SITHCCC006 Prepare appetisers and salads

(Student Assessment Pack)

1. Student and trainer details

Student details
Full name:
Student ID:
Contact number:
Email address:
Trainer details
Full name:

2. Qualification and unit of competency

Qualification/Course/Program Details
Code:
Name:
Unit of competency
Code: SITHCCC006
Name: Prepare appetisers and salads

3. 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)

4. 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:

o Reproduce this assessment and provide a copy to another member of staff; and
o Take steps to authenticate the assessment, including communicating a copy of this
assessment to a plagiarism checking service (which may retain a copy of the assessment
on its database for future plagiarism checking).

Student signature: ________________________________

Date: ____/_____/______________

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5. 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/ Assessment method/ Type of evidence/ Sufficient evidence
Task number Task name 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:

6. 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

7. 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.

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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: ___________________________________

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Assessment method-based instructions and guidelines:

Task 1 - 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 twenty-one (21) 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 the 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.

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• 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
The purpose of this assessment task is to assess the students’ knowledge essential to prepare
appetiser and salad and development in a range of contexts and industry settings.
• Knowledge to choose and use cookery methods for salads and appetisers.
• Knowledge to calculate ingredient’s amount.
• Knowledge to add dips, sauces and garnishes to recipes.
• Knowledge to safely assemble and ensure cleanliness of equipment.
• Knowledge to prepare sauces and dressings.
• Knowledge to clean work area and dispose of or store surplus and re-usable by-products.
• Knowledge to create portions according to recipe.
• Knowledge to weight and measure ingredients.
• Knowledge to use suitable service-ware to present dishes.
• Knowledge to find and choose appetiser and salad ingredients from stores.
• Knowledge to store dishes in suitable environmental conditions.
• Knowledge to clean and cut salad ingredients using basic culinary cuts.
• Knowledge to choose type and size of equipment.
• Knowledge to sort and assemble ingredients.
• Knowledge to follow standard recipes and make food quality adjustments.
• Knowledge to enhance food production requirements from food preparation list and standard
recipes.
• Knowledge to visually evaluate dish and adjust presentation.
• Knowledge to use equipment safely and hygienically.
• Knowledge to minimise wastage for maximise profitability.
• Knowledge to check perishable supplies prior to preparation.
• Reading knowledge to locate information in food preparation lists and standard recipes to
determine food preparation requirements as well as locate and read date codes and rotation
labels on food products.
• Numeracy knowledge to calculate the number of portions and determine cooking times and
temperatures.

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.

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Assessment Task 1: Knowledge Test

Provide your response to each question in the box below.

Q1: 1a) You have been given the recipe below for a cheese puff appetiser. Satisfactory
This recipe has a yield of twenty (20) (that is it creates 20 portions of response
cheese puffs). You require a yield of fifty (50) portions. What is the Yes ☐ No ☐
conversion rate you need to use?

• 300g • Butter

• 500mL • Milk

• 5 mL • Salt

• 230 g • Sifted flour

• 2 • Large eggs

• 460g • Grated cheese

1b: Now that you have the conversion rate calculate the new list of ingredients Satisfactory
required for a yield of fifty (50) cheese puff pastries. response
Yes ☐ No ☐

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Q1c: The cheese puffs are for a buffet that you are organising. However, you Satisfactory
have just been informed that sixty (60) portions are now required, rather response
than the fifty (50) you have planned for. You have no more ingredients, Yes ☐ No ☐
and you need to adjust the recipe portion sizes from:
50 portions weighing 150 grams each to the 60 portions required. What
is the new weight for each portion? Ensure you include your calculations
in the space below.

1d: Write down any ten (10) ingredients required for preparing appetisers and Satisfactory
salads. response
Yes ☐ No ☐

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Q2: a) How can you ensure that you use equipment safely, hygienically and Satisfactory
according to the manufacturer's instructions? Answer in 50-100 words. response
b) What are the standard safety features of a commercial mixer? List any Yes ☐ No ☐
three (3).
c) Name any ten (10) pieces of equipment used to prepare appetisers and
salads.
d) Discuss the steps you would take to disassemble the equipment,
ensure the cleanliness of equipment and assemble it again, in a safe
manner.

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Q3: List any ten (10) different salads. Satisfactory

response
Yes ☐ No ☐

Q4: Discuss the importance and requirements of a mise en place to produce Satisfactory
appetisers and salads in a commercial kitchen. Write your answer in 50- response
100 words. Yes ☐ No ☐

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Q5: Satisfactory
a) Write down any five (5) benefits of sorting and assembling ingredients response
before food production starts. Yes ☐ No ☐
b) Discuss various methods to weigh and measure ingredients according
to the recipes. Answer in 50-100 words.
c) What is a portion? How do you calculate the number of portions
required for a dish? Answer in 30-40 words.

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Q6: What role does quality standards play in using basic culinary cuts when Satisfactory
preparing to clean and cut salad ingredients? Write your answer in 50 - response
100 words. Yes ☐ No ☐

Q7: List any six (6) different cuts used for salad ingredients according to Satisfactory
recipe requirement. response
Yes ☐ No ☐

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Q8: What preparations need to be followed to maintain perishable and non- Satisfactory
perishable supplies and avoid spoilage and contamination? Answer in 50- response
100 words. Yes ☐ No ☐

Q9: Name any ten (10) different appetisers. Satisfactory

response
Yes ☐ No ☐

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Q10: List any five (5) environmental conditions that need to be considered, Satisfactory
when storing dishes. response
Yes ☐ No ☐

Q11: Give five (5) tips on how to clean and store salad ingredients to maintain Satisfactory
quality? response
Yes ☐ No ☐

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Q12: Match the ingredients and the dressings in the spreadsheet underneath Satisfactory
response
Yes ☐ No ☐

1. Herb dressings – vinaigrette flavoured with cheese

2. Gribiche dressing – a single herb or a mixture to flavour the

vinaigrette

3. Roquefort dressing – chopped capers, gherkins, fine herbs and

mustard

Q13: Write about the characteristics of the appetisers and salads below Satisfactory
according to the recipes: (refer to appendix 3 for ingredients) response
• Appearance and presentation Yes ☐ No ☐
• Classical and contemporary variations
• Freshness and other quality indicators
• Nutritional value
• Service style
• Taste
• Texture

Recipe 2 Recipe 4
Recipe 1 (Summery Recipe3 (Fruit Kebabs
(Basic Garden chicken pasta (Cucumber with yoghurt
Characteristics Salad) salad) sandwiches) dip)

Appearance and
presentation

Discuss classical
and
contemporary
variations of this
dish.

Outline two (2)

freshness and
other quality

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indicators for this
dish.

What is the
approximate
nutritional value
of this dish?

What service
style would best
suit this dish?

Outline which
taste types this
dish would most
likely fit into.

What types of
texture would
this dish have?

Q14: List any eight (8) common garnishes and dips used in appetisers and Satisfactory
salads. response
Yes ☐ No ☐

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Q15: Write ten (10) steps used to clean kitchen equipment and premises safely, Satisfactory
according to food safety standards. response
Yes ☐ No ☐

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Q16: a) List any four (4) contents on stock date codes and reasons to use Satisfactory
rotation labels. response
b) List seven (7) tips that will help reduce waste and increase the Yes ☐ No ☐
profitability of the food produced?

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Q17: Give any five (5) examples of adjustments that can be made to the Satisfactory
presentation of a dish, by visually evaluating the dish. response
Yes ☐ No ☐

Q18: Write eight (8) steps to dispose of or store re-usable by-products, using Satisfactory
organisational procedures and environmental considerations, to ensure response
food safety. Yes ☐ No ☐

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Q19: Match the following dishes with the appropriate sauces. Satisfactory
response
Yes ☐ No ☐

S.No. Dishes Sauces

1 Wontons Tartar sauce

2 Goujonettes Tomato sauce

3 Sausage rolls Soy sauce

Q20: What type of service-ware can be used to present appetisers and salads? Satisfactory
What factors should be kept in mind while selecting the service-ware for response
presentation? Answer in 50-100 words. Yes ☐ No ☐

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Q21: Explain each of the following cookery methods used, to prepare appetisers Satisfactory
and salads. Answer in one (1) or two (2) sentences. response
Yes ☐ No ☐

Preparation methods Description of method

• Baking

• Poaching

• Steaming

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Assessment Results Sheet: Task 1 – Knowledge Test

Unit Code: SITHCCC006
Unit Name: Prepare appetisers and salads
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 • I declare that the answers I have provided are my own work. Where I
Declaration
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

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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 I hold:
Declaration ☒ 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)
__________________________________

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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: ___________________________________

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Assessment method-based instructions and guidelines:

Task - 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 the Training Organisation’s 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:
o Production step
o Cooking temperature and timing

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o Cooking method
o Hygiene consideration
o 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 the Appendix 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.

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Assessment Task 2 - Project

Project task:

Food Planet is a restaurant located in Surfers Paradise Queensland. The restaurant is owned and managed
by Mr White. The restaurant is famous for its wide variety of appetisers and salads and the ability to offer
its products at a competitive price, to meet the demand of the local market and tourists. The restaurant
offers a broad range of cuisines and is famous for its appetisers and salads.

You are working as a Chef in the restaurant.

The restaurant wants to add some new appetisers and salads on its menu that will be used with different
dishes. They have provided you with the following information regarding the new appetisers and salads
to be added:

• Ingredients

• Dishes

• Appetisers and salads

• Cooking Method

• Recipes (Appendix B)

Cooking
Ingredients Dishes Appetiser/Salad Method

Bread and bakery items

Dry goods

Frozen goods Vol-au-vent Canapés Baking

Dairy products Antipasto platter Antipasto Baking

Eggs

Farinaceous products Pasta and egg salad Cold salad Boiling

Fruit Tropical fruit salad Fruit salad Poaching

Herbs and spices Potato salad w chilli and spring onions Warm salad Boiling

Meat Beef wontons / Antipasto platter Tapas / Antipasto Baking / Grilling

Poultry Chicken Caesar salad/cold Classic salad Frying

Seafood Scallop & prawn toothpick Hors d’oeuvres Frying

Vegetables Kale, strawberry and avocado salad Modern salad

Condiments Any appetiser

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Dressing ingredients All salads

The restaurant owner wants you to develop a production plan for these appetisers and salads.

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

Task: Develop a Production Plan

In this task, you are required to develop a production plan for these appetisers and salads.

To prepare the production plan, you need to complete ingredients and equipment lists and a workflow
chart, for the above-given appetisers and salads, before commencing your mise en place and cooking.

You must develop a production plan using the template provided below. If you do not understand any
part, ask your assessor/trainer.

To develop the 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 2), 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 equipment and service ware required to prepare appetisers and salads
listed in the case study.

For each of the appetisers and salads to be prepared, you need to select the type and size of 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 appetisers and salads listed in the case study.

This part requires you demonstrate your planning and organising and problem-solving skills along with
self-management.

When writing a plan for desserts and sauces to be prepared; keep in mind to include the following:

• Production step

• Cooking times and temperatures.

• Cooking method

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• Food storage methods

Templates: Develop a production plan

Templates for Part A:

Template: Select Ingredients for Appetisers/Salad

Appetisers/Salad to be prepared

Appetisers Number of Ingredients required Quantity

/ Salad serves

Vol-au-vent

Antipasto
Platter

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Pasta and
Egg Salad

Tropical
Fruit Salad

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Beef
Wontons /
Antipasto
Platter

Beef
Wontons /
Antipasto
Platter

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Chicken
Caesar
Salad/cold

Scallop &
Prawn
toothpick

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Kale,
Strawberry
and
Avocado
Salad

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Templates for Part B:

Template: Select equipment for appetisers and salads

Appetisers and salads required to prepare poultry dishes

Appetisers Knives and Equipment required Safety measures

and salads

Vol-au-vent

Antipasto
Platter

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Pasta and Egg
Salad

Tropical Fruit
Salad

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Potatoes Salad
w Chilli and
Spring Onions
(herbs and
spices)

Beef Wontons /
Antipasto
Platter

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Chicken Caesar
Salad/cold

Scallop & Prawn

toothpick

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Kale,
Strawberry and
Avocado Salad

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Templates for Part C:

Template: Workflow Plan

Part C: Workflow Plan:

(Note: You are required to identify in your workflow plan; production steps, cooking times and
temperatures, appropriate cooking methods and food storage methods to be used to demonstrate your
planning and organising skills)

Appetisers Production step Cooking times Cooking method Food storage

and salads and methods
temperatures.
Vol-au-vent

Antipasto
Platter

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Pasta and
Egg Salad

Tropical Fruit
Salad

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Potatoes
Salad w Chilli
and Spring
Onions
(herbs and
spices)

Beef
Wontons /
Antipasto
Platter

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Chicken
Caesar
Salad/cold

Scallop &
Prawn
toothpick

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Kale,
Strawberry
and Avocado
Salad

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Performance criteria checklist for unit assessment task 2: Project
Trainer/ Assessor to complete
Assessment activities to be • Prepare a production plan
completed • For a full project outline, please refer to the student
assessment instructions
Resources required for the unit • Unit assessment guide template
assessment task • Access to live or simulated working environment
Does the candidate meet the following Yes No Trainer/Assessor Comments
criteria
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 appetisers and salads.

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.

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Assessment Results Sheet: Task 2 - Project

Unit Code: SITHCCC006
Unit Name: Prepare appetisers and salads
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 • I declare that the answers I have provided are my own work. Where I
Declaration
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

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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 I hold:
Declaration ☒ 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)
__________________________________

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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 have 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 have 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: ___________________________________

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Assessment method-based instructions and guidelines:

Task 3 - Skills Test
Assessment type
• Skills Test - Prepare appetisers and salads
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 requires the student to prepare appetisers and salads in this
assessment task.
• 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: Prepare appetisers and salads.
• Checklist 3: Present and store appetisers and salads.
• 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 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.
Purpose of the assessment
This assessment task is designed to evaluate your following skills and abilities:
• Skills to choose and use cookery methods for salads and appetisers.
• Skills to calculate ingredient’s amount.
• Skills to add dips, sauces and garnishes to recipes.
• Skills to safely assemble and ensure the cleanliness of equipment.
• Skills to prepare sauces and dressings.

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• Skills to clean work area and dispose of or store surplus and re-usable by-products.
• Skills to create portions according to the recipe.
• Skills to weigh and measure ingredients.
• Skills to use suitable service-ware to present dishes.
• Skills to find and choose appetiser and salad ingredients from stores.
• Skills to store dishes in suitable environmental conditions.
• Skills to clean and cut salad ingredients using basic culinary cuts.
• Skills to choose the type and size of equipment.
• Skills to sort and assemble ingredients.
• Skills to follow standard recipes and make food quality adjustments.
• Skills to enhance food production requirements from food preparation list and standard
recipes.
• Skills to visually evaluate the dish and adjust the presentation.
• Skills to use equipment safely and hygienically.
• Skills to minimise wastage for maximising profitability.
• Skills to check perishable supplies prior to preparation.
• Reading skills to locate information in food preparation lists and standard recipes to
determine food preparation requirements as well as locate and read date codes and rotation
labels on food products.
• Numeracy skills to calculate the number of portions and determine cooking times and
temperatures.
• Skills to plan and organise to efficiently sequence stages of food preparation and production.
• Self-management skills to manage own speed, timing and productivity.

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 recipes given in Appendix 2 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.

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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 1) for the list of equipment, resources, organisational specifications
and cleaning material to utilise in the process of preparing appetisers and salads according to the industry
standard.

Scenario:

The production plan was approved. The appetisers and salads were added to the menu.

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

Customer orders

Customers Dishes Type of Special dietary requirements

order

Mr Sam 1X Scallop & prawn toothpick Dine-in.

1X Tropical fruit salad

Miss Elizabeth 1X Pasta and egg salad Take Use low-fat butter when preparing
away Vol-au-vent
1X Vol-au-vent

Mrs Clinton 1X Beef wontons / Antipasto Dine-in. No chestnuts to be used in Beef

platter wontons / Antipasto platter

1X Kale, strawberry and avocado

salad

Mr Bush 1X Chicken Caesar salad/cold Take

away

Mr Robin 1X Potato salad w chilli and spring Dine-in.

onions

Mr Anderson 1X Antipasto platter Dine-in.

1X Tropical fruit salad

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Note: When preparing the appetisers and salads, you need to ensure that:

• Meet the time constraints.

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

• The dishes reflect the 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.

o 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
appetisers and salads by focusing on any special dietary requirements and serve to customers according
to company standards. Your trainer will act like the customer for each of the six (6) orders, and you need
to present these appetisers and salads dishes to the customer for each order.

As you have developed a production plan in assessment task two (2); you need to put this production
plan into action and prepare the appetisers and salads.

When preparing the appetisers and salads; you must:

• Follow the standard recipes provided in Appendix B.

• Follow the portion control procedures:

o Ensure all portions are of a consistent standard and size.

o Portions are evenly distributed and tastefully presented on the plate.

o 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 the appetisers and salads 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:

• Calculate and select ingredient amounts according to recipe requirements and customer
preferences.

• Identify and select appetiser and salad ingredients considering the recipe, quality, freshness and
stock rotation requirements. The requirements are given below:
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o Locate and read date codes and rotation labels on food products

o Check expiry dates of the products.

o Select items based on the first in first out basis.

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

o Check freshness of the fresh products.

o Check perishable supplies for spoilage or contamination prior to preparation.

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 use the templates provided below when completing the task.

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Ingredients for customer orders:

Name of Ingredients Quantity Meet the Fresh Meet the

appetiser or quality stock rotation
salad requirements requirements

Scallop & prawn   

toothpick

  

  

  

  

Tropical fruit   
salad

  

  

  

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  

Pasta and egg   

salad

  

  

  

  

Vol-au-vent   

  

  

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  

  

Beef wontons /   
Antipasto
platter

  

  

  

  

Kale,   
strawberry and
avocado salad

  

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  

  

  

Chicken Caesar   
salad/cold

  

  

  

  

Potato salad w   
chilli and spring
onions

  

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  

  

  

Antipasto   
platter

  

  

  

  

Any perishable item that has spoilage or contamination:

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Activity 2: Prepare appetisers and salads

In this activity, you are required to prepare appetisers and salads for the customer orders given in the
case study.

You must prepare the appetisers and salads 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 with the following details regarding the customer orders:

o Time constraints and deadlines for completing different customer order.

o Priority sequence of customer orders.

• You must ensure that the appetisers and salads reflect the required quantities to be produced.

• The appetisers and salads prepared must incorporate the special customer requests and dietary
requirements.

For each appetiser and salad 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: Prepare appetisers and salads.

• Checklist 3: Present and store appetisers and salads.

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Checklist 1: Portion and prepare ingredients.

Part A: Portion and prepare ingredients for appetisers and salads

Steps Appetisers and salads

Scallop & Tropical fruit Pasta and egg Vol-au-vent Beef wontons /
prawn salad salad Antipasto
toothpick platter

Safely assemble the equipment required to prepare the     

appetisers and salads.

Clean the equipment before use.     

Read the manufacturer instructions (To be provided by the     

trainer/assessor) and use equipment safely and
hygienically.

Sort and assemble ingredients according to food production     

sequencing (Use the steps documented in the production
plan prepared in assessment task 2).

Weigh and measure ingredients and create portions     

considering the standard recipes provided in Appendix 2.

While cutting and portioning salad ingredients; use     

culinary cuts and make sure to minimise waste to
maximise the profitability of food items prepared.

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Part B: Portion and prepare ingredients for appetisers and salads

Steps Appetisers and salads

Kale, Chicken Potato salad w Antipasto Tropical fruit

strawberry Caesar chilli and spring platter salad
and avocado salad/cold onions
salad

Safely assemble the equipment required to prepare the     

appetisers and salads.

Clean the equipment before use.     

Read the manufacturer instructions (To be provided by the     

trainer/assessor) and use equipment safely and
hygienically.

Sort and assemble ingredients according to food production     

sequencing (Use the steps documented in the production
plan prepared in assessment task 2).

Weigh and measure ingredients and create portions     

considering the standard recipes provided in Appendix 2.

While cutting and portioning salad ingredients; use     

culinary cuts and make sure to minimise waste to
maximise the profitability of food items prepared.

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Checklist 2: Prepare appetisers and salads.

Part A:

Steps Appetisers and salads

Scallop & Tropical fruit Pasta and egg Vol-au-vent Beef wontons /
prawn salad salad Antipasto
toothpick platter

Follow standard recipes given in Appendix B to prepare     

appetisers and salads.

Use cooking methods specified in standard recipes or the     

production plan prepared.

Prepare sauces and dressings considering the standard     

recipes provided in Appendix 2.

Follow special dietary requirements.     

Make sure you achieve the desired appetiser     

characteristics. Make adjustments to food quality,
considering the following factors:

• taste

• temperature

• texture.

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Part B:

Steps Appetisers and salads

Kale, Chicken Potato salad w Antipasto Tropical fruit

strawberry Caesar chilli and spring platter salad
and avocado salad/cold onions
salad

Follow standard recipes given in Appendix B to prepare     

appetisers and salads.

Use cooking methods specified in standard recipes or the     

production plan prepared.

Prepare sauces and dressings considering the standard     

recipes provided in Appendix 2.

Follow special dietary requirements.     

Make sure you achieve the desired appetiser     

characteristics. Make adjustments to food quality,
considering the following factors:

• taste

• temperature

• texture.

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Checklist 3: Present and store appetisers and salads.

Part A:

Steps Appetisers and salads

Scallop & Tropical fruit Pasta and egg Vol-au-vent Beef wontons /
prawn salad salad Antipasto
toothpick platter

Use appropriate service-ware to present each appetiser or     

salad.

Select and add dips, sauces and garnishes following the     

standard recipes provided in Appendix B and regional
variations.

Visually evaluate appetisers and salads and adjust the     

presentation before serving. This includes evaluating:

• accompaniments and garnishes to maximise visual

appeal:

o balance

o colour

o contrast

• plating food for the practicality of:

o customer consumption

o service

• wiping drips and spills.

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Store appetisers and salads in an appropriate     
environmental condition.

Consider:

• atmosphere

• humidity

• light

• packaging

• temperature

• use of containers

• ventilation

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.

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 Appetisers and salads

Kale, Chicken Potato salad w Antipasto Tropical fruit

strawberry Caesar chilli and spring platter salad
and avocado salad/cold onions
salad

Use appropriate service-ware to present each appetiser or     

salad.

Select and add dips, sauces and garnishes following the     

standard recipes provided in Appendix B and regional
variations.

Visually evaluate appetisers and salads and adjust the     

presentation before serving. This includes evaluating:

• accompaniments and garnishes to maximise visual

appeal:

o balance

o colour

o contrast

• plating food for the practicality of:

o customer consumption

o service

• wiping drips and spills.

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Store appetisers and salads in an appropriate     
environmental condition.

Consider:

• atmosphere

• humidity

• light

• packaging

• temperature

• use of containers

• ventilation

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.

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 3: Skills Test
Trainer/ Assessor to complete
Assessment activities to be • Prepare appetisers and salads
completed • For a full project outline, please refer to the student
assessment instructions
Resources required for the • Unit assessment guide template
unit assessment task • Access to live or simulated working environment
Does the candidate meet the following Yes No Trainer/Assessor Comments
criteria
a) Demonstrated skills to find and select
ingredients from stores according to the
recipe, quality and freshness and stock
rotation requirements.
o Removed spoiled and/or
contaminated goods.
o Sorted and assemble ingredients
according to food production
sequencing.
b) 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:
o Demonstrate skills to select the
appropriate type and size of
equipment required.
o Assembled the equipment
required before use.
o Followed manufacturer
instructions.
o Cleaned the equipment before
use.
c) Portioned and prepared ingredients.
o Sorted and assembled
ingredients according to food
production sequencing
o Demonstrated numeracy skills to
weigh and measure ingredients
required
o Identified conversation rates
o Followed standard recipes, food
production sequencing in order to
maximise the profitability of
dishes by minimising the
wastage.
d) Prepared appetisers and salads
according to the standard recipes and
the special customer dietary
requirements.
o Followed standard recipes
provided.
o Incorporated special customer
requirements.
o Cooking methods used were
appropriate.

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o Cooking temperatures were
according to the food safety
program.
e) Made adjustments to food quality before
presenting:
o Checked the temperature of food
before presenting.
o Checked the food taste and texture
as per the standard recipe.
f) Portioned and served appetisers and
salads according to the:
o Recipe requirements
o Portion control procedures
g) Followed standard recipes when adding
sauces and garnishes.

h) Visually evaluated and adjusted (if

required):
o Accompaniments and garnishes.
o Plating of food.
o Wiping drips and spills
i) Followed the procedures for Food safety
practices when storing food. Checked
environmental conditions before storing
appetisers and salads and ensured the
conditions are appropriate before
storing. Checked:
o atmosphere
o humidity
o light
o packaging
o temperature
o use of containers
o ventilation
j) Used appropriate cleaning materials,
equipment and cleaning schedule when
cleaning the kitchen.

k) Ensured that all the bins were taken out

before leaving.

l) Followed the procedures given in the

food safety program to dispose of or
store surplus and re-usable by-
products.

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Assessment Results Sheet: Task 3 – Skills Test
Unit Code: SITHCCC006
Unit Name: Prepare appetisers and salads
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 • I declare that the answers I have provided are my own work. Where I
Declaration 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

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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 I hold:
Declaration ☒ 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)
__________________________________

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Appendix 1: Equipment, resources, organisational specification and required cleaning material
for this task

Fixtures and large equipment:

• commercial:
o blenders and food mills
o planetary mixers
• commercial grade workbenches (1.5 m/person)
• designated area for dry goods and perishables
• commercial ovens with trays (one per two persons):
• commercial refrigeration facilities:
o cool room and/or fridge
o 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
• salamander or other form of griller (one per four persons)
• slicing machine

Small equipment:

• baking sheets and trays

• containers for hot and cold food
• cutting boards
• food handler gloves
• graters
• juicers
• knife sharpening equipment
• sharpening steels and stones
• knives:
o bread knives
o chef knives
o palette knives
o utility knives
• measurers:
o metric calibrated measuring jugs
o measuring spoons
o portion control scoops
• mortar and pestle
• oven mitts
• pots and pans
• sauce bottles
• salad spinners
• scales
• scoops, skimmers and spiders
• sets of stainless-steel bowls
• service-ware:
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o platters, dishes, and bowls
o cutlery and serving utensils
• smallutensils:
o flour and drum sieves
o peelers, corers and slicers
o strainers and chinois
o scrapers
o spatulas
o pastry brush
o tongs and serving utensils
o whisks:
▪ fine stainless-steel wire
▪ coarse stainless-steel wire
• spoons:
o large plain and slotted metal spoons
o ladles in a variety of sizes
o wooden spoons
• steamers
• temperature probes
• 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, menus and standard recipes
• current commercial stock control procedures and documentation for ordering, monitoring and
maintaining stock
• ordering and docketing paperwork
• food safety plan
• guidelines relating to food disposal, storage and presentation requirements
• 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

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• 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 B: Food recipes

APPENDIX 2: Standard recipes for appetisers and salads

1. POTATO SALAD WITH CHILLI & SPRING ONION Serves 6

Ingredients

• 1 kg potato boiled and cooled, cut

into 2cm chunks

• 3 tablespoons extra virgin olive oil

• 1 teaspoon sumac

• 1 tablespoon lemon juice

• sea salt

• freshly ground black pepper

• 1 small green capsicum finely diced

• 1 large green chilli seeded and finely chopped

• 0.25 cup fresh mint roughly chopped

• 0.5 cup parsley roughly chopped

• 3 spring onions finely sliced

Method

1. Place the potatoes in a bowl and add the oil, sugar, sumac and lemon juice.

2. Gently combine and season with salt and pepper.

3. Add capsicum, mint, parsley, shallots and chilli, stir to combine and serve.

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2. KALE, STRAWBERRY AND AVOCADO SALAD Serves 3

Ingredients

• 1 bunch kale, chopped into

slices

• 1 whole lemon

• 1 tbs extra virgin olive oil

• 1 pinch of sea salt

• 1 pitted avocado

• ¼ cup pine nuts

• 1 cup strawberries washed and quartered

Dressing

• ¼ cup extra virgin olive oil

• 1 tbs apple cider vinegar

• 1 tsp. mustard

• ½ shallot, diced

• 1 pinch sea salt

• 1 tbsp wheat-free tamari

Method

1. In a large bowl place, lemon juice and olive oil and stir then massage it into kale leaves adding a
pinch or two of sea salt. Keep massaging until leaves are soft and dark green.

2. Add remaining ingredients and toss.

3. To make the dressing whisk all ingredients together.

4. This recipe can be stored in the fridge in a covered container for up to 4 days.

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TROPICAL FRUIT SALAD WITH LEMONGRASS SYRUP Serves 4

Ingredients

Lemongrass Syrup

• 300g palm sugar, grated

• 2 sticks lemongrass, white part

only, bruised

• 300 ml water

• 2 tsp lemon juice

Fruit Salad

• 1 papaya, peeled, seeded and cut into pieces

• 1/2 rockmelon, peeled, seeded and cut into pieces

• 1 ripe mango, peeled, seeded and cut into pieces

• 12 strawberries, hulled and halved

• 3 kiwifruits, peeled and cut into pieces

Method

1. Combine palm sugar, lemongrass and 300ml water in a saucepan and stir over medium heat until
sugar dissolves. Bring to the boil and simmer for 5 minutes. Cool syrup to room temperature,
then strain. Add lemon juice and mix well.

2. Combine all fruit in a large bowl, add lemongrass syrup and toss gently to combine.

PASTA AND EGG SALAD Serves 6

Ingredients

• 250g dried pasta twists

• 4 hard-boiled eggs, peeled, chopped

• 2 celery sticks, finely chopped

• 1 small red capsicum, finely chopped

• 4 green onions, chopped

• 1/3 cup flat-leaf parsley leaves, chopped

• 2/3 cup whole-egg mayonnaise

• 3 teaspoons wholegrain mustard

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• 1 tablespoon lemon juice

Method

1. Cook pasta in a large saucepan of boiling salted water, following packet directions, until tender.
Drain. Allow to cool.

2. Combine pasta, eggs, celery, capsicum, onions and parsley in a large bowl.

3. Whisk together mayonnaise, mustard, lemon juice, and salt and pepper. Add dressing to pasta.
Toss until well combined. Serve with ham, turkey or pork.

CAESAR SALAD WITH CHICKEN Serves 6

Ingredients

• 300 g chicken breast fillet

• 3 egg

• 300 g bacon rashers cut into strips

• 8 slices French bread

• 1 baby cos lettuce washed dried roughly

chopped

• 200 ml Caesar salad dressing

• 1/2 tsp chicken salt

• 1/4 cup olive oil

• 40 g parmesan thinly sliced

Ingredients for Caesar salad dressing

• 2 small garlic cloves, minced

• 1 teaspoon anchovy paste

• 2 tablespoons freshly squeezed lemon juice

• 1 teaspoon Dijon mustard

• 1 teaspoon Worcestershire sauce

• 1 cup mayonnaise

• 1/2 cup freshly grated Parmigiano-Reggiano

• 1/4 teaspoon salt

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• 1/4 teaspoon freshly ground black pepper

Method

Dressing: In a medium bowl, whisk together the garlic, anchovy paste, lemon juice, Dijon mustard and
Worcestershire sauce. Add the mayonnaise, Parmigiano-Reggiano, salt and pepper and whisk until well
combined. Taste and adjust to your liking. The dressing will keep well in the fridge for about a week.

Salad: Place chicken in non-stick pan over medium heat. Cook for 4 minutes on each side or until cooked.
Place aside on a plate.

Place eggs in cold water, bring to boil, cook for 6 minutes. Run under cold water, peel and then slice
thinly.

Place bacon in a pan and cook until golden. Drain on paper towel.

Mix oil and chicken salt in a cup. Brush a little oil mixture onto each side of the bread slices.

Place under griller to brown on each side. Cut into small cubes.

Slice chicken into thin strips.

Arrange cos on a plate, then add chicken slices, bacon, eggs and croutons.

Toss dressing over. Add Parmesan on top.

SCALLOP AND PRAWN TOOTHPICK Serves 4

Ingredients

• 12 scallops

• 4 prawns

• ½ tsp minced garlic

• ½ tsp olive oil

• 1/5 tsp sweet plum sauce

• toothpicks or skewers

Method

1. On a toothpick, place one scallop, one prawn and another scallop

2. Mix garlic, olive oils and plum sauce together and pour over the toothpick

3. Cook on high heat for 3 minutes each side (or in high oven for 6 minutes)

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VOL-AU-VENT 12 PIECES

Ingredients

Pastry

• 2 sheets frozen puff pastry (thaw before cutting)

• 1 egg yolk

Filling Ingredients

• 60gr butter

• 2 tbsp plain flour

• 1/3 cup milk

• 1/3 cup white wine

• 1/3 cup cream

• 1 tbsp good quality whole egg mayonnaise

• 2 tsp chopped parsley

• salt & pepper to taste

Method

1. Using a round biscuit cutter, cut out 12 circles of pastry, leaving enough space around each circle
to fit a large circle around it. Place the sheet with cut-outs on top of another piece of pastry.
Using a larger cutter, cut out larger rounds around the circles, carefully making sure the circles
are centralised.

2. Lift each vol-au-vent case onto an oven tray and place in the fridge overnight.

3. Glaze the rims of the cases with beaten egg yolk. Using biscuit cutters as supports, suspend a
cooling rack over the top of the cases when baking. This will make sure they do not rise unevenly.
Bake in a very hot oven (270 or 250 fan forced) for 5 minutes. Reduce heat to 180 and bake for
a further 5 minutes. Remove rack and bake for another 5 minutes or until cases are golden brown.

4. Cool on a wire rack. To serve, fill with desired fillings and bake in a moderate oven for 10 minutes.

Suggested fillings:

• ½ cup cooked, finely chopped chicken and ½ cup drained sweet corn kernels

• ½ cup each cooked prawns and scallops; ¼ cup finely chopped red capsicum

• ½ cup cooked, finely chopped chicken and ½ cup finely chopped tinned champignons or freshly
steamed and chopped asparagus

• ½ cup each finely chopped ham and hard-boiled eggs

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ANTIPASTO PLATTER 10 – 12 serves

Ingredients

• 1 (about 500g) eggplant, halved lengthways, cut into 1cm-thick slices

• 4 zucchinis, ends trimmed, thickly sliced lengthways

• 1 tbs olive oil

• 200g mixed olives

• 200g semi-dried tomatoes

• 50g drained baby Bocconcini

• 10 slices prosciutto

• 10 slices mild salami

• 5 marinated artichokes, quartered

• mini Grissini sticks, to serve

Baked Ricotta

• olive oil, to grease

• 500g fresh ricotta

• 1 egg, lightly whisked

• 1 garlic clove, crushed

Method

1. To make the baked ricotta, preheat oven to 180°C. Brush two 250ml (1-cup) capacity ramekins
with oil to grease. Combine the ricotta, egg and garlic in a bowl. Season with salt and pepper.
Spoon into ramekins and smooth the surface. Bake for 30 minutes or until just set. Set aside for
30 minutes to cool.

2. Preheat a chargrill pan on high. Brush the eggplant and zucchini with oil. Season with salt and
pepper. Add one-quarter of the vegetables to the grill and cook for 2-3 minutes each side or until
tender. Transfer to a heatproof bowl. Repeat with remaining vegetables. Set aside for 30 minutes
to cool.

3. Turn the ricotta out onto a serving platter. Arrange the eggplant, zucchini, olives, semi-dried
tomatoes, bocconcini, prosciutto, salami and artichokes on the platter. Serve with grissini sticks.

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BEEF WONTON TRIANGLES WITH CHILLI SAUCE 10 Pieces

Ingredients

• 500g extra lean beef mince

• 1 cup chopped fresh coriander leaves and stems

• 50g (1/4 cup) drained canned sliced water chestnuts, finely chopped

• 4 green shallots, trimmed, chopped

• 1 tsp sesame oil

• 1/2 tsp Chinese five spice

• Salt & freshly ground black pepper

• 1 250g pkt 8cm square egg pastry wonton wrappers (or refer to pastry unit)

• 3 tsp vegetable oil

Dipping Sauce

• 2 tbs soy sauce

• 1 tsp sesame oil

• 1 small fresh red chilli, deseeded, finely chopped

Method

1. Preheat oven to 200°C. Line 2 baking trays with non-stick baking paper.

2. Place beef, coriander, water chestnuts, green shallots, sesame oil, Chinese five spice, salt and
pepper in a bowl, and mix well.

3. Place a teaspoonful of mixture in the centre of a wonton wrapper, brush edge lightly with water
and fold in half to enclose filling and make a triangle, pinching edges firmly to seal. Place on a
lined tray. Repeat with remaining beef mixture and wonton wrappers. Brush each triangle very
lightly with the vegetable oil.

4. Cook triangles in preheated oven, swapping trays halfway through cooking, for 7-10 minutes or
until triangle points are lightly browned.

5. Meanwhile, to make dipping sauce, combine soy sauce, sesame oil and chilli in small bowl. Serve
hot beef triangles with dipping sauce.

TOID 41406 CRICOS Code 03762M Authorized by N. Taluja Review Date: July 2022
Unit Code: SITHCCC006 Page 79 of 81 Version 1.1
SITHCCC006 Prepare appetisers and salads
(Student Assessment Pack)
Appendix A: Reasonable Adjustments
Write (task name and number) where reasonable adjustments have been applied to:

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.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the
explanation and correct strategy have been recorded and implemented.
• 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  Verbal assessment
 Reading  Presentations
 Writing  Demonstration of a skill
 Confidence  Use of diagrams
 Use of supporting documents such as wordlists
 Non-  Speaking  Discuss with the student and supervisor (if applicable) whether
English  Reading language, literacy and numeracy are likely to impact on the
Speaking  Writing assessment process
Background  Cultural  Use methods that do not require a higher level of language or literacy
background than is required to perform the job role
 Confidence  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
  Knowledge and  Culturally appropriate training
Indigenous understanding  Explore understanding of concepts and practical application through
 Flexibility oral assessment
 Services  Flexible delivery
 Inappropriate  Using group rather than individual assessments
training and  Assessment through completion of practical tasks in the field after
assessment demonstration of skills and knowledge.

TOID 41406 CRICOS Code 03762M Authorized by N. Taluja Review Date: July 2022
Unit Code: SITHCCC006 Page 80 of 81 Version 1.1
SITHCCC006 Prepare appetisers and salads
(Student Assessment Pack)
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)

 Age  Educational  Make sure font size is not too small

background  Trainer/Assessor should refer to the student’s experience
 Limited study  Ensure that the time available to complete the assessment takes
skills 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
  Reading  Discuss with the Student previous learning experience
Educational  Writing  Ensure learning and assessment methods meet the student’s
background  Numeracy individual need
 Limited study
skills and/or learning
strategies
 Disability  Speaking  Identify the issues
 Reading  Create a climate of support
 Writing  Ensure access to support that the student has agreed to
 Numeracy  Appropriately structure the assessment
 Limited study
 Provide information or course materials in accessible format, e.g. a
skills and/or learning
text book in braille
strategies  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 (If required)

Trainer/Assessor
Name
Trainer/Assessor I declare that I have attached all relevant evidence to provide reasonable
Declaration 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

TOID 41406 CRICOS Code 03762M Authorized by N. Taluja Review Date: July 2022
Unit Code: SITHCCC006 Page 81 of 81 Version 1.1