Australis Institute of Technology and Education

Student Assessment Guide

SITHCCC001 Use food preparation equipment

SIT30816 - Certificate III in Commercial Cookery

Version 1.1

25 George St, Parramatta NSW 2150

Phone: +61 2 9633 1222 Email: info@australisinstitute.nsw.edu.au
Web: http://www.aite.edu.au
ABN:17120701911 | RTO ID:91630 | CRICOS ID:03173K
Assessment Information
This unit describes the performance outcomes, skills and knowledge required to safely use
commercial kitchen equipment to prepare a range of different food types.

To achieve competency in this unit learner must provide evidence of the ability to
complete tasks outlined in elements and performance criteria of this unit

 safely and hygienically prepare food using each of the following fixed and hand-
held commercial equipment:
 blenders
 food processors
 graters
 knife sharpening equipment:
 sharpening steels and stones
 knives:
 butcher and boning
 filleting
 palette
 mandolin slicers
 measures
 mouli
 peelers, corers or slicers
 planetary mixers
 scales
 thermometers
 whisks: fine and coarse stainless steel wire
 use food preparation equipment to prepare each of the following food types:
 fruit and vegetables
 general food items:
 batters
 coatings
 condiments and flavourings
 garnishes
 oils
 sauces and marinades
 meat
 poultry
 seafood
 make precision cuts on fruit and vegetables
 complete food preparation tasks within commercial time constraints.
To achieve competency in this unit learner must demonstrated knowledge required to
complete the tasks outlined in elements and performance criteria of this unit:

 meaning and role of mise en place in the process of preparing, cooking and
presenting food
 essential features and functions of, and safe operating practices and maintenance
requirements for, the following equipment used in food preparation:
 commercial:
 blenders
 food processors
 graters
 mixers
 knife sharpening equipment
 sharpening steels and stones
 knives:
 butcher and boning
 chef
 filleting
 palette
 utility
 vegetable
 measures
 peelers, corers, and slicers
 scales
 thermometers
 whisks
 food safety practices for handling different food types
 cleaning practices and agents suitable to range of equipment in use
 precision cuts used in a commercial kitchen:
 brunoise
 chiffonnade
 concasse
 jardinière
 julienne
 macédoine
 mirepoix
 paysanne
 safe operational practices using essential functions and features of equipment
used to prepare:
 dairy products
 dry goods
 fruit
 general food items:
 batters
 coatings
 condiments and flavourings
 garnishes
  oils
 sauces and marinades
 meat
 poultry
 seafood
 vegetables
 safe operational practices for maintenance and minor adjustments of equipment:
 adjusting blades
 oiling machines.

Assessment Conditions
The Skills must be demonstrated in an operational food preparation area.
 an industry workplace
 a simulated industry environment, such as a training kitchen servicing customers.

For assessment learners have access to:

 fixtures and large equipment:
 commercial grade work benches (1.5 m/person)
 double sink
 food processors
 graters
 griller
 refrigeration unit with shelving
 slicing machine
 storage facilities
 small equipment:
 assorted pots and pans
 blenders
 can opener
 containers for hot and cold food
 colanders
 cutting boards
 food handler gloves
 knife sharpening equipment:
 sharpening steels and stones
 knives:
 butchers and boning
 chef
 filleting
 palette
 utility
 vegetable
 mandolin
 mouli
 planetary mixers
  scales
 small utensils:
 peelers, corers and slicers
 tongs
 whisks
 stainless steel bowls
 thermometers
 cleaning materials and equipment:
 cleaning cloths
 commercial cleaning and sanitising agents and chemicals for cleaning
commercial kitchens, equipment and food storage areas
 dustpans and brooms
 garbage bins and bags
 hand towel dispenser and hand towels
 mops and buckets
 separate hand basin and antiseptic liquid soap dispenser for hand washing
 sponges, brushes and scourers
 tea towels
 organisational specifications:
 equipment manufacturer instructions
 mise en place lists and standard recipes
 organisational food safety plan
 safety data sheets (SDS) for cleaning agents and chemicals
 variety of commercial ingredients used in food preparation specified in the
performance evidence
 Industry-realistic ratios of kitchen staff to customers.
There are 2 Assessments for this unit

1. Knowledge Test-In class Activity test

Learners will be working in class to finish Knowledge Test. Learner should refer to learning
resources and any other information they have such as handouts, textbooks available in
the classroom etc. Learners can discuss the activities with assessor in order to make full
and satisfactory responses. All the work should be completed by using Microsoft word. All
activities must be completed to gain Satisfactory results in this assessment. Assessor will
supervise learners, while they will finish these activities in class. There will be different
session in computer lab to work on this assessment.

2. Practical Task:
The purpose of this practical task will help to demonstrate the performance outcomes,
skills and knowledge required to safely use commercial kitchen equipment to prepare a
range of different food types.

Performance required
 complete all of the Knowledge Questions in Assessment 1
 complete all of the actions in Assessment 2
 For Assessment 2 Attach the copy of your Observation Check Sheets
 your responses to the questions must be relevant, accurate and specific
 your work must be in your own words
 where you use an external source of information, you must provide citation.

Please be aware that your Assessor is here to provide you with the necessary support
throughout the assessment process. If you have questions, then contact them for
guidance

Assessment Outcomes
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory
(requires more training and experience).

Assessor will be marking learner against a competency checklist to ensure learner have
met the requirements of each of the relevant competencies. These competency checklists
are marked as Satisfactory (S) or Not Satisfactory (NS). The final outcome of the unit will
be “Competent” or “Not Yet Competent”. Learner is required to attempt all questions.
Learner is advised that they are likely to be asked to personally demonstrate their
assessment work to their trainer to ensure that the relevant competency standards are
being met. Learner will be provided with feedback throughout the course to check their
progress.
Assessment and appeals
Learner work will be assessed against the performance criteria outlined on this results
sheet to ensure you have met the requirements. Learner must put his/her name and
learner ID number on the cover sheet and make sure it is returned with Learner work.
Learner will be provided with the opportunity to make his/her own comments and sign the
cover sheet along with assessor if Learner agrees on the result.

Should Learner be deemed not satisfactory by his/her assessor and require re-assessment
learner will be informed of the process. If the learner feel the decision made by his/her
assessor was not correct please refer to your learner handbook for information on the
assessment appeals process and the steps you are required to undertake to lodge an
appeal.
ASSESSEMENT 1- KNOWLEDGE QUESTIONS
INCLASS ACIVITIES

Activity 1

While working in commercial kitchen, food preparation requirements can be confirmed

from different sources. What information would you collect from following?
 Recipes
 List
 Safety information. (Pc-1.1)

Recipe: A standardized recipe is a set of written instructions used to consistently prepare

a known quantity and quality of food for a specific location. A standardized recipe will
produce a product that is close to identical in taste and yield every time it is made, no
matter who follows the directions.

A good standardized recipe will include:

 Menu item name – the name of the given recipe that should be consistent with the
name on the menu
 Total Yield – number of servings, or portions that a recipe produces, and often the
total weight or volume of the recipe
 Portion size – amount or size of the individual portion
 Ingredient list/quantity – exact quantities of each ingredient (with the exception of
spices that may be added to taste)
 Preparation procedures – Specific directions for the order of operations and types
of operations (e.g., blend, fold, mix, sauté)
 Cooking temperatures and times, including HACCP critical control points and limits
to ensure the dish is cooked properly and safely
 Special instructions, according to the standard format used in an operation
 Mise en place – a list of small equipment and individual ingredient preparation
 Service instructions, including hot/cold storage
 Plating/garnishing

List: Commercial Kitchen Equipment List

Here is a general checklist of everything you need to outfit your restaurant kitchen:

 Range
 Oven
 Grill
 Deep-fryer
 Reach-in cooler
 Walk-in cooler
 Freezer (either a chest, upright, or walk-in)
  Sauté pans
 Stock/soup pots
 Saucepans
 Baking sheets
 Pizza screens
 Baking pans
 Tongs
 Spatulas
 Ladles
 Chef’s knives
 Pizza paddle
 Whisks
 Mixing bowls
 Plastic inserts for coolers
 Steam table
 Entrée plates
 Pasta bowls
 Appetizer plates
 Salad plates
 Dessert plates
 Metal or plastic shelves for walk-in cooler
 Cleaning rags
 Cleaning buckets (specifically labeled for cleaning products)
 Rubber floor mats
 Hand soap and sanitizer dispensers
 Fire extinguisher

Safety procedures:
Procedures for equipment
 Never use any machine you have not been trained to use.
 Pull plug or throw switch to off position before cleaning or adjusting any machine.
Keep fingers, hands, spoons, etc., away from moving parts. Wait until machine
stops before moving food.
 Check all switches to see that they are off before plugging into the outlet.
 Particular care must be taken when cleaning the slicing machine.
 First pull the plug.
 Turn the gauge to zero in order to cover the edge of the blade
 Do not touch the edge of the blade
 Clean the blade from the centre out.
 Clean the inside edge of the blade with a stick that has a cloth wrapped around one
end.
 Do not start a mixer until the bowl is locked in place and the attachments are
securely fastened.
 When using a mixer, turn off motor before you scrape down the sides of the bowl.
 Use a wooden or plastic plunger rather than your hands or spoons to push meat
down into a meat grinder.
  Keep your hands to the front of the revolving bowl when operating the food cutter.
This is one of the most dangerous pieces of equipment in the commercial kitchen.
 Never start a machine until you are sure all parts are in their proper places. If it is a
machine that operates with gears, check the gear position.
 You must be aware of the lock-out procedures that are to be followed before
repairing or cleaning any machine. Lock-out procedures must be clearly posted by
management near each machine.
 When using electrical power equipment, always follow the manufacturer’s
instructions and recommendations. Do not wear rings, a wristwatch, or a tie when
operating electrical power equipment.

Activity 2

Think about your workplace, which is a commercial kitchen, now identify five different
types of knives, fixed equipment, hand held equipment or utensils and discuss their use in
the kitchen. (Pc-1.2)

Knives:
Here are 5 popular types of commercial kitchen knives:
 Chef's Knife. The classic chef's knife, or cook's knife, is the quarterback of the
kitchen
 Paring Knife. When the chef's knife is too large for a particular task, the paring knife
comes through flawlessly.
 Carving Knife.
 Cheese Knife
 Crinkle Knife.

Fixed Equipment:

 Refrigerators
 Freezers
 Boiler
 Brat pan
 Dishwasher
 Steamer
 Stove
 Ovens
 Electric Mixer
 Fridge
 Bain-Marie
 Char Grill
 Flat top Grill
 Salamander
 Hot Press
 Deep fryer

Hand held Equipment:

  Rolling pin
 Can opener
 Scales
 Vegetable mill
 Timer
 Mandolin
 Thermometer
 Mortar and pestle
 Scales
 Blender
 Food processor and attachments
 Electric mixer
 Timer
 Thermometer

Types of equipment
When you are new to kitchen operations, the range of equipment can seem
overwhelming. Everything has a particular (and probably odd sounding) name, everything
has a place and you have to learn that too.

To make things a little easier we can think of equipment as belonging to one of two
categories. First there is small equipment, things that are easy to carry and move about
the kitchen. Then there is large equipment, these items are usually immobile and are often
fixed to the floor or a bench.

The difference between hand tools and utensils is that hand tools can literally be held and
operated by hand, and usually only one hand at that! Utensils include implements
(specialised tools like an olive stoner), or vessels (pots, pans and mixing bowls) that you
use in a kitchen. Many of these require more than one hand to operate.

Apart from their size, we can also categorise equipment as being non-mechanical,
mechanical or powered.

Activity 3

Before using any equipment in commercial kitchen, it is very important to know how to
assemble it, do you agree discuss why? Discuss importance of safely assembling the
equipment and ensuring cleanliness. (Pc-2.1)

All businesses must ensure that their equipment is used and maintained correctly to
reduce the risk of accidents or damage to health and to meet health and safety
requirements. Under health and safety law, employers have a duty to minimise risks to
employees. Electrical and mechanical equipment may have several parts that need to be
assembled (put together) correctly in order to work safely and effectively. This equipment
also needs to be disassembled (taken apart) correctly after you have used it so it can be
cleaned and stored. Moving parts, exposed blades, and nip points are the major hazards
of working with kitchen equipment (such as mixers, mincers, processors, and slicers). Cuts,
bruises, fractures, and amputations to hands can occur from mincing or cutter plates, and
rotating blades. It's important to keep knives, wooden spoons, spatulas, tongs, and the
like clean to help stop bacteria spreading to food. It's especially important to wash them
thoroughly after using them with raw food, because they could spread bacteria to other
food.

Activity 4

Give some examples of electrical equipment, which you use in commercial kitchen. Discuss
the important point you must keep in mind, while using kitchen equipment. Also why you
need to follow manufacturer instructions? (Pc-2.2)

 Refrigerators and Freezers

 Ice-makers
 Display freezers
 Display food warmers
 Grills
 Microwaves
 Broilers
 Food processors and slicers
Manufacturer instructions provide us with technical information that can help form a risk
assessment, that will then allow us to develop suitable controls and wear protective
equipment to protect us against the hazards associated to a machine or equipment.

Activity 5

Explain what you understand by following precision cuts? (Pc-2.3)

 Brunoise: Brunoise is a culinary knife cut in which the food item is first julienned
and then turned a quarter turn and diced again, producing cubes of about 3 mm or
less on each side, or 1/8-inch dice. In France, a "brunoise" cut is smaller, 1 to 2 mm
on each side, or 1/16-inch dice.
 Batonnet: The batonnet (pronounced bah-tow-NAY) is basically creating a
rectangular stick that measures 1/2 inch × 1/2 inch × 2 1/2 to 3 inches. It is also the
starting point for another cut, the medium dice
 Paysanne: Paysanne is a French term that is used to describe the way vegetables
are cut. They are usually cut very thin and cut in the form of the vegetable being
cut. For example carrots may be cut very thin and circles as the carrot is
 Chiffonnade: Chiffonade' is a slicing technique in which leafy green vegetables such
as spinach, sorrel, or Swiss chard, or a flat-leaved herb like basil, are cut into long,
thin strips. This is accomplished by stacking leaves, rolling them tightly, then slicing
the leaves perpendicular to the roll.
  Julienne cut: Julienne, allumette, or french cut, is a culinary knife cut in which the
food item is cut into long thin strips, similar to matchsticks. Common items to be
julienned are carrots for carrots julienne, celery for céléris remoulade, or potatoes
for Julienne Fries.

Activity 6

Think about your workplace, which is a commercial kitchen, now identify five equipment
or utensils which you use during your day to day work. List the cleaning agents, which you
would use to clean those equipment. (Pc-3.1).
You may use the following template:

Equipment Cleaning Chemical used

Blender Dish wash liquid

Food Processor Dish wash liquid

Mixer Dish wash liquid

Traditional oven cleaners contain sodium hydroxide (lye), solvents, and

Oven other ingredients, and work best when used in a slightly-warm (not
hot) oven.

Chef Knives hot water and dish soap or any other mild soap.

Activity 7

Which environmental impacts can be managed by using energy, water and other resources
properly? (Pc-3.2)

The benefits of water and energy provision to poverty alleviation and economic progress
are often accompanied by impairment of ecosystems with potentially harmful effects over
nature and significant but unquantified costs. These benefits come with increasing water
scarcity, higher exposure to droughts and with extended impacts over the natural
ecosystems that are increasingly transformed. Following are Some of the Major Benefits
of Energy Conservation:
 Helps us Save Money. One major reason why conversation of energy is important
is because of the money that it saves.
 Energy Conservation Products Have a Longer Life Span.
 Decreases Air Pollution.
 Helps us Being Safer and Have Better Health.
Activity 8

While working in commercial kitchen and using different types of equipment, it is very
important to maintain the condition of equipment and make minor adjustments as
required, discuss why and what can be those minor adjustments? (Pc-3.3)

You may be able to make some minor adjustments to equipment so that it works correctly.
However, only do this if you have been taught to do it safely.
Some small adjustments you may learn to do are:
 adjust blades in the meat slicer
 sharpen knives
 adjust the speed settings on mixers or food processors
 adjust scales if they are not measuring accurate

Activity 9

You may occasionally come across some unsafe or faulty equipment. Name at least 6
things that you may find that will need attention before the equipment is used or needs
reporting immediately, also discuss to whom you should report? (Pc-3.4)

 Never use any machine you have not been trained to use.
 Pull plug or throw switch to off position before cleaning or adjusting any machine.
Keep fingers, hands, spoons, etc., away from moving parts. Wait until machine
stops before moving food.
 Check all switches to see that they are off before plugging into the outlet.
 Particular care must be taken when cleaning the slicing machine.
 First pull the plug.
 Turn the gauge to zero in order to cover the edge of the blade
 Do not touch the edge of the blade
 Clean the blade from the centre out.
 Clean the inside edge of the blade with a stick that has a cloth wrapped around one
end.
 Do not start a mixer until the bowl is locked in place and the attachments are
securely fastened.
 When using a mixer, turn off motor before you scrape down the sides of the bowl.
 Use a wooden or plastic plunger rather than your hands or spoons to push meat
down into a meat grinder.
 Keep your hands to the front of the revolving bowl when operating the food cutter.
This is one of the most dangerous pieces of equipment in the commercial kitchen.
 Never start a machine until you are sure all parts are in their proper places. If it is a
machine that operates with gears, check the gear position.
  You must be aware of the lock-out procedures that are to be followed before
repairing or cleaning any machine. Lock-out procedures must be clearly posted by
management near each machine.
 When using electrical power equipment, always follow the manufacturer’s
instructions and recommendations. Do not wear rings, a wristwatch, or a tie when
operating electrical power equipment.

Activity 10

Describe what is meant by the term mise en place. Also discuss different ingredients which
you use in kitchen. Discuss the importance of using different cutting methods.

Mise-en-place means “to put everything in its place” before actual cooking takes place
including the preparation of food, semi-finished sauces or base preparation, garnishes,
collection of tools and equipment for preparation and service checking of equipment and
utensils prior to service, provisions for cleanliness and hygiene including cloths,
disposables etc.

Pantry Essentials: Ingredients for a Well-Stocked Kitchen

 Oils & Vinegars. Olive Oil – Well, duh.
 Baking. Flour – At the very least, you should have All-Purpose Unbleached flour in
your kitchen at all times.
 Spices & Seasonings. Salt – Salt might be the most important ingredient in all
cooking and baking.
 Sweeteners.
 Canned Goods.
 Rice & Grains.

Different cutting methods

 Brunoise (Fine Dice) This particular technique will allow you to fine diced
vegetables and fruit.
 Chiffonade (Shredding) The chiffonade technique is usually used on leafy
vegetables and herbs.
 Julienne (Match Stick Cuts)
 Macedoine (Large Dice)
 Slicing.
 Mincing.
 Roll-Cutting.
 Parallel Cutting
 ASSESSMENT MAPPING & TASK RECORD SHEET
Trainer to indicate “S” Needs
Did the learner or “NS” Improveme
nts
Assessment 1st 2nd
Task S / NS
ELEMENT PERFORMANCE CRITERIA
mapping

1. Select food Confirm food preparation Activity 1

preparation 1.1 requirements from recipes,
equipment. lists and other workplace
information.
Identify and select knives and Activity 2
1.2 other routine and specialised
equipment suited to the food
preparation task.
Confirm cleanliness of
1.3
equipment before use.

2. Use equipment Assemble and use equipment Activity 3

to prepare 2.1 safely and hygienically Activity 4
food. according to manufacturer
instructions.
Prepare food items using Activity 5
2.2 suitable knives to make
precision cuts.
3. Clean and Maintain equipment Activity 6
maintain food 3.1 cleanliness using appropriate
preparation cleaning agents.
equipment.
Use energy, water and other Activity 7
3.2 resources efficiently to reduce
negative environmental
impacts.
Maintain the condition of Activity 8
3.3 equipment and make minor
adjustments as required within
scope of responsibility.
3.4 Identify and report on unsafe Activity 9
or faulty equipment or rectify
 according to level of individual
responsibility.

Assessment Feedback

Assessor’s Name

Date of assessment

Assessments Learner Result

Assessment 2 □ Satisfactory □ Not Satisfactory □ Not Completed

Feedback to student:

Is re-assessment required?  Yes  No

Re- Submission 1 S  NS Date

Re-Submission 2 S  NS Date

Assessor signature: Date:

Student signature: Date:

 ASSESSMENT 2
Practical Tasks
Overview

The objective of this assignment is to develop skills and knowledge to safely use
commercial kitchen equipment to prepare a range of different food types.Learners will be
assessed on their skills of:

1. Select food preparation equipment.

2. Use equipment to prepare food.

3. Clean and maintain food preparation equipment.

Instructions
 This is an individual assessment but you are required to work in a team
environment. The tasks in this assessment should be completed within the
scheduled time as mentioned in assessment schedule.

 This assessment will be conducted within series of practical tasks. You will be
observed a minimum of 3 practicals tasks with maximum of five practical tasks.

 All assessment tasks must be completed to gain satisfactory results in this

assessment.

 If learner is unsure about any tasks assessor can clarify.

 When you have completed the assessment activity, advice the assessor and you
must remain in your work station. You must complete the tasks within the time
frame stipulated by your assessor/trainer.

 This assessment must be submitted with completed assessment cover sheet.

 Each dish should be presented for restaurant service; that is, cooked, plated,
garnished and decorated in the most appropriate manner then assessed to
determine compliance with industry/ enterprise standards. Evaluate appearance,
taste, texture and suitability for service. Sauces, accompaniments and garnishes
must be appropriate.

 Set and adhere to time frames that simulate those required in a commercial
operation.
  Hygiene, work flow procedures and general organisation should also form part of
the assessment. Your trainer/assessor might ask to discuss and explain the
following

 food and cookery choices

 the hygiene procedures learner used when preparing, cooking and storing these
food items.

Submission

Task is due on the date specified by the assessor. Any variations to this arrangement must
be approved in writing by the assessor. Submit this document with any required evidence
attached. Late submissions will not be accepted without any valid reason. Any late
submission without valid reason will be deemed as Not Yet Competent for the Unit. A
learner who has compelling reasons for late submission should apply for an extension in
advance. Learner should refer to the student handbook for more details on assessment
submission and appeal process.

Procedure

 The practical assessment is a 6 hour assessment covering all performance criteria.

 Details of the tasks and required menu items will be provided to the learner by the
trainer/assessor after briefing so the leaner may write and plan the menu before
the practical.

 In addition to a sound set of cooking skills, learner should be able to plan and cost
menus and recipes, and have an understanding of the employability skills that will
be necessary to work in a kitchen environment.

 Learner will be able to speak with the assessor, ask for clarification and will need to
answer questions throughout the assessment.

 Learner cannot ask other candidates for assistance or information or interrupt their
assessment tasks in any way.

 Learner cannot use the cell phone during the practical assessment.

 While leaner is undertaking your practical assessment, learner is expected to follow

personal hygiene, food safety and occupational health and safety requirements
that apply in the workplace. This includes wearing appropriate uniform and
personal protective equipment (PPE) if required.

 It is essential that you follow all your assessor’s instructions throughout the day.
Assessment Conditions for observations
Briefing Time (15 minutes)

 An assessor will brief learner on the practical tasks you will be required to
complete on the day.

 Depends on the unit requirement learner will also receive any additional
instructions for the assessment.

 Assessors will be available to answer any questions learner have regarding the
process.

Set Up (15 minutes)

 Prior to starting the assessment activity learner will be allowed to set up their
station and familiarize with the location of kitchen equipment.

 Based on the menu provided learner need to finalize the work plan prior to
starting the activity. Your assessor will review your work plan before the practical
assessment begins.

Practical assessment (5.00-06:00 hrs)

 Once the learner submits the work plan and recipe card the practical assessment
will commence soon after. Learner will be required to complete the tasks
specified in your menu.

Breaks

 Learner will have to schedule any break times in the work plan which the assessor
will ask to see a copy of.

 Learner should bring a lunch, other snacks / refreshments and any drinks that may
require. Water will be provided at the venue.
Learner must bring the following for practical exam activity.

 Uniform – cook’s jacket, chef’s hat, appropriate pants (checkered, black or white),
apron and approved footwear.

 PPE – oven mitts, gloves, etc

 Small utensils and hand tools

 Knives

 Cloths – white kitchen towels

 Work plan and menu sheets

 Recipes for reference only

 Paper and pencil/pen for writing

Assessment Task
Prepare the list of items that was provided to you by the trainer; finish each according to
industry standards, and present final products to the assessor. As items are completed,
you may present them at that time either by setting them on finished plates at the end of
your work station or by approaching the Assessor directly.

You must mise en place (prepare) ingredients, produce, present and serve the dish as
required. Learner will be observed performing the nominated tasks on a numeral occasion
and over a period of time.

Practical Tasks

Based on the menu list provided by your trainer/assessor perform the following tasks;
1. Select Food Preparation equipment
2. Use equipment to prepare food
3. Clean and maintain food preparation equipment

Task Instructions

(1) Use equipment to prepare a range of foods, including:

 dairy products
 dough
 dry goods
 fruit
 general food items:
o batters
o coatings
 o condiments and flavourings
o garnishes
o sauces

(2) Use equipment to prepare a range of foods, including:

 meat
 pastry
 poultry
 seafood
 vegetables

(3) Specifically you must perform the following

 complete food preparation tasks within commercial time constraints

 a list of ingredients including the correct quantity, type and quality
 how you will prepare the food items including cleaning and peeling
 the equipment you will use
 how you will use the equipment correctly, safely and hygienically
 how you will use the equipment and resources to assist in reducing resources
such as water and energy use
 submit a copy of the recipe card
 ASSESSMENT MAPPING & TASK RECORD SHEET
Trainer to indicate “S” Needs
Did the learner or “NS” Improveme
nts
Assessment 1st 2nd
Task S / NS
ELEMENT PERFORMANCE CRITERIA
mapping

1. Select food Confirm food preparation Practical

preparation 1.1 requirements from recipes, Task (1)
equipment. lists and other workplace
information.
Identify and select knives and Practical
1.2 other routine and specialised Task (1)
equipment suited to the food
preparation task.
Confirm cleanliness of
1.3
equipment before use.

2. Use equipment Assemble and use equipment Practical

to prepare 2.1 safely and hygienically Task (2)
food. according to manufacturer
instructions.
Prepare food items using Practical
2.2 suitable knives to make Task (2)
precision cuts.
3. Clean and Maintain equipment Practical
maintain food 3.1 cleanliness using appropriate Task (3)
preparation cleaning agents.
equipment.
Use energy, water and other Practical
3.2 resources efficiently to reduce Task (3)
negative environmental
impacts.
Maintain the condition of Practical
3.3 equipment and make minor Task (3)
adjustments as required within
scope of responsibility.
Identify and report on unsafe Practical
3.4 or faulty equipment or rectify Task (3)
according to level of individual
responsibility.
Observation Check Sheet
We have provided a summarised Observation Check Sheet for you to prepare for your assessment
with the Assessor. Remember, you will not be able to use this Check Sheet during this session.
However, we recommend you use this as a planning tool so that you are fully prepared for the
observation.
Note that you must demonstrate all the criteria listed in the following Observation Check Sheet for all
of the six dishes throughout Phase 1 and Phase 2 to be deemed satisfactory.
Actions
1. Select Ingredients
Confirm food production requirements:
summarises the dish:
 name of the dish is correct
 briefs the ingredients required to cook the dish
 overview is accurate
specifies:
 how many portions the recipe yields
 how many portion(s) will be served
 the ‘time-to-prepare’ to cook the dish
 the ‘time-to-cook’ to present the dish

all of the above is consistent with the recipe

states customer requirements (if applicable) including:

 special customer requests
 special dietary requirements
Calculate ingredient amounts:
accurately determines the quantities of ingredients required to cook the portion needed in their
Standard Recipe Card:
 calculates the Recipe Conversion Factor
 adjusts the recipe applying the RCF to the whole list of ingredients and amounts (where
applicable)
 rounds the gram conversions to the nearest whole number
justifies calculation:
 describes how they determined the required amounts
 follows a step-by-step approach in their explanation
all of the above aligns to the:
 recipe
 total amount of servings to be produced
Identify and select ingredients according to the Standard Recipe:
 picks all of the ingredients required to prepare the dish

 Selects the ingredients from kitchen stores according to recipe, quality and freshness

 executes Stock Rotation Requirements

2. Select and Prepare Equipment
Actions
 select all equipment appropriate to prepare the dish

 describe the use of each equipment in accordance to the recipe and cooking style

 safely assembles equipment prior to operation

 ensures the cleanliness of equipment prior to operation

3. Assemble and Prepare Ingredients Using Equipment

 weighs and measures ingredients in accordance to the RCF calculated in the Standard Recipe
Card
 prepares the portions according to the Standard Recipes
 use hygienic and safe equipment practices in accordance to the manufacturer’s manuals
provided
 cleans all documents appropriately

 minimises waste when conducting mise en place activities

 exercises stock rotation practices for residual items

4. Cook Dishes

 cooks the dishes in accordance to the cookery methods provided in the Standard Recipes

 completes the cooking process safely

 completes the cooking process in an organised fashion

 dishes have the right:

- appearance
- colour
- texture
- smell and odour
- taste and flavour

 works cooperatively with the Food Expediter:

- makes themselves available to assist with tasks if requested
- listens to instructions from the Expediter
- responds to instructions in a timely manner
- Is respectful of colleagues by being polite
- manages the pressure of kitchen demands and remains calm
 Assessment Feedback

Assessor’s Name

Date of assessment

Assessments Learner Result

Assessment 2 □ Satisfactory □ Not Satisfactory □ Not Completed

Feedback to student:

Is re-assessment required?  Yes  No

Re- Submission 1 S  NS Date

Re-Submission 2 S  NS Date

Assessor signature: Date:

Student signature: Date:

 Final Assessment Summary and Feedback

Learner Name

Learner ID

Assessor’s Name

Date of assessment

Assessments Learner Result

Trainer to tick

SITHCCC001 Use food

preparation equipment Competent Not Yet Competent Not Completed
Assessor signature: Date:

Student signature: Date: