Student Pack

What is the purpose of this document?

The Student Pack is the document you, the student, needs to complete to demonstrate competency. This document includes the context and conditions of your assessment, the tasks to be completed by you and an outline of the evidence to be gathered.

The information includes the following:

Information related to the unit of competency

Guidelines and instructions to complete each task and activity

A student evaluation form

Student Evaluation Form

These documents are designed after conducting thorough industry consultation. Students are encouraged to evaluate this document and provide constructive feedback to their training organisation if they feel that this document can be improved.

Link to other unit documents

The Student Pack is a document for students to complete to demonstrate their competency. This document includes context and conditions of assessment, tasks to be administered to the student, and an outline of the evidence to be gathered from the student.

The Unit Mapping is a document that contains information and comprehensive mapping with the training package requirements.

The Unit Requirements is a document that contains information related to the unit of competency for New era institute staff and students.

Student and trainer details

Student details

Full name:

Student ID:

Contact number:

Email address:

Trainer details

Full name:

Qualification and unit of competency

Qualification/Course/Program Details

Code:

SIT40516

Name:

Certificate IV in Commercial Cookery

Unit of competency

Code:

SITHCCC012

Name:

Prepare poultry dishes

Assessment Submission Method

☐ By hand to trainer/assessor ☐ By email to trainer/assessor

☐ Online submission via Learning Management System (LMS)

☐ Any other method _________________________________________________

(Please describe here)

Student declaration

I have read and understood the information in the Unit Requirements prior to commencing this Student Pack

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 Student Pack and all relevant notes, attachments, and reference material that I used in the production of this Student Pack;

For the purposes of assessment, I give the trainer/assessor permission to:

Reproduce this assessment and provide a copy to another member of staff; and

Take steps to authenticate the assessment, including communicating a copy of this assessment to a plagiarism checking service (which may retain a copy of the assessment on its database for future plagiarism checking).

Student signature: ________________________________

Date: ____/_____/______________

Assessment Plan

The student must be assessed as satisfactory in each of the following assessment methods in order to demonstrate competence in a variety of ways.

Evidence number/ Task number

Assessment method/ Type of evidence/ Task name

Sufficient evidence recorded/Outcome

Assessment task 1

Knowledge Test (KT)

S / NS (First Attempt)

S / NS (Second Attempt)

Assessment task 2

Project (PT)

S / NS (First Attempt)

S / NS (Second Attempt)

Assessment task 3

Skills Test (ST)

S / NS (First Attempt)

S / NS (Second Attempt)

Outcome

C ☐ NYC ☐

Date assessed:

Trainer signature:

Completion of the Assessment Plan

Your trainer is required to fill out the Assessment Plan Outcome records above, when:

You have completed and submitted all the requirements for the assessment tasks for this cluster or unit of competency.

Your work has been reviewed and assessed by your trainer/assessor.

You have been assessed as either satisfactory or unsatisfactory for each assessment task within the unit of competency.

You have been provided with relevant and detailed feedback.

Every assessment has a “Feedback to Student” section used to record the following information. Your trainer/assessor must also ensure that all sections are filled in appropriately, such as:

Result of Assessment (satisfactory or unsatisfactory)

Student name, signature and date

Assessor name, signature and date

Relevant and detailed feedback

Unit Requirements

You, the student, must read and understand all of the information in the Unit Requirements before completing the Student Pack. If you have any questions regarding the information, see your trainer/assessor for further information and clarification.

Pre-Assessment Checklist: Task 1 – Knowledge Test

The purpose of this checklist

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.

Section 1: Information for Students

☐ Make sure you have completed the necessary prior learning before attempting this assessment.

☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.

☐ Make sure you understand what evidence is required to be collected and how.

☐ Make sure you know your rights and the Complaints and Appeal process.

☐ Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix – Appendix A and negotiate these with your trainer/assessor).

☐ Make sure that you have access to a computer and the internet (if you prefer to type the answers).

☐ Make sure that you have all the required resources needed to complete this assessment task.

☐ The due date of this assessment task is in accordance with 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.

☐ The request for an extension to submit your assessment work must be made before the due date.

Section 2: Reasonable adjustments

I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox.

☐ I do require reasonable adjustment

☐ I do not require reasonable adjustment

Declaration (Student to complete)

☐ I confirm that the purpose and procedure of this assessment task has been clearly explained to me.

☐ I confirm that I have been consulted about any special needs I might have in relation to the assessment process.

☐ I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment.

☐ I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook.

☐ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment.

☐ I confirm that I am ready for assessment.

Student Name: ______________________________________

Student Signature: ___________________________________ 

Assessment method-based instructions and guidelines: Knowledge Test

Assessment type

Written Questions

Instructions provided to the student:

Assessment task description:     

This is the first (1) assessment task you must successfully complete to be deemed competent in this unit of competency.

The Knowledge Test is comprised of fifteen (15) written questions

You must respond to all questions and submit them to your Trainer/Assessor.

You must answer all questions to the required level, e.g. provide an answer within the required word limit, to be deemed satisfactory in this task

You will receive your feedback within two (2) weeks, and you will be notified by your Trainer/Assessor when your results are available.

Applicable conditions:        

All knowledge tests are untimed and are conducted as open book assessment (this means you can refer to your textbook during the test).

You must read and respond to all questions.

You may handwrite/use computer to answer the questions.

You 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.

As you complete this assessment task you are predominately demonstrating your written skills and knowledge to your trainer/assessor.

Resubmissions and reattempts: 

Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.

The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments.

For more information, please refer to the Training Organisation’s Student Handbook.

Location:

This assessment task may be completed in:

☐ a classroom

☐ learning management system (i.e. Moodle),

☐ workplace,

☐ or an independent learning environment.

Your trainer/assessor will provide you with further information regarding the location for completing this assessment task.

Instructions for answering the written questions:

Complete a written assessment consisting of a series of questions.

You will be required to answer all the questions correctly.

Do not start answering questions without understanding what is required. Read the questions carefully and critically analyse them for a few seconds, this will help you to identify what information is needed in the answer.

Your answers must demonstrate an understanding and application of the relevant concepts and critical thinking.

Be concise, to the point and write answers within the word-limit given to each question. Do not provide irrelevant information. Remember, quantity is not quality.

You must write your responses in your own words.

Use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups based on attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender inclusive language should be used.

When you quote, paraphrase, summarise or copy information from other sources to write your answers or research your work, always acknowledge the source.

Purpose of the assessment

This assessment task is designed to evaluate student’s knowledge essential to prepare and cook a range of poultry dishes following standard recipes and knowledge regarding to the following:

Knowledge to identify, analyse and select food products and ingredients according to recipe, quality, freshness and stock rotation requirements

Knowledge to select, prepare and use equipment safely.

Knowledge to portion, prepare ingredients according to recipe requirements.

Knowledge to cook poultry dishes in a standard manner.

Knowledge to present and store poultry dishes in appropriate environment conditions

Numeracy/numbers- mathematical knowledge to calculate ingredients amount according to the requirement of the dish.

Knowledge to contributions to the plating of a dish supports timely and quality food service.

Knowledge to implement safety procedures and deal with pressure of work at workplace environment.

Knowledge of culinary terms and trade names.

Knowledge of contents of stock date codes and rotation labels.

Knowledge of characteristics of poultry products and poultry dishes.

Knowledge of essential characteristics of poultry types.

Knowledge of preparation techniques for different cuts and types of poultry.

Knowledge of cookery methods for different cuts and types of poultry.

Knowledge of mise en place requirements for poultry dishes

Knowledge of appropriate environmental conditions for storing poultry products and dishes

Task instructions

This is an individual assessment.

To ensure your responses are satisfactory, consult a range of learning resources and other information such as handouts, textbooks, learner resources etc.

To be assessed as Satisfactory in this assessment task all questions must be answered correctly.

Assessment Task 1: Knowledge Test

Provide your response to each question in the box below.

Q1:

a) What is a standard recipe? What are the six (6) stages for food preparation for a standard recipe?

b) Why is there a need to calculate the required ingredients? Answer in 50-100 words.

Satisfactory response

Yes ☐

No ☐

Q2:

a) Explain the basic application of the following knives in one (1) or two (2) sentences for each.

• Chef’s knife

• Boning knife

• Paring knife

b) What are the factors to be considered to clean and maintain equipment? What is the purpose of dismantling equipment before cleaning? Answer in 50-100 words.

c) How do you ensure that you are using the equipment safely and hygienically? Answer in 50-100 words.

Satisfactory response

Yes ☐

No ☐

Q3:

a) According to food safety guidelines how should frozen poultry be thawed? Give two (2) methods.

b) List five (5) benefits of sorting and assembling ingredients before food production.

c) Discuss various methods used to weigh and measure ingredients according to the recipes. Answer in 50-100 words.

d) What do we mean by portioning food? How can you calculate the number of portions from a dish? Answer in 30-40 words.

Satisfactory response

Yes ☐

No ☐

Q4:

a) List seven (7) poultry preparation techniques according to recipe requirements.

b) List any seven (7) cookery methods used for poultry dishes.

Satisfactory response

Yes ☐

No ☐

Q5:

List seven (7) tips to reduce waste and increase the profitability of food produced.

used

Satisfactory response

Yes ☐

No ☐

Q6:

a) List seven (7) marinades and five (5) accompaniments for each of the poultry dishes.

b) Mention sauces and garnishes for poultry dishes according to standard recipes and regional variations. Name at least five (5) for each.

Satisfactory response

Yes ☐

No ☐

Q7:

a) In the table below make food quality adjustments to poultry dishes.

b) How do you correctly carve poultry taking into account meat and bone structure and waste minimisation? List four (4) techniques and the correct tools to use.

Satisfactory response

Yes ☐

No ☐

Adjustments used when cooking poultry dishes

Taste

Garnish

Sauces

Q8:

a) Give any five (5) adjustments that can be made in presentation by visually evaluating the dish.

b) What is the right method and temperature to store poultry products or dishes? Answer in 50-100 words.

Satisfactory response

Yes ☐

No ☐

Q9:

a) List eight (8) steps that should be used to dispose of or store re-usable by products according to organisational procedures and environmental considerations to ensure food safety.

b) What are the ten (10) steps used to clean kitchen equipment and premises safely according to food safety standard?

Satisfactory response

Yes ☐

No ☐

Q10:

What are the requirements for mise en place for poultry dishes? Write your answer in 100-150 words.

Satisfactory response

Yes ☐

No ☐

Q11:

Explain the historical and cultural origin of any one (1) poultry product or poultry dish. Write your answer in 150-200 words.

Satisfactory response

Yes ☐

No ☐

Q12:

List any four (4) different types of stock date codes and reasons to use rotation labels.

Satisfactory response

Yes ☐

No ☐

Q13:

Write the characteristics of chicken based on:

1. Appearance

2. Fat content

3. Freshness and other quality indicators

4. Nutritional value

5. Taste

6. Texture

Satisfactory response

Yes ☐

No ☐

Q14:

Explain briefly about different cuts of poultry products or dishes. Answer in 50-100 words.

Satisfactory response

Yes ☐

No ☐

Q15:

Write the important characteristics of the poultry types listed below:

• Chicken

• Duck

• Feathered game

Write 25-50 words for each poultry item.

Satisfactory response

Yes ☐

No ☐

Assessment Results Sheet

Outcome

First attempt:

Outcome (make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ _______(year)

Feedback:

Second attempt:

Outcome (please make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ _______(year)

Feedback:

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 the work I submit may be subject to verification to establish that it is 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:

☐ Vocational competencies at least to the level being delivered

☐ Current relevant industry skills

☐ Current knowledge and skills in VET, and undertake

☐ Ongoing professional development in VET

I declare that I have conducted an assessment of this student’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 student.

Trainer/Assessor Signature

Date

Office Use Only

The outcome of this assessment has been entered into the Student Management System

on _________________ (insert date)

by (insert Name) __________________________________

Pre-Assessment Checklist: Task 2 – Project

The purpose of this checklist

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.

Section 1: Information for Students

☐ Make sure you have completed the necessary prior learning before attempting this assessment.

☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.

☐ Make sure you understand what evidence is required to be collected and how.

☐ Make sure you know your rights and the Complaints and Appeal process.

☐ 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).

☐ Make sure that you have access to a computer and the internet (if you prefer to type the answers).

☐ Make sure that you have all the required resources needed to complete this assessment task.

☐ The due date of this assessment task is in accordance with 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.

☐ The request for an extension to submit your assessment work must be made before the due date.

Section 2: Reasonable adjustments

I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox.

☐ I do require reasonable adjustment

☐ I do not require reasonable adjustment

Declaration (Student to complete)

☐ I confirm that the purpose and procedures of this assessment task has been clearly explained to me.

☐ I confirm that I have been consulted about any special needs I might have in relation to the assessment process.

☐ I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment.

☐ I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook.

☐ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment.

☐ I confirm that I am ready for assessment.

Student Name: ______________________________________

Student Signature: ___________________________________ 

Assessment method-based instructions and guidelines: Project

Assessment type

Project – Develop a production plan

Instructions provided to the student:

Assessment task description:     

This is the second (2) assessment task you must successfully complete to be deemed competent in this unit of competency.

This assessment task requires you to complete a project.

You are required to develop a production plan in this assessment task.

This assessment task consists of three (3) parts.

Part A: Select ingredients

Part B: Select equipment

Part C: Workflow Plan.

You will receive your feedback within two weeks, and you will be notified by your trainer/assessor when results are available.

You must attempt all activities of the project for your trainer/assessor to assess your competency in this assessment task.

Applicable conditions:        

This project is untimed and is conducted as an open book assessment (this means you are able to refer to your textbook).

You must read and respond to all the criteria of the project.

You may handwrite/use computers to answer the criteria of the project.

You 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.

As you complete this assessment task you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor.

The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work.

Resubmissions and reattempts: 

Where a student’s answers are deemed not satisfactory after the first attempt a resubmission attempt will be allowed.

The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments.

For more information, please refer to New era institute Student Handbook.

Location:

This assessment task may be completed in:

☐ a classroom

☐ learning management system (i.e. Moodle),

☐ workplace,

☐ or independent learning environment.

Your trainer/Assessor will provide student further information regarding the location for completing this assessment task.

Purpose of the assessment

The purpose of this assessment task is to assess the students’ skills and knowledge essential to select and prepare ingredients, equipment, cookery and food storage methods:

Skill to develop a production plan.

Skill to select ingredients for sauces and desserts.

Skill to select equipment for desserts and sauces.

Skill to use prepare a workflow plan that includes the following:

Production step

Cooking temperature and timing

Cooking method

Hygiene consideration

Quality checks

Task instructions

This is an individual assessment.

To ensure your responses are satisfactory you should consult a range of learning resources and other information such as handouts, textbooks, learner resources etc.

This assessment task requires students to take on the role of/act as Chef.

You must carefully analyse the recipes given in Appendix D provided.

You must use the provided templates while writing your answers.

You must be concise, to the point and write answers according to the given word limit to each question and not provide irrelevant information.

You must write your responses in your own words.

You will be required to complete all parts of this assessment task.

Assessment Task 2 – Project

Project

Lord of the Wings is a restaurant famous for its fantastic poultry dishes. The restaurant consists of a team of 3 chefs and 6 cooks. You are one of the Chefs.

The restaurant wants to add some poultry dishes on their menu. They have provided you with the following information regarding the new poultry dishes:

Poultry dishes: (given in the table provided below).

Cooking methods.

Preparation techniques.

Recipes to prepare poultry dishes. (Appendix D)

Poultry items

Poultry dishes

Preparation Technique

Cooking method

Chicken

Bacon wrapped chicken breast

Barding/ Deboning/ Stuffing/ Rolling/ Trimming

Grilling

Chicken fricassee

Frying/stewing/braising

Poached chicken

poaching

Crispy fried chicken

Deep frying

Duck

Roast duck breast

Trimming

Frying/roasting

Sautéed duck breasts

Sautéing

Feathered game

Grilled Goose

Grilling

Turkey

Boneless whole turkey

Deboning/stuffing/trussing

Roasting

Tandoori Turkey skewers

Marinating/trimming

Grilling/Frying

The restaurant wants you to develop a production plan for these poultry dishes.

The purpose of this task is to assess your ability to select, prepare and portion poultry, and to use the relevant equipment, cookery and food storage methods.

Task: Develop a Production Plan

To prepare the ‘Production Plan’, you need to complete ingredients and equipment lists and a workflow chart, for the given poultry dishes, before commencing your mise en place and cooking.

You must develop a “Production Plan” using the provided below. If you do not understand any part, ask your assessor/trainer.

To develop a production plan, you need to complete the following parts:

Part A: Select ingredients

This part requires you to confirm the quantity and serving requirements from the food preparation list and standard recipes with your trainer/assessor.

Considering the information given in the recipes (Appendix D), you are then required to calculate ingredient amounts.

Note: You must adjust the quantity of ingredients considering the number of ‘serves’ you are cooking and minimise wastage by selecting the right quantity of ingredients.

Part B: Select equipment

Part B requires you to list all the knives and other equipment required to prepare poultry dishes listed in the case study.

For each of the poultry dish to be prepared, you need to select the type and size of knives and equipment suitable for requirements.

For each equipment identified, you need to document the safety measures to operate them.

Part C: Workflow Plan

Part C requires you to prepare a workflow plan for the poultry dishes listed in the case study.

This part requires you demonstrate your:

Planning and organising skills to efficiently sequence the stages of food preparation and production.

Self-management skills to manage own speed, timing and productivity.

Locate information in food preparation lists and standard recipes to determine food preparation requirements.

When writing a plan for each poultry dish; keep in mind to include the following:

Production step

Cooking times and temperatures.

Cooking method

Hygiene consideration

Quality checks

Task 1: Develop a production plan

Templates for Part A:

Template: Select ingredients for poultry dishes

Poultry dishes to be prepared

Poultry dishes

Number of serves

Ingredients required

Quantity

Bacon wrapped chicken breast

Chicken fricassee

Poached chicken

Crispy fried chicken

Roast duck breast

Sautéed duck breasts

Grilled Goose

Boneless whole turkey

Tandoori Turkey skewers

Templates for Part B:

Template: Select equipment for poultry dishes

Equipment required to prepare poultry dishes

Poultry dishes

Knives and Equipment required

Safety measures

Bacon wrapped chicken breast

Chicken fricassee

Poached chicken

Crispy fried chicken

Roast duck breast

Sautéed duck breasts

Grilled Goose

Boneless whole turkey

Tandoori Turkey skewers

Part C: Workflow Plan:

(Note: You are required to identify in your workflow plan; production steps, cooking times and temperatures, appropriate cooking methods, hygiene requirements, and quality checks to be completed to demonstrate your planning and organising skills)

Poultry dishes

Production step

Cooking times and temperatures.

Cooking method

Hygiene consideration

Quality checks

Bacon wrapped chicken breast

Chicken fricassee

Poached chicken

Crispy fried chicken

Roast duck breast

Sautéed duck breasts

Grilled Goose

Boneless whole turkey

Tandoori Turkey skewers

Performance criteria checklist for unit assessment task:

Trainer/ Assessor to complete

Assessment activities to be completed

Prepare a production plan

For a full project outline, please refer to the student assessment instructions

Resources required for the unit assessment task

Unit assessment guide template

Access to live or simulated working environment

Does the candidate meet the following criteria

Yes

No

Trainer/Assessor Comments

Located information in food preparation lists and standard recipes to determine food preparation requirements.

Determined cooking times and temperatures in line with food safety practices.

Demonstrated planning and organising skills to efficiently sequence the stages of food preparation and production.

Developed production plan incorporated the details of the recipes provided.

Identified ingredients were in line with the recipes provided.

Incorporated the details of the serves when calculating ingredients.

Documented the equipment required to prepare poultry dishes.

Documented safety measures to operate the equipment were in line with the manufacturer instructions.

Cooking methods documented were as per the recipe requirements.

Production steps were correctly sequenced.

Documented storage requirements were according to safe food handling safety practices.

Assessment Results Sheet

Outcome

First attempt:

Outcome (make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Feedback:

Second attempt:

Outcome (make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Feedback:

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 the work I submit may be subject to verification to establish that it is 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:

☐ Vocational competencies at least to the level being delivered

☐ Current relevant industry skills

☐ Current knowledge and skills in VET, and undertake

☐ Ongoing professional development in VET

I declare that I have conducted an assessment of this student’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 student.

Trainer/Assessor Signature

Date

Office Use Only

Outcome of Assessment has been entered into the Student Management System

on _________________ (insert date)

by (insert Name) __________________________________

Pre-Assessment Checklist: Task 3 – Skills Test

The purpose of this checklist

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.

Section 1: Information for Students

☐ Make sure you have completed the necessary prior learning before attempting this assessment.

☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.

☐ Make sure you understand what evidence is required to be collected and how.

☐ Make sure you know your rights and the Complaints and Appeal process.

☐ 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).

☐ Make sure that you have access to a computer and the internet (if you prefer to type the answers).

☐ Make sure that you have all the required resources needed to complete this Assessment Task (AT).

☐ The due date of this assessment task is in accordance with 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.

☐ The request for an extension to submit your assessment work must be made before the due date.

Section 2: Reasonable adjustments

I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox.

☐ I do require reasonable adjustment

☐ I do not require reasonable adjustment

Declaration (Student to complete)

☐ I confirm that the purpose and procedures of this assessment task has been clearly explained to me.

☐ I confirm that I have been consulted about any special needs I might have in relation to the assessment process.

☐ I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment.

☐ I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook.

☐ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment.

☐ I confirm that I am ready for assessment.

Student Name: ______________________________________

Student Signature: ___________________________________ 

Assessment method-based instructions and guidelines: Skills Test

Assessment type

Skills Test – Prepare poultry dishes

Instructions provided to the student:

Assessment task description:     

This is the third (3) assessment task you must successfully complete to be deemed competent in this unit of competency.

This assessment task is a Skills Test.

This assessment task consists of two (2) practical demonstration activities.

Activity 1: Select ingredients

Activity 2: Prepare ingredients, cook and present poultry dishes

The student must submit the following documents to the assessor/trainer as evidence of their skill knowledge.

Completed template of ’Select ingredients for customer order’.

Completed checklists of:

Checklist 1: Portion and prepare ingredients

Checklist 2: Cook poultry dishes.

Checklist 3: Present poultry dishes.

You will receive your feedback within two (2) weeks, and you will be notified by your trainer/assessor when your results are available.

You must attempt all activities of the project for your trainer/assessor to assess your competence in this assessment task.

Applicable conditions:        

This skill test is untimed and is conducted as an open book assessment (this means you are able to refer to your textbook or other learner materials during the test).

You will be assessed independently on this assessment task.

No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.

As you complete this assessment task, you are predominately demonstrating your skills, techniques and knowledge to your trainer/assessor.

Your trainer/assessor may ask you relevant questions during this assessment task

Resubmissions and reattempts: 

Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.

The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments.

For more information, please refer to the New era institute Student Handbook.

Location:

This assessment task may be completed in:

☐ a classroom

☐ learning management system (i.e. Moodle),

☐ workplace,

☐ or an independent learning environment.

Your Trainer/Assessor will provide you with further information regarding the location for completing this assessment task.

Purpose of the assessment

This assessment task is designed to evaluate your following skills and abilities:

Skill to identify and select the poultry products and other ingredients from stores according to recipe, quality, freshness and stock rotation requirements.

Skill to calculate ingredient amounts.

Skill to demonstrate skills to evaluate the quality of ingredients considering the requirements specified above.

Skill to cook and present poultry dishes for customer orders.

Skill to prepare the poultry dishes considering the special dietary requirements.

Skills to use poultry dish preparation techniques and cooking methods.

Skills to follow standard recipes to prepare poultry following specified cookery methods.

Task instructions

This is an individual assessment.

To ensure your responses are satisfactory you should consult a range of learning resources and other information such as handouts, textbooks, learner resources etc.

This assessment task requires you to take on the role of/act as Chef.

You must carefully analyse the recipes given in Appendix D provided and the production plan prepared in the assessment task 2.

You must read the “Food Safety Program” thoroughly. This food safety program will be provided along with this unit.

Word limit to complete each activity is given in the templates.

You must use the provided templates while writing your answers.

Trainer/assessor will provide details on the time constraints and deadlines to prepare the dishes.

You must write your responses in your own words.

You will be required to complete all parts of this assessment task.

Assessment Task 3 – Skills Test

Skills Test:

This task must be completed in a commercial kitchen or a simulated work environment servicing customer. A simulated work environment in this context means a space that has been set up with all the equipment and facilities used in a commercial kitchen.

Note: Please refer to the (Appendix C) for the list of equipment, resources, organisational specifications and cleaning material to utilise in the process of preparing poultry dishes according to the industry standard.

Scenario:

The production plan was approved. The poultry dishes have been added to the menu.

You have received the following six (6) customer orders.

Note: Your trainer/assessor will provide you time constraints and deadlines for completing this task.

Customer orders

Customers

Dishes

No. of serves

Special dietary requirements

Sam

Bacon wrapped chicken breast

1

Crispy fried chicken

2

Celiac disease

Elizabeth

Sautéed duck breasts

1

Mrs Clinton

Boneless whole turkey

2

Tandoori Turkey skewers

1

Lactose intolerant

Mr Bush

Sautéed duck breasts

1

Roast duck breast

2

Mr Robin

Poached chicken

1

Chicken fricassee

1

Mr Anderson

Grilled Goose

2

Bacon wrapped chicken breast

1

Note: When preparing the poultry dishes, you need to ensure that:

Meet the time constraints specified by the trainer/assessor.

They Reflect required quantities to be produced.

You follow procedures for portion control and food safety practices when handling and storing food.

Customer requests and dietary requirements are met.

Take into consideration the special customer requirements and adjust the ingredients accordingly.

You are required to use the appropriate methods and equipment to produce and present a variety of poultry dishes by focusing on any special dietary requirements and serve to customers according to company standards. Your trainer will act as the customer for each of the six (6) orders and you need to present these poultry dishes to him.

As you have developed a “Production plan” in assessment task two (2); you need to put this production plan into action and prepare poultry dishes according to the organisational standards and regulations.

When preparing the poultry dishes; you must:

Follow the recipes provided in “Appendix D”.

Follow the portion control procedures:

Ensure all portions are of a consistent standard and size.

Portions are evenly distributed and tastefully presented on the plate.

Correct garnish is served with each food item.

Follow the procedures for Food safety practices when handling and storing food. Refer to the “Food Safety program” provided along with this unit.

Your assessor will judge your performance according to the checklist provided for this assessment tasks.

To prepare poultry dishes in a commercial kitchen, you need to complete the following activities:

Activity 1: Select ingredients

In this activity, your trainer/assessor will take you to different stores. At the stores, you need to identify and select the poultry products and other ingredients from stores according to recipe, quality, freshness and stock rotation requirements.

These requirements are given below:

Follow stock rotation requirements:

Locate and read date codes and rotation labels on food products

Check expiry dates of the products.

Select items based on the first in first out basis.

Check the quality of the product and its impact on the recipes.

Check freshness of the fresh products.

Note: You can use the production plan prepared in Assessment task 2 to identify ingredients.

When selecting the ingredients, you are required to demonstrate skills to evaluate the quality of ingredients considering the requirements specified above.

You must complete the templates provided below when completing the task.

Template: Select ingredients

Name of Poultry dish

Poultry products and other Ingredients

Quantity

Meet the quality requirements

Fresh

Meet the stock rotation requirements

Bacon wrapped chicken breast

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Chicken fricassee

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Poached chicken

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Crispy fried chicken

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Roast duck breast

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Sautéed duck breasts

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Grilled Goose

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Boneless whole turkey

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Tandoori Turkey skewers

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Activity 2: Prepare ingredients, cook and present poultry dishes

In this activity, you are required to cook and present poultry dishes for the customer orders given in the case study.

You must prepare the poultry dishes according to the standard recipes and production plan. The production plan prepared includes the details of the:

Ingredients.

Equipment.

Production workflow.

Note:

Your trainer/assessor will provide you time constraints and deadlines for completing this task.

You must prepare the poultry dishes using the poultry preparation techniques and cooking methods specified in the case study (Assessment task 2).

You must prepare the poultry dishes considering the special dietary requirements.

For each poultry dish to be prepared, you must follow each step documented in the checklists provided below and place a tick mark in the checkboxes after completion:

Checklist 1: Portion and prepare ingredients

Checklist 2: Cook poultry dishes.

Checklist 3: Present poultry dishes.

Checklist 1: Portion and prepare ingredients.

Part A:

Steps

Poultry dishes

Bacon wrapped chicken breast

Chicken fricassee

Poached chicken

Crispy fried chicken

Roast duck breast

Safely assemble the equipment required to prepare the poultry dishes.

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Clean the equipment before use.

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Read the manufacturer instructions (to be provided by the trainer/assessor) and use knives and other equipment safely and hygienically.

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Thaw frozen poultry according to food safety program provided along with this assessment.

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Sort and assemble ingredients according to food production sequencing (use the steps documented in the production plan prepared in assessment task 2).

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Weigh and measure wet and dry ingredients in accordance with the standard recipes, food production sequencing in order to maximise the profitability of desserts by minimising the wastage.

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Use poultry preparation techniques according to recipe requirements (use table provided in the case study).

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Part B:

Steps

Poultry dishes

Sautéed duck breasts

Grilled Goose

Boneless whole turkey

Tandoori Turkey skewers

Safely assemble the equipment required to prepare the poultry dishes.

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Clean the equipment before use.

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Read the manufacturer instructions (to be provided by the trainer/assessor) and use knives and other equipment safely and hygienically.

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Thaw frozen poultry according to food safety program provided along with this assessment.

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Sort and assemble ingredients according to food production sequencing (use the steps documented in the production plan prepared in assessment task 2).

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Weigh and measure wet and dry ingredients in accordance with the standard recipes, food production sequencing in order to maximise the profitability of desserts by minimising the wastage.

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Use poultry preparation techniques according to recipe requirements (use table provided in the case study).

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Checklist 2: Cook poultry dishes.

Part A:

Steps

Poultry dishes

Bacon wrapped chicken breast

Chicken fricassee

Poached chicken

Crispy fried chicken

Roast duck breast

Follow standard recipes given in Appendix D to cook poultry dishes.

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Prepare poultry accompaniments and add marinades as required. (based on the recipes)

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Use the appropriate cooking method and small and large equipment (use production plan as reference) to prepare poultry dishes. Make sure you achieve the desired dish characteristics.

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Follow special dietary requirements.

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Make adjustments to food quality considering the following factors:

taste

temperature

texture.

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Part B:

Steps

Poultry dishes

Sautéed duck breasts

Grilled Goose

Boneless whole turkey

Tandoori Turkey skewers

Follow standard recipes given in Appendix D to cook poultry dishes.

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Prepare poultry accompaniments and add marinades as required (based on the recipes)

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Use the appropriate cooking method and small and large equipment (use production plan as reference) to prepare poultry dishes. Make sure you achieve the desired dish characteristics.

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Follow special dietary requirements.

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Make adjustments to food quality considering the following factors:

taste

temperature

texture.

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Checklist 3: Present poultry dishes.

Part A:

Steps

Poultry dishes

Bacon wrapped chicken breast

Chicken fricassee

Poached chicken

Crispy fried chicken

Roast duck breast

Use a carving tools and techniques to carve poultry to obtain a maximum or satisfactory number of poultry portions.

Note: Take into consideration the meat and bone structure and waste minimisation.

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Portion and serve poultry dishes according to the recipe requirements.

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Select and add sauces and garnishes following the standard recipes provided in Appendix D and regional variances.

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Visually evaluate poultry dishes and adjust presentation before serving. This includes evaluating:

accompaniments and garnishes to maximise visual appeal:

balance

colour

contrast

plating food for practicality of:

customer consumption

service

wiping drips and spills.

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Store poultry dishes in appropriate environmental conditions. Consider:

atmosphere

humidity

light

packaging

temperature

use of containers

ventilation

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Clean and tidy the kitchen by using appropriate cleaning materials, equipment and cleaning schedule and to ensure that all bins are taken out before you leave.

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Dispose of or store surplus and re-usable by-products according to organisational procedures (follow food safety program), environmental considerations, and cost-reduction initiatives.

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Part B:

Steps

Poultry dishes

Sautéed duck breasts

Grilled Goose

Boneless whole turkey

Tandoori Turkey skewers

Use a carving tools and techniques to carve poultry to obtain a maximum or satisfactory number of poultry portions.

Note: Take into consideration the meat and bone structure and waste minimisation.

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Portion and serve poultry dishes according to the recipe requirements.

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Select and add sauces and garnishes following the standard recipes provided in Appendix D and regional variances.

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Visually evaluate poultry dishes and adjust presentation before serving. This includes evaluating:

accompaniments and garnishes to maximise visual appeal:

balance

colour

contrast

plating food for practicality of:

customer consumption

service

wiping drips and spills.

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Store poultry dishes in appropriate environmental conditions. Consider:

atmosphere

humidity

light

packaging

temperature

use of containers

ventilation

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Clean and tidy the kitchen by using appropriate cleaning materials, equipment and cleaning schedule and to ensure that all bins are taken out before you leave.

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Dispose of or store surplus and re-usable by-products according to organisational procedures (Follow food safety program), environmental considerations, and cost-reduction initiatives.

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Performance criteria checklist for unit assessment task:

Trainer/ Assessor to complete

Assessment activities to be completed

Prepare poultry dishes

For a full project outline, please refer to the student assessment instructions

Resources required for the unit assessment task

Unit assessment guide template

Access to live or simulated working environment

Does the candidate meet the following criteria

Yes

No

Trainer/Assessor Comments

Demonstrated skills to find and select ingredients from stores according to the recipe, quality and freshness and stock rotation requirements.

Removed spoiled and/or contaminated goods.

Sorted and assemble ingredients according to food production sequencing.

Successfully used the equipment, its key functions and features, in a safe and hygienic manner and according to manufacturer instructions and safe operational practices to:

Demonstrate skills to select the appropriate type and size of equipment required.

Assembled the equipment required before use.

Followed manufacturer instructions.

Cleaned the equipment before use.

Portioned and prepared ingredients.

Followed food safety guidelines to thaw frozen food.

Sorted and assembled ingredients according to food production sequencing

Demonstrated numeracy skills to weigh and measure ingredients required

Used appropriate preparation techniques.

Followed standard recipes, food production sequencing in order to maximise the profitability of dishes by minimising the wastage.

Cooked poultry dishes according to the standard recipes and the special customer dietary requirements.

Followed standard recipes provided.

Incorporated special customer requirements.

Cooking methods used were appropriate.

Cooking temperatures were according to the food safety program.

Made adjustments to food quality before presenting:

Checked the temperature of food before presenting.

Checked the food taste and texture as per the standard recipe.

Portioned and served dishes according to the:

Recipe requirements

Portion control procedures

Followed standard recipes when adding sauces and garnishes.

Visually evaluated and adjusted (if required):

Accompaniments and garnishes.

Plating of food.

Wiping drips and spills

Followed the procedures for Food safety practices when storing food. Checked environmental conditions before storing dishes and ensured the conditions are appropriate before storing. Checked:

atmosphere

humidity

light

packaging

temperature

use of containers

ventilation

Used appropriate cleaning materials, equipment and cleaning schedule when cleaning the kitchen.

Ensured that all the bins were taken out before leaving.

Followed the procedures given in the food safety program to dispose of or store surplus and re-usable by-products.

Assessment Results Sheet

Outcome

First attempt:

Outcome (make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Feedback:

Second attempt:

Outcome (make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Feedback:

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 the work I submit may be subject to verification to establish that it is 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:

☐ Vocational competencies at least to the level being delivered

☐ Current relevant industry skills

☐ Current knowledge and skills in VET, and undertake

☐ Ongoing professional development in VET

I declare that I have conducted an assessment of this student’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 student.

Trainer/Assessor Signature

Date

Office Use Only

The outcome of the assessment has been entered into the Student Management System

on _________________ (insert date)

by (insert Name) __________________________________

Appendix A: Reasonable Adjustments

Write (task name and number) where reasonable adjustments have been applied:

Reasonable Adjustments

Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.

Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.

The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.

The trainer/assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.

The trainer/assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.

All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)

Category

Possible Issue

Reasonable Adjustment Strategy

(select as applicable)

 LLN

 Speaking

 Reading

 Writing

 Confidence

 Verbal assessment

 Presentations

 Demonstration of a skill

 Use of diagrams

 Use of supporting documents such as wordlists

 Non-English Speaking Background

 Speaking

 Reading

 Writing

 Cultural background

 Confidence

 Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process

 Use methods that do not require a higher level of language or literacy than is required to perform the job role

 Use short sentences that do not contain large amounts of information

 Clarify information by rephrasing, confirm understanding

 Read any printed information to the student

 Use graphics, pictures and colour coding instead of, or to support, text

 Offer to write down, or have someone else write, oral responses given by the student

 Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs

 Indigenous

 Knowledge and understanding

 Flexibility

 Services

 Inappropriate training and assessment

 Culturally appropriate training

 Explore understanding of concepts and practical application through oral assessment

 Flexible delivery

 Using group rather than individual assessments

 Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.

 Age

 Educational background

 Limited study skills

 Make sure font size is not too small

 Trainer/Assessor should refer to the student’s experience

 Ensure that the time available to complete the assessment takes account of the student’s needs

 Provision of information or course materials in accessible format.

 Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures

 Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write

 Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue

 Changes to course design, e.g. substituting an assessment task

 Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift

 Educational background

 Reading

 Writing

 Numeracy

 Limited study skills and/or learning strategies

 Discuss with the Student previous learning experience

 Ensure learning and assessment methods meet the student’s individual need

 Disability

 Speaking

 Reading

 Writing

 Numeracy

 Limited study skills and/or learning strategies

 Identify the issues

 Create a climate of support

 Ensure access to support that the student has agreed to

 Appropriately structure the assessment

 Provide information or course materials in accessible format, e.g. a text book in braille

 Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures

 Supply of specialised equipment or services, e.g. a note taker for a student who cannot write

 Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue

 Changes to course design, e.g. substituting an assessment task

 Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift

Explanation of reasonable adjustments strategy used

Trainer/Assessor Name

Trainer/Assessor Declaration

I declare that I have attached all relevant evidence to provide reasonable adjustment. The training package guidelines and criteria have not been compromised in the process of providing reasonable adjustment to the student. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided explanation of reasonable adjustments strategy used, as required.

Trainer/Assessor Signature

Date

Appendix B: Learner Evaluation Form

Please complete this evaluation form as thoroughly as you can, in order for us to continuously improve our training quality. The purpose of the evaluation form is to evaluate the areas below:

logistics and support

facilitation

training material

assessment

Your honest and detailed input is therefore, of great value to us, and we appreciate your assistance in completing this evaluation form!

Unit of Competency Name

Trainer/Assessor Name

Student Name (Optional)

Dates of Training

Employer/Work site (if applicable)

Date of Evaluation

A

Logistics and Support Evaluation

No.

Criteria/Question

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

1

The communication regarding the required attendance and time to study to pass this unit was correct

2

The staff were efficient and helpful.

3

The training equipment and material used was effective and prepared.

4

The training venue was conducive to learning (set-up for convenience of students, comfortable in terms of temperature, etc.)

Additional Comments on Logistics and Support

No.

Criteria/Question

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

B

Trainer/Assessor Evaluation

1

The trainer/assessor was prepared and knowledgeable on the subject of the program

2

The trainer/assessor encouraged student participation and input

3

The trainer/assessor made use of a variety of methods, exercises, activities and discussions

4

The trainer/assessor used the material in a structured and effective manner

5

The trainer/assessor was approachable and respectful of the learners

6

The trainer/assessor was punctual and kept to the schedule

7

The trainer/assessor was easy to understand and used the correct language

Additional Comments on Training

No.

Criteria/Question

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

C

Learning Evaluation

1

The learning outcomes of the unit are relevant and suitable.

2

The content of the unit was relevant and suitable for the target group.

3

The length of the training was suitable for the unit.

4

The learning material assisted in the learning of new knowledge and skills to apply in a practical manner.

5

The learning material was free from spelling and grammar errors

6

Handouts and exercises were clear, concise and relevant to the outcomes and content.

7

Learning material was generally of a high standard, and user friendly

Additional Comments on Learning Evaluation

Appendix C: Resources required

Assessment must ensure access to:

Fixtures and large equipment:

commercial:

blenders and food mills

food processor

planetary mixer

commercial grade workbenches (1.5 m/person)

commercial ovens with trays (one per two persons)

commercial refrigeration facilities:

cool room and/or fridge

freezer

deep-fryer

designated storage areas for dry goods and perishables

double sink

gas, electric or induction stovetops (two burners per person)

hot plate or griddle

microwave

pasta machine

salamander or other form of griller (one per four persons)

storage facilities:

shelving

trays

Small equipment:

baking sheets and trays

beaters

containers for hot and cold food

cutting boards

food handler gloves

graters

juicers

knife sharpening equipment

sharpening steels and stones

knives:

chef knives

utility knives

measurers:

metric calibrated measuring jugs

measuring spoons

portion control scoops

oven mitts

pots and pans for small and large production:

stainless steel

cast iron

non-stick fry pans

scoops, skimmers and spiders

scales

service-ware:

platters, dishes and bowls

cutlery and serving utensils

sets of stainless steel bowls

steamers

small utensils:

flour and drum sieves

peelers, corers and slicers

scrapers

spatulas

strainers and chinois

tongs and serving utensils

whisks:

fine stainless steel wire

coarse stainless steel wire

spoons:

large plain and slotted metal spoons

ladles in a variety of sizes

serving spoons

wooden spoons

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

current commercial stock control procedures and documentation for ordering, monitoring and maintaining stock

mise en place lists, menus, standard recipes, and recipes for special dietary requirements

guidelines relating to food disposal, storage and presentation requirements

ordering and docketing paperwork

food safety plan

safety data sheets (SDS) for cleaning agents and chemicals

Diverse and comprehensive range of perishable food supplies for commercial cookery or catering operations as specified in the performance evidence

Industry-realistic ratios of kitchen staff to customers; these can be:

staff and customers in an industry workplace during the assessment process; or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Appendix D: Recipes

BACON WRAPPED CHICKEN BREAST Serves 2

Ingredients:

113 g goats cheese (with garlic & herbs)

1 cup minced spinach

200 g chicken breast (2 Pieces)

salt, black pepper, paprika, garlic powder

1 bacon

Directions:

Mince the spinach

De-bone and take the skin off the chicken breasts

Slice the chicken breast in 6 thin slices

Combine the minced spinach with the goat cheese.

Sprinkle salt, black pepper powder, paprika and garlic on sliced chicken breast on both sides and rub in well.

Place one tablespoon of the spinach and goat cheese mixture on a breast slice and fold the slice to cover.

Wrap bacons around the chicken breast until wrapped up. (2-3 slices of bacon or as needed).

Place the wraps on a grill pan.

Preheat an over to 190º C, bake the wraps for 45 to 50 minutes.

BONELESS WHOLE TURKEY Serves 10

Ingredients:

1 (5.4 kg incl. bones) whole turkey

salt and ground black pepper to taste

1 cup prepared stuffing, or more to taste

1 tablespoon heavy whipping cream, or more to taste

Directions:

Preheat oven to 230 degrees C.

De-bone the turkey.

Place turkey, skin-side down, on a work surface and arrange meat with your hands into a flat, even surface. Season with salt and black pepper. Press stuffing all over the surface of the meat.

Fold long edges of turkey around stuffing into the centre of the bird and carefully turn turkey seam-side down. Tie the leg-end of the turkey with kitchen twine to cinch the turkey together. Repeat ties at 2-inch intervals along the length of the turkey, ending with a single tie along the length of the turkey. Season with salt and place in a large roasting pan.

Roast turkey in the preheated oven for 15 minutes. Reduce heat to 165 degrees C and roast until an instant-read thermometer inserted into the thickest part of the turkey reads 70 degrees C, about 1 1/2 hours. Transfer turkey to a platter; remove and discard twine. Let rest until internal temperature increases to 75 degrees C, about 20 minutes.

Place roasting pan over medium-high heat and stir cream into pan drippings. Cook and stir until sauce thickens and reduces, 3 to 7 minutes. Pour through a fine mesh sieve into a gravy boat or bowl. Slice turkey crosswise and top slices with gravy.

ROAST DUCK BREAST WITH ORANGE, CRANBERRY AND WALNUT SALAD Serves 4

INGREDIENTS

1/4 cup (60g) brown sugar

Finely grated zest and juice of 2 oranges

Finely grated zest and juice of 1 lemon

1 tbs soy sauce

1/2 cup (125ml) chicken stock

1/3 cup (110g) orange marmalade

4 duck breast fillets

Orange, cranberry and walnut salad

tbs red wine vinegar

1/4 cup (60ml) olive oil

oranges

2 witlof, leaves separated, torn if large

1/4 cup chopped dill

1/4 cup chopped chives

1/4 cup mint leaves, roughly chopped

1/4 cup flat-leaf parsley, roughly chopped

1 celery heart, leaves torn

1/4 cup (40g) dried cranberries, soaked in boiling water for 10 minutes, drained

1/2 cup (50g) walnuts, toasted, chopped

Methods:

Place sugar and 1/2 cup (125ml) water in a saucepan over low heat and simmer until sugar dissolves. Add citrus zest and juice, soy, stock and 2 tbs marmalade. Return to the boil, reduce heat to low and simmer for 2-3 minutes until syrupy, then set aside.

Score the duck skin, season well and place, skin-side down, in a cold fry-pan. Place the pan over medium-low heat, then cook for 5-6 minutes until the fat has rendered and the skin is golden. Place, skin-side up, on a baking tray and brush with remaining 2 tbs marmalade. Bake for 5 minutes for medium-rare or until cooked to your liking, then rest for 3 minutes.

Add the resting juices from the duck to the sauce and gently reheat.

Make orange, cranberry & walnut salad:

Whisk together the vinegar, oil and finely grated zest and juice of 1 orange. Season. Peel and segment remaining 2 oranges and combine with the remaining salad ingredients. Toss with dressing. Slice the duck and serve with the salad and sauce.

TANDOORI TURKEY SKEWERS Serves 4

Ingredients

1½ teaspoons ground cumin

1½ teaspoons ground coriander

1½ teaspoons ground turmeric

1½ teaspoons chilli powder

1 teaspoon ground cardamom

1 teaspoon freshly ground pepper

2/3 cup plain low-fat yoghurt

Salt

500g skinless, boneless turkey breast, cut into 3 cm cubes

teaspoons vegetable oil

1 tablespoon chopped fresh mint

Method:

Combine the cumin, coriander, turmeric, chilli powder, cardamom, pepper, half the yoghurt and a pinch of salt in a small bowl. Thread the turkey cubes onto 4 skewers (if using bamboo skewers, soak in water for 30 minutes beforehand, so that they won’t burn), then brush the marinade over the turkey, rubbing in well. Leave to marinate for 2 hours.

Heat the oil in a medium non-stick frying pan over moderate heat. Cook the turkey skewers for 2 minutes each side or until cooked through. Serve with the remaining yoghurt mixed with the mint.

GRILLED GOOSE Serves 4 – 6

Ingredients

1 goose

cloves garlic (minced)

1 tablespoon (15 mL) onion powder (use less if desired)

1 teaspoon (5 mL) salt

1/2 teaspoon (2.5 mL) black pepper

tablespoons olive oil

Method:

1. Preheat grill. Wash and pat dry goose with paper towels. Cut goose in half, directly down breastbone. Rub breast with olive oil. Combine garlic, onion powder, salt and black pepper. Rub mixture onto goose, inside and out.

2. Place goose halves on grill over a low fire, skin side up. If you are using a gas grill, place a piece of foil under the cooking grate where the goose will sit. After about 15 to 20 minutes, turn over and continue grilling until a meat thermometer reads 75 degrees C.

3. Remove from grill, place onto cutting board, loosely tent with aluminium foil and let sit for about 10 minutes. Carve into smaller pieces and serve.

SAUTEED DUCK BREASTS WITH WILD MUSHROOMS Serves 4

Ingredients

250 gm boneless duck breast halves with skin

tablespoons olive oil

100 gm assorted wild mushrooms (such as oyster, portobello with gills scraped out, and stemmed shiitake), sliced (about 9 cups)

1 cup thinly sliced shallots

1/2 cup dry red wine

1 tablespoon chopped fresh parsley

Methods

Preheat oven to 150°C. Using sharp knife, score skin of duck breasts diagonally to create 3/4-inch-wide diamond pattern; pat dry. Sprinkle duck with salt and pepper. Heat heavy large skillet over high heat. Add duck breasts, skin side down. Cook until skin is deep golden brown, about 8 minutes. Turn duck over; cook about 3 minutes for medium-rare. Transfer to rimmed baking sheet and keep warm in oven.

Pour all but 1 tablespoon drippings from skillet. Add oil. Reduce heat to medium-high. Add mushrooms and shallots and sauté until mushrooms are tender, about 8 minutes. Season with salt and pepper. Add wine and stir until juices thicken, scraping up browned bits, about 1 minute.

Place 1 duck breast on each of 4 plates. Pour mushroom sauce over, sprinkle with parsley, and serve.

CHICKEN FRICASSEE Serves 4

Ingredients

2 tablespoons plain flour

4 (350g each) chicken Maryland, halved

2 tablespoons olive oil

2 brown onions, thinly sliced

2 large carrots, peeled, thickly sliced

150g button mushrooms, thinly sliced

2 garlic cloves, crushed

1/2 cup dry white wine

3 cups chicken stock

2 teaspoons chopped fresh tarragon leaves

3 egg yolks

1/2 cup thickened cream

1 tablespoon lemon juice

2 sprigs fresh thyme, to serve

crusty bread, to serve

Salt, to season

METHOD

Preheat oven to 180°C/160°C fan-forced. Place flour in a large snap-lock bag. Season with salt and pepper. Add chicken. Seal bag. Shake to coat chicken. Transfer chicken to a large plate, shaking off excess flour.

Heat half the oil in a large heavy-based, flameproof casserole dish over medium-high heat. Cook chicken, in batches, for 2 to 3 minutes each side, or until browned. Transfer to a large plate.

Heat remaining oil in dish. Add onion and carrot. Cook, stirring, for 5 minutes or until vegetables have softened. Add mushrooms and garlic. Cook, stirring, for 5 minutes or until mushroom is tender. Return chicken to dish with wine. Bring to the boil. Boil for 2 minutes or until wine has almost evaporated. Stir in stock. Bring to the boil. Transfer to oven. Bake, uncovered, for 45 minutes or until chicken is tender.

Using a slotted spoon, transfer chicken to a large plate. Cover to keep warm. 5 Combine tarragon, egg yolks and cream in a jug. Place casserole dish over low heat. Add cream mixture. Stir constantly for 5 minutes or until thickened slightly. Add lemon juice. Season with salt and pepper. Top with thyme and serve with crusty bread.

POACHED CHICKEN WITH SWEET SOY, CHILLI & SHALLOTS 4 Servings

INGREDIENTS

750ml (3 cups) water

500ml (2 cups) Massel salt reduced chicken style liquid stock

1 brown onion, coarsely chopped

3cm-piece fresh ginger, peeled, thinly sliced

3 garlic cloves, bruised

1 whole star anise

500g single chicken breast fillets

200g (1 cup) white rice

Steamed baby Bok Choy, to serve

Kecap manis, to serve

4 shallots, ends trimmed, thinly sliced diagonally

1 long red chilli, thinly sliced diagonally

METHOD

Place the water, stock, onion, ginger, garlic and star anise in a saucepan over high heat. Bring to the boil. Add chicken. Cover. Set aside for 30 minutes to poach.

Transfer the chicken to a clean work surface. Thinly slice across the grain. Cover with foil to keep warm.

Strain the poaching liquid through a fine sieve into a large jug. Discard the onion, ginger, garlic and star anise. Return 560ml (2 1/4 cups) of the poaching liquid to the pan. Discard the remaining poaching liquid. Add the rice to the pan. Bring to the boil over high heat. Reduce heat to low. Cover and simmer for 12 minutes or until rice is tender. Use a fork to separate the grains. Divide the rice and Bok choy among serving dishes. Top with chicken and drizzle over the kecap manis. Sprinkle with the shallot and chilli to serve.

CRISPY FRIED CHICKEN 8 Serves

INGREDIENTS

4 cups all-purpose flour, divided

2 tablespoons garlic salt

1 tablespoon paprika

3 teaspoons pepper, divided

2-1/2 teaspoons poultry seasoning

2 large eggs

1-1/2 cups water

1 teaspoon salt

2 chickens (3-1/2 to 4 pounds each), cut up

Oil for deep-fat frying

Method

In a large resealable plastic bag, combine 2-2/3 cups flour, garlic salt, paprika, 2-1/2 teaspoons pepper and poultry seasoning. In a shallow bowl, beat eggs and water; add salt and the remaining flour and pepper. Dip chicken in egg mixture, then place in the bag, a few pieces at a time. Seal bag and shake to coat.

In a deep-fat fryer, heat oil to 200°. Fry chicken, several pieces at a time, for 5-6 minutes on each side or until golden brown and juices run clear. Drain on paper towels.