Assessment Pack (UAP) – Cover Sheet. 3
Student and Trainer/Assessor Details. 3
Assessment Submission Method. 3
UAT 1 – Unit Knowledge Test (UKT). 5
Assessment task instructions. 6
Unit Assessment Result Sheet (UARS). 37
UAT 2 – Unit Practical Demonstration. 39
Assessment task instructions. 40
Unit Assessment Result Sheet (UARS). 51
Purpose of unit Assessment Pack 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. |
Copyright This document was developed by VET Resources©2021. 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. |
| Student ID | |
|---|---|
| Student name | |
| Trainer/Assessor name |
| Course code | |
|---|---|
| Course name | |
| Unit code | SITHCCC040 |
| Unit name | Prepare and serve cheese |
☐ By hand to trainer/assessor
| ☐ By email totrainer/assessor
| ☐Online submission via Learning Management System (LMS) |
| ☐ By Australia Post to RTO | ☐ Any other method _________________________________________________ (Please mention here)
| |
• 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. • 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; • For the purposes of assessment, I give the Trainer/Assessor of this assessment the permission to: o Reproduce this assessment and provide a copy to another member of staff; and 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).
|
To demonstrate competence in this unit, the student must be assessed as satisfactory in each of the following assessment tasks.
| Evidence recorded | Evidence Type/ Method of assessment | Sufficient evidence recorded/Outcome | ||
|---|---|---|---|---|
| Unit Assessment Task 1 | Unit Knowledge Test (UKT) | S / NS (First Attempt) S / NS (Second Attempt) | ||
| Unit Assessment Task 2 | Practical demonstration | S / NS (First Attempt) S / NS (Second Attempt) | ||
| Final result | C ☐ NYC ☐ | Date assessed | ||
| Trainer/Assessor Signature | ||||
| The student and Trainer/Assessor must read and understand all the information in the unit information pack before completing the unit assessment pack. |
UAT 1 – Unit Knowledge Test (UKT) |
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.
• Please make sure you have completed the necessary prior learning before attempting this assessment.
• Please make sure your Trainer/Assessor has clearly explained the assessment process and tasks to be completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the complaints and appeal process.
• 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).
• Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
• Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the Trainer/Assessor.
• Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
• Request for an extension to submit your assessment work must be made before the due date of this assessment task.
• If student has requested a reasonable adjustment, then complete the reasonable adjustment form included in the unit information pack.
• 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.
| Student signature | Date |
Assessment task instructions |
Assessment type:
• Written Questions
Instructions provided to the student:
Assessment task description:
• This is the first (1) unit of assessment task that the student must successfully complete to be deemed competent in this unit of competency.
• The Unit Knowledge Test is comprised ofthirteen (13)written questions.
• Student must respond to all the questions and submit them to the Trainer/Assessor.
• Student must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task.
• Trainer/Assessor is required to provide feedback within two weeks and notify students when results are available.
Applicable conditions:
• This knowledge test is untimed and is conducted as an open book test (this means student can refer to textbooks during the test).
• Student must read and respond to all questions.
• Student may handwrite/use computers to answer the questions.
• Student must complete the task independently.
• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
• Trainer /Assessor must assess student’s written skills and knowledge as he/she completes this assessment task.
• The Trainer/Assessor may ask the student relevant questions on this assessment task to ensure that this is his/her own work.
Resubmissions and reattempts:
• Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
• 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).
• For more information, please refer to the RTO Student Handbook.
Location:
• This assessment task may be completed in (tick the relevant box):
| ☐ Learning Management System | ☐ Classroom |
| ☐ Simulated learning environment | ☐ Workplace |
| Other: ____________________________________ | |
• Trainer/Assessor will provide the student with further information regarding the location for completing this assessment task.
Purpose of the assessment
The purpose of the assessment is to check knowledge relevant to the unit.
Instructions for answering written questions:
• Students must complete a written assessment consisting of a series of questions.
• It is expected from students to correctly answer all the questions.
• Answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills.
• Students must respond to all questions for this assessment in a concise manner, providing only information that is relevant.
• 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.
• Assessors must not accept responses/answers that have been copied directly from other sources materials.
Resources required to complete the assessment task: |
• Access to learner guide and other learning materials.
• Computer
• Internet
• MS Word
• Printer or e-printer
• Unit Assessment Task
| Question 1a: What is a standard recipe (1 to 2 sentences)? What are the five main uses of standard recipes? | Satisfactory response | |
| Yes ☐ | No ☐ | |
| Question 1b: Define cheese. Write briefly about the origin of cheese (80-100 words). | Satisfactory response | |
| Yes ☐ | No ☐ | |
| Question 1c: Write down the seven steps of cheese production, briefly explaining each step in 1-2 sentences. | Satisfactory response | |
| Yes ☐ | No ☐ | |
| Question 2a: What are the five types of milk used for cheese production, including soy? Give an example of 1 cheese for each instance. | Satisfactory response | |
| Yes ☐ | No ☐ | |
| Question 2b: What are speciality cheeses? Give two examples. (25-50 words) | Satisfactory response | |
| Yes ☐ | No ☐ | |
Question 2c: Identify the following cheeses from the pictures and match them correctly with their names, adding origin and milk used for production.
| Satisfactory response | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐ 6. Yes ☐ 7. Yes ☐ 8. Yes ☐ 9. Yes ☐ 10. Yes ☐ | No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Question 2d: Briefly explain the cultural significance of cheese. (50-80 words) | Satisfactory response | |
| Yes ☐ | No ☐ | |
Question 3a: For the cheeses identified above in question 2, please share their characteristics: (At least 2 each) > Flavour > Texture
| Satisfactory response | ||||||||||||||||||||||||||||||||||
1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐ 6. Yes ☐ 7. Yes ☐ 8. Yes ☐ 9. Yes ☐ 10. Yes ☐ | No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ | ||||||||||||||||||||||||||||||||||
Question 3b: For each of the following cheese types, give two examples and list a few uses.
| Satisfactory response | ||||||||||||||||||||||||||||||||||
1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐ 6. Yes ☐ 7. Yes ☐ 8. Yes ☐ 9. Yes ☐ 10. Yes ☐ | No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ | ||||||||||||||||||||||||||||||||||
Question 3c: Match the following cheeses with suitable accompaniments and garnishes.
| Satisfactory response | ||||||||||||||||||||||||||||||||||
1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐ 6. Yes ☐ 7. Yes ☐ 8. Yes ☐ 9. Yes ☐ 10. Yes ☐ | No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ | ||||||||||||||||||||||||||||||||||
Question 4a 1. Define ‘garnish’ and give some examples.(30-50 words) 2. List 10 popular cheese accompaniments. | Satisfactory response | |
1. Yes ☐ 2. Yes ☐ | No ☐ No ☐ | |
Question 4b: Choose any ten popular cheese accompaniments from above and fill the table below:
| Satisfactory response | |||||||||||||
Yes ☐
| No ☐ | |||||||||||||
Question 4c: Describe the purposes of the following accompaniments:
| Satisfactory response | |||||||||||||
| Yes ☐ | No ☐ | |||||||||||||
Question 5: Below are examples of some commonly used food labels in the hospitality industry. Please explain the below terms (30 to 50 words). 1. Best before:
2. Use by:
3.Use first:
4. What is ‘FIFO’, and why do you use stock rotation in the Food Service? (30 to 50 words) | Satisfactory response | |
1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ | No ☐ No ☐ No ☐ No ☐ | |
Question 6a: Concerning cheese service, fill in the blanks and complete the following sentences.
1. Remove most cheeses from the refrigerator at least ____________ minutes before serving to allow them to come to room temperature. 2. Cover loosely with a ____________ tea towel or plastic wrap until serving time. 3. It is better to keep pieces of cheese whole because ____________ it into cubes causes it to ____________ out sooner. 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. 5. Use a different ____________ for every cheese. 6. Do not ____________ the cheese board. Placing too many cheeses on a cheese board makes them hard to cut. | Satisfactory response | |||||||||
1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐ 6. Yes ☐ | No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ | |||||||||
Question 6b: In the below-provided table, mention one dish that may be served as a cheese dish
| Satisfactory response | |||||||||||||||||
| Yes ☐ | No ☐ | |||||||||||||||||
| Question 7a: "Minimise waste to maximise the profitability of cheese prepared ". Concerning the statement above, list five ways to reduce cheese waste in restaurants. | Satisfactory response | |
| Yes ☐ | No ☐ | |
Question 7b: Correct storage is vital in ensuring cheese is at its optimum serving condition. Match the following cheese types with the correct storage method and cheese type.
| Satisfactory response | ||||||||||||||||||||||||||||
Yes ☐
| No ☐ | ||||||||||||||||||||||||||||
Question 7c: Fill in the following statements related to the safe storage of cheese:
1. Generally, always store cheese wrapped in its original ____________. 2. Use ____________if the original wrapper is unavailable, allowing the cheese to breathe. 3. Avoid using ____________ for wrapping blue cheese for more than two weeks, as it will ____________ with the cheese. 4. As a general rule, the ____________the cheese, the ____________ its shelf life. 5. Store ____________and ____________cheeses separately from other foods. 6. Cheeses should be stored in the refrigerator at temperatures between ____________C. 7. Only ____________ the cut surface of the cheese to enable the natural rind to breathe. 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 ____________. | Satisfactory response | |||||||||||||
1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐ 6. Yes ☐ 7. Yes ☐ 8. Yes ☐ | No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ | |||||||||||||
Question 7d: Concerning maintaining good Hygiene Standards when handling cheese, match the following to complete the statements below:
| Satisfactory response | ||||||||||||||||
Yes ☐
| No ☐ | ||||||||||||||||
Question 8a: 1. What are the three ‘golden principles’ for cheese serving? 2. Why should cheese be served at room temperature? How can you bring cheese to room temperature? (80-100 words) | Satisfactory response | |
1. Yes ☐ 2. Yes ☐ | No ☐ No ☐ | |
| Question 8b: What is the degree of ripeness in cheese? What are its effects on the taste of cheese? (50-80 words) | Satisfactory response | |
| Yes ☐ | No ☐ | |
Question 9a: Using the numbers, arrange the steps used to safely clean the kitchen equipment and premises according to food safety standards.
| Satisfactory response | |||||||||||||||||||||||
| Yes ☐ | No ☐ | |||||||||||||||||||||||
| Question 9b: What are the three basic steps of cleaning the work area in a kitchen? | Satisfactory response | |
| Yes ☐ | No ☐ | |
| Question 9c: What is the difference between cleaning and sanitising? (30-50 words) | Satisfactory response | |
| Yes ☐ | No ☐ | |
Question 10a: Identify the following cheese knives below and list their uses:
1. 2. 3.
4. 5. 6.
| Satisfactory response | |||||||||||||||
1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐ 6. Yes ☐ | No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ | |||||||||||||||
Question 10b: Identify the cooking methods below. Add the equipment required for each one.
| Satisfactory response | ||||||||||||||||||||||||||||
1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐ 6. Yes ☐ 7. Yes ☐ 8. Yes ☐ | No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ | ||||||||||||||||||||||||||||
Question 10c: Identify the following items of kitchen equipment below and write their uses:
| Satisfactory response | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Yes ☐ | No ☐ | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Question 10d: In one to two sentences, briefly explain the following cookery methods and add ingredients using those methods.
| Satisfactory response | ||||||||||||||||||||||
1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐ 6. Yes ☐ | No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ | ||||||||||||||||||||||
| Question 11a: What are five different types of service ware to present cheeses? Include a minimum of one example for each. | Satisfactory response | |
| Yes ☐ | No ☐ | |
| 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. | Satisfactory response | |
| Yes ☐ | No ☐ | |
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.
| Satisfactory response | ||||||||||||||||||||||
| Yes ☐ | No ☐ | ||||||||||||||||||||||
| Question 11d: List eight considerations when adjusting cheese presentation to maintain hygiene and visual appeal. | Satisfactory response | |
| Yes ☐ | No ☐ | |
Question 12: Answer the following questions Question 12a. Explain the term ‘mis en place’. (1 to 2 sentences) | Satisfactory response | |
| Yes ☐ | No ☐ | |
| Question 12b. What are the five benefits of Mis en place, or sorting and assembling ingredients? | Satisfactory response | |
| Yes ☐ | No ☐ | |
Question 12c: Select the correct tool below to measure the following ingredients. Measuring cups / Measuring spoons / Measuring jugs / Digital Weighing Scales
| Satisfactory response | |||||||||||||
1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐ | No ☐ No ☐ No ☐ No ☐ No ☐ | |||||||||||||
| Question 13a. What is a portion size? List five considerations based on which we can determine the size of cheese portions. (max 100 words) | Satisfactory response | |
| Yes ☐ | No ☐ | |
Question 13b. Fill in the blanks to complete the following statements concerning cheese serve portions: 1. As appetisers, serve ______ gm cheese per person. 2. As entrees, serve ______ gm cheese gm per person. 3. As a cheese course, serve ______ gm per cheese person (3 kinds). 4. The dessert course serves ______ gm of cheese per person. 5. As cheese tastings, serve ______ gm of cheese per person. 6. As a standalone meal, serve ______gm cheese per person. 7. In buffets, cheese platter sizes can vary, but a good starting point is around______ gm of cheese. | Satisfactory response | |
1. Yes ☐ 2. Yes ☐ 3. Yes ☐ 4. Yes ☐ 5. Yes ☐ 6. Yes ☐ 7. Yes ☐ | No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ No ☐ | |
Unit Assessment Result Sheet (UARS) | ||||||
| Outcome of Unit Assessment Task (UAT) |
Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) | |||||
| Feedback to Student |
| |||||
| Student Declaration | · 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. · I have kept a copy of all relevant notes and reference material that I used as part of my submission. · 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. · 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. · All appeal options have been explained to me. | |||||
| Student Signature | ||||||
| Date | ||||||
| Trainer/Assessor Name | ||||||
| Trainer/Assessor Declaration | I hold: þ Vocational competencies at least to the level being delivered þ Current relevant industry skills þ Current knowledge and skills in VET, and undertake þ Ongoing professional development in VET 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. | |||||
| Trainer/Assessor Signature | ||||||
| Date | ||||||
| Office Use Only | Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) __________________________________ | |||||
UAT 2 – Unit Practical Demonstration |
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.
• Please make sure you have completed the necessary prior learning before attempting this assessment.
• Please make sure your Trainer/Assessor has clearly explained the assessment process and tasks to be completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the complaints and appeal process.
• 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).
• Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
• Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the Trainer/Assessor.
• Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
• Request for an extension to submit your assessment work must be made before the due date of this assessment task.
• If a student requires a reasonable adjustment, then complete the reasonable adjustment form included in the unit information pack.
• 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.
| Student signature | Date |
Assessment task instructions |
Assessment type:
· Practical Demonstration
Instructions provided to the student:
Assessment task description:
• This is the second (2) unit assessment task that student has to successfully complete to be deemed competent in this unit of competency.
• The student is required to complete one activity.
o Activity 1: Produce Cheese dishes
• 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.
Applicable conditions:
• All activities are timed.
• The student must complete the task independently.
• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
• Trainer /Assessor must assess student’s practical skills, technique, and knowledge as he/she completes this assessment task.
• The Trainer/Assessor may ask the student relevant questions on this assessment task to ensure that this is his/her own work.
Resubmissions and reattempts:
• 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.
• 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).
• For more information, please refer to the RTO Student Handbook.
Location:
• This assessment task may be completed in (tick the relevant box):
| ☐ Learning Management System | ☐ Classroom |
| ☐ Simulated learning environment | ☐ Workplace |
| Other: ____________________________________ | |
Purpose of the assessment:
• Purpose of this Practical Demonstration is to check skills and knowledge related to performance criteria and performance evidence of the unit.
General Instructions for attempting the Practical Demonstration:
• Student must complete all the activities of this assessment task.
• Answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills.
• The student must complete all the provided templates (if any).
•
Resources required to complete the assessment task: |
• Computer
• Internet
• MS Word
Skills must be demonstrated in an operational commercial kitchen. This can be: • an industry workplace; or • a simulated industry environment, such as an industry-realistic training kitchen servicing customers. Assessment must ensure access to: • fixtures and large equipment: • commercial: • blender • food processor • commercial grade work benches (1.5 m per person) • commercial oven with trays (one per two persons) • commercial refrigeration facilities • sink • gas, electric or induction stove top (two burners per person) • storage facilities • small equipment: • baking sheets and trays • containers for hot and cold food • cutting boards • knife sharpening equipment: o sharpening steel o sharpening stone • knives: o cheese knife o chef's knife o utility knife • measures: o measuring jugs o measuring spoons o portion control scoops • pots and pans for small and large production • service-ware: o crockery o cutlery and serving utensils • scales • food safe gloves • cleaning materials and equipment: o cleaning cloths o commercial cleaning and sanitising agents and chemicals for cleaning commercial kitchens, equipment and food storage areas o dustpans and brooms o garbage bins and bags o hand towel dispenser and hand towels o mops and buckets o separate hand basin and soap for hand washing o sponges, brushes and scourers o tea towels • organisational specifications: o current commercial stock control procedures and documentation for ordering, monitoring and maintaining stock o mise en place lists o food safety plans o guidelines relating to food disposal, storage and presentation requirements o safety data sheets (SDS) for cleaning agents and chemicals • diverse and comprehensive range of cheeses, garnishes and accompaniments specified in the performance evidence. |
| Scenario: | |||
Feast of Flavours story 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. Objective 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. Menu options 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. At Feast of Flavours, you can also find cocktails and beverages curated to give a unique experience with each slow slip. A complete list of the menu options can be located at the Feast of Flavours simulated website. Meetings & Events 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. · Family Table – seats 10 guests · Community Table – seats up to 15-20 guests · Private Dining Room – seats up to 25-30 guests 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. Feast of Flavours has 15 staff on Friday and Saturday, including 4 chefs, 3 Bar attendants, 3 support staff /kitchen hands, and 5 waitresses. With the arrival of the footy season, the customer inflow has increased and created a busy environment. Assume that you are working as a chef in charge in Feast of Flavours. You are required toprepare and serve cheese and cheese dishes You are required to read and understand the given scenarios and policies and procedures to complete the activities below. | |||
| Simulated Business Website 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:
Step 1: Navigate to the website and click “Login”.
Step 2: Enter the username and password provided by your trainer.
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: · Food safety program · Stock control and purchasing policy and procedure · Guidelines relating to food disposal, storage and presentation requirements (refer to the food safety program) · 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 · Equipment manufacturer instructions (Refer to website or use the manufacturer instructions provided by the RTO) · Recipe book (attached as the additional document) | ||
Activity 1: Produce Cheese dishes | ||||
| Your task | Purpose This assessment will occur under workplace conditions or in a simulated workplace. For this task, you will be required to prepare, produce, decorate, and present three varied cheese dishes, two portions each, for assessment. Recipes are in the recipe booklet. Tasks to be performed Cheese dishes to be produced: · Recipe 1 – Cheese Plate · Recipe 2 – Cheddar Cheese Souffle - Cheese Dish (Hot) · Recipe 3 – Insalata Caprese - Cheese Dish (Cold) The prepared and served cheeses must include the following cheese types as specified in the recipe book: · Cheddar · White mould · Blue mould · Washed rind · Hard · Semi-hard · Eye · Fresh · Stretched curd Throughout this task, the following techniques and conditions for producing cheese dishes must be included: · Read and confirm the cheese requirements from the recipe book · Calculate ingredient amounts required from the recipe book. · Identify and gather required cheeses and other ingredients. · Choose, assemble, and clean, suitable equipment required. · Sort, assemble, weigh and measure ingredients according to the recipe. · Cook ingredients as per relevant cookery methods stated in the recipe. · Prepare, select, and add accompaniments required for the dish. · Assemble the dishes on appropriate service ware · Evaluate and adjust the presentation as per trainers' feedback · Serve two portions of each prepared dish within provided timelines · One recipe must be modified and prepared for special customer requests as per the recipe book as directed by your trainer. · Store the cheese as per the environmental conditions · Clean the work area and dispose of or store surplus and re-usable by-products · Follow organisational procedures, environmental considerations, and cost-reduction initiatives while preparing and storing the cheese. | |||
You will be required to complete and/or attach.
| Two portions of each recipe need to be prepared, and one portion of any one recipe to be prepared for special dietary requirements. When submitting the completed assessment, the students must take a photo of the finished dish and attach it to the assessment checklist. 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. Once the trainer approves the presentation, you must serve a portion of the product to the trainer. Food safety practices should be followed when handling and storing cheese. 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. When submitting the completed assessment, the students must take a photo of the finished dish and submit in the provided template 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 | |||
| Timeframe | Your trainer will give you 8 hours to complete this activity. You may ask for additional time if required. | |||
| Template: Table of ingredients for recipe adjusted(calculations) | |||||
1 Kg = 1000 grams 1 Litre = 1000 millilitres 1 Gram = 0.001 kg 1 ml = 0.001 L | |||||
| Ingredient | Unit | Weight | PCS | New amount(ltr/kg) | New amount (Ml/grams) |
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| Performance criteria checklist for unit assessment task: | ||||||
| Trainer/ Assessor to complete | ||||||
PRODUCE CHEESE DISHES Please comment on | Recipe 1 Cheese Plate | Recipe 2 Cheese Souffle | Recipe 3 Insalata Caprese | Trainer/Assessor Comments | ||
| 1. Mise en Place | 1.1 All food contact surfaces washed, rinsed, sanitised and air-dried 1.2 Selected and safely used tools & equipment of the correct size and shape as per the recipe card. | r Yes r No | r Yes r No | r Yes r No | ||
| 2. Ingredients | 2.1 Read and confirmed cheese requirements from the recipe book 2.2 Collected ingredients from store and cooler as per the recipe card 2.3 Checked quality and freshness of cheese 2.4 Checked use by and best before dates 2.5 Followed FIFO while using ingredients from the store 2.6 Correctly weighed and measured ingredients as per the standard recipe 2.7 Organised ingredients for the production 2.8 Prepared cheeses using each of the following cheese types with suitable garnishes and accompaniments: • cheddar • white mould • blue mould • washed rind • hard • semi-hard • eye • fresh • stretched curd | r Yes r No | r Yes r No | r Yes r No | ||
| 3. Benchwork | 3.1 Clear of clutter 3.2 Avoiding cross-contamination | r Yes r No | r Yes r No | r Yes r No | ||
| 4. Workflow | 4.1 Logical 4.2 Sequential 4.3 Timing | r Yes r No | r Yes r No | r Yes r No | ||
| 5. Safety | 5.1 Bench is stable 5.2 Stoves have guards 5.3 Selected, assembled, and used various tools and equipment per the manufacturer's instructions. 5.4 Wearing complete uniform with safety shoes, apron and cap. 5.5 Demonstrating proper lifting techniques 5.6 Demonstrating proper safe handling and usage of knives and other equipment. 5.7 Speed, timing, and productivity are appropriate without compromising on safety 5.8 Following food safety practices and procedures when handling and storing cheese | r Yes r No
| r Yes r No
| r Yes r No
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| 6. Hygiene | 6.1 Personal hygiene is always maintained 6.2 Uniform is clean | r Yes r No | r Yes r No | r Yes r No | ||
| 7.Preparation Technique | 7.1 Accessed modified recipe (instructions / task information / requirements) 7.2 Appropriate equipment selected for each task (size and type) 7.3 Checked equipment for cleanliness and availability 7.4 Select appropriate ingredients and preparation techniques to optimise nutritional quality of dishes. 7.5 Weighed and measured ingredients for two portions as per the recipe 7.6 Cleaned and cut ingredients for two portions as per quality standards 7.7 Minimised wastage 7.8 Identified and gathered appropriate ingredients as per the production sequence | r Yes r No
| r Yes r No
| r Yes r No
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| 8.Cooking Technique | 8.1 Cooking 8.1.1 The student used the correct cooking method and technique for relevant ingredients 8.1.2 Cooked ingredients to recommended internal temperature. | r Yes r No
| r Yes r No
| r Yes r No
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8.2 Preparing accompaniments and garnishes 8.2.1 Student prepared accompaniments and garnishes as per the standard recipe. | r Yes r No
| r Yes r No
| r Yes r No
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8.3 Quality Control 8.3.1 Checked taste, texture, and temperature of dishes per quality standards 8.3.2 Portioned correctly as per standard recipe 8.3.3 Visually evaluated dish and adjusted presentation as required. | r Yes r No | r Yes r No | r Yes r No | |||
· · 9. Presenting | 9.1 Selected appropriate service ware to present dish as per organisational standards 9.2 Presented the dish attractively using creativity 9.3 Added garnish to enhance the dish's presentation as per the standard recipe. | r Yes r No | r Yes r No | r Yes r No | ||
| 10.Finished Product | · 10.1 Saleable product · 10.2 Adjusted final presentation (as per trainer feedback) · 10.3 Quality & taste approved by the trainer · 10.4 Correct Visual appearance · 10.5 Timing as per recipe · 10.6 Temperature as per recipe | r Yes r No | r Yes r No | r Yes r No | ||
| 11. Storage | 11.1 Stored leftover portions correctly, ensuring food safety 11.2 Refrigeration / chilling / freezing 11.3 Stored reusable by-products for future cooking, saving cost and the environment. | r Yes r No | r Yes r No | r Yes r No | ||
| 12. Cleaning | 12.1 Cleaned the workstation using appropriate cleaning agents as per organisational policy. 12.2 Discarded excess leftovers (only if unusable) as per the organisation's policy | r Yes r No | r Yes r No | r Yes r No | ||
| 13.Dietary requirement | 13.1 The student successfully identified the ingredients that need to be eliminated or substituted as per the dietary requirement 13.2 The student incorporated the dietary requirement without compromising on the quality of the dish in terms of: • Taste • Texture • Visual Appeal | r Yes r No | r Yes r No | r Yes r No | ||
| 14.Cheese Service | 14.1 Removed cheese from fridge 30-60 minutes before service to bring to room temperature before service. 14.2 Served the cheese creatively leaving space between and in centre for decoration with rind facing middle of the plate. 14.3 Kept cheese covered until serving time and cut them just before service. 14.4 Cheese platter arranged artistically with suitable accompaniments and garnishes but without overcrowding the plate. 14.5 When serving the cheese maintained the shape of the cheese. 14.6 Served each cheese with a different knife. | r Yes r No | r Yes r No | r Yes r No | ||
Unit Assessment Result Sheet (UARS) | ||||||
| Outcome of Unit Assessment Task (UAT) |
Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) | |||||
| Feedback to Student |
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| Student Declaration | · 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. · I have kept a copy of all relevant notes and reference material that I used as part of my submission. · 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. · 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. · All appeal options have been explained to me. | |||||
| Student Signature | ||||||
| Date | ||||||
| Trainer/Assessor Name | ||||||
| Trainer/Assessor Declaration | I hold: þ Vocational competencies at least to the level being delivered þ Current relevant industry skills þ Current knowledge and skills in VET, and undertake þ Ongoing professional development in VET 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. | |||||
| Trainer/Assessor Signature | ||||||
| Date | ||||||
| Office Use Only | Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) __________________________________ | |||||
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