydocket</strong></td></tr><tr><td colspan="6"><p><i><strong>Purchaseordernumber:</strong></i></p><p><i><strong>Stockreceivedandcheckedby:</strong></i></p></td></tr><tr><td colspan="3"><i><strong>Ordered date: </strong></i> </td><td colspan="3"><p><i><strong>Delivery date:</strong></i> </p><p><i><strong>Delivery time: </strong></i> </p></td></tr><tr><td colspan="6"><p> </p><p> </p><p><strong>Vendor Customer</strong></p><p>Name Name</p><p>John FeastofFlavours</p><p>Companyname Companyname</p><p>Smithfoodsupplies FeastofFlavours</p><p>Address Address</p><p>1212,hillstreetVictoria Fullerstreet,Keeling3452</p><p>Phone Phone</p><p>59686321 0375848361</p><p>Emailaddress Emailaddress</p><p><a href="mailto:Js@gmail.com">Js@gmail.com</a> <a href="mailto:Info@feastofflavours.com.au">Info@feastofflavours.com.au</a></p></td></tr><tr><td><strong>Productname</strong></td><td><strong>Product code</strong></td><td colspan="2"><strong>Quantity ordered</strong></td><td><strong>Quantity delivered</strong></td><td><strong>Comments</strong></td></tr><tr><td>Milk</td><td>304-98632</td><td colspan="2">4</td><td>3</td><td>Reaming1willbedeliveredthe next day.</td></tr><tr><td>Butter</td><td>501-35587</td><td colspan="2">2</td><td>1</td><td>Reaming1willbedeliveredthe next day.</td></tr><tr><td>Pasta</td><td>886-19386</td><td colspan="2">2kg</td><td>4</td><td> </td></tr><tr><td>Cashews</td><td>4555-111</td><td colspan="2">1kg</td><td>2</td><td> </td></tr><tr><td>Eggs</td><td>6666-1111</td><td colspan="2">12</td><td>2kg</td><td> </td></tr><tr><td>Frozenpeas</td><td>555-9899</td><td colspan="2">1kg</td><td>1kg</td><td> </td></tr><tr><td>Frozensausages</td><td>2586-1548</td><td colspan="2">12</td><td>12</td><td> </td></tr><tr><td>Apples</td><td>1554-15454</td><td colspan="2">1kg</td><td>1kg</td><td> </td></tr><tr><td>Carrots</td><td>151-1515</td><td colspan="2">1kg</td><td>12</td><td> </td></tr><tr><td>Eggplant</td><td>1562-1656</td><td colspan="2">1kg</td><td>1kg</td><td> </td></tr><tr><td>Oranges</td><td>369-98951</td><td colspan="2">1kg</td><td>1kg</td><td> </td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td>Beef</td><td>1154-1215</td><td>1kg</td><td>1kg</td><td> </td></tr><tr><td>Pork</td><td>1215-2325</td><td>1kg</td><td>1kg</td><td> </td></tr><tr><td>Chicken</td><td>569-1545</td><td>1kg</td><td>1kg</td><td> </td></tr><tr><td>Turkey</td><td>15555-215</td><td>1kg</td><td>1kg</td><td> </td></tr><tr><td>Fish</td><td>369-895</td><td>1kg</td><td>1kg</td><td> </td></tr><tr><td>Crabs</td><td>659-789</td><td>1kg</td><td>1kg</td><td> </td></tr><tr><td colspan="2"><p><strong>SignatureoftheDriver/deliveryperson</strong></p><p> </p><p> </p><p> </p><p><strong>Date:</strong></p></td><td colspan="3"><p><strong>Signaturesofthereceiver:</strong></p><p> </p><p> </p><p> </p><p><strong>Date:</strong></p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td colspan="10"><strong>Template:Stock/goodsreceiveform</strong></td></tr><tr><td><strong>Time</strong></td><td><strong>Date</strong></td><td><strong>Supplie r No.</strong></td><td><strong>Product</strong></td><td><p><strong>Temp</strong></p><p><strong>°C</strong></p></td><td><strong>Visual check</strong></td><td><p><strong>Accepted</strong></p><p><strong>/Rejected</strong></p></td><td><strong>Designated storage area</strong></td><td><strong>Corrective action</strong></td><td><strong>Checke d by</strong></td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td colspan="10"><strong>CorrectiveAction–Rejectfoodthatdoesnotpassthevisualcheckorisnotdeliveredattherequired temperature</strong></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td colspan="7"><strong>Template:Temperaturecontrollog</strong></td></tr><tr><td><strong>Date/</strong></td><td><strong>Time</strong></td><td><strong>Unit/Food description</strong></td><td><strong>Visualcheck</strong></td><td><strong>Temp°C/F</strong></td><td><strong>Correctiveaction</strong></td><td><strong>Checked by</strong></td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td colspan="7"><strong>FridgeFreezerTemperatureRecord</strong></td></tr><tr><td><strong>Date</strong></td><td><strong>Time</strong></td><td><strong>Walkin cooler</strong></td><td><strong>Freezer</strong></td><td><strong>Dairy fridge</strong></td><td><strong>Comment/corrective actions</strong></td><td><strong>Signature</strong></td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><strong>Template:Stockrotationlabels</strong></td></tr><tr><td>Item:</td></tr><tr><td>Shelflife:</td></tr><tr><td>Date: 0 Time:</td></tr><tr><td>Day:</td></tr><tr><td>Use by: Time:</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td colspan="11"><strong>Cleaning Schedule</strong></td></tr><tr><td rowspan="2"><p> </p><p> </p><p><strong>Cleaningtask</strong></p></td><td> </td><td><strong>Mo n</strong></td><td><strong>Tue</strong></td><td><strong>We d</strong></td><td><strong>Th u</strong></td><td><strong>Fri</strong></td><td><strong>Sa t</strong></td><td><strong>Su n</strong></td><td><strong>Staff initial s</strong></td><td rowspan="2"><strong>Correctiveactions taken</strong></td></tr><tr><td><strong>Date</strong></td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td colspan="11"><strong>Daily</strong></td></tr><tr><td>Wipedownallshelving, cupboards</td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td>Cleanandsanitiseall sinks</td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td>Wipedownsurfaces</td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td>Refill soap or hand sanitiserdispensers</td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td>Sweep and mop all floorsandwalkways</td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td>Walk-in refrigerators and storage must be cleaned,includingwalls & floors</td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td>Takeouttrashandclean bin/area</td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td>Wipedownandsanitise recycling bins</td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td>Emptyandcleangrease traps</td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td colspan="11"><strong>Weekly</strong></td></tr><tr><td>Cleanequipment,lifting aids, trollies</td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td>Cleanstorageareawalls</td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td>Flyscreenshouldbe cleaned</td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td>Usedrainscleaneron floor drains</td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td>Interiorofcoolroom and refrigerators, freezers</td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td>Cleananti-fatiguemats</td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td colspan="11"><strong>Monthly</strong></td></tr><tr><td>Cleanstorageracks</td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td>Empty,clean,and sanitise freezers</td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td>Cleanrefrigeratorcoils</td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td>Cleanandsanitisewalls and ceiling</td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td>Lightfittings,fans</td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td> </td><td colspan="4"><strong>Trainer/Assessortocomplete</strong></td></tr><tr><td> </td><td colspan="4"><strong>Trainername: Date:</strong></td></tr><tr><td> </td><td colspan="2"><strong>Doesthecandidatemeetthefollowingcriteria</strong></td><td><strong>Satisfactor y / Not Satisfactor y</strong></td><td><strong>Trainer/Assessor Comments</strong></td></tr><tr><td rowspan="12"> </td><td><strong>1.Takedelivery of stock.</strong></td><td>1.1Checkedallreceiveditemsandmatched quantity with purchase order.</td><td><ul><li>Yes</li><li>No</li></ul></td><td rowspan="12"> </td></tr><tr><td> </td><td>1.1.1Studentmatchedthedeliverydocketwiththe purchase order</td><td> </td></tr><tr><td> </td><td>1.1.2Studentensuredthefollowingitemsare delivered:</td><td> </td></tr><tr><td> </td><td>1.1.2.1Dairyproducts</td><td> </td></tr><tr><td> </td><td>1.1.2.2Drygoods</td><td> </td></tr><tr><td> </td><td>1.1.2.3Eggs</td><td> </td></tr><tr><td> </td><td>1.1.2.4Frozengoods</td><td> </td></tr><tr><td> </td><td>1.1.2.5Fruitandvegetable</td><td> </td></tr><tr><td> </td><td>1.1.2.6Meat</td><td> </td></tr><tr><td> </td><td>1.1.2.7Poultry</td><td> </td></tr><tr><td> </td><td>1.1.2.8Seafood</td><td> </td></tr><tr><td> </td><td>1.1.3Studentcompletedthedeliverydocketand signed where required.</td><td> </td></tr><tr><td rowspan="4"> </td><td> </td><td>1.2Examinedthedelivereditemsfordamage, quality, and use-by dates.</td><td><ul><li>Yes</li><li>No</li></ul></td><td rowspan="4"> </td></tr><tr><td> </td><td>1.2.1Studentensuredthedelivereditemsare checked for quality and damage:</td><td> </td></tr><tr><td> </td><td>1.2.1.1Dairyproducts</td><td> </td></tr><tr><td> </td><td>1.2.1.1.1Studentcheckedthedairyproductswere free of:</td><td> </td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td> </td><td> </td><td><ol><li>Anyabnormalcolourorodour<ol><li>Checkedthebestbeforedate<ol><li>Drygoods<ol><li>Studentcheckedthedrygoodswere:<ol><li>packagedwhenarrivedandthepackaging or covering was not damaged, and</li><li>Checkedthe‘bestbefore’or‘useby’date</li></ol></li><li>Eggs<ol><li>Studentcheckedthatthedeliveredeggs were undamaged or uncracked to avoid contamination.</li><li>Student ensured the delivered eggs were ofmedium-sizedwithuniformcolour,regularshape with long oval shell, one end blunt and another flat</li></ol></li><li>Frozengoods<ol><li>Studentcheckedthefrozengoods packaging was not damaged</li><li>Studentensuredthegoodsdidnothave strange colour or smell</li><li>Thedeliveredcanswerenotdentedor swollen</li><li>Thesealsofthedelivereditemswerenot broken</li></ol></li><li>Fruitandvegetables<ol><li>Studentcheckedfruitsandvegetables were free of:<ol><li>insects</li><li>bruises</li><li>damage</li><li>blemishes</li><li>excessdirt</li><li>mould</li><li>bad odour 1.2.1.5.1.8softormushyspots</li></ol></li></ol></li><li>Meat<ol><li>Studentcheckedthemeatgoodswere:</li></ol></li></ol></li></ol></li></ol></li></ol></td><td> </td><td> </td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td> </td><td> </td><td><ol><li>firmwhenchilled.<ol><li>Thecolourofthemeatwasdarker.<ol><li><p>Thecolourofthemeatwasclear,deep and red.</p><ol><li>Rejectedmeatthatwasbrownatthe edges or greyish.<ol><li>Checkedthatthemeatwasfirmanddry, never wet, and wobbly.<ol><li>Thepiecesofmeatwereevenlyand carefully cut.</li><li>Checkedthesmellofthemeat</li></ol></li></ol></li><li>Poultry<ol><li>Studentcheckedthepoultrygoods:<ol><li>Freshchickenshouldhaveapinkish colour.</li><li>Avoidedanypoultrythatlookedfaded, had a strong odour, or felt tough or slimy.</li><li>Rejectedthepoultrythathadcosmetic damage, such as bruising or tears in the skin</li><li>Checked chicken and made sure it was plumpi.e.,whenpressed,resumeditsshapeaftera few seconds.</li><li>Checkedforaclean,neutralaroma</li><li>Rejectedchickenwithexcessliquid pooling in the package.</li></ol></li></ol></li><li>Seafood<ol><li>Studentcheckedtheseafood:<ol><li>Madesuretherewerenoundamaged externalsurfacesforexamplefins,scales,orlegs</li><li>Therewasnoforeignmatterpresent such as sand, seaweed insects</li><li>Firm-looking flesh; shell intact 1.2.1.8.1.4 Fresh sea smell, no unpleasant odour</li></ol></li></ol></li></ol><p>1.2.1.8.1.5Moist,firm,andelastici.e.,springback quickly when pressed lightly</p><p>1.2.2Studentcheckedthebestbeforedateforall products</p></li></ol></li></ol></li></ol></td><td> </td><td> </td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td> </td><td rowspan="4"> </td><td><ol><li>Studentsuccessfullylocatedandreadfood product date codes<ol><li>Studentrecordedallfindingsinthestock receive form<ol><li>Studentfollowedthefoodsafetyprogramand stock control and purchasing policy and procedure</li></ol></li></ol></li></ol></td><td> </td><td> </td></tr><tr><td> </td><td><ol><li>Conductedtemperaturechecksandmadesure the food was under the appropriate temperature range of arrival:<ol><li>ifitischilled–itshouldbeatatemperature of 5°C or below.<ol><li>ifitishot–itshouldbeatatemperatureof 60°C or above.</li><li>ifitisfrozen–itshouldbefrozensolidand not partly thawed.</li><li>Studentrecordedthetemperaturechecksin the temperature control log</li></ol></li></ol></li></ol></td><td><ul><li>Yes</li><li>No</li></ul></td><td> </td></tr><tr><td> </td><td><ol><li>Detectedanydiscrepanciesordeficiencieswith delivered stock items:<ol><li>Studentacceptedorrejectedproduct/sbased on quality and discrepancies in the delivery docket and the purchase order and recorded it on goods received form.<ol><li>Studentwroteanycorrectiveactionstaken and recorded them on stock received form</li></ol></li></ol></li></ol></td><td><ul><li>Yes</li><li>No</li></ul></td><td> </td></tr><tr><td> </td><td><ol><li>Recordeddetailsofincomingstockbyfollowing food safety program and stock control and purchasing policy and procedure:<ol><li>Studentrecordedalldetailsoftheincoming stock on the Stock/goods received form and included the following:<ol><li>Time<ol><li>Date</li><li>SupplierNo.</li><li>Product</li><li>Temp°C</li><li>Visualcheck</li><li>Accepted/Rejected</li><li>Designatedstoragearea</li></ol></li></ol></li></ol></li></ol></td><td><ul><li>Yes</li><li>No</li></ul></td><td> </td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td> </td><td> </td><td><ol><li>Correctiveaction<ol><li>Checkedby</li></ol></li></ol></td><td> </td><td> </td></tr><tr><td> </td><td><strong>2.Storestockin appropriate conditions.</strong></td><td><ol><li>Selectandorganiseenvironmentalconditions for the storage of stock.<ol><li>Studentsuccessfullyidentifiedthecorrect storage area for the products received:<ol><li>Drystorageareaforcannedproductsordry foods<ol><li>Coldstorageareaforrawmeat,dairy products or seafood</li><li>Frozenstorageforfrozenfoodsuchas frozen peas</li></ol></li><li>Student successfully organised the environmentalconditionsforthestorageofthe stock:<ol><li>Drystorage:<ol><li>Beforestoringmadesureallholes,cracks, and crevices where pests may breed or enter are sealedtostoppestsfromgettingintostorageareas</li><li>Madesuretheareawascleanandnot overcrowded</li><li>Ensuredthestorageareaisdry,cool, well-lit, and ventilated</li><li>Ensuredthestorageareaisnotunderthe direct exposure of the moisture or sunlight</li></ol></li><li>Coldstorage:<ol><li>Studentensuredthecoldstorageareais clean and not overcrowded</li><li>Studentensuredthetemperatureofthe cold storage area is at 5oC or colder</li><li>Madesurethestorageareaisnotunder the danger zone i.e., between 5oc and 60 O C</li></ol></li><li>Frozenstorage:<ol><li>Studentensuredthefrozenstorageareais clean and not overcrowded</li><li>Madesurethetemperatureofthefreezer is at 0° F (-18° C).</li></ol></li></ol></li></ol></li></ol></li></ol></td><td><ul><li>Yes</li><li>No</li></ul></td><td> </td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td> </td><td rowspan="3"> </td><td><ol><li>Studentrecordedthetemperaturesinthe temperaturecontrollogandtheFridgeFreezer Temperature Record<ol><li>Studentadjustedtemperaturesandhumidity controlsofthestorageequipmentwhererequired.</li></ol></li></ol></td><td> </td><td> </td></tr><tr><td> </td><td><ol><li>Usedsafemanualhandlingtechniquesand transported stock to the storage area:<ol><li>Assessedtheareasandthe load<ol><li>Madesuretherewerenoobstructionsonthe way</li><li>Keptawidebaseofsupport:<ol><li>Shoulder-widthapart,withonefootslightly ahead of the other</li><li>Squatteddown,bendingatthehipsand knees only.</li><li>If needed, placed one knee on the floor andanotherkneeinfrontandbentatarightangle (half kneeling).</li></ol></li><li>Keptgoodposture.<ol><li>Lookedstraightahead,andkepttheback straight,</li><li>chestout,andshouldersback.</li></ol></li><li>Slowlyliftedtheboxbystraighteninghipsand knees</li><li>Keptbackstraight,anddidn’ttwistasthebox was lifted</li><li>Heldtheloadasclosetothebodyaspossible, at the level of the belly button.</li><li>Usedfeettochangedirection,takingsmall steps.</li><li>Ledwithhipswhenchangingdirection.</li><li>Keptshouldersinlinewithhipsasstudent moved.</li><li>Setdowntheloadcarefully,squattingwith the knees and hips only.</li></ol></li></ol></li></ol></td><td><ul><li>Yes</li><li>No</li></ul></td><td> </td></tr><tr><td> </td><td>2.3 Followed allergens, food packaging and labellingguidelinesasprovidedinthefoodsafety program and labelled the perishable stocks:</td><td><ul><li>Yes</li><li>No</li></ul></td><td> </td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td> </td><td rowspan="3"> </td><td><ol><li>Student wrote and made sure the labels containinformationabouttheproductsandinclude the following information:<ol><li>Item<ol><li>Shelflife<ol><li>Date</li><li>Day</li><li>Use by</li><li>Time</li></ol></li></ol></li></ol></li></ol><p>2.3.2Studentsstickthelabelstotheproducts</p></td><td> </td><td> </td></tr><tr><td> </td><td><ol><li>The food stock was stored as per the food storagerequirementstominimisethewastageand avoid food contamination<ol><li>Rotated the goods as per the FIFO method i.e.,theoldeststockshouldbeusedfirstandshould be within ‘best before’ or ‘use by’ dates.<ol><li>Madesurethepackagingisnotdamaged before storing</li><li>Ensuredtherewerenochemicalssuchas cleaning products near the food storage area</li><li>Followed any specific manufacture instructionsbyreadingthelabelsandorganised area accordingly</li><li>Foodthathadsignsofpestinfestationwas discarded by following the waste management guidelines</li><li>Ensuredallfoodstoredwasoffthefloor.</li><li>Thefrozenfoodwasstoredfrozensolidand not partially thawed</li><li>Potentiallyhazardousfoodwasstoredat5°C or colder to prevent bacteria from multiplying</li></ol></li></ol></li></ol></td><td><ul><li>Yes</li><li>No</li></ul></td><td> </td></tr><tr><td> </td><td><p>2.5 Cleaned the storage areas before use and identifiedandreportedanyidentifiedissuestothe supervisor:</p><p>2.6Studentsuccessfullycleanedtheareaas follows:</p><p>2.6.1.1Pre-clean:scrape,wipeorsweepawayfood scraps and rinse with water.</p></td><td><ul><li>Yes</li><li>No</li></ul></td><td> </td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td> </td><td> </td><td><ol><li>Wash:usedhotwateranddetergentto remove grease and dirt.<ol><li>Rinse:rinseoffanyloosedirtordetergent foam.<ol><li>Sanitise:useasanitisertokillany remaining germs.<ol><li>Finalrinse:washoffsanitiserand</li><li>Dry:allowtodrip-dryifnotpossible;dry with a clean tea towel.</li></ol></li><li>Studentsuccessfullyidentifiedandreported anydamageoftheequipmentorthestoragearea to the supervisor.</li><li>Student practiced effective communication skillswhilereportingtheissuestothesupervisor:<ol><li>Usedactivelisteningskillstounderstand the participants’ point of view</li><li>Usedrespectfulverbalandnon-verbal expressions</li><li>Toneofvoicewasclearandeasyto understand</li><li>Paidattentiontothesupervisor</li><li>Allowedsupervisortoaskquestions</li><li>Presentedinformationinasimplemanner</li><li>Avoidedslang</li><li>Spokeataslowpace</li><li>Avoideduseofhumourintheconversation</li><li>Maintainedculture-specificetiquette</li></ol></li><li>Studentfollowedthecleaningscheduleand cleaned as per the schedule</li><li>Studentcompletedthecleaningscheduleand submitted it to the supervisor.</li></ol></li></ol></li></ol></td><td> </td><td> </td></tr><tr><td> </td><td><strong>3. Overall Performance</strong></td><td><ol><li>Studentefficientlyreceivedandstoredthe following food supplies:<ol><li>dairyproducts<ol><li>drygoods</li><li>eggs</li><li>frozengoods</li></ol></li></ol></li></ol></td><td><ul><li>Yes</li><li>No</li></ul></td><td> </td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td> </td><td rowspan="3"> </td><td><ol><li>fruitandvegetable<ol><li>meat<ol><li>poultry</li><li>seafood</li></ol></li></ol></li></ol></td><td> </td><td> </td></tr><tr><td> </td><td><ol><li>Student successfully conducted temperature andqualitychecksoneachoftheabovedelivered goods to establish whether they are within allowable tolerances:<ol><li>coldorchilled foods<ol><li>drygoods</li><li>frozenfoods</li><li>rawfoods</li></ol></li></ol></li></ol></td><td><ul><li>Yes</li><li>No</li></ul></td><td> </td></tr><tr><td> </td><td>3.3 Student successfully stored stock according to commercialtimeconstraintsandsafefoodhandling practices</td><td><ul><li>Yes</li><li>No</li></ul></td><td> </td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td> </td><td><p><br> </p><p><strong>Additional scenario</strong></p></td><td><p>Whileyouweremaintainingthestockforthefoodsuppliesinthekitchen,youidentified thatonthecoolroomshelvesthereweredeadcockroaches.Oneofyourcolleagueshas sent you a photo of cockroaches roaming around the kitchen sink area. You have also observed that there is leftover milk left on the kitchen shelf with ants in it.</p><p> </p><p><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image013.jpg"></p><p> </p><p><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image014.jpg"></p><p> </p></td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td> </td><td><strong>Yourtask.</strong></td><td><p><strong>Purpose</strong></p><p>Thepurposeofthistaskistoregularlymaintainthestockandrotateasperthe first-in-first out method to minimise the wastage of the resources.</p><p>Note:Thisassessmentwilloccurunderworkplaceconditionsorinasimulated workplace, whichever meets the RTO requirements</p><p><strong>Roleandparticipants</strong></p><p><i>Chef</i></p><p>AssumethatyouareworkingasachefatFeastofFlavours,andyouareresponsiblefor maintainingthequalityofstockitemsandinspectingforanypestdamageandreportto thesupervisorandtakeactionsaspertheorganisationalpolicyandprocedure(referto the simulated website).</p><p>Youarerequiredtoidentifyanydiscrepanciesorqualityissuesinthestockandidentify anyaccessstockandrecordintheinventorysheet(providedattheendofactivity)and report any stock issues or excess stock to your supervisor.</p><p><i>Supervisor</i></p><p>Your trainer will act as the supervisor and assist you in maintaining the stock. The supervisorwillensurethequalityofstockmaintainedbyyouisaspertheorganisational policyandprocedure(refertothecasescenarioandsimulatedwebsite),andwillprovide you with suggestions in taking corrective actions related to the reported stock issues.</p><p><strong>Taskstobeperformed</strong></p><ul><li>Monitor the environmental conditions of the maintained stock in activity 1 and makesurethestorageareasarecleanandtheequipmentusedtostorethestock is at the optimum quality.</li><li>CompletetheEquipmentmaintenanceandcalibrationofthermometerstemplate</li><li>Ensurethestocksstoredarefreefromdamageofcross-contaminationandpests.</li><li>Checkthefoodlabelsandrotatetheperishablestockaspertheprinciplesof first-in-first-out to avoid wastage</li><li>Identifyexcessstockandreporttothesupervisor</li><li>Reportanydiscrepanciesorqualityissuestothesupervisor</li><li>Reportanyevidenceofpestobservedbycompletingpestcontrolform.</li><li>Safelydisposeofspoiltstockfollowingorganisationalguidelines(refertothe waste management under the food safety program).</li></ul></td></tr><tr><td> </td><td><strong>You will be required to completeand/or attach.</strong></td><td><p>Youarerequiredtocompletethefollowingdocumentsandsubmitthemtoyour Trainer/Assessor:</p><ul><li>Equipmentmaintenanceandcalibrationofthermometers</li><li>Temperaturecontrollog</li><li>Inventorysheet</li><li>PestControlform</li></ul><p>Yourtrainer/assessorwillobserveyourperformanceandcompletetheprovided checklist.</p></td></tr><tr><td> </td><td><strong>Timeframe</strong></td><td>YourTrainerwillgiveyou2hourstocompletethisactivity.Youmayaskforadditional time if required.</td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td colspan="5"><strong>Template:Equipmentmaintenanceandcalibrationofthermometers</strong></td></tr><tr><td colspan="5"><i>Recordareasorequipmentcheckedfordefects.Forexample,floors,wallsandceilingscouldbecheckedmonthly for any cracks or crevices. Thermometers must be accurate to within + /- 1 °C.</i></td></tr><tr><td><strong>Date</strong></td><td><strong>Area/Equipment checked</strong></td><td><strong>Result(repairorservicerequired)</strong></td><td><strong>Corrective action</strong></td><td><strong>Checkedby</strong></td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td colspan="6"><strong>Template:Temperaturecontrollog</strong></td></tr><tr><td><strong>Date/Time</strong></td><td><strong>Unit/Food description</strong></td><td><strong>Visual check</strong></td><td><strong>Temp°C</strong></td><td><strong>Correctiveaction</strong></td><td><strong>Checkedby</strong></td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr></tbody></table></figure><p><br> </p><figure class="table"><table><tbody><tr><td> </td><td> </td><td> </td><td> </td></tr><tr><td> </td><td> </td><td> </td><td> </td></tr><tr><td colspan="4"><p> </p><p><strong>Managementaction:</strong></p></td></tr><tr><td colspan="4"><strong>Pestcontrolleractions:</strong></td></tr><tr><td colspan="4"><p><strong>PestcontrollernameandID:</strong></p><p><strong>PestControllersignature:</strong></p></td></tr><tr><td colspan="4"><p><strong>SiteManagername:</strong></p><p><strong>SiteManagersignature:</strong></p></td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td> </td><td colspan="4"><strong>Trainer/Assessortocomplete</strong></td></tr><tr><td> </td><td colspan="4"><strong>Trainername: Date:</strong></td></tr><tr><td rowspan="4"> </td><td colspan="2"><strong>Doesthecandidatemeetthefollowingcriteria</strong></td><td><strong>Satisfactor</strong></td><td><strong>Trainer/Assessor</strong></td></tr><tr><td colspan="2"> </td><td><strong>y/Not</strong></td><td><strong>Comments</strong></td></tr><tr><td colspan="2"> </td><td><strong>Satisfactor</strong></td><td> </td></tr><tr><td colspan="2"> </td><td><strong>y</strong></td><td> </td></tr><tr><td rowspan="3"> </td><td><strong>1.Maintainand</strong></td><td>1.1Regularlymonitortheenvironmentalconditions</td><td><ul><li>Yes</li></ul></td><td rowspan="3"> </td></tr><tr><td><strong>rotate stock.</strong></td><td><p>ofallstorageareasandequipmenttomaintainthe</p><p>qualityofthestock:</p></td><td><ul><li>No</li></ul></td></tr><tr><td> </td><td>1.1.1Drystorage:</td><td> </td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td> </td><td rowspan="2"> </td><td><ol><li>Made sure all holes, cracks, and crevices wherepestsmaybreedorenteraresealedtostop pests from getting into storage areas<ol><li>Madesuretheareaiscleanandnot overcrowded<ol><li>Ensuredthestorageareaisdry,cool, well-lit, and ventilated<ol><li>Ensuredthestorageareaisnotdirectly exposed to moisture or sunlight</li></ol></li><li>Coldstorage:<ol><li>Studentensuredthecoldstorageareais clean and not overcrowded</li><li>Studentensuredthetemperatureofthe cold storage area is at 5 0C or colder</li><li>Madesurethestorageareaisnotunder the danger zone i.e., between 5 oc and 6 00 C</li></ol></li><li>Frozenstorage:<ol><li>Studentensuredthefrozenstorageareais clean and not overcrowded</li><li>Madesurethetemperatureofthefreezer is at 0° F (-18° C).</li></ol></li><li>Student ensured the equipment was in workingcondition(includingbutnotlimitedto):<ol><li>Thereisnodamageandnovisibledentsor scratches</li><li>Checkedtherefrigeratorandfreezerdoors areinoperationandthedoorlightsturnonandoff while opening and closing</li><li>Thereisnodamagetothewiringofthe equipment</li><li>Checkedforanycracksorcrevicesforthe floors, walls and ceilings</li></ol></li><li>Student recorded all the findings in the Equipment maintenance and calibration of thermometerstemplate,orthetemplateprovided by the trainer</li></ol></li></ol></li></ol></td><td> </td><td> </td></tr><tr><td> </td><td><ol><li>Protectresourcesfromdamageof cross-contamination and pests.:<ol><li>Studentstoredthefoodsinthefood-grade containers and covered where required</li></ol></li></ol></td><td><ul><li>Yes</li><li>No</li></ul></td><td> </td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td> </td><td rowspan="3"> </td><td><ol><li>Madesuretostorethefoodsandpackaging above the floor<ol><li>Stored raw food – especially meat, fish, and poultry–belowandawayfromready-to-eatfoodin a cool room or fridge.<ol><li>Madesurethechemicalsandequipmentare stored away from the food handling areas</li><li>Madesuretocleanandsanitisethe equipment and premises regularly</li><li>Made sure to use separate equipment or utensilsforhandlingrawandreadytoeatfoods</li><li>Madesurenottohandlethefoodstockwith barehandsandworeglovesalwayswhilehandling the stock</li><li>Made sure to wash hands before and after handlingthestockandinbetweenchangingtasks</li><li>Minimisedexposedjewelleryandtiedhair back</li><li>Ensuredtonothandlefoodstockiffeeling unwell or suffering from a contagious illness</li></ol></li></ol></li></ol></td><td> </td><td> </td></tr><tr><td> </td><td><ol><li>Followedfirst-infirst-outprinciplestominimise the wastage of the resources:<ol><li>Studentorganisedfoodbyexpirationor use-by date for all food stock stored in refrigerators, freezers, and dry storage<ol><li>Where the food doesn’t have a use-by or expirationdate,studentmarkedthefoodpackage with the date received and used that date as a storage reference.</li><li>Organisedfoodofsamecategorytogether.</li><li>Foodstoredwasarrangedoldesttonewest according to use-by dates.</li><li>Thenewerstockwasplacedatthebackofthe shelf and placed the older stock at front for easy accessibility</li><li>Rotated the goods as per the FIFO method i.e.,theoldeststockshouldbeusedfirstandshould be within ‘best before’ or ‘use by’ dates.</li></ol></li></ol></li></ol></td><td><ul><li>Yes</li><li>No</li></ul></td><td> </td></tr><tr><td> </td><td>1.4Identifiedtheexcessstockandreportedasper the organisational procedures:</td><td><ul><li>Yes</li><li>No</li></ul></td><td> </td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td> </td><td> </td><td><ol><li>Studentsuccessfullyidentifiedthefollowing and completed the inventory sheet.<ol><li>Item<ol><li>Name<ol><li>Category</li><li>Manufacturer/supplier</li><li>QuantityonHand</li><li>CostPerItem</li><li>InventoryValue</li><li>Reorderlevel</li><li>QuantityNeeded</li><li>Status</li></ol></li></ol></li></ol></li></ol><p>1.4.2 Student reported the excess stock to the supervisorbycompletingtheinventorysheetand following the stock control procedures</p></td><td> </td><td> </td></tr><tr><td> </td><td><strong>2. Check and disposeofspoilt stock.</strong></td><td><ol><li>Checkedandmaintainedthequalityofthe stock and reported any deficiencies to the supervisor<ol><li>Studentcheckedthequalityofthegoodsand identifiedanydeficienciesforthefollowinggoods:<ol><li>Dairyproducts<ol><li>Studentcheckedthedairyproductswere free of:<ol><li>Anyabnormalcolourorodour</li><li>Checkedthebestbeforedate</li></ol></li><li>Drygoods<ol><li>Studentcheckedthedrygoodswere:</li><li>packagedandthepackagingorcoveringis not damaged, and</li><li>Checkedthe‘bestbefore’or‘useby’date</li></ol></li><li><p>Eggs</p><ol><li>Student checked that eggs are undamagedoruncrackedtoavoidcontamination.</li><li>Studentensuredeggswereof</li></ol><p>medium-sized with uniform colour, regular shape withlongovalshell,oneendbluntandanotherflat</p></li></ol></li></ol></li></ol></li></ol></td><td><ul><li>Yes</li><li>No</li></ul></td><td> </td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td> </td><td> </td><td><ol><li>Frozengoods<ol><li>Studentcheckedthefrozengoods packaging was no damage<ol><li>Studentensuredthegoodsdoesnothave strange colour or smell<ol><li>Fruitandvegetables</li><li>Studentcheckedfruitsandvegetableswere free of:<ol><li>insects</li><li>bruises</li><li>damage</li><li>blemishes</li><li>excessdirt</li><li>mould</li><li>badodour</li><li>softormushyspots</li></ol></li><li>Meat</li><li>Studentcheckedthemeatgoodswere:</li><li>firmwhenchilled.</li><li>Thecolourofthemeatwasclear,deepand red.</li><li>Rejectedmeatthatwasbrownatthe edges or greyish.</li><li>Checkedthatthemeatwasfirmanddry, never wet, and wobbly.</li><li>Checkedthesmellofthemeat</li><li>Poultry</li><li>Studentcheckedthepoultrygoods:<ol><li>Chickenhadapinkishcolour.</li><li>Rejectedanypoultrythatlookedfaded, had a strong odour, or feels tough or slimy.</li><li>Rejectedthepoultrythathadcosmetic damages, such as bruising or tears in the skin</li><li>Checked chicken and made sure it is plumpi.e.,whenpressed,resumeditsshapeaftera few seconds.</li></ol></li></ol></li></ol></li></ol></li></ol></td><td> </td><td> </td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td> </td><td rowspan="2"> </td><td><p>2.1.1.16.5Checkedforaclean,neutralaroma</p><ol><li>Seafood<ol><li>Studentcheckedtheseafood:<ol><li>Nodamagetoexternalsurfacesfor example fins, scales, or legs<ol><li>Noforeignmatterpresentsuchassand, seaweed insects<ol><li>Firm-lookingflesh;shellintact</li><li>Freshseasmell,nounpleasantodour</li><li>Moist,firm,andelastici.e.,springback quickly when pressed lightly</li></ol></li></ol></li><li>Studentcheckedthebestbeforedateforall products</li><li>Studentsuccessfullylocatedandreadfood product date codes</li><li>Studentfollowedthefoodsafetyprogramand stock control and purchasing policy and procedure</li><li>Studentcheckedthetemperatureandmade sure the food is under the appropriate temperature:<ol><li>ifitischilled–itshouldbeata temperature of 5°C or below.</li><li>ifitishot–itshouldbeatatemperatureof 60°C or above.</li><li>ifitisfrozen–itshouldbefrozensolidand not partly thawed.</li><li>Studentadjustedthetemperaturesand humidity controls of the storage equipment as required</li></ol></li><li>Studentrecordedthetemperaturechecksin the temperature control log</li><li>Detectedanydiscrepanciesordeficiencies with delivered stock items and reported to the supervisor as per organisational procedure</li></ol></li></ol></li></ol></td><td> </td><td> </td></tr><tr><td> </td><td><ol><li>Checked stock for any pest damage and reportedaspertheorganisationalprocedures:<ol><li>Studentidentifiedanypestinfestationsigns such as:<ol><li>Droppings</li></ol></li></ol></li></ol></td><td><ul><li>Yes</li><li>No</li></ul></td><td> </td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td> </td><td rowspan="2"> </td><td><ol><li>Smearmarks<ol><li>Gnawmarks<ol><li>Terminatewaste<ol><li>Anynoises</li></ol></li></ol></li></ol></li></ol><p>2.2.2Studentcompletedthepestcontrolformand reported it to the supervisor by following organisational procedures for pest control</p></td><td> </td><td> </td></tr><tr><td> </td><td><ol><li>Safelydisposeofallspoiltstock,toreduce adverse environmental effects.<ol><li>Student identified and separated the stock thatinvolvedrisktohumanconsumption(including but not limited to):<ol><li>foodthatmayhavebeencontaminatedand unsafe to consume.<ol><li>foodthatpests,dirtordustmay contaminate.</li><li>foodthatchemicalsmaycontaminate.</li><li>foodthatispastits“useby”date;</li><li>foodthathasbeenoutsidetemperature control; and</li><li>recalledfood.</li></ol></li><li>Studentdisposedofthespoiltstockinthe correct bins:<ol><li>Disposedofanyrecyclingmaterialinthe recycling bins such as glass bottles and jars</li><li>Disposedofgeneralwasteinthegeneral waste bin such as black plastics or milk or juice tetra packs</li><li>Disposedoffoodwasteinthefooddisposal bins such as food scraps or stock that is not good for human consumption</li></ol></li></ol></li></ol></li></ol></td><td><ul><li>Yes</li><li>No</li></ul></td><td> </td></tr><tr><td> </td><td><strong>3. Overall Performance</strong></td><td><ol><li>Studentefficientlymaintainedthestockforthe following food supplies:<ol><li>dairyproducts<ol><li>drygoods</li><li>eggs</li><li>frozengoods</li><li>fruitandvegetables</li></ol></li></ol></li></ol></td><td><ul><li>Yes</li><li>No</li></ul></td><td> </td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td> </td><td rowspan="4"> </td><td><ol><li>meat<ol><li>poultry<ol><li>seafood</li></ol></li></ol></li></ol></td><td> </td><td> </td></tr><tr><td> </td><td><ol><li>Student successfully conducted temperature andqualitychecksoneachoftheabovegoodsto establish whether they are within allowable tolerances:<ol><li>coldorchilled foods<ol><li>drygoods</li><li>frozenfoods</li><li>rawfoods</li></ol></li></ol></li></ol></td><td><ul><li>Yes</li><li>No</li></ul></td><td> </td></tr><tr><td> </td><td>3.3 Student successfully maintained stored stock accordingtocommercialtimeconstraintsandsafe food handling practices</td><td><ul><li>Yes</li><li>No</li></ul></td><td> </td></tr><tr><td> </td><td><ol><li>Student practiced effective communication skillswhilereportingtheissuestothesupervisor:<ol><li>Usedactivelisteningskillstounderstandthe participants’ point of view<ol><li>Usedrespectfulverbalandnon-verbal expressions</li><li>Toneofvoicewasclearandeasyto understand</li><li>Paidattentiontothesupervisor</li><li>Allowedsupervisortoaskquestions</li><li>Presentedinformationinasimplemanner</li><li>Avoidedslang</li><li>Spokeataslowpace</li><li>Avoideduseofhumourintheconversation</li><li>Maintainedculture-specificetiquette</li></ol></li></ol></li></ol></td><td><ul><li>Yes</li><li>No</li></ul></td><td> </td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td> </td><td><strong>Outcome of Unit AssessmentTask(UAT)</strong></td><td><p> </p><p><strong>Firstattempt:</strong></p><p> </p><p>Outcome(pleasemakesuretotickthecorrectcheckbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐</p><p> </p><p>Date: (day)/ (month)/ (year)</p><p><strong>Secondattempt:</strong></p><p> </p><p>Outcome(pleasemakesuretotickthecorrectcheckbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐</p><p>Date: (day)/ (month)/ (year)</p></td></tr><tr><td> </td><td><strong>FeedbacktoStudent</strong></td><td><p> </p><ul><li><strong>Firstattempt:</strong></li></ul><p> </p><p> </p><p> </p><p> </p><p> </p><ul><li><strong>Secondattempt:</strong></li></ul></td></tr><tr><td> </td><td><strong>StudentDeclaration</strong></td><td><ul><li>I declare that the answers I have provided are my own work.Where I haveaccessedinformationfromothersources,Ihaveprovidedreferences and or links to my sources.</li><li>IhavekeptacopyofallrelevantnotesandreferencematerialthatIused as part of my submission.</li><li>Ihaveprovidedreferencesforallsourceswheretheinformationisnotmy own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own.</li><li>IunderstandthatifIdisagreewiththeassessmentoutcome,Icanappeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.</li><li>Allappealoptionshavebeenexplainedtome.</li></ul></td></tr><tr><td> </td><td><strong>StudentSignature</strong></td><td> </td></tr><tr><td> </td><td><strong>Date</strong></td><td> </td></tr><tr><td> </td><td><strong>Trainer/AssessorName</strong></td><td> </td></tr><tr><td> </td><td><strong>Trainer/Assessor Declaration</strong></td><td><p>Ihold:</p><p>◻Vocationalcompetenciesatleasttothelevelbeingdelivered</p></td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td> </td><td> </td><td><ul><li>Currentrelevantindustryskills</li><li>CurrentknowledgeandskillsinVET,<i>andundertake</i></li><li>OngoingprofessionaldevelopmentinVET</li></ul><p><i>IdeclarethatIhaveconductedanassessmentofthiscandidate’ssubmission.The assessment tasks were deemed current, sufficient, valid, and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment.I have provided feedback to the above-named candidate.</i></p></td></tr><tr><td> </td><td><strong>Trainer/Assessor Signature</strong></td><td> </td></tr><tr><td> </td><td><strong>Date</strong></td><td> </td></tr><tr><td> </td><td><strong>OfficeUse Only</strong></td><td><p>OutcomeofAssessmenthasbeenenteredontotheStudentManagementSystem on (insert date)</p><p>by(insertName) </p></td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td colspan="10"><strong>Appendix A</strong></td></tr><tr><td colspan="10"><p> </p><p><strong>PurchaseOrder</strong></p></td></tr><tr><td> </td><td colspan="2"><strong>Vendor</strong></td><td colspan="5"><strong>Customer</strong></td><td colspan="2" rowspan="2"> </td></tr><tr><td> </td><td colspan="7"><p>Name Name</p><p>John FeastofFlavours</p><p>Companyname Companyname</p><p>Smithfoodsupplies Feastofflavours</p><p>Address Address</p><p>1212,hillstreetVictoria Fullerstreet,Keeling3452</p><p>Phone Phone</p><p>59686321 0375848361</p><p>Emailaddress Emailaddress</p><p><a href="mailto:Js@gmail.com">Js@gmail.com</a> <a href="mailto:Info@feastofflavours.com.au">Info@feastofflavours.com.au</a></p></td></tr><tr><td> </td><td colspan="6"> </td><td colspan="3"> </td></tr><tr><td> </td><td colspan="2">Shippingterms</td><td> </td><td colspan="2">Shippingmethod</td><td colspan="2"> </td><td rowspan="2"> </td><td rowspan="3"> </td></tr><tr><td> </td><td colspan="2">FreightonBoard</td><td> </td><td colspan="2">Land</td><td colspan="2"> </td></tr><tr><td> </td><td><strong>Code</strong></td><td colspan="2"><strong>ProductDescription</strong></td><td><strong>Quantity</strong></td><td colspan="3"><strong>Amount</strong></td><td> </td></tr><tr><td> </td><td>304-98632</td><td colspan="2">Milk</td><td>4</td><td colspan="3">10</td><td colspan="2" rowspan="9"> </td></tr><tr><td> </td><td>501-35587</td><td colspan="2">Butter</td><td>2</td><td colspan="3">30</td></tr><tr><td> </td><td>886-19386</td><td colspan="2">Pasta</td><td>2kg</td><td colspan="3">40</td></tr><tr><td> </td><td>4555-111</td><td colspan="2">Cashews</td><td>1kg</td><td colspan="3">60</td></tr><tr><td> </td><td>6666-1111</td><td colspan="2">Eggs</td><td>12</td><td colspan="3">20</td></tr><tr><td> </td><td>555-9899</td><td colspan="2">Frozenpeas</td><td>1kg</td><td colspan="3">10</td></tr><tr><td> </td><td>2586-1548</td><td colspan="2">Frozensausages</td><td>12</td><td colspan="3">25</td></tr><tr><td> </td><td>1554-15454</td><td colspan="2">Apples</td><td>1kg</td><td colspan="3">50</td></tr><tr><td> </td><td>151-1515</td><td colspan="2">Carrots</td><td>1kg</td><td colspan="3">40</td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td><td> </td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td>1562-1656</td><td>Eggplant</td><td>1kg</td><td>50</td><td> </td></tr><tr><td>369-98951</td><td>Oranges</td><td>1kg</td><td>20</td><td> </td></tr><tr><td>1154-1215</td><td>Beef</td><td>1kg</td><td>20</td><td> </td></tr><tr><td>1215-2325</td><td>Pork</td><td>1kg</td><td>20</td><td> </td></tr><tr><td>569-1545</td><td>Chicken</td><td>1kg</td><td>20</td><td> </td></tr><tr><td>15555-215</td><td>Turkey</td><td>1kg</td><td>20</td><td> </td></tr><tr><td>369-895</td><td>Fish</td><td>1kg</td><td>20</td><td> </td></tr><tr><td>659-789</td><td>Crabs</td><td>1kg</td><td>20</td><td> </td></tr></tbody></table></figure><p> </p>
<p> </p><h2><strong>Student Assessment Workbook</strong></h2><h2><strong>Theory task</strong></h2><h2><strong>SITXWHS005 - Participate in safe work practices.</strong></h2><figure class="table"><table><thead><tr><th><strong>Student Name:</strong></th><th> </th></tr><tr><th><strong>Student ID No:</strong></th><th> </th></tr><tr><th><strong>Start date of unit</strong></th><th> </th></tr></thead></table></figure><p><strong>Application</strong></p><p>This unit describes the performance outcomes, skills and knowledge required to incorporate safe work practices into own workplace activities. It requires the ability to follow predetermined health, safety and security procedures and to participate in organisational work health and safety (WHS) management practices.</p><p>The unit applies to all tourism, travel, hospitality and event sectors and to any small, medium or large organisation.</p><p>All personnel at all levels use this skill in the workplace during the course of their daily activities.</p><p>The unit incorporates the requirement for all employees under state and territory WHS legislation, to participate in the management of their own health and safety, that of their colleagues and anyone else in the workplace. They must cooperate with their employer and follow practices to ensure safety at work.</p><p>The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.</p><p>No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.</p><p><strong>Internet link to unit</strong></p><p>For detailed information about elements and performance criteria, foundation skills, performance evidence, knowledge evidence and assessment conditions, please follow the following link.</p><p><a href="https://training.gov.au/Training/Details/SITXWHS005">https://training.gov.au/Training/Details/SITXWHS005</a></p><p><strong>Purpose of the Document</strong></p><p>This Student Assessment Workbook contains details of your assessment tasks and the guidelines for you to be able to complete the assessments for this qualification. </p><p><strong>Purpose of Assessment</strong></p><p>Assessment is the process of gathering and judging of evidence to decide whether a student has achieved a standard of competence. Successful completion of all assessment tasks will contribute to the attainment of the unit of competency.</p><p> </p><p><strong>Training and Delivery Arrangements</strong></p><p>A training plan will be provided to the student with the start date and end date of each unit.</p><p>The trainer will hand over the resources to read and inform the student to complete Assessment tasks according to timetable. The training department will make sure that the training location is WHS compliant and safe for the training and equipped with the necessary resources needed for the effective delivery of training. </p><p>Trainers will be using PowerPoint slides, discussions, role-plays, and class activities as part of training.</p><p><strong>Assessment Arrangements</strong></p><p>To be assessed as competent the participant must: </p><ul><li>complete all assessment tasks to satisfactory level and according to the assessment instructions.</li><li>Submit them to trainer/assessor according to the due date as mentioned in the training plan or negotiated with the trainer/assessor.</li><li>The trainer/assessor will give the detailed feedback on the work completed by the student.</li><li>Perform all practical assessment tasks without risk to self, danger to others or damage to property, land or equipment under the supervision of the trainer.</li><li>abide by all relevant instructions and directions as they relate to the assessment tasks.</li></ul><p>In judging evidence, the assessor must ensure and declare that the evidence meet the Rules of Evidence as:</p><ul><li>authentic (candidate’s own work, for which submission declaration and ID check during task performance and the assessment under supervision as per the assessment instructions)</li><li>valid (directly related to the current version of the relevant endorsed unit of competency and as per instructions)</li><li>reliable (shows that the candidate consistently meets the endorsed unit of competency) </li><li>current (reflects the candidate’s current capacity to perform the aspect of the work covered by the endorsed unit of competency}, and</li><li>sufficient (covers the full range of elements, performance criteria, knowledge evidence, performance evidence and assessment conditions in the relevant unit of competency)</li></ul><p>The assessment process must:</p><ul><li>provide that assessment is conducted and declared by the assessor in accordance with Principles of Assessment for being valid, reliable, flexible and fair assessment.</li><li>provide for judgment to be made on the basis of sufficient evidence keeping in accordance with Rules of Evidence given above.</li><li>Access and equity</li></ul><p>An individual's access to the assessment process should not be adversely affected by restrictions placed on the location or context of assessment beyond the requirements specified in the training package. </p><p>The individual learner’s needs are considered in the assessment process. Where appropriate, reasonable adjustments are applied to take into account the individual learner’s needs (Refer to Pre-Training Review section). </p><p>The training department informs the learner about the assessment process and provides the learner with the opportunity to challenge the result of the assessment and be reassessed if necessary (Refer to Re-Assessment section). </p><p>Reasonable adjustments can be made to ensure equity in assessment for people with disabilities. Adjustments include any changes to the assessment process or context that meet the Individual needs of the person with a disability, but do not change competency outcomes. Such adjustments are considered reasonable if they do not impose an unjustifiable hardship on training department or employer or learner. When assessing people with disabilities, assessors are encouraged to apply good practice assessment methods with sensitivity and flexibility.</p><p>Assessors should also provide alternative assessment activities to address identified specific organisation requirements.</p><p><strong>Assessment tools</strong></p><p>The tools used, having multiple tasks, provide a foundation on which to build a comprehensive learning and assessment program. In the assessment workbook there are a range of assessment tasks. The types of activities are varied to ensure good "testing" of the required skills and knowledge. Trainers / Assessors will need to adapt or supplement these resources where appropriate.</p><p>A range of standard assessment methods are used within each assessment tool (refer to Methods of assessments)</p><p>Once all tasks have been completed, the file(s) containing answers to assessment workbook tasks should be submitted to the trainer/assessor and the assessor will give the detailed feedback.</p><p><strong>Re-assessment </strong></p><p>Learners who are assessed as ‘Not Yet Competent’ are to be provided with detailed verbal and written feedback to assist them to identify the gaps in their knowledge and skills to be addressed through further training and assessment. These learners are to be provided with additional training and learning support to target their specific gaps in knowledge and/or skills and prepare them for additional assessment. </p><p>It is the policy to provide additional training and re-assessment as required at no additional cost to the learner. Learner’s requiring additional learning support are to be brought to the attention of management so the progress of the learner can be monitored closely, and additional support services can be applied if required. Where learners repeatedly do not demonstrate competence following significant learning and assessment support, a learner’s enrolment can be determined through mutual agreement. Please note, learners are granted with 3 attempts for a successful assessment outcome. Where learners are unable to achieve competency after 3 attempts, they may be required to re-enrol in that unit/s and undertake further training.</p><h2>Rules of evidence</h2><p>There are four rules of evidence that guide the collection of evidence. The student’s work must demonstrate the rule of evidence e.g. </p><ul><li><i><strong>Valid</strong></i> – The assessment task must cover the required skills and knowledge.</li><li><i><strong>Sufficient</strong></i> – it must be enough to satisfy the competency.</li><li><i><strong>Current</strong></i> – skills and knowledge must be up to date.</li><li><i><strong>Authentic</strong></i> – it must be the student’s own work and supporting documents must be genuine.</li></ul><h2>Principles of Assessment</h2><p>The four principles of assessment are followed in assessment of each student’s evidence of competence. The four principles are:</p><ul><li>Validity</li><li>Reliability</li><li>Flexibility</li><li>Fairness</li></ul><h2>Validity:</h2><ul><li>assessment against the unit(s) of competency and the associated assessment requirements covers the broad range of skills and knowledge that are essential to competent performance.</li><li>assessment of knowledge and skills is integrated with their practical application.</li><li>assessment to be based on evidence that demonstrates that a student could establish these skills and knowledge in other similar situations; and </li><li>Judgment of competence is based on evidence of student performance that is aligned to the unit/s of competency and associated assessment requirements.</li></ul><p><i><strong>Reliability:</strong></i></p><p>Evidence presented for assessment is consistently interpreted and assessment results are comparable irrespective of the assessor conducting the assessment<strong>.</strong></p><p><i><strong>Fairness</strong></i><strong>: </strong></p><p>The individual student’s needs are considered in the assessment process. Wherever appropriate, reasonable adjustments are applied to take into account the individual student’s needs. The training department informs the student about the assessment process and provides the student with the opportunity to challenge the result of the assessment and be reassessed if necessary.</p><p><i><strong>Flexibility</strong></i><strong>: </strong>Assessment is flexible to the individual student by<strong>: </strong></p><ul><li>reflecting the student’s needs.</li><li>assessing competencies held by the student no matter how or where they have been acquired; and</li><li>Drawing from a range of assessment methods and using those that are appropriate to the context, the unit of competency and associated assessment requirements, and the individual.</li></ul><h2>Competency/Submission Details and Instructions </h2><p>For you to achieve competency in this unit, you are required to complete the following tasks and submit according to your proposed training plan, or the date specified by Trainer/assessor in particular cases (please see Access and Equity Policy and Procedure). The student instructions for each task have been mentioned before the start of each task. You must achieve satisfactory ratings on all tasks. </p><p>Within the context of these assessment tasks for role playing activities / presentations / demonstrations, the assessor may fill in the role of client, manager or supervisor, as applicable. </p><p> </p><ul><li>At each submission of your assessment, the student must declare that the work submitted is his/her own and has not been copied. Failure to do so will result in the assessment work being returned for completion thus delaying the assessment. </li><li>Make sure you have read all supporting resources prior to commencing and completing any of the questions and activities in this assessment workbook.</li><li>If you are unsure of the requirements of a question, activity or project – please contact your trainer/assessor, at the given contact details in the beginning of this document, for clarification. Reasonable adjustment options are available however this must be arranged in coordination with the Training Department prior to assessment.</li><li>You must ensure that you have attempted and completed all assessment tasks in this Student Assessment Workbook prior to submitting for assessment.</li><li>All the above items must be adhered to. Failure to do so will result in your work being returned to you, delaying the assessment of your tasks.</li><li>Written questions require in-depth responses and answers must comply with the instructions provided. </li><li>At the time of submission of workbook or individual unit, ask for Receipt from staff. Keep it safe for your records and future references.</li></ul><h2>Understanding the assessment grading system</h2><p>Assessments for qualifications are competency based, which means students are assessed against the unit of competency requirements. Assessment results are recorded as follows:</p><ul><li>Satisfactory (S) result: the student’s submitted work satisfies the learning requirements and competency standards for the Task.</li><li>Not Satisfactory (NS) result: the student’s submitted work does not demonstrate the understanding of competency standards in the Task. </li><li>Competent © result: Once a student receives a satisfactory result for all required assessment Tasks, as per the learning requirements and all competency standards for the unit (in accordance with the unit of competency details at National Register <a href="http://www.training.gov.au">www.training.gov.au</a>), C outcome will be awarded for the entire unit.</li><li>Not Yet Competent (NYC) result: If any of the Tasks in unit is NS, a student will receive NYC outcome. He/she will receive written feedback from a trainer/assessor, clearly outlining where the gaps are. The student will then be required to rectify these gaps and re-submit his/her assessment for marking.</li></ul><p> </p><h2>Feedback and Review</h2><p>The student will receive written feedback from a trainer/assessor, clearly outlining why the student’s submitted work does not demonstrate the understanding of competency standards in the task and where the gaps are. The student will then be required to rectify these gaps and re-submit his/her assessment for marking.</p><h2>Plagiarism and Collusion</h2><p>Plagiarism and collusion are both forms of cheating. It is taking and using someone else’s ideas, writings or information and representing them as your own. Plagiarism is a serious act and may result in a participant’s exclusion from a unit or a course. When you have any doubts about including the work of other authors in your assessments, please consult with your Trainer/assessor and refer to the Student Handbook. In case you need further information about plagiarism and collusion, please ask staff to provide you with the copy of plagiarism and collusion policy and procedure. Alternatively, you may refer to the website. The following list outlines some of the activities for which a participant can be accused of plagiarism:</p><ul><li>Presenting any work by another individual as one’s own unintentionally.</li><li>Submitting assessments copied from another student.</li><li>Presenting the work of another individual or group as their own work</li><li>Submitting assessments without the adequate acknowledgement of sources used, including assessments copied totally or in part from the internet.</li></ul><h2>Referencing your work</h2><p>The students are required to use the right sources in their work. By doing proper referencing, you are acknowledging that you have used someone else’s information or work. The students are encouraged its students to use APA 6th referencing Style. You can visit <a href="http://guides.lib.monash.edu/citing-referencing/apa">http://guides.lib.monash.edu/citing-referencing/apa</a> for the style information or visit <a href="https://www.refme.com/au/referencing-generator/apa/">https://www.refme.com/au/referencing-generator/apa/</a> for APA style references generation. You must reference all sources that you use in your assignment, including words and ideas, facts, images, videos, audio, websites, statistics, diagrams and data.</p><p>There are two parts to every referencing system:</p><ul><li>In-text reference – a reference to a source of information placed within the body of the work. </li><li>The reference list – a list of all sources referred to in the work, located at the end of the work.</li></ul><p> </p><p>Please ask your trainer if you do not know how to reference your evidence. Ensure your work is referenced to prevent plagiarism. For more information on plagiarism and referencing, refer to the Student Handbook. </p><h2>Appealing a decision</h2><p>Where a student disagrees with a decision made by Trainer/assessor regarding outcome of unit, plagiarism or cheating, he/she may pursue appeal proceedings in accordance with the complaints and appeals process given in <i>Complaints and Appeals Policy and Procedure</i>, as you have the right to appeal the outcome. More information about this process can be found in the Student Handbook or can be obtained from the Student Support Officials.</p><h2>Reasonable Adjustments</h2><p>If you have special needs or disabilities, reasonable adjustment will be organised in accordance with the policies and procedures of reasonable adjustments. This may include but not limited to:</p><ul><li>visual difficulty: we can assist by making adjustments such as larger print of documents, assessment tools and forms.</li><li>physical disabilities: assessment may be broken down into shorter/longer lengths of time, where applicable</li><li>sick or have medical condition, due date extension may be provided.</li><li>LLN Support</li></ul><p>Examples of reasonable adjustment in assessment may include but not limited to:</p><ul><li>Submission of an oral assessment task for a written one</li><li>Provision of extra time</li><li>Use of adaptive technology</li></ul><p> </p><p>The requirements for special needs must be established and an appropriate record must be kept of the efforts made to establish special need and the outcomes of these efforts.</p><p><strong>Methods of assessments</strong></p><p>There are two types of tasks for assessing the unit of competency for each unit.</p><ol><li>Written Questions i.e. A set of questions to test the student’s knowledge for the unit of competency.</li><li>Project and demonstration/role play: i.e. A series of practical tasks assessing the student’s practical knowledge and skill for the unit of competency.</li></ol><p>The following methods are used for assessing the student.</p><ul><li>Analysis of responses to all written questions </li><li>Analysis of responses to case studies.</li><li>Analysis of responses to practical tasks/demonstration/role-play/written reports (Please refer to the assessment tasks instructions for individual tasks)</li><li>Observation of demonstration by the student in role play/workplace activities</li><li>Oral Answers to Oral Questions to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application. The trainer assessor will tick the related answer provided by the student which relates to the benchmark answers or will add the additional answers provided by the student in the provided space.</li></ul><p><strong>Required Resources </strong></p><ol><li>Student Assessment Workbook</li><li>Learner guide</li><li>Access to supportive human resources </li><li>Access to computers and printers</li><li>Access to internet </li><li>Access to simulated environment that reflects workplace conditions that is an operational business environment.</li><li>Meeting room with tables and chairs </li><li>Simulated workplace templates and required policies and procedures as per assessment tasks.</li><li>Access to role playing participants i.e., colleagues. Supervisor and other resources required as per simulated assessment tasks requirements. </li></ol><p> </p><h2>General Instructions to the Students</h2><ol><li>Read all the assessment tasks carefully.</li><li>Provide answers/responses to all the assessment tasks. </li><li>The evidence for the task can be handwritten or in a word document.</li><li>If you have been asked to explain or describe, provide your answer in sufficient words ( refer to Written answer question guidance), or as per instructions/requirements for individual question. If you have been asked multiple choice question, you must choose the appropriate answer in the given choices. If you think more than one of given choices are correct, in that case you can choose as many as you think are appropriate.</li><li>Your answers must reflect knowledge and understanding of the subject.</li><li>Students can ask the trainer/assessor if they are having any problem in understanding the questions. (Please do not expect the trainer/assessor to tell you answer for the questions)</li><li>All answers/responses must be correct to be assessed as satisfactory.</li><li>The Assessment is to be attempted after completing the face-to-face training for this unit with the trainer and assessor.</li><li>Please be advised that the following is the required evidence for practical assessment tasks.<ol><li>The student is required to submit all the required documents as mentioned in Deliverable Specifications in the assessment instructions.</li><li>Clear photos while undertaking practical activities. The trainer assessor or person assigned by him will take the photos from suitable directions and in numbers as mentioned in Deliverable Specifications.</li></ol></li><li>Your assessment will be given an outcome of competent or not yet competent.</li><li>The student will be asked Oral Questions to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application. </li><li>After completing assessment and obtaining result from trainer/assessor, you will acknowledge on Assessment Result Sheet that you have been informed of the assessment result and the reasons for the outcome.</li></ol><p><strong>Assessment Task Summary</strong></p><ol><li>This cluster requires you to complete six assessment tasks. You must satisfactorily complete all tasks to achieve competency for the units in this cluster.</li><li> </li></ol><figure class="table"><table><thead><tr><th><ol><li><strong>Assessment Task</strong></li></ol></th><th><ol><li><strong>Assessment Method</strong></li></ol></th><th><ol><li><strong>Task Summary</strong></li></ol></th></tr><tr><th><ol><li>Assessment Task 1: Written Questions</li></ol></th><th><ol><li>Questions and Answers</li></ol></th><th><ol><li>Students must answer all given written questions.</li></ol></th></tr><tr><th><ol><li>Assessment Task 2: </li></ol></th><th><ol><li>Project and Demonstration/role play </li></ol></th><th><ol><li>Students are required to Participate in safe work practice in the simulated workplace environment as per provided assessment tasks and instructions. </li></ol></th></tr></thead></table></figure><p> </p><p><strong>Assessment task 1</strong> <strong>Written Questions:</strong></p><p><strong>Assessment objectives</strong></p><p>The student will demonstrate the knowledge required to Participate in safe work practices. </p><p><strong>Deliverable specifications</strong> </p><p>The student must deliver answers to all the questions. The answers should be correct, sufficient and in acceptable form of quality and standard.</p><p>If you have been asked to explain or describe, provide your answer in sufficient words ( refer to Written answer question guidance), or as per instructions/requirements for individual question. If you have been asked multiple choice question, you must choose the appropriate answer in the given choices. If you think more than one of given choices are correct, in that case you can choose as many as you think are appropriate.</p><p><strong>What do I need to submit?</strong></p><ul><li>Your answers to each question in this task.</li></ul><p><strong>What do I need to do if I get something wrong?</strong></p><ul><li>If your assessor marks any of your answers as incorrect, he/she will provide you with feedback. You will need to resubmit the answers for the questions that were incorrect in writing.</li></ul><p><strong>Written answer question guidance.</strong></p><p> </p><p>The following written questions may use a range of ‘instructional words’, such as ‘identify’ or ‘explain’. These words will guide you as to how you should answer the question. Some questions will also tell you how many answers you need to give – for example: ‘Describe three strategies…’.</p><ul><li>Discuss – when a question asks you to ‘discuss’, you are required to point out important issues or features and express some form of critical judgment. Generally, you are expected to write a response of one or two paragraphs in length.</li><li>Describe – when a question asks you to ‘describe’, you will need to state the most noticeable qualities or features. Generally, you are expected to write a response of two or three sentences in length.</li><li>Explain – when a question asks you to ‘explain’, you will need to make clear how or why something happened or the way it is. Generally, you are expected to write a response of three to four sentences in length.</li><li>Identify – when a question asks you to ‘identify’, you will need to briefly describe the required information. Generally, you are expected to write a response of two or three sentences in length.</li><li><p>List – when a question asks you to ‘list’, this means you will need to briefly state information in a list format, often with a specific number of items indicated. </p><p> </p></li></ul><p>Written Questions </p><p> </p><figure class="table"><table><thead><tr><th><ol><li>Which version of Occupational Health and Safety Act is in force in Victoria.</li></ol></th></tr><tr><th><ol><li>Which version of Occupational Health and Safety Regulations is in force in Victoria.</li></ol></th></tr><tr><th><ol><li>As basic aspects of work health and safety (WHS) legislation, list at least two actions that must be adhered to by businesses.</li></ol></th></tr><tr><th><ol><li>List employer’s basis responsibilities for workplace health and safety. (Minimum two)</li></ol></th></tr><tr><th><ol><li>List employee’s basis responsibilities at workplace regarding health and safety. (Minimum two)</li></ol></th></tr><tr><th><ol><li>According to health and safety legislation, what are the responsibilities of employers and employees in relation to PPE? </li></ol></th></tr><tr><th><ol><li>What are the consequences of failure to comply with health and safety legislation and failure to follow organisational policies and procedures? </li></ol></th></tr><tr><th><ol><li>What are 5 steps a business must do to ensure they remain compliant with their WHS obligations?</li></ol></th></tr><tr><th><ol><li>A large delivery of alcohol has been received by a hotel. The delivery driver has left the boxes in a walkway, and it is hard for workers to move around the stack of boxes. What could workers do to remove this hazard? </li></ol></th></tr><tr><th><ol><li>Why should workers follow workplace health and safety procedures? </li></ol></th></tr><tr><th><ol><li>List three hazards and associated health, safety, and security risks in a commercial kitchen. </li></ol></th></tr></thead></table></figure><figure class="table"><table><thead><tr><th>Hazards </th><th>Associated health, safety, and security risks</th></tr><tr><th> </th><th><p> </p><p> </p></th></tr><tr><th> </th><th><p> </p><p> </p></th></tr><tr><th> </th><th><p> </p><p> </p></th></tr><tr><th colspan="2"><ol><li>Write a short sentence to describe how workers could safely remove each of these hazards from the workplace.</li></ol></th></tr></thead></table></figure><p> </p><figure class="table"><table><thead><tr><th><strong>Hazard</strong></th><th><strong>Safe removal of hazard</strong></th></tr><tr><th>Faulty equipment or machinery</th><th> </th></tr><tr><th>Heavy boxes that need to be moved</th><th> </th></tr><tr><th>Water on the floor</th><th> </th></tr><tr><th>Boxes stored in a walkway</th><th> </th></tr><tr><th colspan="2"><ol><li>What is the role of emergency/ fire wardens during an evacuation?</li></ol></th></tr><tr><th colspan="2"><ol><li>What should employees do during an evacuation? </li></ol></th></tr><tr><th colspan="2"><ol><li>What should be included in Health and safety policies and procedures? List four.</li></ol></th></tr><tr><th colspan="2"><ol><li>List at least three contents of health, safety and security procedures relating to evacuation of staff and customers in case of emergency. </li></ol></th></tr><tr><th colspan="2"><ol><li>List at least three contents of health, safety and security procedures relating security management of important things like cash, documents, equipment, keys, or people.</li></ol></th></tr><tr><th colspan="2"><ol><li>Describe how cash should be handled to reduce opportunity of theft.</li></ol></th></tr><tr><th colspan="2"><ol><li>Develop an evacuation procedure for a commercial kitchen.</li></ol></th></tr><tr><th colspan="2"><ol><li>How can workers report workplace hazards? </li></ol></th></tr><tr><th colspan="2"><ol><li>What are the uses of template reports for hazards and incident and accident reporting?</li></ol></th></tr><tr><th colspan="2"><ol><li>What type of information might workers need to provide for emergency incident reports? </li></ol></th></tr><tr><th colspan="2"><ol><li>Using the form below, you are to complete an accident report form for the following incident. Please note that you may add any missing facts or information for the purpose of this task. </li></ol><p>On 12 March 2022, you witnessed Joanne Smyth a male worker slips downstairs in the kitchen and injure his left ankle. The first aid officer (Ian Jones) applied ice, elevation, and a pressure bandage to the injured ankle. Joanne was then taken to the staffroom to rest his ankle – as he did not want to go home. You heard that Joanne was distracted as he was talking on telephone with some customer whilst approaching the stairs, but you did not see this firsthand, but another person Kim told you that he has seen him falling while talking on phone. </p><p> </p></th></tr></thead></table></figure><p> </p><figure class="table"><table><thead><tr><th><p><strong> </strong></p><p><strong>Accident Report Form</strong></p><p> </p><figure class="table"><table><thead><tr><th><strong>PERSONAL DETAILS OF THE INJURED PERSON</strong></th></tr><tr><th>Title: Dr Mr Ms Mrs Miss </th></tr><tr><th>Surname:_________________________ Given Names:________________________________</th></tr><tr><th>Gender: Male / Female Date of Birth _______________( Date / Month / Year)</th></tr><tr><th>❑ Employee </th></tr><tr><th>❑ Independent Person </th></tr><tr><th>Home Address:___________________________________________________________________</th></tr><tr><th>Telephone: Home_________________ Work _________________ Mob____________________ </th></tr><tr><th>Occupation:________________________________ Email:________________________________</th></tr><tr><th> </th></tr><tr><th><strong>PERSONAL DETAILS OF THE FIRST AIDER</strong></th></tr><tr><th>Title: Dr Mr Ms Mrs Miss </th></tr><tr><th>Surname:_________________________ Given Names:_______________________________</th></tr><tr><th>❑ Employee </th></tr><tr><th>❑ Independent Person </th></tr><tr><th>Occupation:________________________________ Email:________________________________</th></tr><tr><th> </th></tr><tr><th><strong>DETAILS OF THE ACCIDENT</strong></th></tr><tr><th>Day of Accident:_____________ Date of Accident:________ Time of Accident:_________ am/pm</th></tr><tr><th>Location of Accident:______________________________________________________________</th></tr><tr><th><p>What was the person doing leading up or at the time of the accident (e.g., sweeping )</p><p> </p></th></tr><tr><th><p>What happened: (e.g., slipped on floor, struck by car)</p><p> </p><p> </p></th></tr><tr><th><p>What safety equipment was being used at the time (e.g., gloves, goggles, earmuffs):_____________</p><p> </p><p> </p></th></tr><tr><th>Was the hazard that caused the accident / injury previously reported? Yes / No / N/A</th></tr><tr><th>Has the hazard been resolved: Yes / No / N/A</th></tr></thead></table></figure><p> </p></th></tr><tr><th><p><strong>INJURY / CONDITION / DISEASE DETAILS</strong></p><p> </p><p>Description of the injury / condition / disease:___________________________________________</p><p>________________________________________________________________________________</p><p>________________________________________________________________________________</p><p>________________________________________________________________________________</p><p><strong>WITNESSES/ES</strong></p><p>Name: ________________________________ Contact No: _______________________________</p><p>Name: ________________________________ Contact No: _______________________________</p><p> </p><p><strong>ACTION TAKEN</strong></p><p>Detail action taken as a result of this accident:___________________________________________</p><p>________________________________________________________________________________</p><p>________________________________________________________________________________</p><p>________________________________________________________________________________</p><p><strong>TO BE COMPLETED BY FIRST AIDER</strong></p><p>Name: _________________________________ </p><p>Signature: ______________________________ Date: __________________________________</p></th></tr></thead></table></figure><p> </p><figure class="table"><table><thead><tr><th><p><strong>Safe work practices as a worker in commercial kitchen </strong></p><p><strong>Provide answer to following questions from 24-27) in context to Safe work practices as a worker in commercial kitchen.</strong></p></th></tr><tr><th><ol><li><h2>What is included in the safe work practices.</h2></li></ol></th></tr><tr><th><ol><li><h2>Describe the safe work techniques for handling knives.</h2></li></ol></th></tr><tr><th><ol><li><h2>Describe the safe working techniques for handling hot surfaces.</h2></li></ol></th></tr><tr><th><ol><li><h2>list the safe working techniques for handling and storing cleaning chemicals used in the kitchen. List three for each.</h2></li></ol><p>Handling:</p><p>Storage:</p></th></tr><tr><th><ol><li><strong>As a safe work practice, what protective clothes would you wear within a commercial kitchen?</strong></li></ol></th></tr><tr><th><ol><li><strong>List WHS areas (at least five) that should be covered during WHS induction training.</strong></li></ol></th></tr><tr><th><ol><li><strong>When should you receive training for a new job task?</strong></li></ol><p> </p></th></tr><tr><th><ol><li><strong>How can you contribute to WHS consultation (List 3 ways)</strong></li></ol></th></tr></thead></table></figure><figure class="table"><table><thead><tr><th><p><strong>Student Declaration:</strong></p><ul><li>I declare that the work submitted is my own and has not been copied or plagiarised from any person or source, except for where I have listed or referenced documents and no part of this assessment has been written for me by any other person.</li></ul><p> </p></th><th><p>Signature: ________________________</p><p> </p><p>Date: ____/_____/_____</p><p> </p></th></tr></thead></table></figure><p><strong>Assessment task 2</strong> </p><p><strong>Project and role-play</strong></p><p>Please access Assessment task 2 in a separate document.</p><figure class="table"><table><thead><tr><th><p>Note to trainer assessor:</p><p>The trainer/assessor will use the marking and observation checklist and unit assessment result sheet (provided in a separate document) to record the outcome of all assessment tasks. The trainer/assessor will provide feedback for the student in Comments /feedback section. Where any item/criteria have been marked as not satisfactory, outline the gaps in your feedback and document the actions that must be taken by the student to address the gaps. A copy of feedback must be provided to the student by the trainer/assessor.</p></th></tr></thead></table></figure><h2> </h2>
<p><strong>Student Assessment Workbook</strong></p><p><strong>Theory Tasks</strong></p><h2>SITHCCC035 - Prepare poultry dishes.</h2><figure class="table"><table><tbody><tr><td><strong>Student Name:</strong></td><td> </td></tr><tr><td><strong>Student ID No:</strong></td><td> </td></tr><tr><td><strong>Start date of unit</strong></td><td> </td></tr></tbody></table></figure><p><strong>Application</strong></p><p>This unit describes the performance outcomes, skills and knowledge required to prepare and cook a range of poultry dishes following standard recipes. It requires the ability to select, prepare and portion poultry, and to use relevant equipment, cookery and food storage methods.</p><p>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.</p><p>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.</p><p>The skills in this qualification must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.</p><p>No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.</p><p><strong>Internet link to unit</strong></p><p>For detailed information about elements and performance criteria, foundation skills, performance evidence, knowledge evidence and assessment conditions, please follow the following link.</p><p><a href="https://training.gov.au/Training/Details/SITHCCC035">https://training.gov.au/Training/Details/SITHCCC035</a></p><p> </p><p><strong>Purpose of the Document</strong></p><p>This Student Assessment Workbook contains details of your assessment tasks and the guidelines for you to be able to complete the assessments for this qualification. </p><p><strong>Purpose of Assessment</strong></p><p>Assessment is the process of gathering and judging of evidence to decide whether a student has achieved a standard of competence. Successful completion of all assessment tasks will contribute to the attainment of the unit of competency.</p><p> </p><p><strong>Training and Delivery Arrangements</strong></p><p>A training plan will be provided to the student with the start date and end date of each unit.</p><p>The trainer will hand over the resources to read and inform the student to complete Assessment tasks according to timetable. The training department will make sure that the training location is WHS compliant and safe for the training and equipped with the necessary resources needed for the effective delivery of training. </p><p>Trainers will be using PowerPoint slides, discussions, role-plays, and class activities as part of training.</p><p><strong>Assessment Arrangements</strong></p><p>To be assessed as competent the participant must: </p><ul><li>complete all assessment tasks to satisfactory level and according to the assessment instructions.</li><li>Submit them to trainer/assessor according to the due date as mentioned in the training plan or negotiated with the trainer/assessor.</li><li>The trainer/assessor will give the detailed feedback on the work completed by the student.</li><li>Perform all practical assessment tasks without risk to self, danger to others or damage to property, land or equipment under the supervision of the trainer.</li><li>abide by all relevant instructions and directions as they relate to the assessment tasks.</li></ul><p>In judging evidence, the assessor must ensure and declare that the evidence meet the Rules of Evidence as:</p><ul><li>authentic (candidate’s own work, for which submission declaration and ID check during task performance and the assessment under supervision as per the assessment instructions)</li><li>valid (directly related to the current version of the relevant endorsed unit of competency and as per instructions)</li><li>reliable (shows that the candidate consistently meets the endorsed unit of competency) </li><li>current (reflects the candidate’s current capacity to perform the aspect of the work covered by the endorsed unit of competency}, and</li><li>sufficient (covers the full range of elements, performance criteria, knowledge evidence, performance evidence and assessment conditions in the relevant unit of competency)</li></ul><p>The assessment process must:</p><ul><li>provide that assessment is conducted and declared by the assessor in accordance with Principles of Assessment for being valid, reliable, flexible and fair assessment.</li><li>provide for judgment to be made on the basis of sufficient evidence keeping in accordance with Rules of Evidence given above.</li><li>Access and equity</li></ul><p>An individual's access to the assessment process should not be adversely affected by restrictions placed on the location or context of assessment beyond the requirements specified in the training package. </p><p>The individual learner’s needs are considered in the assessment process. Where appropriate, reasonable adjustments are applied to take into account the individual learner’s needs (Refer to Pre-Training Review section). </p><p>The training department informs the learner about the assessment process and provides the learner with the opportunity to challenge the result of the assessment and be reassessed if necessary (Refer to Re-Assessment section). </p><p>Reasonable adjustments can be made to ensure equity in assessment for people with disabilities. Adjustments include any changes to the assessment process or context that meet the Individual needs of the person with a disability, but do not change competency outcomes. Such adjustments are considered reasonable if they do not impose an unjustifiable hardship on training department or employer or learner. When assessing people with disabilities, assessors are encouraged to apply good practice assessment methods with sensitivity and flexibility.</p><p>Assessors should also provide alternative assessment activities to address identified specific organisation requirements.</p><p><strong>Assessment tools</strong></p><p>The tools used, having multiple tasks, provide a foundation on which to build a comprehensive learning and assessment program. In the assessment workbook there are a range of assessment tasks. The types of activities are varied to ensure good "testing" of the required skills and knowledge. Trainers / Assessors will need to adapt or supplement these resources where appropriate.</p><p>A range of standard assessment methods are used within each assessment tool (refer to Methods of assessments)</p><p>Once all tasks have been completed, the file(s) containing answers to assessment workbook tasks should be submitted to the trainer/assessor and the assessor will give the detailed feedback.</p><p><strong>Re-assessment </strong></p><p>Learners who are assessed as ‘Not Yet Competent’ are to be provided with detailed verbal and written feedback to assist them to identify the gaps in their knowledge and skills to be addressed through further training and assessment. These learners are to be provided with additional training and learning support to target their specific gaps in knowledge and/or skills and prepare them for additional assessment. </p><p>It is the policy to provide additional training and re-assessment as required at no additional cost to the learner. Learner’s requiring additional learning support are to be brought to the attention of management so the progress of the learner can be monitored closely, and additional support services can be applied if required. Where learners repeatedly do not demonstrate competence following significant learning and assessment support, a learner’s enrolment can be determined through mutual agreement. Please note, learners are granted with 3 attempts for a successful assessment outcome. Where learners are unable to achieve competency after 3 attempts, they may be required to re-enrol in that unit/s and undertake further training.</p><h2>Rules of evidence</h2><p>There are four rules of evidence that guide the collection of evidence. The student’s work must demonstrate the rule of evidence e.g. </p><p>§ <i>Valid</i> – The assessment task must cover the required skills and knowledge.</p><p>§ <i>Sufficient</i> – it must be enough to satisfy the competency.</p><p>§ <i>Current</i> – skills and knowledge must be up to date.</p><p>§ <i>Authentic</i> – it must be the student’s own work and supporting documents must be genuine.</p><h2>Principles of Assessment</h2><p>The four principles of assessment are followed in assessment of each student’s evidence of competence. The four principles are:</p><ul><li>Validity</li><li>Reliability</li><li>Flexibility</li><li>Fairness</li></ul><h2>Validity:</h2><ul><li>assessment against the unit(s) of competency and the associated assessment requirements covers the broad range of skills and knowledge that are essential to competent performance.</li><li>assessment of knowledge and skills is integrated with their practical application.</li><li>assessment to be based on evidence that demonstrates that a student could establish these skills and knowledge in other similar situations; and </li><li>Judgment of competence is based on evidence of student performance that is aligned to the unit/s of competency and associated assessment requirements.</li></ul><p><i><strong>Reliability:</strong></i></p><p>Evidence presented for assessment is consistently interpreted and assessment results are comparable irrespective of the assessor conducting the assessment<strong>.</strong></p><p><i><strong>Fairness</strong></i><strong>: </strong></p><p>The individual student’s needs are considered in the assessment process. Wherever appropriate, reasonable adjustments are applied to take into account the individual student’s needs. The training department informs the student about the assessment process and provides the student with the opportunity to challenge the result of the assessment and be reassessed if necessary.</p><p><i><strong>Flexibility</strong></i><strong>: </strong>Assessment is flexible to the individual student by<strong>: </strong></p><ul><li>reflecting the student’s needs.</li><li>assessing competencies held by the student no matter how or where they have been acquired; and</li><li>Drawing from a range of assessment methods and using those that are appropriate to the context, the unit of competency and associated assessment requirements, and the individual.</li></ul><h2>Competency/Submission Details and Instructions</h2><p>For you to achieve competency in this unit, you are required to complete the following tasks and submit according to your proposed training plan, or the date specified by Trainer/assessor in particular cases (please see Access and Equity Policy and Procedure). The student instructions for each task have been mentioned before the start of each task. You must achieve satisfactory ratings on all tasks. </p><p>Within the context of these assessment tasks for role playing activities / presentations / demonstrations, the assessor may fill in the role of client, manager or supervisor, as applicable. </p><p> </p><ul><li>At each submission of your assessment, the student must declare that the work submitted is his/her own and has not been copied. Failure to do so will result in the assessment work being returned for completion thus delaying the assessment. </li><li>Make sure you have read all supporting resources prior to commencing and completing any of the questions and activities in this assessment workbook.</li><li>If you are unsure of the requirements of a question, activity or project – please contact your trainer/assessor, at the given contact details in the beginning of this document, for clarification. Reasonable adjustment options are available however this must be arranged in coordination with the Training Department prior to assessment.</li><li>You must ensure that you have attempted and completed all assessment tasks in this Student Assessment Workbook prior to submitting for assessment.</li><li>All the above items must be adhered to. Failure to do so will result in your work being returned to you, delaying the assessment of your tasks.</li><li>Written questions require in-depth responses and answers must comply with the instructions provided. </li><li>At the time of submission of workbook or individual unit, ask for Receipt from staff. Keep it safe for your records and future references.</li></ul><h2>Understanding the assessment grading system</h2><p>Assessments for qualifications are competency based, which means students are assessed against the unit of competency requirements. Assessment results are recorded as follows:</p><ul><li>Satisfactory (S) result: the student’s submitted work satisfies the learning requirements and competency standards for the Task.</li><li>Not Satisfactory (NS) result: the student’s submitted work does not demonstrate the understanding of competency standards in the Task. </li><li>Competent © result: Once a student receives a satisfactory result for all required assessment Tasks, as per the learning requirements and all competency standards for the unit (in accordance with the unit of competency details at National Register <a href="http://www.training.gov.au">www.training.gov.au</a>), C outcome will be awarded for the entire unit.</li><li>Not Yet Competent (NYC) result: If any of the Tasks in unit is NS, a student will receive NYC outcome. He/she will receive written feedback from a trainer/assessor, clearly outlining where the gaps are. The student will then be required to rectify these gaps and re-submit his/her assessment for marking.</li></ul><p> </p><h2>Feedback and Review</h2><p>The student will receive written feedback from a trainer/assessor, clearly outlining why the student’s submitted work does not demonstrate the understanding of competency standards in the task and where the gaps are. The student will then be required to rectify these gaps and re-submit his/her assessment for marking.</p><h2>Plagiarism and Collusion</h2><p>Plagiarism and collusion are both forms of cheating. It is taking and using someone else’s ideas, writings or information and representing them as your own. Plagiarism is a serious act and may result in a participant’s exclusion from a unit or a course. When you have any doubts about including the work of other authors in your assessments, please consult with your Trainer/assessor and refer to the Student Handbook. In case you need further information about plagiarism and collusion, please ask staff to provide you with the copy of plagiarism and collusion policy and procedure. Alternatively, you may refer to the website. The following list outlines some of the activities for which a participant can be accused of plagiarism:</p><ul><li>Presenting any work by another individual as one’s own unintentionally.</li><li>Submitting assessments copied from another student.</li><li>Presenting the work of another individual or group as their own work</li><li>Submitting assessments without the adequate acknowledgement of sources used, including assessments copied totally or in part from the internet.</li></ul><h2>Referencing your work</h2><p>The students are required to use the right sources in their work. By doing proper referencing, you are acknowledging that you have used someone else’s information or work. The students are encouraged its students to use APA 6th referencing Style. You can visit <a href="http://guides.lib.monash.edu/citing-referencing/apa">http://guides.lib.monash.edu/citing-referencing/apa</a> for the style information or visit <a href="https://www.refme.com/au/referencing-generator/apa/">https://www.refme.com/au/referencing-generator/apa/</a> for APA style references generation. You must reference all sources that you use in your assignment, including words and ideas, facts, images, videos, audio, websites, statistics, diagrams and data.</p><p>There are two parts to every referencing system:</p><ul><li>In-text reference – a reference to a source of information placed within the body of the work. </li><li>The reference list – a list of all sources referred to in the work, located at the end of the work.</li></ul><p> </p><p>Please ask your trainer if you do not know how to reference your evidence. Ensure your work is referenced to prevent plagiarism. For more information on plagiarism and referencing, refer to the Student Handbook. </p><h2>Appealing a decision</h2><p>Where a student disagrees with a decision made by Trainer/assessor regarding outcome of unit, plagiarism or cheating, he/she may pursue appeal proceedings in accordance with the complaints and appeals process given in <i>Complaints and Appeals Policy and Procedure</i>, as you have the right to appeal the outcome. More information about this process can be found in the Student Handbook or can be obtained from the Student Support Officials.</p><h2>Reasonable Adjustments</h2><p>If you have special needs or disabilities, reasonable adjustment will be organised in accordance with the policies and procedures of reasonable adjustments. This may include but not limited to:</p><ul><li>visual difficulty: we can assist by making adjustments such as larger print of documents, assessment tools and forms.</li><li>physical disabilities: assessment may be broken down into shorter/longer lengths of time, where applicable</li><li>sick or have medical condition, due date extension may be provided.</li><li>LLN Support</li></ul><p>Examples of reasonable adjustment in assessment may include but not limited to:</p><ul><li>Submission of an oral assessment task for a written one</li><li>Provision of extra time</li><li>Use of adaptive technology</li></ul><p> </p><p>The requirements for special needs must be established and an appropriate record must be kept of the efforts made to establish special need and the outcomes of these efforts.</p><p><strong>Methods of assessments</strong></p><p>There are two types of tasks for assessing the unit of competency for each unit.</p><ol><li>Written Questions i.e. A set of questions to test the student’s knowledge for the unit of competency.</li><li>Project and demonstration/role play: i.e. A series of practical tasks assessing the student’s practical knowledge and skill for the unit of competency.</li></ol><p>The following methods are used for assessing the student.</p><ul><li>Analysis of responses to all written questions </li><li>Analysis of responses to case studies.</li><li>Analysis of responses to practical tasks/demonstration/role-play/written reports (Please refer to the assessment tasks instructions for individual tasks)</li><li>Observation of demonstration by the student in role play/workplace activities</li><li>Oral Answers to Oral Questions to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application. The trainer assessor will tick the related answer provided by the student which relates to the benchmark answers or will add the additional answers provided by the student in the provided space.</li></ul><p><strong>Required Resources </strong></p><ol><li>Student Assessment Workbook</li><li>Learner guide</li><li>Access to supportive human resources </li><li>Access to computers and printers</li><li>Access to internet </li><li>Access to simulated environment that reflects workplace conditions that is an operational commercial kitchen.</li><li>Simulated workplace templates, resources and required policies and procedures as per assessment tasks. Refer to assessment task 2 in a separate document. </li><li>Access to role playing participants i.e., as per simulated assessment tasks requirements.</li><li>Access to other resources as mentioned in simulated assessment tasks. </li></ol><h2>General Instructions to the Students</h2><ol><li>Read all the assessment tasks carefully.</li><li>Provide answers/responses to all the assessment tasks. </li><li>The evidence for the task can be handwritten or in a word document.</li><li>If you have been asked to explain or describe, provide your answer in sufficient words ( refer to Written answer question guidance), or as per instructions/requirements for individual question. If you have been asked multiple choice question, you must choose the appropriate answer in the given choices. If you think more than one of given choices are correct, in that case you can choose as many as you think are appropriate.</li><li>Your answers must reflect knowledge and understanding of the subject.</li><li>Students can ask the trainer/assessor if they are having any problem in understanding the questions. (Please do not expect the trainer/assessor to tell you answer for the questions)</li><li>All answers/responses must be correct to be assessed as satisfactory.</li><li>The Assessment is to be attempted after completing the training for this unit.</li><li>Please be advised that the following is the required evidence for practical assessment tasks.<ol><li>The student is required to submit all the required documents as mentioned in Deliverable Specifications in the assessment instructions.</li><li>Clear photos while undertaking practical activities. The trainer assessor or person assigned by him will take the photos from suitable directions and in numbers as mentioned in Deliverable Specifications.</li></ol></li><li>Your assessment for the unit will be given an outcome of competent or not yet competent.</li><li>The student will be asked Oral Questions to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application. </li><li>After completing assessment and obtaining result from trainer/assessor, you will acknowledge on Assessment Result Sheet that you have been informed of the assessment result and the reasons for the outcome.</li></ol><p>Assessment Task Summary</p><p> </p><figure class="table"><table><tbody><tr><td><strong>Assessment Task</strong></td><td><strong>Assessment Method</strong></td><td><strong>Task Summary</strong></td></tr><tr><td>Assessment Task 1: Written Questions</td><td>Questions and Answers</td><td>Students must answer all given written questions.</td></tr><tr><td>Assessment Task 2: </td><td>Project and Demonstration/role play ( Separate document)</td><td>Students are required to demonstrate skills to safely use commercial kitchen equipment to prepare a range of different food types, as per provided assessment tasks and instructions. </td></tr></tbody></table></figure><p> </p><p><strong>Assessment task 1Written Questions:</strong></p><p>The assessment will be conducted in supervised environment. The student can access the computer and internet in supervised assessment environment.</p><p><strong>Assessment objectives</strong></p><p>The student will demonstrate the knowledge required to prepare poultry dishes.</p><p><strong>Deliverable specifications</strong></p><p>The student must deliver answers to all the questions. The answers should be correct, sufficient and in acceptable form of quality and standard.</p><p>If you have been asked to explain or describe, provide your answer in sufficient words ( refer to Written answer question guidance), or as per instructions/requirements for individual question. If you have been asked multiple choice question, you must choose the appropriate answer in the given choices. If you think more than one of given choices are correct, in that case you can choose as many as you think are appropriate.</p><p>What do I need to submit?</p><ul><li>Your answers to each question in this task.</li></ul><p>What do I need to do if I get something wrong?</p><ul><li>If your assessor marks any of your answers as incorrect, he/she will provide you with feedback. You will need to resubmit the answers for the questions that were incorrect in writing.</li></ul><p>Written answer question guidance.</p><ol><li>The following written questions may use a range of ‘instructional words’, such as ‘identify’ or ‘explain’. These words will guide you as to how you should answer the question. Some questions will also tell you how many answers you need to give – for example: ‘Describe three strategies…’.</li></ol><ul><li>Discuss – when a question asks you to ‘discuss’, you are required to point out important issues or features and express some form of critical judgment. Generally, you are expected to write a response of one or two paragraphs in length.</li><li>Describe – when a question asks you to ‘describe’, you will need to state the most noticeable qualities or features. Generally, you are expected to write a response of two or three sentences in length.</li></ul><p>§ Explain – when a question asks you to ‘explain’, you will need to make clear how or why something happened or the way it is. Generally, you are expected to write a response of three to four sentences in length.</p><p>§ Identify – when a question asks you to ‘identify’, you will need to briefly describe the required information. Generally, you are expected to write a response of two or three sentences in length.</p><p>§ List – when a question asks you to ‘list’, this means you will need to briefly state information in a list format, often with a specific number of items indicated.</p><ol><li> </li><li>Written questions:</li><li> </li></ol><figure class="table"><table><tbody><tr><td colspan="3"><ol><li>List culinary terms and trade names for the following in poultry cooking.</li></ol></td></tr><tr><td colspan="2"><strong>Poultry Cooking</strong></td><td><strong>Culinary Terms and Trade Names (minimum five each)</strong></td></tr><tr><td colspan="2">Ingredients commonly used in the production of different poultry dishes.</td><td><p>Herbs and Spices:</p><p> </p><p> </p><p> </p><p>Aromatics:</p><p> </p><p> </p><p> </p><p>Fats and Oils and dairy products:</p><p> </p><p> </p><p> </p><p> </p></td></tr><tr><td colspan="2">A variety of classical and contemporary poultry dishes</td><td><p> </p><p> </p><p> </p><p> </p></td></tr><tr><td colspan="2">Different cuts of poultry </td><td><p> </p><p> </p><p> </p><p> </p></td></tr><tr><td colspan="2">Styles of cooking of poultry dishes </td><td><p> </p><p> </p><p> </p><p> </p></td></tr><tr><td colspan="3"><ol><li>List the sauces and garnishes which are mostly used to present poultry dishes.</li></ol></td></tr><tr><td colspan="3"><p>Sauces which are mostly used to present poultry dishes (list minimum five)</p><p> </p><p> </p><p> </p><p> </p></td></tr><tr><td colspan="3"><p>Garnishes which are mostly used to present poultry dishes (list minimum five)</p><p> </p><p> </p><p> </p><p> </p></td></tr><tr><td colspan="3"><ol><li>Describe the historical and cultural significance of followings poultry products and poultry dishes. </li></ol></td></tr><tr><td colspan="3"><p>Chicken:</p><p>Historical Origin: </p><p> </p><p> </p><p>Cultural Significance: </p><p> </p><p> </p></td></tr><tr><td colspan="3"><p>Turkey:</p><p>Historical Origin: </p><p> </p><p> </p><p>Cultural Significance: </p><p> </p><p> </p><p> </p></td></tr><tr><td colspan="3"><p>Duck:</p><p>Historical Origin: </p><p> </p><p> </p><p> </p><p>Cultural Significance: </p><p> </p><p> </p><p> </p><p> </p></td></tr><tr><td colspan="3"><p>Quail:</p><p>Historical Origin: </p><p> </p><p> </p><p>Cultural Significance: </p><p> </p><p> </p><p> </p></td></tr><tr><td colspan="3"><ol><li><p>For the following cultures, list and describe 2 different classical poultry dishes commonly served.</p><p>Italian</p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p>French</p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p>Indian</p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p></li></ol></td></tr><tr><td> </td><td colspan="2"> </td></tr><tr><td> </td><td colspan="2"> </td></tr><tr><td> </td><td colspan="2"> </td></tr><tr><td colspan="3"><ol><li>What are the contents of date codes for stock management of poultry products?</li></ol><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p></td></tr><tr><td colspan="3"><ol><li>What are the contents of rotation labels for stock management of poultry products?</li></ol><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p></td></tr><tr><td colspan="3"><ol><li>How will you describe the following stock management methods?</li></ol></td></tr><tr><td colspan="3"><p><strong>FIFO:</strong></p><p> </p><p> </p><p> </p><p> </p></td></tr><tr><td colspan="3"><p><strong>LIFO:</strong></p><p> </p><p> </p><p> </p><p> </p></td></tr><tr><td colspan="3"><ol><li>What do you understand about commercial time constraints and deadlines while preparing plate and present poultry dishes?</li></ol><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p></td></tr><tr><td colspan="3"><ol><li>Briefly describe the common time constraints and deadlines to consider for Buffet or Banquet.</li></ol><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p></td></tr><tr><td colspan="3"><ol><li>What is the purpose of pre-operational check on equipment to be used before starting to prepare poultry dishes?</li></ol><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p></td></tr><tr><td colspan="3"><ol><li>List and describe the safe and effective methods (at least two for each) of using poultry by-products and off cuts to reduce wastage and maximise profitability.</li></ol></td></tr><tr><td colspan="3"><p>Safe and effective methods (at least two) of using poultry by-products to reduce wastage and maximise profitability:</p><p> </p><p> </p><p> </p><p> </p><p> </p></td></tr><tr><td colspan="3"><p>Safe and effective methods (at least two) of using off cuts to reduce wastage and maximise profitability:</p><p> </p><p> </p><p> </p><p> </p></td></tr><tr><td colspan="3"><ol><li>List three types of knives used to Prepare poultry dishes.</li></ol><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p></td></tr><tr><td colspan="3"><ol><li>Describe the essential elements of knife care and maintenance.</li></ol><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p></td></tr><tr><td colspan="3"><ol><li>List and describe at least three plating methods for practicality of service and customer consumption for poultry dishes.</li></ol><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p></td></tr><tr><td colspan="3"><ol><li>Explain what miseen place is?</li></ol><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p></td></tr><tr><td colspan="3"><ol><li>What is involved in the miseen place for preparing poultry dishes?</li></ol><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p></td></tr><tr><td> </td><td> </td><td> </td></tr></tbody></table></figure><p> </p><p><br> </p><ol><li>Briefly describe the characteristics ( minimum one) in context to balance, colour, contrast, fat content of following poultry products and poultry dishes.</li></ol><figure class="table"><table><tbody><tr><td><strong>Poultry products and poultry dishes</strong></td><td><strong>Balance</strong></td><td><strong>Colour</strong></td><td><strong>Contrast</strong></td><td><strong>Fat content</strong></td></tr><tr><td>Chicken</td><td><p> </p><p> </p><p> </p></td><td> </td><td> </td><td> </td></tr><tr><td>Duck</td><td><p> </p><p> </p><p> </p></td><td> </td><td> </td><td> </td></tr><tr><td>Feathered game</td><td><p> </p><p> </p><p> </p></td><td> </td><td> </td><td> </td></tr><tr><td>Poultry offal</td><td><p> </p><p> </p><p> </p><p> </p></td><td> </td><td> </td><td> </td></tr></tbody></table></figure><p>Question number 12 Continuing. </p><figure class="table"><table><tbody><tr><td><strong>Poultry products and poultry dishes</strong></td><td><strong>Freshness</strong></td><td><strong>Other quality indicators</strong></td><td><strong>Size</strong></td><td><strong>Taste</strong></td><td><strong>Texture</strong></td></tr><tr><td>Chicken</td><td><p> </p><p> </p><p> </p></td><td> </td><td> </td><td> </td><td> </td></tr><tr><td>Duck</td><td><p> </p><p> </p><p> </p></td><td> </td><td> </td><td> </td><td> </td></tr><tr><td>Feathered game</td><td><p> </p><p> </p><p> </p></td><td> </td><td> </td><td> </td><td> </td></tr><tr><td>Poultry offal</td><td><p> </p><p> </p><p> </p></td><td> </td><td> </td><td> </td><td> </td></tr></tbody></table></figure><ol><li>list the characteristics( minimum two for each) of following poultry cuts.</li></ol><figure class="table"><table><tbody><tr><td><strong>Poultry cuts</strong></td><td><strong>Characteristics</strong></td></tr><tr><td>Breast</td><td><p> </p><p> </p><p> </p></td></tr><tr><td>Supreme</td><td><p> </p><p> </p><p> </p></td></tr><tr><td>Maryland</td><td><p> </p><p> </p><p> </p></td></tr><tr><td>Drumstick</td><td><p> </p><p> </p><p> </p></td></tr><tr><td>Thigh</td><td><p> </p><p> </p><p> </p></td></tr><tr><td>Wing</td><td><p> </p><p> </p><p> </p></td></tr><tr><td>Saute cuts</td><td><p> </p><p> </p><p> </p></td></tr><tr><td>Tenderloin</td><td><p> </p><p> </p><p> </p></td></tr></tbody></table></figure><ol><li>Briefly describe the following preparation techniques to prepare poultry dishes.</li></ol><figure class="table"><table><tbody><tr><td><strong>Preparation Techniques</strong></td></tr><tr><td><p><strong>Barding</strong></p><p> </p><p> </p></td></tr><tr><td><p><strong>Brining</strong></p><p> </p><p> </p><p> </p></td></tr><tr><td><p><strong>De boning</strong></p><p> </p><p> </p></td></tr><tr><td><p><strong>Wet and dry marinating</strong></p><p> </p><p> </p><p> </p></td></tr><tr><td><p><strong>Rolling</strong></p><p> </p><p> </p><p> </p></td></tr><tr><td><p><strong>Trussing</strong></p><p> </p><p> </p><p> </p></td></tr><tr><td><p><strong>Soaking</strong></p><p> </p><p> </p><p> </p></td></tr><tr><td><p><strong>Stuffing</strong></p><p> </p><p> </p><p> </p></td></tr><tr><td><p><strong>Ballotine</strong></p><p> </p><p> </p><p> </p><p> </p></td></tr><tr><td><p><strong>Galantine</strong></p><p> </p><p> </p><p> </p><p> </p></td></tr></tbody></table></figure><ol><li>Briefly describe the following cookery methods to prepare poultry dishes.</li></ol><figure class="table"><table><tbody><tr><td><strong>Cookery Methods</strong></td></tr><tr><td><p><strong>Braising</strong></p><p> </p><p> </p><p> </p><p> </p></td></tr><tr><td><p><strong>Deep frying</strong></p><p> </p><p> </p><p> </p><p> </p></td></tr><tr><td><p><strong>Grilling</strong></p><p> </p><p> </p><p> </p><p> </p><p> </p></td></tr><tr><td><p><strong>Poaching</strong></p><p> </p><p> </p><p> </p><p> </p><p> </p></td></tr><tr><td><p><strong>Roasting</strong></p><p> </p><p> </p><p> </p><p> </p><p> </p></td></tr><tr><td><p><strong>Sautéing</strong></p><p> </p><p> </p><p> </p><p> </p><p> </p></td></tr><tr><td><p><strong>Sous vide</strong></p><p> </p><p> </p><p> </p><p> </p><p> </p></td></tr><tr><td><p><strong>Stewing</strong></p><p> </p><p> </p><p> </p></td></tr></tbody></table></figure><ol><li>Tick the Suitable preparation techniques and Suitable cookery methods for the following Poultry products and dishes. If more than one preparation techniques and cookery methods apply, you should tick as many as suitable preparation techniques and cookery methods.</li></ol><figure class="table"><table><tbody><tr><td><strong>Poultry Products and Dishes</strong></td><td><p><strong>Suitable Preparation Techniques</strong></p><p><strong> (Tick the appropriate and suitable techniques)</strong></p></td><td><p><strong>Suitable Cookery Methods </strong></p><p><strong>(Tick the appropriate and suitable cookery methods)</strong></p></td></tr><tr><td>Chicken</td><td><ul><li>Barding</li><li>Brining</li><li>De boning</li><li>Wet and dry marinating</li><li>Rolling</li><li>Trussing</li><li>Soaking</li><li>Stuffing</li><li>Trimming</li></ul></td><td><ul><li>Braising</li><li>Deep frying</li><li>Grilling</li><li>Poaching</li><li>Roasting</li><li>Sautéing</li><li>Sous vide</li><li>Stewing</li></ul></td></tr><tr><td>Duck</td><td><ul><li>Barding</li><li>Brining</li><li>De boning</li><li>Wet and dry marinating</li><li>Rolling</li><li>Trussing</li><li>Soaking</li><li>Stuffing</li><li>Trimming</li></ul></td><td><ul><li>Braising</li><li>Deep frying</li><li>Grilling</li><li>Poaching</li><li>Roasting</li><li>Sautéing</li><li>Sous vide</li><li>Stewing</li></ul></td></tr><tr><td>Feathered game</td><td><ul><li>Barding</li><li>Brining</li><li>De boning</li><li>Wet and dry marinating</li><li>Rolling</li><li>Trussing</li><li>Soaking</li><li>Stuffing</li><li>Trimming</li></ul></td><td><ul><li>Braising</li><li>Deep frying</li><li>Grilling</li><li>Poaching</li><li>Roasting</li><li>Sautéing</li><li>Sous vide</li><li>Stewing</li></ul></td></tr><tr><td>Poultry offal</td><td><ul><li>Barding</li><li>Brining</li><li>De boning</li><li>Wet and dry marinating</li><li>Rolling</li><li>Trussing</li><li>Soaking</li><li>Stuffing</li><li>Trimming</li></ul></td><td><ul><li>Braising</li><li>Deep frying</li><li>Grilling</li><li>Poaching</li><li>Roasting</li><li>Sautéing</li><li>Sous vide</li><li>Stewing</li></ul></td></tr><tr><td colspan="3">Poultry cuts</td></tr><tr><td>Breast</td><td><ul><li>Barding</li><li>Brining</li><li>De boning</li><li>Wet and dry marinating</li><li>Rolling</li><li>Trussing</li><li>Soaking</li><li>Stuffing</li><li>Trimming</li></ul></td><td><ul><li>Braising</li><li>Deep frying</li><li>Grilling</li><li>Poaching</li><li>Roasting</li><li>Sautéing</li><li>Sous vide</li><li>Stewing</li></ul></td></tr><tr><td>Supreme</td><td><ul><li>Barding</li><li>Brining</li><li>De boning</li><li>Wet and dry marinating</li><li>Rolling</li><li>Trussing</li><li>Soaking</li><li>Stuffing</li><li>Trimming</li></ul></td><td><ul><li>Braising</li><li>Deep frying</li><li>Grilling</li><li>Poaching</li><li>Roasting</li><li>Sautéing</li><li>Sous vide</li><li>Stewing</li></ul></td></tr><tr><td>Maryland</td><td><ul><li>Barding</li><li>Brining</li><li>De boning</li><li>Wet and dry marinating</li><li>Rolling</li><li>Trussing</li><li>Soaking</li><li>Stuffing</li><li>Trimming</li></ul></td><td><ul><li>Braising</li><li>Deep frying</li><li>Grilling</li><li>Poaching</li><li>Roasting</li><li>Sautéing</li><li>Sous vide</li><li>Stewing</li></ul></td></tr><tr><td>Drumstick</td><td><ul><li>Barding</li><li>Brining</li><li>De boning</li><li>Wet and dry marinating</li><li>Rolling</li><li>Trussing</li><li>Soaking</li><li>Stuffing</li><li>Trimming</li></ul></td><td><ul><li>Braising</li><li>Deep frying</li><li>Grilling</li><li>Poaching</li><li>Roasting</li><li>Sautéing</li><li>Sous vide</li><li>Stewing</li></ul></td></tr><tr><td>Thigh</td><td><ul><li>Barding</li><li>Brining</li><li>De boning</li><li>Wet and dry marinating</li><li>Rolling</li><li>Trussing</li><li>Soaking</li><li>Stuffing</li><li>Trimming</li></ul></td><td><ul><li>Braising</li><li>Deep frying</li><li>Grilling</li><li>Poaching</li><li>Roasting</li><li>Sautéing</li><li>Sous vide</li><li>Stewing</li></ul></td></tr><tr><td>Wing</td><td><ul><li>Barding</li><li>Brining</li><li>De boning</li><li>Wet and dry marinating</li><li>Rolling</li><li>Trussing</li><li>Soaking</li><li>Stuffing</li><li>Trimming</li></ul></td><td><ul><li>Braising</li><li>Deep frying</li><li>Grilling</li><li>Poaching</li><li>Roasting</li><li>Sautéing</li><li>Sous vide</li><li>Stewing</li></ul></td></tr><tr><td>Saute cuts</td><td><ul><li>Barding</li><li>Brining</li><li>De boning</li><li>Wet and dry marinating</li><li>Rolling</li><li>Trussing</li><li>Soaking</li><li>Stuffing</li><li>Trimming</li></ul></td><td><ul><li>Braising</li><li>Deep frying</li><li>Grilling</li><li>Poaching</li><li>Roasting</li><li>Sautéing</li><li>Sous vide</li><li><p>Stewing</p><p>Tenderloin</p></li></ul></td></tr><tr><td> </td><td><ul><li>Barding</li><li>Brining</li><li>De boning</li><li>Wet and dry marinating</li><li>Rolling</li><li>Trussing</li><li>Soaking</li><li>Stuffing</li><li>Trimming</li></ul></td><td><ul><li>Braising</li><li>Deep frying</li><li>Grilling</li><li>Poaching</li><li>Roasting</li><li>Sautéing</li><li>Sous vide</li><li><p>Stewing</p><p> </p></li></ul></td></tr></tbody></table></figure><ol><li>List essential features, functions, and Safe Operational Practices for the following equipments which is used to produce poultry dishes.</li></ol><figure class="table"><table><tbody><tr><td><strong>Types of Equipment</strong></td><td><strong>Features ( minimum 2)</strong></td><td><strong>Functions ( minimum 2)</strong></td><td><strong>Safe Operational Practices ( minimum 2)</strong></td></tr><tr><td><ol><li>Oven</li></ol></td><td><p> </p><p> </p><p> </p><p> </p><p> </p></td><td> </td><td> </td></tr><tr><td><ol><li>Grill</li></ol></td><td><p> </p><p> </p><p> </p><p> </p><p> </p></td><td> </td><td> </td></tr><tr><td><ol><li>Fryer</li></ol></td><td><p> </p><p> </p><p> </p><p> </p><p> </p></td><td> </td><td> </td></tr><tr><td><ol><li>Food processor</li></ol></td><td><p> </p><p> </p><p> </p><p> </p><p> </p></td><td> </td><td> </td></tr><tr><td><ol><li>Meat thermometer</li></ol></td><td><p> </p><p> </p><p> </p><p> </p><p> </p></td><td> </td><td> </td></tr></tbody></table></figure><p> </p><p> </p><p> </p><p><br> </p><ol><li>What are the appropriate environmental conditions for storing poultry products and dishes for the following storing purposes?</li></ol><figure class="table"><table><tbody><tr><td><strong>Storing Purposes</strong></td><td><strong>Appropriate Environmental Conditions ( list at least two)</strong></td></tr><tr><td>Ensure food safety</td><td><p> </p><p> </p><p> </p><p> </p></td></tr><tr><td>Optimise shelf life</td><td><p> </p><p> </p><p> </p></td></tr><tr><td>Cooking and cooling processes</td><td><p> </p><p> </p><p> </p><p> </p></td></tr><tr><td><p>Timeframes and temperatures</p><p> </p></td><td><p> </p><p> </p><p> </p><p> </p></td></tr></tbody></table></figure><p> </p><p> </p><ol><li> </li><li> </li><li> </li><li> </li><li> </li><li> </li><li> </li></ol><p><br> </p><p> </p><p> </p><figure class="table"><table><tbody><tr><td><p><br> </p><p><strong>Student Declaration:</strong></p><ul><li>I declare that the work submitted is my own and has not been copied or plagiarised from any person or source, except for where I have listed or referenced documents and no part of this assessment has been written for me by any other person.</li></ul></td><td><p>Signature: ________________________</p><p> </p><p>Date: ____/_____/_____</p><p> </p></td></tr></tbody></table></figure><p> </p><p><strong>Note:</strong> Please access the simulated assessment tasks in a separate document.</p><p> </p><figure class="table"><table><tbody><tr><td><p><strong>Note to trainer assessor:</strong></p><p>The trainer/assessor will use the marking and observation checklist and unit assessment result sheet (provided in a separate document) to record the outcome of all assessment tasks. The trainer/assessor will provide feedback for the student in Comments /feedback section. Where any item/criteria have been marked as not satisfactory, outline the gaps in your feedback and document the actions that must be taken by the student to address the gaps. A copy of feedback must be provided to the student by the trainer/assessor.</p></td></tr></tbody></table></figure><p> </p>
<h2>Table of Contents</h2><p><a href="#_TOC_250012">Assessment Pack (UAP) – Cover Sheet 3</a></p><p><a href="#_TOC_250011">Student and Trainer/Assessor Details 3</a></p><p><a href="#_TOC_250010">Course and Unit Details 3</a></p><p><a href="#_TOC_250009">Assessment Submission Method 3</a></p><p><a href="#_TOC_250008">Student Declaration 3</a></p><p><a href="#_TOC_250007">Assessment Plan 4</a></p><p><a href="#_TOC_250006">Unit information pack 4</a></p><p>UAT 1 – Unit Knowledge Test (UKT) 5</p><p>Pre-assessment checklist 5</p><p>Purpose 5</p><p><a href="#_TOC_250005">Information for students 5</a></p><p><a href="#_TOC_250004">Reasonable adjustments 5</a></p><p><a href="#_TOC_250003">Student declaration 5</a></p><p>Assessment task instructions 6</p><p>Unit Assessment Result Sheet (UARS) 17</p><p>UAT 2 – Project 19</p><p>Pre-assessment checklist 19</p><p>Purpose 19</p><p><a href="#_TOC_250002">Information for students 19</a></p><p><a href="#_TOC_250001">Reasonable adjustments 19</a></p><p><a href="#_TOC_250000">Student declaration 19</a></p><p>Assessment task instructions 20</p><p>Unit Assessment Result Sheet (UARS) 253</p><h2>Assessment Pack (UAP) – Cover Sheet</h2><h2>Student and Trainer/Assessor Details</h2><p> </p><figure class="table"><table><tbody><tr><td rowspan="3"><p><strong>Student ID Student name</strong></p><p><strong>Trainer/Assessor name</strong></p></td><td> </td></tr><tr><td> </td></tr><tr><td> </td></tr></tbody></table></figure><h2>Course and Unit Details</h2><p> </p><figure class="table"><table><tbody><tr><td rowspan="4"><p><strong>Course code Course name Unit code</strong></p><p><strong>Unit name</strong></p></td><td> </td></tr><tr><td> </td></tr><tr><td>SITXMGT005</td></tr><tr><td>Establish and conduct business relationships</td></tr></tbody></table></figure><p> </p><h2>Assessment Submission Method</h2><p> </p><figure class="table"><table><tbody><tr><td><ul><li>By hand to trainer/assessor</li></ul></td><td><ul><li>By email to</li></ul><p>trainer/assessor</p></td><td><ul><li>Online submission via Learning Management System (LMS)</li></ul></td></tr><tr><td><ul><li>By Australia Post to RTO</li></ul></td><td colspan="2"><ul><li>Any other method</li></ul><p> </p><p><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image002.gif" width="360" height="2"></p><p>(Please mention here)</p></td></tr></tbody></table></figure><h2>Student Declaration</h2><figure class="table"><table><tbody><tr><td>Student signature</td><td> </td><td>Date</td><td> </td></tr></tbody></table></figure><h2>Assessment Plan</h2><p>To demonstrate competence in this unit, the student must be assessed as satisfactory in each of the following assessment tasks.</p><p> </p><figure class="table"><table><tbody><tr><td><strong>Evidence recorded</strong></td><td colspan="3"><strong>Evidence Type/ Method of assessment</strong></td><td><strong>Sufficient evidence recorded/Outcome</strong></td></tr><tr><td><strong>Unit Assessment Task 1</strong></td><td colspan="3">Unit Knowledge Test (UKT)</td><td><p>S / NS (First Attempt)</p><p>S / NS (Second Attempt)</p></td></tr><tr><td><strong>Unit Assessment Task 2</strong></td><td colspan="3">Project</td><td><p>S / NS (First Attempt)</p><p>S / NS (Second Attempt)</p></td></tr><tr><td rowspan="2"><strong>Final result</strong></td><td rowspan="2">C ☐ NYC ☐</td><td><strong>Date assessed</strong></td><td colspan="2"> </td></tr><tr><td><strong>Trainer/Assessor Signature</strong></td><td colspan="2"> </td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td></tr></tbody></table></figure><p> </p><h2>Unit information pack</h2><figure class="table"><table><tbody><tr><td> </td><td> </td></tr><tr><td> </td><td><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image004.gif" alt="Text Box: The student and Trainer/Assessor must read and understand all the information in the unit information pack before completing the unit assessment pack." width="677" height="53"></td></tr></tbody></table></figure><p><strong>Pre-assessment checklist Purpose</strong></p><p>The pre-assessment checklist helps students determine if they are ready for assessment. The Trainer/Assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the Trainer/Assessor must provide relevant information to the student</p><p>to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.</p><p> </p><h2>Information for students</h2><ul><li>Please make sure you have completed the necessary prior learning before attempting this assessment.</li><li>Please make sure your Trainer/Assessor has clearly explained the assessment process and tasks to be completed.</li><li>Please make sure you understand what evidence is required to be collected and how.</li><li>Please make sure you know your rights and the complaints and appeal process.</li><li>Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your</li></ul><p>Trainer/Assessor).</p><ul><li>Please make sure that you have access to a computer and the internet (if you prefer to type the answers).</li><li>Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).</li><li>Due date of this assessment task is according to your timetable.</li><li>In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the Trainer/Assessor.</li><li>Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.</li><li>Request for an extension to submit your assessment work must be made before the due date of this assessment task.</li></ul><p> </p><h2>Reasonable adjustments</h2><ul><li>If student has requested a reasonable adjustment, then complete the reasonable adjustment form included in the unit information pack.</li></ul><p> </p><h2>Student declaration</h2><ul><li>I confirm that Trainer/Assessor has provided all the information related to the assessment task as included in the information for student section and I am ready for the assessment.</li></ul><figure class="table"><table><tbody><tr><td>Student signature</td><td> </td><td>Date</td><td> </td></tr></tbody></table></figure><p><strong>Assessment type:</strong></p><p> </p><ul><li>Written Questions</li></ul><p> </p><p><strong>Instructions provided to the student:</strong></p><p> </p><p><strong>Assessment task description:</strong></p><ul><li>This is the first (1) unit of assessment task that the student must successfully complete to be deemed competent in this unit of competency.</li><li>The Unit Knowledge Test is comprised of fifteen (15) written questions.</li><li>Student must respond to all the questions and submit them to the Trainer/Assessor.</li><li>Student must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task.</li><li>Trainer/Assessor is required to provide feedback within two weeks and notify students when results are available.</li></ul><p><strong>Applicable conditions:</strong></p><ul><li>This knowledge test is untimed and is conducted as an open book test (this means student can refer to textbooks during the test).</li><li>Student must read and respond to all questions.</li><li>Student may handwrite/use computers to answer the questions.</li><li>Student must complete the task independently.</li><li>No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.</li><li>Trainer /Assessor must assess student’s written skills and knowledge as he/she completes this assessment task.</li><li>The Trainer/Assessor may ask the student relevant questions on this assessment task to ensure that this is his/her own work.</li></ul><p> </p><p><strong>Resubmissions and reattempts:</strong></p><p> </p><ul><li>Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.</li><li>Student may speak to their Trainer/Assessor if the student has any difficulty in completing this task and requires a reasonable adjustment (e.g., can be given as an oral assessment).</li><li>For more information, please refer to the RTO Student Handbook.</li></ul><p> </p><p><strong>Location:</strong></p><p> </p><ul><li>This assessment task may be completed in (tick the relevant box):</li></ul><p> </p><figure class="table"><table><tbody><tr><td><ul><li>Learning Management System</li></ul></td><td><ul><li>Classroom</li></ul></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><ul><li>Simulated learning environment</li></ul></td><td><ul><li>Workplace</li></ul></td></tr><tr><td colspan="2">Other: </td></tr></tbody></table></figure><p> </p><p> </p><ul><li>Trainer/Assessor will provide the student with further information regarding the location for completing this assessment task.</li></ul><p> </p><p><strong>Purpose of the assessment</strong></p><p> </p><p>The purpose of the assessment is to check knowledge relevant to the unit.</p><p> </p><p><strong>Instructions for answering written questions:</strong></p><p> </p><ul><li>Students must complete a written assessment consisting of a series of questions.</li><li>It is expected from students to correctly answer all the questions.</li><li>Answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills.</li><li>Students must respond to all questions for this assessment in a concise manner, providing only information that is relevant.</li><li>Student must use non-discriminatory language. The language should not devalue, demean, or exclude individuals or groups on the basis of such attributes including gender, disability, culture, race, religion, sexual preference, age and/or any other basis. Gender inclusive language should be used.</li><li>Assessors must not accept responses/answers that have been copied directly from other sources materials.</li><li>Access to learner guide and other learning materials.</li><li>Computer</li><li>Internet</li><li>MS Word</li><li>Printer or e-printer</li><li>Unit Assessment Task</li></ul><p> </p><p>The hospitality management industry encompasses hotels, restaurants, resorts, and event venues.</p><ul><li>It's structured to meet the needs of travellers and locals seeking accommodation, dining, and entertainment.</li><li>Large hotel chains often have centralized management overseeing multiple properties globally.</li><li>Independent hotels may have more localized management teams.</li><li>Similarly, restaurant chains typically have centralized control over operations and marketing.</li><li>Key players include general managers, department heads (food and beverage, front office), and operational staff (chefs, servers, housekeeping).</li><li>Specialized roles exist in revenue management, marketing, and guest services.</li><li>The industry prioritizes delivering exceptional customer experiences while efficiently managing operations.</li><li>Collaboration between departments and maintaining high service standards are crucial for success.</li><li>By studying hospitality management we can explore various sectors like catering services, cruise lines, and theme parks as part of their coursework.</li><li>Embracing sustainability is an emerging trend in the industry, with many establishments implementing eco- friendly practices like conserving energy, reducing waste, and sourcing ingredients locally.</li><li>Collaboration between businesses in the hospitality industry can lead to innovative offerings, like themed events or unique dining experiences, which attract more customers.</li><li>Strong interrelationships foster a sense of community within the industry, encouraging knowledge sharing and skill development among employees.</li><li>Businesses can leverage their connections to negotiate better deals with suppliers, helping to reduce costs and improve profitability.</li><li>In the age of social media and online reviews, positive interrelationships can lead to increased visibility and positive word-of-mouth referrals.</li><li>Conversely, negative interactions between businesses can lead to reputational damage, as dissatisfied customers may share their experiences online, impacting future business opportunities.</li></ul><figure class="table"><table><tbody><tr><td rowspan="2">Question 2: Explain industry interrelationships and how it can impact the commercial context of business relationships. Your answer should be 100-200 words.</td><td colspan="2">Satisfactory response</td></tr><tr><td><p>Yes</p><p>☐</p></td><td>No ☐</td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td rowspan="2">Question 3. Explain the sources of supply and how it can impact the commercial context of business relationships. Your answer should be 100-200 words.</td><td colspan="2">Satisfactory response</td></tr><tr><td><p>Yes</p><p>☐</p></td><td>No ☐</td></tr></tbody></table></figure><p>- In hospitality management, sources of supply refer to where businesses get their stuff from, like food, linens, and amenities.</p><ul><li>Choosing good suppliers is super important because it affects how guests feel about their experience and whether they come back.</li><li>If a hotel has reliable suppliers, it means they can keep giving guests high-quality stuff and maybe even save money.</li><li>But if there are problems with suppliers, like late deliveries or bad quality, it can mess things up and make guests unhappy.</li><li>Also, if businesses don't have good relationships with their suppliers, they might end up paying more or not getting what they need on time.</li><li>So, in hospitality, making sure you have good suppliers is key for keeping things running smoothly and making guests happy.</li><li>Different types of suppliers in hospitality management include food and beverage vendors, linen and amenities providers, equipment suppliers, and maintenance service providers.</li><li>Developing strong relationships with suppliers can lead to perks like getting first dibs on new products or better deals on prices.</li><li>Reliable suppliers ensure that hotels and restaurants can maintain consistent quality standards, which is important for keeping guests satisfied.</li><li>If a hotel or restaurant runs out of essential supplies due to unreliable suppliers, it can lead to operational disruptions and unhappy guests.</li><li>In some cases, businesses may choose to source supplies locally to support the community and reduce transportation costs.</li><li>The reputation of a hospitality business can also be impacted by the reputation of its suppliers, so choosing reputable suppliers is essential for maintaining a positive image</li></ul><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question 4. Explain distribution and marketing networks and how it can impact the commercial context of business relationships. Your answershould be 100-200 words.</td><td colspan="2">Satisfactory response</td></tr><tr><td><p>Yes</p><p>☐</p></td><td>No ☐</td></tr></tbody></table></figure><p>- Distribution and marketing networks in hospitality management are about how businesses get their services out there and make sure people know about them.</p><ul><li>This includes things like online booking sites, travel agencies, and ads.</li><li>Having good distribution and marketing networks can make a big difference in how well a hotel or restaurant does.</li><li>If a business has a strong network, it means more people know about it and might want to use it.</li><li>But if the distribution channels or marketing strategies aren't working well, it can be hard for a business to get noticed and compete with others.</li><li>Bad relationships with distribution partners or marketing agencies can also cause problems and make it harder for a business to succeed.</li><li>So, in hospitality management, it's really important to have good plans for how to get the word out about your business and make sure people can find you easily.</li><li>Different distribution channels in hospitality management include online travel agencies (OTAs), direct bookings through the hotel's website, travel agents, and tour operators.</li><li>Effective marketing efforts can include social media campaigns, email marketing, loyalty programs, and partnerships with local businesses or attractions.</li><li>A strong distribution and marketing network can lead to higher occupancy rates for hotels and increased foot traffic for restaurants.</li><li>Businesses with successful networks may also benefit from positive word-of-mouth referrals and repeat customers.</li><li>Conversely, ineffective distribution and marketing strategies can result in low visibility, fewer bookings, and decreased revenue.</li><li>Maintaining good relationships with distribution partners and marketing agencies is crucial for ensuring the success of hospitality businesses.</li><li>Adapting to changes in consumer behaviour and technology trends is essential for staying competitive in the distribution and marketing landscape.</li></ul><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question 5. Explain professional networks and how it can impact the commercial context of business relationships. Your answer should be 100-200.</td><td colspan="2">Satisfactory response</td></tr><tr><td><p>Yes</p><p>☐</p></td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td> </td><td> </td></tr><tr><td> </td><td><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image018.gif" alt="Text Box: - Professional networks in hospitality management are like making friends and connections with people who work in the industry. - These networks help you learn from others, share ideas, and get better at what you do. - By networking, you can stay updated on what's happening in the industry and learn about new trends and technologies. - Networking also opens doors to partnerships and collaborations between businesses. - For example, hotels might team up with local restaurants to offer special deals to guests. - Being part of a professional network can also help businesses get better prices from suppliers. - Plus, it can lead to better relationships with service providers, like maintenance companies or event planners. - These connections can also bring in more customers through referrals or joint marketing efforts. - On the flip side, if relationships with other businesses are bad, it can hurt a company's reputation and bottom line. - Building and maintaining professional networks takes time and effort, but it's worth it for the opportunities and support they can provide. - Overall, professional networks in hospitality management help businesses grow and succeed by fostering collaboration and sharing knowledge. - They're like a big community where everyone helps each other out. - Networking can lead to new ideas and partnerships that businesses might not have thought of on their own. - It's important to be active in your professional network and build good relationships with others. - By doing so, businesses can create a stronger presence in the industry and increase their chances of success. " width="677" height="654"></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 6. Complete the following table with a brief description as well as how it can</p><p>assist to maintain regular contact with customers and suppliers. Your answer should be a total of 100-200 words for each opportunity.</p><p> </p><p><strong>Opportunities Description How can assist</strong></p><p>a. Association membership <strong>Association Maintaining Regular Contact</strong></p><p><strong>Membership in with Customers: Hospitality</strong></p><p><strong>Management</strong>: Association memberships</p><p>provide hospitality businesses</p><p>Association with platforms to maintain memberships in regular contact with customers. hospitality By participating in association management provide events, businesses can showcase businesses and their offerings, interact with professionals with customers face-to-face, and valuable resources, build brand awareness. networking Additionally, association opportunities, and newsletters, social media industry insights. channels, and online</p><p>Joining these communities serve as channels associations, such as to share updates, promotions, hotel associations, and relevant information with restaurant customers, keeping them</p><p>associations, or engaged and informed about the tourism boards, offers business's offerings and</p><p>access to a wide range activities. This regular</p><p>of benefits tailored to communication helps businessesthe needs of the stay top-of-mind with customers hospitality industry. and reinforces their relationship Memberships often with them.</p><p>include access to <strong>Maintaining Regular Contact</strong></p><p>industry events, <strong>with Suppliers:</strong></p><p>conferences,</p><p>workshops, and Association memberships help training programs, businesses keep in touch with allowing individuals to suppliers too. They can meet</p><p>stay updated on the them at events, talk about</p><p>latest trends, products, and stay updated on regulations, and best industry news through practices in the field. newsletters and online forums.</p><p> </p><p> </p><p>**Cooperative <strong>Maintaining Regular Contact</strong></p></td><td colspan="2">Satisfactory response</td></tr><tr><td><ol><li>Yes ☐</li><li>Yes ☐</li><li>Yes ☐</li><li>Yes ☐</li><li>Yes ☐</li></ol></td><td>No ☐ No ☐ No ☐ No ☐ No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><p> </p><p>c. Industry functions <strong>Industry Functions Maintaining Regular Contact</strong></p><p><strong>in Hospitality with Customers: Management:</strong></p><p> </p><p>Industry functions help Industry functions in hospitality businesses stay in hospitality touch with customers through management are networking and promotional events or gatherings activities. By participating in specifically for these events, businesses can professionals in the engage with customers, hospitality industry. showcase their offerings, and</p><p>These functions offer build relationships. Moreover, opportunities for businesses can host promotional networking, learning, activities like product</p></td><td> </td><td> </td><td> </td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td><p>Promotions in Hospitality</p><p>Management:**</p><p> </p><p> </p><p>Cooperative promotions in hospitality management involve teaming up with other businesses or organizations to create joint marketing</p><p>campaigns or activities. This</p><p>collaboration could include partnering</p><p>with local attractions, restaurants, or tourism boards to offer package deals, cross- promotions, or shared events. By combining resources and tapping into each other's</p><p>customer base, businesses can boost their marketing efforts and reach more people.</p></td></tr></tbody></table></figure></td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td><p><strong>with Customers:</strong></p><p>Cooperative promotions help hospitality businesses keep in touch with customers through joint marketing efforts. By teaming up with complementary businesses, they can offer</p><p>customers special deals or promotions, encouraging them to return and building loyalty. Additionally, cooperative promotions often involve joint advertising or social media</p><p>campaigns, allowing businessesto connect with customers through different channels and stay on their radar.</p><p><strong>Maintaining Regular Contact with Suppliers:</strong></p><p>Cooperative promotions also</p><p>support ongoing communication with suppliers in hospitality management. By collaborating on promotions or events, businesses can strengthen their relationships with suppliers and show appreciation. Cooperative promotions may also involve highlighting supplier products or services, giving them</p><p>exposure to a broader audience and nurturing long-term partnerships. This consistent</p><p>collaboration helps maintain a positive relationship and</p><p>ensures smooth operations.</p></td></tr></tbody></table></figure></td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td><p>and collaboration among industry</p><p>experts. Attendees canparticipate in</p><p>seminars, workshops, and panels to gain insights into industry trends and best practices.</p><p>Additionally, there areoften exhibitions</p><p>where businesses can showcase their products and services to a targeted audience.</p></td></tr></tbody></table></figure></td></tr></tbody></table></figure><p><img src="undefined"></p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td><p>demonstrations or special</p><p>events, allowing them to interactwith customers face-to-face and strengthen brand loyalty.</p><p><strong>Maintaining Regular Contact with Suppliers:</strong></p><p>Industry functions also facilitate ongoing contact with suppliers in hospitality management. By attending these events, businesses can connect with</p><p>suppliers, discuss products, and explore potential partnerships. Exhibitions at industry functions provide opportunities for businesses to discover new suppliers, negotiate contracts,</p><p>and strengthen existing relationships. Additionally, networking events create informal settings for businesses and suppliers to communicate and collaborate.</p></td></tr></tbody></table></figure></td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td><p> </p><p>d. Program of regular <strong>Program of Regular Assisting to Maintain Regular</strong></p><p>contact <strong>Contact in Contact with Customers: Hospitality </strong>A program of regular contact</p><p><strong>Management: </strong>helps hospitality businesses</p><p>keep in touch with customers by A program of regular providing timely updates,</p><p>contact in hospitality promotions, and special offers.</p><p>management involves By sending out regular implementing a newsletters or promotional structured approach to emails, businesses can keep staying in touch with customers informed about</p><p>customers and upcoming events, new menu</p><p>suppliers on a items, or special discounts. consistent basis. This Additionally, engaging with program may include customers on social media</p><p>various platforms allows businesses to</p><p>communication interact with them directly,</p><p>channels such as email respond to inquiries, and build</p><p>newsletters, phone rapport. Through consistent</p><p>calls, social media communication, businesses can</p><p>engagement, and in- stay top-of-mind with customers</p><p>person visits. The goal and encourage repeat visits.</p><p>is to maintain ongoing <strong>Assisting to Maintain Regular</strong></p><p>communication and <strong>Contact with Suppliers:</strong></p><p>strengthen A program of regular contact relationships with both also supports ongoing</p><p>customers and</p></td><td rowspan="2"> </td><td rowspan="2"> </td><td rowspan="2"> </td></tr><tr><td> </td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><p> </p><p>e. Social media <strong>Social Media in Assisting to Maintain Regular</strong></p><p><strong>Hospitality Contact with Customers:</strong></p><p><strong>Management: </strong>Social media helps hospitality Social media businesses keep in touch with platforms are online customers by sharing updates spaces where people about services, events, and interact and share promotions. By posting</p><p>content. These regularly and interacting with</p><p>platforms, like customers through comments Facebook, Instagram, and messages, businesses can Twitter, and LinkedIn, keep them informed and</p><p>are used in hospitality engaged. Social media also management to provides a platform for promote businesses, receiving feedback and</p><p>engage with addressing customer concerns customers, and build promptly.</p><p>brand awareness. <strong>Assisting to Maintain Regular</strong></p><p><strong>Contact with Suppliers:</strong></p><p>Social media also supports ongoing communication with suppliers in hospitality management. Businesses can followsuppliers on platforms</p><p>like LinkedIn to stay updated ontheir latest offerings and industry news. Engaging with</p><p>suppliers through comments and messages helps strengthen relationships and ensures</p></td><td rowspan="2"> </td><td rowspan="2"> </td><td rowspan="2"> </td></tr><tr><td> </td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td>suppliersover time.</td></tr></tbody></table></figure></td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td><p>communication with suppliers in hospitality management. By establishing a regular schedule for reaching out to suppliers, businesses can ensure that they stay informed about product</p><p>availability, pricing updates, and any changes in delivery schedules. This proactive</p><p>approach to communication helps businesses maintain</p><p>strong relationships with</p><p>suppliers, address any issues orconcerns promptly, and</p><p>collaborate effectively to meetthe needs of the business.</p><p>Additionally, regular contact</p><p>with suppliers allows businesses to stay updated on industry trends, new products, and potential opportunities for</p><p>collaboration or partnership.</p></td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td><p><strong>M.S Aviation Pty LtdT/A Australian S</strong></p><p><strong>RTO NO. 41089 </strong>I <strong>CRICOS NO.: 03489</strong></p><p>Melbourne Campus: Level 4, 123-129</p><p>Hobart Campus: Level 4, 18 Elizabet</p><p>Ph: 1300 781 194 I E: <a href="mailto:Info@asoc.edu">Info@asoc.edu.</a></p><p>ABN: 87 160 483 447</p></td></tr></tbody></table></figure></td></tr></tbody></table></figure><p><img src="undefined"></p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td><p><strong>chool of Commerce</strong></p><p><strong>A</strong></p><p>Lonsdale Street Melbourne, Vi h Street, Hobart Tasmania 7000</p><p>au I W: <a href="http://www.asoc.edu.au/">www.asoc.edu.au</a></p></td></tr></tbody></table></figure></td></tr></tbody></table></figure><p><img src="undefined"></p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td><p>ctoria 3000Australia</p><p>Australia</p></td></tr></tbody></table></figure></td></tr></tbody></table></figure><p>continuous communication.</p><p>Social media serves as a convenient channel for</p><p>businesses to connect with suppliers and stay informed about industry trends.</p><p> </p><figure class="table"><table><tbody><tr><td><p> </p><p><strong>Opportunities</strong></p></td><td><p> </p><p><strong>Description</strong></p></td><td><p> </p><p><strong>How can assist</strong></p></td></tr><tr><td>a. Association membership</td><td><p>Membership in hospitalitymanagement associations provides</p><p>access to resources, networking, and insights.</p></td><td><ul><li>Meet suppliers at events and discuss products. – Stay updated on industry news and regulations.</li><li>Showcase offerings at association events. — Interact with customers face-to-face.</li></ul></td></tr><tr><td>b. Cooperative promotions</td><td>Collaborate with other businesses for joint marketing activities.</td><td><p>- Strengthen relationships with</p><p>suppliers through collaboration on promotions.</p><p>-Provide suppliers exposure to a broader audience.</p></td></tr><tr><td>c. Industry functions</td><td>Gatherings for hospitality professionals offering networking and learning opportunities.</td><td><ul><li>Engage with customers through networking and promotional activities.</li><li><p>Connect with suppliers,</p><p>explore partnerships, and discover new products</p></li></ul></td></tr><tr><td>d. Program of regular contact</td><td>Structured approach to staying in touchwith customers and suppliers.</td><td><ul><li>Encourage repeat visits and buildrapport.</li><li>Ensure timely updates on product availability, pricing, and collaboration</li></ul></td></tr><tr><td>e. Social media</td><td>Platforms for promoting businesses, engaging with customers, and building brand awareness.</td><td>- Share updates, promotions, and engage with customers through comments and messages.</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question 7. Explain the key features of professional and organisational practices associated with negotiation. Your answer should 150-250 words.</td><td colspan="2">Satisfactory response</td></tr><tr><td><p>Yes</p><p>☐</p></td><td>No ☐</td></tr></tbody></table></figure><p>Negotiation in professional and organizational settings is a structured process aimed at achieving mutually beneficial agreements between parties. Here are the key features associated with effective negotiation:</p><ol><li>Preparation: Before negotiations commence, thorough preparation is essential. This involves researching the other party's interests, goals, and potential alternatives. It also includes clarifying one's own priorities and objectives to develop a strategic negotiation plan.</li><li>Communication:Clear and effective communication is fundamental in negotiation. Both parties must</li></ol><p>articulate their interests, listen actively to the other party's concerns, and seek mutual understanding. Asking clarifying questions and summarizing key points help ensure that communication is productive.</p><ol><li>Flexibility: Successful negotiators remain adaptable and open to alternative solutions throughout the negotiation process. They adjust their approach based on new information or changes in circumstances to maximize the potential for agreement.</li><li>Problem- solving: Effective negotiation involves identifying and addressing underlying interests and</li></ol><p>concerns rather than focusing solely on positions. Parties collaborate to find creative solutions that satisfy the needs of all involved, fostering a win-win outcome.</p><ol><li>Assertiveness and Respect:Negotiators advocate for their interests assertively while maintaining professionalism and respect for the other party. Building rapport and trust is essential for constructive negotiations and long-term relationships.</li><li>Compromise:*Negotiation often requires compromise from both parties to reach a mutually acceptable</li></ol><p>agreement. Skilled negotiators identify areas where concessions can be made without compromising essential interests, seeking solutions that meet the core needs of both sides.</p><ol><li>Agreement Documentation: Once an agreement is reached, it should be documented clearly and</li></ol><p>comprehensively. Written agreements outline the terms, responsibilities, and expectations of both parties, reducing the likelihood of misunderstandings or disputes in the future.</p><p>By incorporating these key features into their negotiation practices, professionals and organizations can navigate complex situations effectively, foster positive relationships, and achieve successful outcomes.</p><figure class="table"><table><tbody><tr><td rowspan="2">Question 8. List and describe three different negotiation techniques. Your answer should be 75-100 words for each technique or a total of 200-300 words.</td><td colspan="2">Satisfactory response</td></tr><tr><td><p>Yes</p><p>☐</p></td><td>No ☐</td></tr></tbody></table></figure><p>Three different negotiation techniques:</p><ol><li>Collaborative Negotiation:</li></ol><p>Collaborative negotiation emphasizes cooperation and joint problem-solving between parties. Rather than viewing negotiation as a zero-sum game, where one party's gain is another's loss, collaborative negotiation</p><p>seeks outcomes that benefit all involved. This technique involves open communication, active listening, and a focus on shared interests. By working together to explore creative solutions and accommodate each other's needs, parties can build trust and goodwill, leading to more sustainable agreements and strengthened relationships.</p><ol><li>Positional Bargaining:</li></ol><p>Positional bargaining, also known as distributive negotiation, revolves around the exchange of offers and</p><p>concessions between parties. Each party starts with a predetermined position and seeks to maximize their gains while minimizing losses. This approach often involves tactics such as bluffing, anchoring, and making extreme demands to gain leverage. While positional bargaining can lead to quick agreements, it may also escalate</p><p>conflict and strain relationships if parties become entrenched in their positions without considering underlying interests.</p><ol><li>Interest-Based Negotiation:</li></ol><p>Interest-based negotiation, also referred to as integrative negotiation, focuses on identifying and addressing the underlying interests and needs of each party. Rather than negotiating based solely on positions or demands, interest-based negotiation encourages parties to explore the reasons behind their preferences and collaborate to find solutions that satisfy multiple interests. This technique promotes creativity, flexibility, and problem-</p><p>solving, allowing parties to create value and reach agreements that maximize mutual gains. By focusing on underlying interests rather than rigid positions, interest-based negotiation can lead to more durable and</p><p>satisfying outcomes for all involved.</p><figure class="table"><table><tbody><tr><td rowspan="2">Question 9. Describe the stages in the negotiating process. Your answer should be 150-250 words.</td><td colspan="2">Satisfactory response</td></tr><tr><td><p>Yes</p><p>☐</p></td><td>No ☐</td></tr></tbody></table></figure><ol><li>Preparation:</li></ol><p>The negotiation process begins with preparation, where parties gather information, outline their objectives, and devise a strategy. This phase involves researching the other party's interests, assessing potential</p><p>alternatives, and setting clear goals. Adequate preparation lays the groundwork for effective communication and decision-making during negotiations.</p><ol><li>Opening:</li></ol><p>In the opening stage, parties initiate direct communication and establish the framework for discussions. Introductions are made, ground rules may be set, and initial offers or proposals are presented. The opening phase sets the tone for the negotiation process, allowing parties to establish rapport and communicate their intentions and priorities.</p><ol><li>Exploration:</li></ol><p>During the exploration stage, parties delve deeper into each other's interests, needs, and concerns. Active listening, asking questions, and seeking clarification help parties understand the underlying motivations behind each other's positions. Exploring common ground and identifying areas of agreement and disagreement provide a basis for generating mutually beneficial solutions.</p><ol><li>Bargaining:</li></ol><p>The bargaining stage is characterized by the exchange of proposals, concessions, and negotiation of terms. Parties engage in give-and-take discussions, aiming to maximize their outcomes while finding compromises that address the interests of both sides. Effective communication, creativity, and flexibility are essential skills during the bargaining phase.</p><p><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image028.gif" alt="Text Box: 5. Closing: The closing stage occurs when parties reach an agreement or decide to conclude negotiations without a resolution. If an agreement is reached, parties formalize the terms, clarify details, and document the agreement. Closing negotiations positively, whether with an agreement or a commitment to revisit discussions later, helps maintain goodwill and foster future collaboration. 6. Implementation and Review: After reaching an agreement, the implementation and review stage involves ensuring that both parties fulfill their obligations. This may include monitoring progress, addressing any issues or disputes, and making adjustments to the agreement as necessary. Regular reviews and feedback help uphold trust and ensure the successful execution of the negotiated outcome. " width="676" height="469"></p><figure class="table"><table><tbody><tr><td rowspan="2">Question 10. Briefly describe the nature of agreements and contracts in businesses. Your answer should be 50-100 words.</td><td colspan="2">Satisfactory response</td></tr><tr><td><p>Yes</p><p>☐</p></td><td>No ☐</td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td> </td><td> </td></tr><tr><td> </td><td><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image029.gif" alt="Text Box: Agreements and contracts in businesses outline the terms, conditions, and obligations between parties involved in a transaction or relationship. They formalize the understanding reached during negotiations and provide a legal framework for conducting business. Agreements can be informal or formal, while contracts are typically legally binding documents that specify rights, responsibilities, and remedies in case of breach. Both agreements and contracts serve to establish clarity, mitigate risks, and ensure compliance in business dealings. " width="677" height="303"></td></tr></tbody></table></figure>
<h2>Table of Contents</h2><p><a href="#_TOC_250012">Assessment Pack (UAP) – Cover Sheet 3</a></p><p><a href="#_TOC_250011">Student and Trainer/Assessor Details 3</a></p><p><a href="#_TOC_250010">Course and Unit Details 3</a></p><p><a href="#_TOC_250009">Assessment Submission Method 3</a></p><p><a href="#_TOC_250008">Student Declaration 3</a></p><p><a href="#_TOC_250007">Assessment Plan 4</a></p><p><a href="#_TOC_250006">Unit information pack 4</a></p><p>UAT 1 – Unit Knowledge Test (UKT) 5</p><p>Pre-assessment checklist 5</p><p>Purpose 5</p><p><a href="#_TOC_250005">Information for students 5</a></p><p><a href="#_TOC_250004">Reasonable adjustments 5</a></p><p><a href="#_TOC_250003">Student declaration 5</a></p><p>Assessment task instructions 6</p><p>Unit Assessment Result Sheet (UARS) 25</p><p>UAT 2 – Practical Demonstration 27</p><p>Pre-assessment checklist 27</p><p>Purpose 27</p><p><a href="#_TOC_250002">Information for students 27</a></p><p><a href="#_TOC_250001">Reasonable adjustments 27</a></p><p><a href="#_TOC_250000">Student declaration 27</a></p><p>Assessment task instructions 28</p><p>Unit Assessment Result Sheet (UARS) 54</p><p> </p><h2>Assessment Pack (UAP) – Cover Sheet</h2><h2>Student and Trainer/Assessor Details</h2><p> </p><figure class="table"><table><tbody><tr><td rowspan="3"><p><strong>Student ID Student name</strong></p><p><strong>Trainer/Assessor name</strong></p></td><td> </td></tr><tr><td> </td></tr><tr><td> </td></tr></tbody></table></figure><h2>Course and Unit Details</h2><p> </p><figure class="table"><table><tbody><tr><td rowspan="4"><p><strong>Course code Course name Unit code</strong></p><p><strong>Unit name</strong></p></td><td> </td></tr><tr><td> </td></tr><tr><td>SITXHRM008</td></tr><tr><td>Roster Staff</td></tr></tbody></table></figure><p> </p><h2>Assessment Submission Method</h2><p> </p><figure class="table"><table><tbody><tr><td><ul><li>By hand to trainer/assessor</li></ul></td><td><ul><li>By email to</li></ul><p>trainer/assessor</p></td><td><ul><li>Online submission via Learning Management System (LMS)</li></ul></td></tr><tr><td><ul><li>By Australia Post to RTO</li></ul></td><td colspan="2"><ul><li>Any other method</li></ul><p> </p><p><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image002.gif" width="360" height="2"></p><p>(Please mention here)</p></td></tr></tbody></table></figure><h2>Student Declaration</h2><p> </p><figure class="table"><table><tbody><tr><td>Student signature</td><td> </td><td>Date</td><td> </td></tr></tbody></table></figure><h2>Assessment Plan</h2><p>To demonstrate competence in this unit, the student must be assessed as satisfactory in each of the following assessment tasks.</p><p> </p><figure class="table"><table><tbody><tr><td><strong>Evidence recorded</strong></td><td colspan="3"><strong>Evidence Type/ Method of assessment</strong></td><td><strong>Sufficient evidence recorded/Outcome</strong></td></tr><tr><td><strong>Unit Assessment Task 1</strong></td><td colspan="3">Unit Knowledge Test (UKT)</td><td><p>S / NS (First Attempt)</p><p>S / NS (Second Attempt)</p></td></tr><tr><td><strong>Unit Assessment Task 2</strong></td><td colspan="3">Project</td><td><p>S / NS (First Attempt)</p><p>S / NS (Second Attempt)</p></td></tr><tr><td rowspan="2"><strong>Final result</strong></td><td rowspan="2">C ☐ NYC ☐</td><td><strong>Date assessed</strong></td><td colspan="2"> </td></tr><tr><td><strong>Trainer/Assessor Signature</strong></td><td colspan="2"> </td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td></tr></tbody></table></figure><p> </p><h2>Unit information pack</h2><figure class="table"><table><tbody><tr><td> </td><td> </td></tr><tr><td> </td><td><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image004.gif" alt="Text Box: The student and Trainer/Assessor must read and understand all the information in the unit information pack before completing the unit assessment pack." width="677" height="53"></td></tr></tbody></table></figure><p> </p><p><strong>Pre-assessment checklist Purpose</strong></p><p>The pre-assessment checklist helps students determine if they are ready for assessment. The Trainer/Assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the Trainer/Assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.</p><p> </p><h2>Information for students</h2><ul><li>Please make sure you have completed the necessary prior learning before attempting this assessment.</li><li>Please make sure your Trainer/Assessor has clearly explained the assessment process and tasks to be completed.</li><li>Please make sure you understand what evidence is required to be collected and how.</li><li>Please make sure you know your rights and the complaints and appeal process.</li><li>Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your</li></ul><p>Trainer/Assessor).</p><ul><li>Please make sure that you have access to a computer and the internet (if you prefer to type the answers).</li><li>Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).</li><li>Due date of this assessment task is according to your timetable.</li><li>In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the Trainer/Assessor.</li><li>Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.</li><li>Request for an extension to submit your assessment work must be made before the due date of this assessment task.</li></ul><p> </p><h2>Reasonable adjustments</h2><ul><li>If student has requested a reasonable adjustment, then complete the reasonable adjustment form included in the unit information pack.</li></ul><p> </p><h2>Student declaration</h2><ul><li>I confirm that Trainer/Assessor has provided all the information related to the assessment task as included in the information for student section and I am ready for the assessment.</li></ul><p> </p><figure class="table"><table><tbody><tr><td>Student signature</td><td> </td><td>Date</td><td> </td></tr></tbody></table></figure><h3>Assessment type:</h3><p> </p><ul><li>Written Questions</li></ul><p> </p><h3>Instructions provided to the student:</h3><p> </p><p><strong>Assessment task description:</strong></p><p> </p><ul><li>This is the first (1) unit of assessment task that the student must successfully complete to be deemed competent in this unit of competency.</li><li>The Unit Knowledge Test is comprised of nine (9) written questions.</li><li>Student must respond to all the questions and submit them to the Trainer/Assessor.</li><li>Student must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task.</li><li>Trainer/Assessor is required to provide feedback within two weeks and notify students when results are available.</li></ul><p> </p><h3>Applicable conditions:</h3><p> </p><ul><li>This knowledge test is untimed and is conducted as an open book test (this means student can refer to textbooks during the test).</li><li>Student must read and respond to all questions.</li><li>Student may handwrite/use computers to answer the questions.</li><li>Student must complete the task independently.</li><li>No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.</li><li>Trainer /Assessor must assess student’s written skills and knowledge as he/she completes this assessment task.</li><li>The Trainer/Assessor may ask the student relevant questions on this assessment task to ensure that this is his/her own work.</li></ul><p> </p><h3>Resubmissions and reattempts:</h3><p> </p><ul><li>Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.</li><li>Student may speak to their Trainer/Assessor if the student has any difficulty in completing this task and requires a reasonable adjustment (e.g., can be given as an oral assessment).</li><li>For more information, please refer to the RTO Student Handbook.</li></ul><p> </p><h3>Location:</h3><p> </p><ul><li>This assessment task may be completed in (tick the relevant box):</li></ul><p> </p><figure class="table"><table><tbody><tr><td><ul><li>Learning Management System</li></ul></td><td><ul><li>Classroom</li></ul></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td>Simulated learning environment</td><td>Workplace</td></tr><tr><td colspan="2">Other: </td></tr></tbody></table></figure><ul><li>Trainer/Assessor will provide the student with further information regarding the location for completing this assessment task.</li></ul><h3>Purpose of the assessment</h3><p> </p><p>The purpose of the assessment is to check knowledge relevant to the unit.</p><p> </p><h3>Instructions for answering written questions:</h3><p> </p><ul><li>Students must complete a written assessment consisting of a series of questions.</li><li>It is expected from students to correctly answer all the questions.</li><li>Answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills.</li><li>Students must respond to all questions for this assessment in a concise manner, providing only information that is relevant.</li><li>Student must use non-discriminatory language. The language should not devalue, demean, or exclude individuals or groups on the basis of such attributes including gender, disability, culture, race, religion, sexual preference, age and/or any other basis. Gender inclusive language should be used.</li><li>Assessors must not accept responses/answers that have been copied directly from other sources materials.</li><li>Access to learner guide and other learning materials.</li><li>Computer</li><li>Internet</li><li>MS Word</li><li>Printer or e-printer</li><li>Unit Assessment Task</li></ul><p> </p><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 1a.</p><ol><li>List any three (3) sources of information on awards and other industrial provisions.</li><li>What is an enterprise agreement? Briefly explain the following types of enterprise agreements in 1-2 lines (50 - 100 words)</li></ol><p>Single Enterprise Agreements Multi-enterprise agreement</p></td><td colspan="2">Satisfactory response</td></tr><tr><td><ol><li>Yes ☐</li><li>Yes ☐</li></ol></td><td><p>No ☐</p><p>No ☐</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td>Question 1b. Assume you are working in a restaurant as a manager responsible for preparing the staff rosters.</td><td colspan="2">Satisfactory response</td></tr><tr><td rowspan="2">i. How would you source information on the applicable award, records, and other industrial provisions in the hospitality industry to prepare the rosters?</td><td colspan="2"> </td></tr><tr><td>i. Yes ☐</td><td>No ☐</td></tr><tr><td>ii. Identify at least two ways in which each award provision will impact the rostering process and fill in the table below.</td><td><ol><li>Yes ☐<ol><li>Yes ☐</li></ol></li></ol></td><td><p>No ☐</p><p>No ☐</p></td></tr><tr><td>I. leave</td><td>II. Yes ☐</td><td>No ☐</td></tr><tr><td>II. mandated breaks between shifts</td><td>III. Yes ☐</td><td>No ☐</td></tr><tr><td>III. maximum allowed shift hours</td><td>IV. Yes ☐</td><td>No ☐</td></tr><tr><td>IV. standard, overtime and penalty pay rates</td><td> </td><td> </td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 1c. Based on the Restaurant Industry Award, specify the maximum number of overall hours that can be allocated to different staff members.</p><p>The answer should include information on ordinary hours, make-up time, and spread of hours. Answer in 300 – 350 words.</p></td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td><p>Question 1d. Identify impacts of following on the preparation of staffing rosters:</p><p>a. Contractors and considerations of fees</p></td><td colspan="2">Satisfactory response</td></tr><tr><td><p>b. Permanent or casual staff</p><p>Answer in 50 to 100 words for each.</p></td><td><ol><li>Yes ☐</li><li>Yes ☐</li></ol></td><td><p>No ☐</p><p>No ☐</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question 1e. Explain the importance of industrial agreements, other considerations, and wage budgets when developing rosters. Answer in 150 – 200 words.</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td>Question 2. Briefly discuss the key elements of applicable awards and enterprise agreements for the following:</td><td colspan="2">Satisfactory response</td></tr><tr><td rowspan="2">i. leave provisions</td><td colspan="2"> </td></tr><tr><td>i. Yes ☐</td><td>No ☐</td></tr><tr><td>ii. mandated breaks between shifts</td><td>ii. Yes ☐</td><td>No ☐</td></tr><tr><td>iii. maximum allowed shift hours</td><td>iii. Yes ☐</td><td>No ☐</td></tr><tr><td>iv. standard, overtime and penalty pay rates</td><td>iv. Yes ☐</td><td>No ☐</td></tr><tr><td>Answer in 100 to 150 words for each.</td><td> </td><td> </td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 3a. Explain the following organisational policies and their impacts on preparing staffing rosters. Answer in 50 – 100 words for each.</p><ol><li>Socio-cultural-friendly organisational initiatives</li><li>Family-friendly workplace initiatives</li><li>Recreation</li></ol></td><td colspan="2">Satisfactory response</td></tr><tr><td><ol><li>Yes ☐</li><li>Yes ☐</li><li>Yes ☐</li></ol></td><td><p>No ☐</p><p>No ☐</p><p>No ☐</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td>Question 3b: Explain organisational leave procedures that impact the preparation of staffing rosters for the following leave types. Max 50 words each.</td><td colspan="2">Satisfactory response</td></tr><tr><td rowspan="2">i. Carers</td><td colspan="2"> </td></tr><tr><td>i. Yes ☐</td><td>No ☐</td></tr><tr><td>ii. Compassionate reasons</td><td>ii. Yes ☐</td><td>No ☐</td></tr><tr><td>iii. llness or injury</td><td>iii. Yes ☐</td><td>No ☐</td></tr><tr><td>iv. Jury service</td><td>iv. Yes ☐</td><td>No ☐</td></tr><tr><td>v. Long service</td><td>v. Yes ☐</td><td>No ☐</td></tr><tr><td><ol><li>Maternity or paternity</li><li>Rehabilitation of injured workers</li><li>Study</li></ol></td><td><ol><li>Yes ☐</li><li>Yes ☐</li></ol></td><td><p>No ☐</p><p>No ☐</p></td></tr><tr><td> </td><td>viii. Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td>Question 4. In relation to developing a large five-star hotel roster, explain the following consideration areas (50 – 100 words for each).</td><td colspan="2">Satisfactory response</td></tr><tr><td rowspan="2">i. Social, cultural, and skills mix of the team to be rostered.</td><td colspan="2"> </td></tr><tr><td>i. Yes ☐</td><td>No ☐</td></tr><tr><td>ii. Broader organisational policies</td><td>ii. Yes ☐</td><td>No ☐</td></tr><tr><td>iii. Operational requirements of the business activity, department, or event subject to rostering.</td><td>iii. Yes ☐</td><td>No ☐</td></tr><tr><td>iv. Wage budget for the business activity, department, or event subject to rostering.</td><td>iv. Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question 5a. Explain the role of rosters and their importance in controlling staff costs in the hospitality industry. Answer in 100 – 150 words.</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question 5b. How can a roster help an organisation to maximise operational and customer service efficiently while minimising wage costs? Answer in 100 – 150 words.</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question 5c. How can combining staff members' duties increase staff effectiveness when preparing a roster? Explain in 50 – 100 words.</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question 5d. Team rosters should comprise staff with complementary skills mixed to meet operational requirements. Detail the rationale and truth of this statement in 100 – 150 words.</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 6a.</p><p>i. Briefly discuss roster systems and equipment an organisation can use to administer roster management. Answer in 75 to 100 words.</p></td><td colspan="2">Satisfactory response</td></tr><tr><td>i. Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><ol><li>List any three (3) roster systems and three (3) types of equipment available in the market.</li><li>List any six (6) system capabilities and functions required in rostering software.</li></ol></td><td><ol><li>Yes</li><li>Yes</li></ol></td><td>No No</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 6b. Mention any four (4) ways to present and communicate rosters in required clear formats to appropriate staff within designated timeframes.</p><p>Your answer should include electronic (2) and paper-based (2) methods. Answer in 3-5 lines for each.</p></td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td>No ☐</td></tr></tbody></table></figure><p> </p>
<h2>Table of Contents</h2><p><a href="#_TOC_250012">Assessment Pack (UAP) – Cover Sheet 3</a></p><p><a href="#_TOC_250011">Student and Trainer/Assessor Details 3</a></p><p><a href="#_TOC_250010">Course and Unit Details 3</a></p><p><a href="#_TOC_250009">Assessment Submission Method 3</a></p><p><a href="#_TOC_250008">Student Declaration 3</a></p><p><a href="#_TOC_250007">Assessment Plan 4</a></p><p><a href="#_TOC_250006">Unit information pack 4</a></p><p>UAT 1 – Unit Knowledge Test (UKT) 5</p><p>Pre-assessment checklist 5</p><p>Purpose 5</p><p><a href="#_TOC_250005">Information for students 5</a></p><p><a href="#_TOC_250004">Reasonable adjustments 5</a></p><p><a href="#_TOC_250003">Student declaration 5</a></p><p>Assessment task instructions 6</p><p>Unit Assessment Result Sheet (UARS) 25</p><p>UAT 2 – Practical Demonstration 27</p><p>Pre-assessment checklist 27</p><p>Purpose 27</p><p><a href="#_TOC_250002">Information for students 27</a></p><p><a href="#_TOC_250001">Reasonable adjustments 27</a></p><p><a href="#_TOC_250000">Student declaration 27</a></p><p>Assessment task instructions 28</p><p>Unit Assessment Result Sheet (UARS) 60</p><h2>Assessment Pack (UAP) – Cover Sheet</h2><h2>Student and Trainer/Assessor Details</h2><figure class="table"><table><tbody><tr><td rowspan="3"><p><strong>Student ID Student name</strong></p><p><strong>Trainer/Assessor name</strong></p></td><td> </td></tr><tr><td> </td></tr><tr><td> </td></tr></tbody></table></figure><h2>Course and Unit Details</h2><figure class="table"><table><tbody><tr><td rowspan="4"><p><strong>Course code Course name Unit code</strong></p><p><strong>Unit name</strong></p></td><td> </td></tr><tr><td> </td></tr><tr><td>SITXINV007</td></tr><tr><td>Purchase goods</td></tr></tbody></table></figure><h2>Assessment Submission Method</h2><p> </p><figure class="table"><table><tbody><tr><td><ul><li>By hand to trainer/assessor</li></ul></td><td><ul><li>By email to</li></ul><p>trainer/assessor</p></td><td><ul><li>Online submission via Learning Management System (LMS)</li></ul></td></tr><tr><td><ul><li>By Australia Post to RTO</li></ul></td><td colspan="2"><ul><li>Any other method</li></ul><p> </p><p><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image002.gif" width="360" height="2"></p><p>(Please mention here)</p></td></tr></tbody></table></figure><h2>Student Declaration</h2><p> </p><figure class="table"><table><tbody><tr><td><ul><li>I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice.</li><li>I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material that I used in the production of the assessment pack;</li><li>For the purposes of assessment, I give the Trainer/Assessor of this assessment the permission to:<ul><li>Reproduce this assessment and provide a copy to another member of staff; and</li><li><p>Take steps to authenticate the assessment, including communicating a copy of this assessment to a checking service (which may retain a copy of the assessment on its database for future</p><p>plagiarism checking).</p></li></ul></li></ul></td></tr></tbody></table></figure><h2>Assessment Plan</h2><p>To demonstrate competence in this unit, the student must be assessed as satisfactory in each of the following assessment tasks.</p><p> </p><figure class="table"><table><tbody><tr><td><strong>Evidence recorded</strong></td><td colspan="3"><strong>Evidence Type/ Method of assessment</strong></td><td><strong>Sufficient evidence recorded/Outcome</strong></td></tr><tr><td><strong>Unit Assessment Task 1</strong></td><td colspan="3">Unit Knowledge Test (UKT)</td><td><p>S / NS (First Attempt)</p><p>S / NS (Second Attempt)</p></td></tr><tr><td><strong>Unit Assessment Task 2</strong></td><td colspan="3">Practical demonstration</td><td><p>S / NS (First Attempt)</p><p>S / NS (Second Attempt)</p></td></tr><tr><td rowspan="2"><strong>Final result</strong></td><td rowspan="2">C ☐ NYC ☐</td><td><strong>Date assessed</strong></td><td colspan="2"> </td></tr><tr><td><strong>Trainer/Assessor Signature</strong></td><td colspan="2"> </td></tr><tr><td> </td><td> </td><td> </td><td> </td><td> </td></tr></tbody></table></figure><p> </p><h2>Unit information pack</h2><figure class="table"><table><tbody><tr><td> </td><td> </td></tr><tr><td> </td><td><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image003.gif" alt="Text Box: The student and Trainer/Assessor must read and understand all the information in the unit information pack before completing the unit assessment pack." width="677" height="53"></td></tr></tbody></table></figure><p><strong>Pre-assessment checklist Purpose</strong></p><p>The pre-assessment checklist helps students determine if they are ready for assessment. The Trainer/Assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the Trainer/Assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.</p><p> </p><h2>Information for students</h2><ul><li>Please make sure you have completed the necessary prior learning before attempting this assessment.</li><li>Please make sure your Trainer/Assessor has clearly explained the assessment process and tasks to be completed.</li><li>Please make sure you understand what evidence is required to be collected and how.</li><li>Please make sure you know your rights and the complaints and appeal process.</li><li>Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your</li></ul><p>Trainer/Assessor).</p><ul><li>Please make sure that you have access to a computer and the internet (if you prefer to type the answers).</li><li>Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).</li><li>Due date of this assessment task is according to your timetable.</li><li>In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the Trainer/Assessor.</li><li>Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.</li><li>Request for an extension to submit your assessment work must be made before the due date of this assessment task.</li></ul><p> </p><h2>Reasonable adjustments</h2><ul><li>If student has requested a reasonable adjustment, then complete the reasonable adjustment form included in the unit information pack.</li></ul><p> </p><h2>Student declaration</h2><ul><li>I confirm that Trainer/Assessor has provided all the information related to the assessment task as included in the information for student section and I am ready for the assessment.</li></ul><figure class="table"><table><tbody><tr><td>Student signature</td><td>Sukhmanpreet Kaur</td><td>Date</td><td><strong>24/11/23</strong></td></tr></tbody></table></figure><h3>Assessment type:</h3><p> </p><ul><li>Written Questions</li></ul><h3>Instructions provided to the student:</h3><p><strong>Assessment task description:</strong></p><ul><li>This is the first (1) unit of assessment task that the student must successfully complete to be deemed competent in this unit of competency.</li><li>The Unit Knowledge Test is comprised of nine (9) written questions.</li><li>Student must respond to all the questions and submit them to the Trainer/Assessor.</li><li>Student must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task.</li><li>Trainer/Assessor is required to provide feedback within two weeks and notify students when results are available.</li></ul><p> </p><h3>Applicable conditions:</h3><p> </p><ul><li>This knowledge test is untimed and is conducted as an open book test (this means student can refer to textbooks during the test).</li><li>Student must read and respond to all questions.</li><li>Student may handwrite/use computers to answer the questions.</li><li>Student must complete the task independently.</li><li>No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.</li><li>Trainer /Assessor must assess student’s written skills and knowledge as he/she completes this assessment task.</li><li>The Trainer/Assessor may ask the student relevant questions on this assessment task to ensure that this is his/her own work.</li></ul><p> </p><h3>Resubmissions and reattempts:</h3><p> </p><ul><li>Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.</li><li>Student may speak to their Trainer/Assessor if the student has any difficulty in completing this task and requires a reasonable adjustment (e.g., can be given as an oral assessment).</li><li>For more information, please refer to the RTO Student Handbook.</li></ul><p> </p><h3>Location:</h3><p> </p><ul><li>This assessment task may be completed in (tick the relevant box):</li></ul><p> </p><figure class="table"><table><tbody><tr><td><ul><li>Learning Management System</li></ul></td><td><ul><li>Classroom</li></ul></td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td><ul><li>Simulated learning environment</li></ul></td><td><ul><li>Workplace</li></ul></td></tr><tr><td colspan="2">Other: </td></tr></tbody></table></figure><ul><li>Trainer/Assessor will provide the student with further information regarding the location for completing this assessment task.</li></ul><h3>Purpose of the assessment</h3><p> </p><p>The purpose of the assessment is to check knowledge relevant to the unit.</p><h3>Instructions for answering written questions:</h3><p> </p><ul><li>Students must complete a written assessment consisting of a series of questions.</li><li>It is expected from students to correctly answer all the questions.</li><li>Answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills.</li><li>Students must respond to all questions for this assessment in a concise manner, providing only information that is relevant.</li><li>Student must use non-discriminatory language. The language should not devalue, demean, or exclude individuals or groups on the basis of such attributes including gender, disability, culture, race, religion, sexual preference, age and/or any other basis. Gender inclusive language should be used.</li><li>Assessors must not accept responses/answers that have been copied directly from other sources materials</li></ul><p> </p><ul><li>Access to learner guide and other learning materials.</li><li>Computer</li><li>Internet</li><li>MS Word</li><li>Printer or e-printer</li><li>Unit Assessment Task</li></ul><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question 1a: List any ten 10 sources of information to determine purchase requirements.</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td><p>No</p><p>☐</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td> </td><td> </td></tr><tr><td> </td><td><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image011.gif" alt="Text Box: 1. Customer Feedback and Reviews 2. Market Research Reports 3. Supplier and Vendor Information 4. Internal Stakeholder Input 5. Industry Conferences and Trade Shows 6. Regulatory Requirements 7. Professional Networks and Forums 8. Product Demos and Trials 9. Benchmarking Competitors 10. Industry Publications and Journals " width="677" height="511"></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td>Question 1b:</td><td colspan="2">Satisfactory</td></tr><tr><td rowspan="2">i. What are the features and quality expectations of the purchased end products? (100-120</td><td colspan="2">response</td></tr><tr><td> </td><td> </td></tr><tr><td><p>words)</p><p>ii. Complete the table below by providing the features and quality expectations of any three ingredients for the recipe below.</p></td><td><p>i. Yes ☐</p><p>ii . Yes</p><p>☐</p></td><td><p>No</p><p>☐</p><p>No</p><p>☐</p></td></tr><tr><td><strong>Recipe – Insalata Caprese</strong></td><td> </td><td> </td></tr><tr><td> </td><td> </td><td> </td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td colspan="3"> </td></tr><tr><td><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p><strong>METHOD:</strong></p><p>On a large platter, alternate and overlap the tomato slices, mozzarella cheese slices, and basil leaves. Drizzle with olive oil and balsamic glaze. Season with sea salt and pepper.</p></td><td> </td><td> </td></tr><tr><td colspan="3"> </td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td>Ingredient</td><td>Features and Quality Expectations</td></tr><tr><td>Ripe Tomatoes (sliced)</td><td>Firm, flavorful, and free from defects.</td></tr><tr><td>Buffalo Mozzarella Cheese</td><td>Creamy texture, rich flavor, sliced 1/4 inch thick.</td></tr><tr><td>Basil Leaves</td><td>Vibrant green color, aromatic freshness, 1/3 cup or about 0.03 kg.</td></tr><tr><td>Olive Oil</td><td>High-quality, 3 tablespoons or about 0.04 kg for a rich flavor.</td></tr><tr><td>Salt & Pepper</td><td>To taste, minimal amount (0.001 kg), enhancing overall seasoning.</td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question 1c: While working in a restaurant, who are the different personnel kitchen staff may need to consult regarding end product requirements to purchase the goods? List (3) such individuals and outline why you may need to discuss the requirements with them in one to two sentences.</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td><p>No</p><p>☐</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td> </td><td> </td></tr><tr><td> </td><td><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image018.gif" alt="Text Box: While working in a restaurant, kitchen staff may need to consult the following individuals regarding end product requirements for purchasing goods: • Head Chef or Executive Chef: The Head Chef oversees the kitchen operations and menu development. Consulting them ensures alignment with the overall culinary vision, taste preferences, and quality standards of the restaurant. • Purchasing Manager or Buyer: The Purchasing Manager is responsible for procuring ingredients and supplies. Collaborating with them ensures efficient sourcing, cost-effectiveness, and adherence to the restaurant's budget and procurement policies. • Restaurant Manager or Operations Manager: The Restaurant Manager provides insights into customer preferences, inventory management, and overall restaurant goals, helping kitchen staff make informed decisions that align with business objectives. " width="677" height="512"></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question 2a: List any eight (8) considerations in determining the quality and suitability of stock on hand for the food supplies in the restaurant.</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td><p>No</p><p>☐</p></td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td> </td><td> </td></tr><tr><td> </td><td><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image019.gif" alt="Text Box: 1. Expiration Dates: Check the expiration dates to ensure that the stock is within its shelf life, minimizing the risk of using expired or spoiled ingredients. 2. Storage Conditions: Assess how well the stock has been stored, considering factors like temperature, humidity, and proper segregation to prevent cross-contamination. " width="677" height="87"></td></tr></tbody></table></figure><p> </p><p><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image020.gif" alt="Text Box: 3. Physical Appearance: Examine the visual appearance of the items, looking for signs of spoilage, discoloration, mold, or any other visible defects. 4. Odor: Smell the stock to detect any off-putting or unusual odors that could indicate spoilage or contamination. 5. Packaging Integrity: Inspect the packaging for any damage, leaks, or compromised seals, as this can affect the quality and safety of the contents. 6. Consistency with Specifications: Ensure that the stock matches the specifications outlined in purchase orders, including brand, quantity, and any other specific requirements. 7. Allergen Information: Verify the allergen information to prevent unintentional exposure to allergens and ensure compliance with food safety regulations. 8. Usage Trends: Consider the historical usage patterns to identify slow-moving items, potential overstock, or items approaching the end of their shelf life, allowing for proactive management and minimizing waste. " width="676" height="365"></p><figure class="table"><table><tbody><tr><td rowspan="2">Question 2b: List 10 ways to maximise the use of suitable and available kitchen stock to avoid wastage.</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td><p>No</p><p>☐</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td> </td><td> </td></tr><tr><td> </td><td><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image021.gif" alt="Text Box: 1. Regular Inventory Checks: Monitor stock levels frequently. 2. FIFO System: Use older stock first with a First In, First Out approach. 3. Menu Planning: Design menus to use ingredients with shorter shelf lives. 4. Portion Control: Train for precise portioning to reduce overuse. 5. Creative Specials: Feature items with limited shelf life in specials. 6. Staff Training: Educate staff on waste reduction and efficiency. 7. Communication: Maintain clear communication between kitchen and front-of-house. 8. Sous Vide Techniques: Extend shelf life with sous vide cooking methods. 9. Preservation Techniques: Pickle, freeze, or dehydrate to preserve ingredients. 10. Collaborate with Suppliers: Optimize orders with suppliers to prevent overstock. " width="677" height="283"></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question 2c: Match the following inventory terms with the appropriate descriptions.</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td><p>No</p><p>☐</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td><p><strong>Column 1(inventory</strong></p><p><strong>terms)</strong></p></td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td><strong>Answer</strong></td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td><strong>Column 2(descriptions)</strong></td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td>Rawmaterials</td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td>E</td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td><p>a. products shipped to a business froma supplier or manufacturer</p><p>and then immediately sold to customers.</p></td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td>Unfinished products</td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td>B</td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td>b. stored in a warehouse until sold or shipped.</td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td>Finished products</td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td>A</td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td>c. excess products are those in anticipation of a surge in sales</td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td>In-transit goods</td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td>G</td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td>d. isa crucial aspect of effective supply management</td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td>Cycleinventory</td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td>H</td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td>e. materials you use tomake your products</td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td>Anticipation inventory</td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td>C</td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td><p>f. areproducts which serveas a cushion in case ofan unexpected</p><p>issue or need for more inventory.</p></td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td>Decoupling inventory</td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td>J</td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td><p>g. itemsthat are nolonger in thewarehouse are beingtransported</p><p>to their final destination.</p></td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td>MROgoods</td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td>K</td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td><p>h. is the process of keeping the appropriate quantity of stock in</p><p>order to meetcustomer demand without delay while minimising the expense of storing stock.</p></td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td>Safety stock</td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td>F</td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td>i. materials you use tomake your products</td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td>Inventory Control</td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td>D</td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td><p>j. pertains to parts, supplies, or products setaside in anticipation of a</p><p>slowdown or stop in production.</p></td></tr></tbody></table></figure></td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td> </td><td><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p>Inventory management</p></td><td><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p>I</p></td><td><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p>k. maintenance, repair, and operating supply goods</p></td><td> </td></tr><tr><td colspan="5"> </td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td rowspan="2">Question 3a: What is forecasting? List four forecasting methods that are used by the purchase manager in a restaurant for calculating the required quantity of goods to be purchased. (Max 50-70 words)</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td><p>No</p><p>☐</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td> </td><td> </td></tr><tr><td> </td><td><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image022.gif" alt="Text Box: Forecasting is the process of predicting future demand for goods or services. Purchase managers in restaurants employ various forecasting methods to calculate the required quantity of goods. Four common methods include: • Time Series Analysis: Predicts future values based on historical data patterns. • Qualitative Forecasting: Relies on expert opinions and market research. • Quantitative Forecasting: Utilizes mathematical models and statistical analysis. • Causal Models: Considers cause-and-effect relationships influencing demand. " width="677" height="248"></td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td> </td><td> </td></tr><tr><td> </td><td><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td>Month</td><td>1</td><td>2</td><td>3</td><td>4</td><td>5</td></tr><tr><td>Demand (00s)</td><td>13</td><td>17</td><td>19</td><td>23</td><td>24</td></tr></tbody></table></figure><p> </p></td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 3b: The demand for menu items in the last five months is shown below:</p><p> </p><p> </p><p> </p><p> </p><p> </p><p>Based on this data set, utilise a two-month moving average to generate a forecast for demand in month six.</p></td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td><p>No</p><p>☐</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 4a: What is job costing? How can job costings be used to determine price</p><p>limitations for purchasing goods for the food business? Write your answer in 100-150 words.</p></td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td><p>No</p><p>☐</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td> </td><td> </td></tr><tr><td> </td><td><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image025.gif" alt="Text Box: Job costing is a accounting method used to track the costs of a specific job or project. In the context of the food business, job costing involves allocating costs to each menu item or dish produced. It accounts for direct costs like ingredients, labor, and overhead specific to the creation of that dish. Job costings play a crucial role in determining price limitations for purchasing goods in the food business. By " width="677" height="100"></td></tr></tbody></table></figure><p> </p><p><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image026.gif" alt="Text Box: accurately tracking the costs associated with producing each menu item, businesses can establish a baseline for pricing. This helps in setting competitive yet profitable prices, ensuring that the selling price covers not only the direct costs but also contributes to overhead and desired profit margins. Regularly analyzing job costings allows businesses to adjust pricing strategies, optimize menu offerings, and make informed decisions about purchasing goods to maintain profitability and competitiveness in the market." width="676" height="388"></p><figure class="table"><table><tbody><tr><td rowspan="2">Question 4b: How can you develop and use purchase lists to prioritise purchasing requirements according to organisational deadlines? (100-150 words)</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td><p>No</p><p>☐</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td> </td><td> </td></tr><tr><td> </td><td><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image027.gif" alt="Text Box: To develop and use purchase lists effectively for prioritizing purchasing requirements based on organizational deadlines, a systematic approach is essential. Start by creating a comprehensive list of required goods, specifying quantities and delivery dates. Prioritize items based on criticality to operations, seasonal demands, and availability. Regularly update the list to reflect changes in demand or supplier capabilities. Utilize technology like inventory management systems to streamline the process, automate reorder triggers, and track delivery timelines. Communication with suppliers is key; establish clear expectations and negotiate delivery schedules. By having an organized and dynamic purchase list, businesses can proactively manage inventory, meet organizational deadlines, and ensure a smooth supply chain flow, optimizing operational efficiency and customer satisfaction. " width="677" height="399"></td></tr></tbody></table></figure><p> </p><p> </p><figure class="table"><table><tbody><tr><td colspan="7" rowspan="2"><p>Question 4c: You have a birthday party coming up for 60 people on 15th Oct in your restaurant where you are the purchase manager. All ingredients are purchased, butat the</p><p>last minute, the host requests an additional main course to cater to Vegans (Recipe below).</p><p>Calculate the recipe's ingredient requirements for 60 portions and make a purchase list using the template below.</p></td><td colspan="2">Satisfactory response</td><td> </td></tr><tr><td rowspan="16">Yes ☐</td><td rowspan="16"><p>No</p><p>☐</p></td><td> </td></tr><tr><td> </td><td colspan="5"><p> </p><p><strong>Recipe Ratatouille Vegetables</strong></p></td><td rowspan="15"> </td><td> </td></tr><tr><td> </td><td colspan="5">Serves: 4 portions Preparation time: 15 Minutes Cooking Time: 20 Minutes</td><td> </td></tr><tr><td rowspan="11"> </td><td colspan="5"> </td><td> </td></tr><tr><td rowspan="10"> </td><td><p> </p><p>INGREDIENTS</p></td><td>UNI T</td><td>WEIGH T</td><td rowspan="10"> </td><td> </td></tr><tr><td>OLIVE OIL</td><td>L</td><td>.015</td><td> </td></tr><tr><td>RED CAPSICUMS, THINLY SLICED</td><td><p> </p><p>KG</p></td><td><p> </p><p>.2</p></td><td> </td></tr><tr><td>GARLIC CLOVES, CRUSHED</td><td>KG</td><td>.01</td><td> </td></tr><tr><td>EGGPLANT</td><td>KG</td><td>.1</td><td> </td></tr><tr><td>ZUCCHINI</td><td>KG</td><td>.2</td><td> </td></tr><tr><td>RED WINE VINEGAR</td><td>L</td><td>.015</td><td> </td></tr><tr><td>MEDIUM TOMATOES, CHOPPED</td><td><p> </p><p>KG</p></td><td><p> </p><p>.4</p></td><td> </td></tr><tr><td>SALT (TO TASTE)</td><td>KG</td><td>.001</td><td> </td></tr><tr><td colspan="3"> </td><td> </td></tr><tr><td> </td><td colspan="5"><p><strong>Method:</strong></p><p>Heat oil in a large, heavy-based saucepan over medium-high heat. Add capsicum and garlic. Cook, stirring, for 2 minutes or until capsicum has softened. Meanwhile, chop</p></td><td> </td></tr><tr><td> </td><td colspan="5"> </td><td> </td></tr><tr><td> </td><td colspan="5"><p> </p><p>M.S Aviation Pty Ltd trading as Australian School of Commerce <strong>Name of the Document- </strong>SITXINV007 Unit Assessment Pack Version no:23.05</p></td><td colspan="3"> </td><td> </td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td><p><strong>M.S Aviation Pty Ltd T/A Australian School of Commerce</strong></p><p><strong>RTO NO. 41089 </strong>I <strong>CRICOS NO.: 03489A</strong></p><p>Melbourne Campus: Level4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia</p><p>Ph: 1300 781 194 I E: <a href="mailto:Info@asoc.edu.au">Info@asoc.edu.au </a>I W: <a href="http://www.asoc.edu.au/">www.asoc.edu.au</a></p><p>ABN: 87 160 483 447</p></td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><p>eggplant and diagonally slice zucchini. Add eggplant and zucchini. Cook, stirring, for 2 minutes or until vegetables have just softened.</p><p>Add vinegar and tomato. Cook, stirring, for 30 seconds or until the vinegar has evaporated. Add 1/4 cup cold water. Season with salt and pepper. Bring to a simmer. Simmer, covered, for 4 minutes or until vegetables are tender and sauce is thick.</p><p>Serve.</p></td><td> </td><td> </td></tr><tr><td colspan="3"> </td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td colspan="7"><strong>Purchase List</strong></td></tr><tr><td><p> </p><p><strong>Food items</strong></p></td><td><p> </p><p><strong>Category</strong></p></td><td><p> </p><p><strong>Product Description</strong></p></td><td><p> </p><p><strong>Unit cost $</strong></p></td><td><p> </p><p><strong>Unit</strong></p></td><td><p> </p><p><strong>Quantity</strong></p></td><td><p> </p><p><strong>Cost</strong></p><p><strong>(AUD)</strong></p></td></tr><tr><td>Olive oil</td><td>Oil</td><td>Olive oil</td><td>$8</td><td>L</td><td>2</td><td>$8</td></tr><tr><td>Red capsicum</td><td>Vegetable</td><td>Red capsicum</td><td>$4</td><td>kg</td><td>2</td><td>$4</td></tr><tr><td>Garlic cloves</td><td>Spices</td><td>Garlic cloves</td><td>$3</td><td>kg</td><td>2</td><td>$3</td></tr><tr><td>Egg plant</td><td>Vegetables</td><td>Egg plant</td><td>$5</td><td>kg</td><td>2</td><td>$5</td></tr><tr><td>Zucchini</td><td>Vegetables</td><td>Zucchini</td><td>$7</td><td>kg</td><td>2</td><td>$7</td></tr><tr><td>Red wine vinegar</td><td>Condiments</td><td>Red wine vinegar</td><td>$8</td><td>kg</td><td>2</td><td>$8</td></tr><tr><td>Medium tomatoes</td><td>Vegetables</td><td>Medium tomatoes</td><td>$6</td><td>kg</td><td>2</td><td>$6</td></tr><tr><td>Salt</td><td>Seasonings</td><td>Salt</td><td>$2</td><td>kg</td><td>2</td><td>$2</td></tr><tr><td> </td><td> </td><td> </td><td colspan="2"> </td><td> </td><td> </td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td>Question 5a: While sourcing and reviewing potential suppliers and complying with organisational procedures for the supply of goods:</td><td colspan="2">Satisfactory response</td></tr><tr><td><ol><li>What should you look for in a supplier? (List six traits)</li><li>What are the sources of product and supplier information? (List six)</li></ol></td><td><ol><li>Yes ☐</li><li>Yes ☐</li></ol></td><td><p>No</p><p>☐</p><p>No</p><p>☐</p></td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td> </td><td> </td></tr><tr><td> </td><td><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image036.gif" alt="Text Box: Traits to Look for in a Supplier: • Reliability: Consistent track record of on-time deliveries. • Quality Standards: Adherence to industry quality standards. • Cost Competitiveness: Competitive pricing without compromising quality. • Flexibility: Ability to adapt to changes in demand and business requirements. • Communication Skills: Transparent and effective communication. • Ethical Practices: Adherence to ethical business practices and sustainability. " width="677" height="151"></td></tr></tbody></table></figure><p> </p><p><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image037.gif" alt="Text Box: ii. Sources of Product and Supplier Information: • Supplier Websites: Official websites provide detailed information on products and services. • Trade Shows: Attend industry trade shows for direct interaction with suppliers. • Trade Publications: Industry-specific magazines and publications for product reviews and trends. • Online Directories: Utilize online platforms that compile supplier information. • Networking: Seek recommendations from industry colleagues and professional associations. • Certifications: Review audits and certifications validating quality and ethical practices. " width="676" height="212"></p><figure class="table"><table><tbody><tr><td rowspan="2">Question 5b: How can a purchase manager assess supplier capacity to meet the price, quality, and delivery expectations for the food supplies? (100-150 words)</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td><p>No</p><p>☐</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td> </td><td> </td></tr><tr><td> </td><td><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image038.gif" alt="Text Box: A purchase manager can assess a supplier's capacity to meet price, quality, and delivery expectations through a comprehensive evaluation process. Firstly, analyze the supplier's financial stability and production capabilities to ensure they can handle the required volume. Request samples or conduct product trials to assess the quality of their offerings. Seek references from existing clients to gauge their reliability and adherence to delivery timelines. Negotiate pricing terms to ensure competitiveness without compromising quality. Additionally, consider the supplier's commitment to continuous improvement and their ability to adapt to changing demands. Regular performance reviews, open communication, and collaboration with the supplier contribute to a thorough understanding of their capacity to consistently meet price, quality, and delivery expectations for food supplies." width="677" height="311"></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 6a: Imagine that you are placing an order for Sirloin steak as a component in a steak sandwich dish. Ideally, the steaks should individually weigh around 170 grams, though a little variation in the weight is not a problem. As it needs to cook quickly, there should not be too much fat, preferably not more than 8 grams a serving. In order to keep it fresh, it</p><p>needs to arrive at a temperature of below 5 degrees, and each serving should be sealed individually. As your establishment prides itself on quality produce, the meat must have been aged for a minimum of 21 days, and you require ten portions for each order.</p><p>Write an email to the supplier detailing the product requirements/specifications and ask</p><p>them to confirm the availability of supply, given the product requirements. Further, enquire as to the price per unit for the product. For outlining the product specifications, utilise the</p><p>attached template and ensure your email is no more than 100-150 words.</p></td><td colspan="2">Satisfactory response</td><td> </td></tr><tr><td rowspan="2">Yes ☐</td><td rowspan="2"><p>No</p><p>☐</p></td><td> </td></tr><tr><td> </td><td> </td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td><p>Dish</p><p>Ingredient Weight</p><p>Trim Packed</p><p>Specific requirements</p><p>Delivery temperature</p></td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question 6b: You are required to refer to the Feast of Flavours website (log in details can be retrieved from the task 2), retrieve the Stock Control and Purchasing policy and procedure manual, and answer the questions provided in the table.</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td><p>No</p><p>☐</p></td></tr></tbody></table></figure><h3>Questions</h3><p>List the steps required to complete the purchase orders (50-100 words</p><p>Who is authorised to negotiate and make purchases in Feast of Flavours?</p><p>In case the authorised purchase</p><p>personnel are unavailable, how can the employees purchase the urgent supplies for the business? (25-50 words)</p><p>List any five limitations placed on which suppliers can be used for the purchases</p><p>Who is responsible for purchasing stock and what is the stock ordering</p><p>procedure? (List the 8 steps)</p><h3>Answer</h3><ol><li>Identify the need for goods or services.</li><li>Confirm product specifications and quantities.</li><li>Obtain quotes or negotiate pricing with suppliers.</li><li>Create the purchase order document, including item details, quantities, and agreed-upon pricing.</li><li>Obtain necessary approvals.</li><li>Send the purchase order to the selected supplier.</li><li>Receive an acknowledgment from the supplier.</li><li>Monitor delivery and reconcile with the order upon receipt.</li><li>Verify the invoice against the purchase order.</li><li>Process payment once goods or services are received and confirmed.</li></ol><p>The negotiations and purchasing authority at Feast of Flavours rests with the head chef, Chef. In their absence, this responsibility is seamlessly handled by the sous-chef, ensuring a continuous supply of quality ingredients for the culinary delights at the establishment.</p><p>In case authorized personnel are unavailable:</p><p>Employees can purchase urgent supplies through an emergency procurement process with pre-approved vendors, using a designated emergency purchase form.</p><p> </p><p>Limitations on suppliers:</p><ul><li>Approved Vendor List adherence.<ul><li>Compliance with quality standards.</li><li>Capacity to meet delivery timelines.</li><li>Adherence to ethical and sustainable practices.</li><li>Competitive pricing within budget constraints. The Head Chef manages purchasing. Ordering involves:</li><li>Identifying needs.</li><li>Generating purchase requisition.</li><li>Obtaining approvals.</li><li>Vendor selection.</li><li>Negotiating terms.</li><li>Creating a purchase order.</li></ul></li></ul><figure class="table"><table><tbody><tr><td> </td><td><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image044.jpg" width="82" height="110"></td><td> </td></tr><tr><td><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p>When receiving the goods, what are the quality indicators that Feast of Flavours employees should look before</p><p>approving the supplies from the supplier? (List six)</p></td><td><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p>Quality indicators when receiving goods:</p><ul><li>Correct product specifications.</li><li>Freshness and expiration dates.</li><li>Adequate packaging.</li><li>Proper temperature maintenance.</li><li>Correct quantities.</li><li>Compliance with safety and hygiene standards.</li></ul></td><td> </td></tr><tr><td colspan="3"> </td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td><p><strong>M.S Aviation Pty Ltd T/A Australian School of Com</strong></p><p><strong>RTO NO. 41089 </strong>I <strong>CRICOS NO.: 03489A</strong></p><p>Melbourne Campus: Level 4, 123-129 Lonsdale Stree Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Ph: 1300 781 194 I E: <a href="mailto:Info@asoc.edu.au">Info@asoc.edu.au </a>I W: www.a</p><p>ABN: 87 160 483 447</p></td></tr></tbody></table></figure></td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td><p><strong>erce</strong></p><p> </p><p>t Melbourne, Victoria 3000 Australia Tasmania 7000 Australia</p><p>oc.edu.au</p></td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td><p>· Confirming delivery schedules.</p><p>· Monitoring order fulfillment.</p></td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td><p>Who is responsible forreceiving the</p><p>supplies from the supplier?</p></td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td><p>Receiving supplies:</p><p>The designated stockreceiver, typically a kitchen manager or supervisor.</p></td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td><p>What are the documents used to keep</p><p>the record of thepurchased stocks (list two)</p></td></tr></tbody></table></figure></td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td><p>Documents for record-keeping:</p><p>· Purchase Orders.</p><p>· Supplier Invoices.</p></td></tr></tbody></table></figure></td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 6c: You are required to refer to the Feast of Flavours website (log in details can be retrieved from the task 2), retrieve the Stock Control and Purchasing policy and proceduremanual, and answer the questions provided in the table.</p><ol><li>What document does Feast of Flavours use to retrieve the supplier information? Also provide the format for this document.</li><li>How does Feast of Flavours select their supplier for the purchases of food supplies?</li><li><p>When a supplier is approved for the purchase, what document is used to approve the foodsupplier and what are the key inclusions for the supplier to approve their goods? Provide the template for this document.</p><p>Satisfactory response</p></li></ol></td><td colspan="2"> </td></tr><tr><td>Yes ☐</td><td><p>No</p><p>☐</p></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td><p><strong>M.S Aviation</strong></p><p><strong>RTO NO. 410</strong></p><p>Melbourne C Hobart Camp Ph: 1300 781</p><p>ABN: 87160 4</p></td></tr></tbody></table></figure></td></tr></tbody></table></figure><p><img src="undefined"></p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td><p><strong>Pty Ltd T/A Australian School of Com</strong></p><p><strong>9 </strong>I <strong>CRICOS NO.: 03489A</strong></p><p>mpus: Level 4, 123-129 Lonsdale Stre s:Level 4, 18 Elizabeth Street, Hobar194 I E: <a href="mailto:Info@asoc.edu.au">Info@asoc.edu.au </a>I W: <a href="http://www/">www.</a></p><p>83 447</p></td></tr></tbody></table></figure></td></tr></tbody></table></figure><p><img src="undefined"></p><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td><p><strong>merce</strong></p><p> </p><p>et Melbourne, Victoria 300 t Tasmania 7000 Australia</p><p>soc.edu.au</p></td></tr></tbody></table></figure></td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td><figure class="table"><table><tbody><tr><td>0 Australia</td></tr></tbody></table></figure></td></tr></tbody></table></figure><p> </p><figure class="table"><table><tbody><tr><td rowspan="2">Question 7a: What are the three key sources of cost information on the negotiated cost of supplies for the food industry?</td><td colspan="2">Satisfactory response</td></tr><tr><td>Yes ☐</td><td><p>No</p><p>☐</p></td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td> </td><td> </td></tr><tr><td> </td><td><img src="file:///C:\Users\dell\AppData\Local\Temp\msohtmlclip1\01\clip_image048.gif" alt="Text Box: The three key sources of cost information on the negotiated cost of supplies for the food industry are: 1. Supplier Quotations: Obtained directly from suppliers, these documents outline the cost of specific products or services. They provide detailed information on unit prices, bulk discounts, and any additional charges. 2. Market Research: Analyzing market trends, competitor pricing, and industry benchmarks helps to understand the prevailing costs in the market. This information aids in negotiating favorable terms with suppliers and ensures competitiveness. 3. Historical Cost Data: Reviewing past purchasing records and cost data within the organization provides insights into previous negotiations and helps in evaluating the effectiveness of cost-saving strategies. Historical data aids in setting realistic negotiation goals for future transactions. " width="677" height="265"></td></tr></tbody></table></figure><figure class="table"><table><tbody><tr><td rowspan="2"><p>Question 7b: i. What should be avoided when discussing payment terms with suppliers?</p><p>ii. What is a good agreement favourable for both parties and what does it include? (50-100 words each)</p></td><td colspan="2">Satisfactory response</td></tr><tr><td><ol><li>Yes ☐</li><li>Yes ☐</li></ol></td><td><p>No</p><p>☐</p><p>No</p></td></tr></tbody></table></figure>
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