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SITHCCC020 Work Effectively As A Cook

The document provides assessment materials for the unit SITHCCC020 - Work Effectively as a Cook. It includes a competency record summary sheet, assessment receipt form, and information about the assessment tasks. Students will be assessed through a knowledge test and practical demonstration to determine if they are competent in working effectively as a cook.

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100% found this document useful (1 vote)

2K views54 pages

SITHCCC020 Work Effectively As A Cook

Uploaded by

Muhammad saad

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as DOCX, PDF, TXT or read online on Scribd

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SIT40516- Certificate IV in Commercial Cookery

SITHCCC020- Work effectively as a cook

Student Assessment Guide

Student ID:

Student Name:

THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
Version 2.1
Level-6, Suite 6.01/138 Queen Street, (02) info@asia.edu.au Release Date: Dec 2020
4608 9972 www.asia.edu.au Page 1 of 54
Campbelltown, NSW 2560
Competency Record Summary Sheet

Unit of Competency: SITHCCC020- Work effectively as a cook

Student Name: Student ID:

Assessor Name: Date of completion:

Student Results
Assessments Not yet
Not
Satisfactory(S) satisfactory
Completed
(NYS)
Assessment Task 1: Knowledge Test

Assessment Task 2: Practical Demonstration

Comments:

Note: student is required be marked satisfactory in all assessment tasks to be deemed competent
in this unit.

 Competent  Not Competent

Unit Outcome:

Is re-assessment required:  Yes  No

Assessor Signature: Date:

Student Signature: Date:

STUDENT NAME:
STUDENT ID:
COURSE CODE: SIT40516
COURSE TITLE: Certificate IV in Commercial Cookery
TRAINER’S/ASSESSOR’S NAME:
DUE DATE
UNIT CODE AND DESCRIPTION SITHCCC020 - Work Effectively as A Cook

NOTE:
1. This form must be stapled on top of the Assessment Workbook upon submission.
2. This Assessment Receipt Form must be dated and signed in.

DECLARATION
1. I am aware that penalties exist for plagiarism and academic dishonesty.
2. I am aware of the requirements set by my Trainer/Assessor. I have
3. retained a copy of my Assessment.

Student Signature: Date:

ASSESSMENT RECEIVED BY Staff

Name:
Date:
Signature:

================================= Tear Here ===========================

Student must retain this as a Record of Submission.

Assessment Handed On:

Unit Code & Description: SITHCCC020- WORK EFFECTIVELY AS A COOK

ASTRAL INSTITUTE Student

Assessment Received by
Student ID: ...............................................................
Staff Name: ………………...……..............……...……...

Signature: …………………………...……...……...…………. Student Signature: ….………………………………………….

This assessment booklet and tool has been designed for students undertaking face to face mode of study
to provide information before students take assessments and contains assessment tools to assess the
skills and knowledge required from students to be deemed competent in this unit.

This booklet might not be suitable for students taking other modes of study e.g. online or work based.

Please read all the information given to you when you receive this assessment booklet. If you do not
understand any part of this booklet, please inform your assessor/trainer.

The assessment booklet contains two (2) parts:

PART 1: Assessment information: This part contains information on assessments for this unit of
competency and how assessment will be conducted throughout the unit to achieve the competency. It
includes:

● Application of the unit of competency.

● Purpose of assessment.
● Elements, performance evidence and knowledge evidence requirements of the unit.
● Conditions, context, required resources and location of the assessment.
● Assessment tasks.
● Outline of evidence to be collected.
● Administration, recording and reporting the requirements including special adjustments, appeals,
reasonable adjustments and assessors’ intervention.

PART 2: Assessment tasks: This part contains the information to successfully undertake the assessment
task. In each assessment task, students will find the following information:
● Task instructions.
● Role play / Practical Demonstration information.
● Information on resources required, where applicable
● Appendix1- Assessment resource in ASTRAL INSTITUTE Kitchen

This unit describes the performance outcomes, skills and knowledge required to work as a cook. It
incorporates all aspects of organizing, preparing and cooking a variety of food items across different
service periods and menu types; using a range of cooking methods and team coordination skills. The unit
integrates key technical and organizational skills required by a qualified commercial cook. It brings
together the skills and knowledge covered in individual units and focuses on the way they must be
applied in a commercial kitchen.

The unit applies to cooks working in hospitality and catering organizations. This could include restaurants,
educational institutions, health establishments, defense forces, cafeterias, kiosks, cafes, residential
caterers, in flight and other transport caterers, and event and function caterers. Menu types may be
classical, contemporary or ethnic and service may be formal or informal.

It applies to individuals who work under the guidance of more senior chefs. They demonstrate autonomy
and judgement to complete routine activities and take limited responsibility in known and stable contexts
within established parameters.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of
publication.

Purpose of assessment:
The purpose of assessment is to determine competency in the unit SITHCCC020- Work effectively with
others
Elements
Elements Elements Title
1 Organize and prepare for food service or production.
2 Cook and present menu items for food service or production.
3 Complete end of shift requirements.

Performance evidence:

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in
the context of the job role, and:

● safely and hygienically prepare, cook and present menu items for a minimum of 48
complete food service periods that cover:
- breakfast
- dinner
- lunch
- special function
● prepare, cook and present items for at least three of the following different menu styles:
- à la carte

Knowledge Evidence
Demonstrated knowledge required to complete the tasks outlined in elements and performance
criteria of this unit:

● basic principles and methods of cookery

● culinary terms commonly used in the industry and organization
● characteristics of foods from all main food categories served in the organization
● features of standard recipes
● organizational procedures for:
- planning, preparing and storing food
- workplace safety and hygiene
- end of shift
● essential principles and practices related to:
- planning and organizing work
- food safety and hygiene
- kitchen safety and cleanliness
● varying requirements of different food service periods and menu types
● safe operational practices using essential functions and features of commercial
kitchen equipment in use.

THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
Version 2.1
Level-6, Suite 6.01/138 Queen Street, info@asia.edu.au Release Date: Dec 2020
(02) 4608 9972
Campbelltown, NSW 2560 www.asia.edu.au Page 8 of 54
Context and conditions for assessments:
To comply with the assessment condition of this unit:
● ASTRAL INSTITUTE will conduct practical assessment for this unit in its Work place which
includes serving customer and facility will be approved by ASTRAL INSTITUTE Workplace
coordinator for suitability.
● Work place Kitchen will have access to wide range ingredients including mentioned in this unit
and access to industry-realistic ratios of kitchen staff to customers; This includes
⮚ customers during the assessment process; or
⮚ Access to range of documents and equipment found in commercial Kitchen (Please refer
Appendix1 at the end of this assessment tool for detailed list of assessment resources).
⮚ Variety of meal types, food types and menu styles
● Knowledge assessment for this unit will be conducted at ASTRAL INSTITUTE classroom at
location identified at timetable.
● All ASTRAL INSTITUTE assessor those are assessing this unit will have achieved the Certificate III in
Commercial Cookery or Certificate IV in Commercial Cookery to assess this unit as part of a
Certificate III in Commercial Cookery or Certificate IV in Commercial Cookery qualification; and
have worked in industry for at least three years where they have applied the skills and knowledge
of this unit of competency.

Resources Required:
The assessor will ensure that assessment is conducted in a safe environment and you have access to the
following resources for the unit.
- Computers with access to internet and printers.
- DIDASKO learner guide for unit SITHCCC020
- Access to Workplace Kitchen with access to equipment and documents defined in conditions
of assessment above.
- Access to Astral classroom for conducting knowledge test

Clustering/holistic assessment:
There is no provision for clustering of assessments in this unit.

Competency Requirements:
To be judged competent in this unit, you will be required to demonstrate all indicators which are shown
in the Marking Guide (assessor’s document).
You must satisfactorily complete all assessment tasks to be Competent (C) in the unit. Students with
unsatisfactory completion of any of the assignment tasks will be deemed Not Yet Competent (NYC).
Assessors will ensure that the evidence collected meets the requirements of the Rules of Evidence
(authentic, current, sufficient and valid) prior to entering results into the competency record sheet.
Students unsuccessful at achieving “Satisfactory” for any assessment at the first attempt will be given two
opportunities for reassessment. If the student is still deemed Not Yet Competent (NYC) after two
reassessments in a unit of competency student will be required to repeat the unit as per the scheduled
delivery of the course. For further details, refer to ASTRAL INSTITUTE Re-Assessment Policy and ASTRAL
INSTITUTE Course Progress Policy.

Assessment tasks Assessment description Location of

assessment
Assessment Task 1 You are required to complete short answer questions Needs to be
(AT1) – Knowledge and choose the correct option(s) from the choices given completed in the
Test for the multiple-choice questions and present your classroom
assignment in a clear and professional manner.

You will be given 4 hours to complete this task.

Assessment Task 2 This is Practical Demonstration in Workplace Kitchen Needs to be
(AT2) – Practical where you are required to safely and hygienically completed in
Demonstration prepare, cook and present menu items for a minimum workplace Kitchen
of 48 complete food service periods.
You are required to prepare, cook and present items for
at least three of the following different menu styles:
▪ à la carte
▪ set menu
▪ table d’hôte
▪ buffet
▪ cyclical
You must also prepare, cook and serve a range of items
that meet quality requirements.

Outline of evidence to be collected:

You must submit the following evidence to be marked competent for this unit. Your assessor will ensure
that the evidence submitted meets the Rules of Evidence which are valid, sufficient, current and
authentic.
Assessment Task 1 (AT1) ● Completed knowledge test with questions answered and submit to
– Knowledge Test your assessor electronically or paper-based.
● Complete and sign the cover sheet for assessment task.

● Completed Logbook for 48 occasions including breakfast, lunch dinner,

Assessment Task 2 (AT2) special function and 3 menus style
– Practical ● Cook and present all the menu items for each session and present to
Demonstration Workplace supervisor.
● Completed and signed the cover sheet for assessment task

Submission of assessment:
You must ensure that the completed assessment tasks are submitted along with the assessment cover
sheet:

● Your assessor will mark the submitted assessment, provide feedback to you and complete
the comments section against each task, where applicable.
● ALL tasks must be completed in legible English. It is preferred that the tasks submitted
for assessments are typed and that they are legible and clear, if handwritten.
● You must submit all assessments on or before the due date specified by the assessor as per the
training plan.
● Extensions for individual assessment tasks may be negotiated in specific circumstances with
your assessor/trainer. However, you need to provide genuine evidence/documents when
seeking an extension (e.g. extensions due to illness will require a medical certificate). To arrange
an extension, you must speak to your assessor prior to the due date. Extensions must be
confirmed by the trainer in writing.
● You are permitted to use dictionaries and to seek support (as required) unless it puts in jeopardy
the integrity of the assessment. Your assessor will let you know if this is the case.
● Unless the assessment task specifically allows working in pairs or group activities such as
brainstorming, you must submit your own original work and must not copy the work of
other students. Plagiarism is unacceptable.
● You can submit your assessment tasks through the learning management system or hand in
hard copies in the classroom.

Recording an assessment result:

Once the assessments have been completed, the assessor will record the assessment results on the
student assessment record sheets and LMS/student management system and all results will be approved
by the course coordinator.
Assessors will check that you have completed the student declaration prior to filling out the assessment
sheet.

Retaining assessment records:

ASTRAL INSTITUTE will securely retain all completed student assessment items for each student for a
period of six months from the date on which the judgement of competence for the student was made.
ASTRAL INSTITUTE will also retain sufficient data to be able to reissue AQF certification documentation
for a period of 30 years.

Assessment outcomes:
For unit of competency:

There are two outcomes for assessments: C = Competent and NYC = Not Yet Competent (requires more
training and experience).
You will be awarded C = Competent on completion of the unit when the assessor is satisfied that you
have completed all assessments and have provided the appropriate evidence required to meet all criteria
in line with the Rules of Evidence. If you fail to meet this requirement, you will receive the result NYC =
Not Yet Competent and will be eligible to be re-assessed in accordance with the ASTRAL INSTITUTE Re-
Assessment Policy and ASTRAL INSTITUTE Course Progress Policy.

For assessment task:

There are two assessment outcomes for tasks. S = Satisfactory and NS = Not Satisfactory.
On the individual assessment cover sheet for assessment tasks you will be marked Satisfactory, if you
have completed the task successfully, submitted all evidence and satisfied the assessment criteria and
Not Satisfactory, if you have not completed the task, the evidence is not sufficient or does not meet the
requirements of the assessment criteria.

Re-assessment:
If you are unsuccessful at achieving competency at the first attempt, you will be given two further
opportunities for re-assessment at a mutually agreed time and date. For further details, refer to the
ASTRAL INSTITUTE Re-Assessment Policy and ASTRAL INSTITUTE Course Progress Policy. As this is a
competency-based program, the assessment continues throughout the program until you either achieve
Competency in the assessment tasks or a further training need is identified and addressed.

Student access to records:

You have the right to access current and accurate records of your participation and results at any time.
You can see your results or attendance progress by logging in to the Learning Management System at any
time or you can request a copy of your records by contacting the student administration and the assessor.

Support:
You may seek clarification about the assessment information and the instructions and tasks at any time
from the assessor.

ASTRAL INSTITUTE works to ensure that students with recognized disadvantages can access and
participate in education and training on the same basis as other students. Disadvantages may be based,
for example, upon age, cultural background, physical disability, limited or non-current industry
experience, language, numeracy or digital literacy issues.
Where pre-training interviews and assessments reveal that a student may require special support or
where, after enrolment, it is made apparent that the student requires special support, reasonable
adjustments will be made to the learning environment, training delivery, learning resources and/or
assessment tasks to accommodate the needs of the student. An adjustment is reasonable if it can
accommodate the student’s needs, while also considering factors such as the student’s views, the
potential effect of the adjustment on the student and others and the costs and benefits of making the
adjustment.

Any adjustments made must:

a. Be discussed, agreed and documented in the assessment record.
b. Benefit the student.
c. Maintain the integrity of the competency standards and course requirements as stipulated in
the training package.
d. Be reasonable to expect in a
workplace. Reasonable adjustment may
consist of:
a. Providing additional time for students to complete learning and assessment tasks.
b. Presenting questions orally for students with literacy issues.
c. Asking questions in a relevant practical context.
d. Using large print material.
e. Extending the course duration.
f. Presenting work instructions in diagrammatic or pictorial form instead of words and sentences.

Complaints and appeals:

If you are dissatisfied with an assessment outcome, you may appeal the assessment decision. In the first
instance, you are encouraged to appeal informally by contacting the assessor and discussing the matter
with them. If you are dissatisfied with the outcome of such discussion, you may appeal further to either
the course coordinator and/or Head of Department. If you are still dissatisfied, you may appeal formally
and in writing to have the result reviewed. For more information, refer to the Assessment Policy and the
Complaints and Appeals Policy and Procedures.
Assessor intervention:
Assessors will check if you are ready for the assessment, and defer the assessment if you are not.
Feedback will be given to you at the completion of the assessment.During role play, the assessor may act
as a client or employer, where required, but the assessor will not interfere with the assessment. If the
assessment activities might impact on your safety or that of others, the assessor will stop the assessment
immediately.

Assessor feedback:
Assessors will provide feedback on the assessment that you have submitted. This can identify your
strengths and weaknesses or be an overall comment on your submission. A copy of the feedback along
with your submission will be given to you and you must keep a copy of it throughout the completion of
the course.

Student Declaration:
I...................................................................................(Student Name) have read and understood the
information provided above and accept that any act of plagiarism and academic dishonesty may have
penalties including cancellation or suspension of my enrolment with ASTRAL INSTITUTE. I further declare
that:
● All assessment work submitted for this unit competency is my own original work and plagiarism
and collusion has not occurred.
● Assessment work has not been copied or submitted for any other unit/course.
● I have taken proper care and effort to ensure my work has not been copied by another person.
● I have retained a copy of this assessment for my own records in the event I must reproduce my work.
● I am aware that any assessment deemed unsatisfactory will require me to undergo reassessment
which may be different to the one originally submitted.

Student signature: ............................................................... Date: ....../....../.......

Student Detail
Student Name
Student Id:
Group No (If Applicable):
Assessment Details
Unit of Competency SITHCCC020- Work effectively as a cook
Assessment Task Knowledge Test
Date of Submission
Assessment Outcome Satisfactory □ Not Satisfactory □ Not completed □
Assessor name
Assessor Signature and Date
Comments/Feedback

Assessor Student
I declare that I have conducted a fair, valid, I have received, discussed and accepted my
reliable and flexible assessment with this result as above for this task and I am aware
student, and I have provided appropriate of my appeal rights.
feedback.

Signature: .......................................................
Signature: ........................................................

Date: ..............................................................
Date: ................................................................

Required documents and equipment:

- Computer with internet connection to refer to various resources.
- Student assessment booklet and a pen (organized by the student).
- ASTRAL INSTITUTE Learners’ resources for the unit SITHCCC020- Work effectively as a cook
(organized by the trainer).
- Learner’s notes.

Instructions for students:

This assessment will be conducted in the ASTRAL INSTITUTE classroom with access to the resources listed
above.
You must satisfactorily perform all tasks to be deemed satisfactory for the assessment.

Planning the assessment

- Recommended date for assessment:
- Access all resources mentioned in required resources either printed copies or access via the internet.
- Time required for assessment: 4 hours.
- You must:
o Answer all the questions satisfactorily to be deemed competent.
o Complete the assessment and submit in due timeline.
o Submit with a completed assessment cover sheet.
- Your assessor will set a time to provide feedback.

Evidence specifications:
At the end of the assessment, you will be required to submit the following evidence before the due date
specified by the assessor:
- You are required to submit a completed short answer questions and multiple-choice questions which
require students to choose the correct option(s) from the choices given for the questions (ticked)
question listed in Knowledge test
- Completed and signed cover sheet for assessment.

Evidence submission:
- Documentation can be submitted electronically or paper-based.
- Your assessor will record the assessment outcome on the assessment cover sheet.

2. How does developing and following a work schedule increase efficiency?

(a) It prioritizes tasks and lists them in a logical sequence so time and effort are not wasted by
individuals and the team as a whole.
(b) It ensures ingredients are prepared in bulk for all recipes rather than each person preparing
only what they need.
(c) The work schedule allocates responsibilities to all team members, ensuring that everyone
knows exactly what ingredients they must prepare.
(d) The work schedule coordinates the use of large and small equipment and movement
between preparation and service areas, thereby reducing waiting times.

3. How does a job checklist help you plan and organize your work?
(a) It clarifies your menu style and the contents of your standard recipes prior to starting work.
(b) It makes sure you have listed everything you need to do to prepare all menu items for a
specific pre-production period.
(c) It helps you sequence and coordinate multiple tasks efficiently and ensures nothing is
forgotten.
(d) It ensures you plan for contingencies, coordinate equipment usage and do not run out of
ingredients during preparation and production.

4. What document provides a list of ingredients and their quantities and is used as a basis to
calculate total quantities of ingredients required to prepare a specific number of portions?
(a) Work schedule.
(b) Standard recipe.
(c) Jobs checklist.
(d) Menu with item descriptions.

6. How does the style of menu and food service period affect how you produce or cook food?
(a) The type of menu items offered varies depending on the food service period, and therefore
preparation and production processes must change to meet the style of menu.
(b) Menu style and food service period both affect how food is prepared, presented and served
to customers, including the complexity and number of the menu items.
(c) The style of menu determines when the food is cooked, and the service period dictates what
ingredients are required.
(d) It determines how and when food is prepared, produced and cooked, and how it is
presented or displayed for service.

7. If you were preparing a chunky vegetable soup, what items of equipment would you need to
produce the dish?
(a) Knives, peeler, chopping board, large pot, stove.
(b) Peeler, frying pan, stockpot and blender.
(c) Knives, chopping board, mixer and grill.
(d) Steamer, strainer, wooden spoon and knives.

8. Some foods are better suited to certain methods of cookery. Which of these methods are better
suited to cooking a whole chicken?
(a) Deep or shallow frying.
(b) Roasting or possibly steaming.
(c) Wet methods such as braising and stewing.
(d) Blanching and then grilling.

10. How can you and your team meet customers’ expectations?
(a) By operating a well-planned and organized kitchen that keeps costs down by producing little
wastage.
(b) By ensuring you have extended hours of operation and offer an extensive and diverse menu.
(c) By offering very large meals for reasonable prices.
(d) By producing quality, well-presented meals in a timely and efficient manner.

11. Why is it important for you to have good self-management and communication skills in a kitchen?
(a) These skills increase productivity by ensuring all team members communicate their roles and
responsibilities clearly.
(b) It means you are able to work efficiently within the team as you will always be able to
complete your tasks to workplace deadlines.
(c) You are better able to respond to operational challenges, work cooperatively within the
team, and manage productivity.
(d) Self-management skills increase efficiency and the quality of the menu items produced by
you and the team.

12. When should you delegate some of your assigned tasks to others?
(a) If you are unable to complete all your preparation or production tasks by the required
deadlines.
(b) At the start of the preparation and production period when tasks are being allocated to the
team.
(c) When faced with problems producing menu items, such as lack of access to equipment or
insufficient quantities of ingredients.
(d) At any time during preparation, production or service.

14. What are two end-of-shift procedures commonly completed in a kitchen on a daily basis?
(a) Clean all floors, walls, benches and rangehoods, and prepare service equipment and utensils
for the next service period.
(b) Evaluate stock levels and remove food from the freezer and place on the bench to defrost for
the next service period.
(c) Prepare for the next service period and store or dispose of food.
(d) Complete a full stock take and enter the results on the workplace’s computer system.

15. What type(s) of food should be stored in the refrigerator as soon as it is no longer required for
production or service?
(a) All food which has been prepared, cooked or displayed for that service period.
(b) Any food which has been held in the temperature danger zone for longer than four hours
must be refrigerated immediately.
(c) All perishable foods and any foods which have been prepared, cooked or displayed, and are
allowed to be used in the next service period.
(d) Any perishable food which has not been previously frozen, reheated or held in a hot or cold
display.

16. How does a cleaning schedule help make end-of-shift procedures easier?
(a) It keeps the work area clean and tidy during and after production and service by describing
what and when cleaning tasks must be completed.
(b) It details everyone’s responsibilities and makes coordinating the team’s duties much faster
and easier for supervisors.
(c) It shows exactly how to complete each cleaning task, reducing the amount of time lost by
inefficient use of resources.
(d) It allows supervisors to delegate cleaning tasks to every member of the team at the start of
service so everyone knows and understands their responsibilities.

18. What does the cooking term ‘blanch’ mean?

(a) Chop food into even dimensions.
(b) Place food into rapidly boiling water for a short time to partially cook it. Then, refresh in ice
water to stop the cooking process.
(c) Ignite the cooking liquid to burn off alcohol content and intensify flavours.
(d) To immerse in hot water for a reasonable time to remove color from food. Then, refresh in
ice water to stop the blanching process.

19. What does the cooking term ‘gratinate’ mean?

(a) Place under a salamander or in an oven to brown the surface.
(b) Gently combine delicate ingredients together without letting incorporated air escape.
(c) Allow yeast dough to rest or ferment in a warm place so it can divide and grow.
(d) Sprinkle with grated cheese or breadcrumbs and brown in a hot oven or under a salamander.

20. Which of these are the main food categories of ingredients used in a commercial kitchen?
(a) Meat and poultry, fish and shellfish, dairy, farinaceous, fruit and vegetables.
(b) Meat and poultry, frozen, farinaceous, fruit and vegetables, seafood.
(c) Fish and shellfish, meat and poultry, fruit and vegetables, flour-based, dairy.
(d) Fish and shellfish, meat and poultry, fruit and vegetables, pasta, dairy.

Q21: List three factors which help determine your daily production requirements.

1. The amount of time to work

2. The number of people to help
3. The amount of money to spend

Q22: How do production requirements vary if a workplace offers an à la carte menu or a set menu?

If a workplace offers an à la carte, you must have many empolyee and chef because it’s nesscary to prepare ojects
and must be teamwork and in this menu customer can choose any object in

that food so it’s so diffical in preparing. If a workplace offers a set menu it so eassy to

preparing. customer can’t choose any object in that food

Q23: Briefly describe how tasks are allocated in a work schedule.

Assignment of certain team to task. It is nessary to assign tasks that match the
person’skill.

Q24: Describe when you would compile a jobs checklist and what information should be contained in it.

The job checklist should be done before start a task. It’s Contain: responsibilities and reviewing job duties, to the
employee and plan in preparing jobs

Use the standard recipes in calculate and determine

Read the statement about the characteristics of different types of food.

Are the statements in Q26-29 true or false?

Q26: Due to their diversity in cuts, flavour and texture most meat ingredients are used to create warm,
hearty pastry-based dishes.

TRUE

Q27: Due to the delicate flesh of most types of seafood, they must be stored correctly, handled
carefully and cooked quickly.
TRUE

Q29: Fruits or vegetables are only served as an accompaniment to another item to add texture and
colour, or to help make a plate or bowl look full.
FALSE

Q30: What are three tasks you might complete when organising and preparing food?

1. Cleaning and preparing vegetables for use soup or food

2. preparing soup

3. Preparing meat and seafood for cooking

Q31: There are a variety of culinary terms used when preparing and cooking food. Match the
term with its correct definition.

Dice Reduce Sweat Gratinate

Place under a salamander or in an oven to brown the surface. SWEAT

Shallow fry slowly to cook without colour. BROILER

Chop food into even dimensions. DICE
Evaporate a liquid to half its volume REDUCTION

Q32: What is the basic purpose of the various items of cutting equipment?

To prepare ingredients before cooking

Q33: What do you need to know before you use any items of kitchen equipment?

You need to know how to using and practice in using the kitchen equipment

Food is cooked by means of steam under pressure, either at atmospheric or high pressure.
STEAMING

Food is cooked by heat radiated to the food from heat sources below or above or both.
GRILLING

Food is enclosed in an oven or rotated on a spit with fat used as a basting agent.
ROASTING

Food is totally immersed in hot fat or oil.

DEEP FRYING

Q35: How does the style of menu affect when and how food is cooked and presented? Provide one
example.

In the style of menu have a difference to preparing for example a buffur menu it’s focus on the
amount of food that is large and diverse.

 food taste
 Worth the pice
 Beautifil dish arrangement

Q37: Where can you find information about presentation standards for menu items in your workplace
or training environment?

You can find information about presentation standards for menu items in many website,
establishment

Q38: List four skills you need to help you work as part of a kitchen team.

1. Problem-Solving

2. Interpersonal Skills

3. Time Management

4. Attention to Detail

Q39: What should you do if you are unable to complete your allocated tasks in time to meet production
deadlines?

Seek help and inform manager as soon as possible.

Q40: What are three hygiene procedures you must follow in your workplace or training environment?

1. Hygiene

2. Cleaning

3. Slips and trips

 Appropriate PPE
 Appropriate food handling procedures like washing hands regularly changing utensils
 Storing food products in appropriate place

Q42: What does the term ‘clean as you go’ mean?

As we finish doing one preparation finish it by cleaning the section

Q43 Describe three food storage techniques that should be used to minimise food spoilage,
contamination and wastage.
1. Adopt the ‘first in first out ’rule – Organise products so the newer food is placed behind
the older food to ensure you use the older products first. Make sure products are organised
well so this is obvious and communicate to employees so they are aware of the system.
2. Take stock – Perhaps have one employee in charge of checking the inventory regularly to
see what is approaching it’s ‘’use by’ date. Be flexible and adapt your menu to create specials
based on what food you should use up quickly.
3. Temperature control – To avoid food spoiling (and not to mention potentially making
customers sick) make sure your fridge and freezer are set to the correct temperature and check
regularly that thermostats are working. Cold food must be stored in the fridge 5 degrees C or
colder and frozen food in the freezer less than minus 18 degrees C (and frozen hard).

A post-service debriefing is used to analyse successes and issues from the service period. Read the
topics listed in questions 44 to 47and briefly discuss how a post-service debrief can help you and the
team improve your performance in each area.

Q44: The quality of dishes produced.

Will change the style we usually do and be extra careful while prep and presentation

Q46: You and your team’s ability to communicate and coordinate multiple tasks.
Provide feedback and ways to keep up with communication skills

Q47: You and your team’s ability to prioritise, sequence and monitor tasks and processes.
When evweryone contributes to identifying area of concern and generating ideas.

Q48: How would you respond to a customer who tells you they have a nut allergy?
Avoid all the nut products and extra carefull of cross contamination.

Marking criteria Student

response (to be
After the Worksheet, the student has provided authenticity for the following questions:
completed by
the assessor)

Q1. What are two important topics you should liaise with your team members about prior to
☐ S ☐NS
commencing preparation?
Q2. How does developing and following a work schedule increase efficiency? ☐ S ☐NS

Q3. How does a job checklist help you plan and organize your work? ☐ S ☐NS

Q4. What document provides a list of ingredients and their quantities and is used as a basis to
calculate total quantities of ingredients required to prepare a specific number of ☐ S ☐NS
portions?
Q5. Which of the following tasks would you complete if you were organizing and preparing
☐ S ☐NS
food for an afternoon tea buffet?
Q6. How does the style of menu and food service period affect how you produce or cook food? ☐ S ☐NS

Q7. If you were preparing a chunky vegetable soup, what items of equipment would you need
☐ S ☐NS
to produce the dish?
Q8. Some foods are better suited to certain methods of cookery. Which of these methods are
☐ S ☐NS
better suited to cooking a whole chicken?
Q9. Which of the following adjustments to a menu item is most likely to be due to a customer’s
☐ S ☐NS
specific dietary or medical requirement?
Q10. How can you and your team meet customers’ expectations? ☐ S ☐NS

Q11. Why is it important for you to have good self-management and communication skills in a
☐ S ☐NS
kitchen?
Q12. When should you delegate some of your assigned tasks to others? ☐ S ☐NS

Q13. One of the techniques used to keep your work environment clean and tidy is to put away
equipment and stock once it is clean or no longer required. What workplace policies ☐ S ☐NS
and procedures does this also comply with?
Q14. What are two end-of-shift procedures commonly completed in a kitchen on a daily basis? ☐ S ☐NS

Q15. What type(s) of food should be stored in the refrigerator as soon as it is no longer
☐ S ☐NS
required for production or service?
Q16. How does a cleaning schedule help make end-of-shift procedures easier? ☐ S ☐NS

Q17. What is the purpose of a post-service debriefing session? ☐ S ☐NS

Q18. What does the cooking term ‘blanch’ mean? ☐ S ☐NS

Q20. Which of these are the main food categories of ingredients used in a commercial kitchen? ☐ S ☐NS

Q21: List three factors which help determine your daily production requirements. ☐ S ☐NS

Q22: How do production requirements vary if a workplace offers an à la carte menu or a set
☐ S ☐NS
menu?
Q23: Briefly describe how tasks are allocated in a work schedule. ☐ S ☐NS

Q24: Describe when you would compile a jobs checklist and what information should be
☐ S ☐NS
contained in it.
Q25: If you are preparing similar ingredients from a number of different recipes, how can you
☐ S ☐NS
determine and calculate your commodity quantities more efficiently?
Q26: Due to their diversity in cuts, flavor and texture most meat ingredients are used to create
☐ S ☐NS
warm, hearty pastry-based dishes.
Q27: Due to the delicate flesh of most types of seafood, they must be stored correctly, handled
☐ S ☐NS
carefully and cooked quickly.
Q28: Dairy items are highly perishable and must be kept refrigerated or frozen until required. ☐ S ☐NS

Q29: Fruits or vegetables are only served as an accompaniment to another item to add
☐ S ☐NS
texture and color, or to help make a plate or bowl look full.
Q30: What are three tasks you might complete when organizing and preparing food? ☐ S ☐NS

Q31: There are a variety of culinary terms used when preparing and cooking food. Match the
☐ S ☐NS
term with its correct definition.
Q32: What is the basic purpose of the various items of cutting equipment? ☐ S ☐NS

Q34: It is important you know the principles and procedures of each method of cookery so
you can select the correct method. Match the method of cookery with its ☐ S ☐NS
corresponding basic principles.

Q35: How does the style of menu affect when and how food is cooked and presented? Provide
☐ S ☐NS
one example.
Q36: What are three customer expectations? ☐ S ☐NS

Q37: Where can you find information about presentation standards for menu items in your
☐ S ☐NS
workplace or training environment?
Q38: List four skills you need to help you work as part of a kitchen team. ☐ S ☐NS

Q39: What should you do if you are unable to complete your allocated tasks in time to meet
☐ S ☐NS
production deadlines?
Q40: What are three hygiene procedures you must follow in your workplace or training
☐ S ☐NS
environment?

Q43: Describe three food storage techniques that should be used to minimize food spoilage,
☐ S ☐NS
contamination and wastage.

Q44: The quality of dishes produced. ☐ S ☐NS

Q45: How you and the team respond to operational challenges. ☐ S ☐NS

Q46: You and your team’s ability to communicate and coordinate multiple tasks. ☐ S ☐NS

Q47: You and your team’s ability to priorities, sequence and monitor tasks and processes. ☐ S ☐NS

Q48: How would you respond to a customer who tells you they have a nut allergy?
☐ S ☐NS

Task outcome ☐ S ☐NS

Assessor remarks

Assessor signature Date

Student signature Date

Student Detail
Student Name
Student Id:
Group No (If Applicable):
Assessment Details
Unit of Competency SITHCCC020 – Work effectively as cook
Assessment Task WBT Logbook
AT2Task 1- Logbook
Date of Submission Satisfactory □ Not Satisfactory □ Not completed □
AT2Task 2- Template production Plan
Date of Submission Satisfactory □ Not Satisfactory □ Not completed □
AT2 Task 3- Portfolio Photos
Date of Submission
Overall AT3 Assessment Outcome Satisfactory □ Not Satisfactory □ Not completed □
Assessor name
Assessor Signature and Date
Comments/Feedback

Student Plagiarism Declaration: By submitting this assessment to the college, I declare that this
assessment task is original and has not been copied or taken from another source except where this
work has been correctly acknowledged. I have made a photocopy or electronic copy or photograph of
my assessment task, which I can produce if the original is lost.
Assessor Student
I declare that I have conducted a fair, valid, I have received, discussed, and accepted my result
reliable, and flexible assessment with this as above for this task and I am aware of my appeal
student, and I have provided appropriate rights.
feedback.

Signature: .....................................................
Signature: .........................................................

Date: ..............................................................
Date: .................................................................

Required documents and equipment:

● Workplace Kitchen with access to all the equipment and variety of ingredients defined in
Appendix at the back of this tool.
● Chef Uniform. (Students to organize themselves)
● Knife Kit. (Students to organize themselves)
● Chef Equipment and tool. (ASTRAL INSTITUTE)
● Workplace menu and standard Recipes
● Workplace shall make available the ingredients as per recipe.

Planning the assessment

- Recommended date for assessment:
- Access all resources mentioned in required resources either printed copies or access via the internet.
- Time required for assessment: 192 hours for 48 food service periods of 4 hours each.
- You must:
o Produce all evidence as required in this assessment.
o Complete the assessment and submit in due timeline.
o Submit with a completed assessment cover sheet.
- Your assessor will set a time to provide feedback.

Evidence specifications:
At the end of the assessment, you will be required to submit the following evidence before the due date
specified by the assessor:
- Submit your completed workplace log duly signed by your workplace supervisor and verified by
assessor with all other assessment tasks to your trainer in the classroom and ensure that the
trainer signs every occasion. Please retain copies of your assessments for your own records.
(Total 48 sessions)
- Cook and present all the menu items for each session and present to workplace supervisor
- Complete and sign the cover sheet for the assessment task.

Evidence submission:
- Documentation can be submitted electronically or paper-based.
- Your assessor will record the assessment outcome on the assessment cover sheet.

prepare cook and serve items from different food types that meet quality requirements, including:
▪ appetisers and salads
▪ fish and shellfish
▪ hot and cold desserts
▪ meat
▪ pastries, cakes and yeast goods
▪ poultry and game
▪ stocks, sauces and soups
▪ vegetables, eggs and farinaceous products

You will complete this over Forty-eight (48) sessions in the workplace kitchen with access to serving
customer.
You must prepare finish food production:
● within commercial time constraints and deadlines.
● reflecting required quantities to be produced.
● following procedures for portion control and food safety practices when handling and storing
different food types.
● respond to special customer requests and dietary requirements.
● multi-task and integrate technical and other skills to respond to multiple demands simultaneously

For Each food service (48 sessions) shown you are required to complete following tasks:
At the start of session your workplace supervisor r will check if you are in full uniform and carrying your
knife kit. Workplace supervisor will be checking your uniform for cleanliness and that you have full
uniform on prior to allowing you to begin the session.
As per menu for service period and meal type your workplace supervisor will provide you standard recipe
cards. Read carefully all the recipe information given to you when you receive it. If you do not understand
any part, please ask your assessor.
Usually meal period four (4) hours to prepare and produce the food items for each food service period
and you are required to cook dishes in commercial time constraints according to menu for each dish to
reflect industry environment.
Task 1: Production Plan
You are required to consult workplace supervisor and customer preference from the order (KOT) you will
be serving food to confirm the food production requirements from workplace menu and standard recipes
including:
o portion control.
o quantities to be produced.
o special customer requests.
o special dietary requirements.

After confirming the food production requirements, you must write Production Plan in the template
provide in Appendix at the back of this guide according to the menu for the session.
Production plan
Part A- Menu details and food production requirements: Write all dishes from the menu for the
service period and number of serves.
Number of serves you have been asked to cook may differ from the number of serves specified in the
standard recipe you have been provided. You are required to adjust quantity of ingredients according to
number of serves you are cooking.
Part B-Equipment: required you to identify and list all the equipment’s including appropriate knives
required to cook for individual dish from the session menu.
You must select correct equipment type and size for each dish and mention for which cooking method
the equipment has been used and the specification e.g. Oven, if its gas oven or fan forced or convention
oven.

Workplace supervisor will observe if you have selected right equipment for the job and will observe you
while assembling equipment and safety requirements as per operating manual. The assessor will also
check if the equipment you are using is clean as per standard.

● You are required to write step by step plan for how you will produce items from menu using
logical flow to put the final dish.
● Logical flow means for each dish you are required to follow steps in sequence as per standard
recipe to ensure final dish is cooked as per industry standards e.g. For preparing a lot of dishes,
dried beans and pulses must be soaked well in advance for cooking.
● Identify any possible problem with cooking process and corrective action to be taken.
● Tasks for colleagues if working in group.
● Identify cutlery and crockery required for presentation and serving temperature for Dish.

Task 2: Prepare and cook menu items

After you have successfully written production plan, you are then required to put this production plan in
to action and following must be completed to successfully complete this task:
Step 1 -Mis-en-place (Food preparation)
● Select the correct size and type of equipment including suitable knives (e.g. for vegetables and
fruit you will need food processors, blenders. For egg, you will need whisks and egg slicers. For
Farinaceous dishes, you will need pasta cutters and rice cookers) Assemble and clean them and
use them safely as per instruction manual. Your assessor may ask you questions on how will you
use the equipment safely and will observe you while using the equipment and knives safely.
● Select the ingredients for each dish from store according to recipe ensuring quality, freshness and
stock rotation (LIFO and FIFO) requirements. Also check if perishable items are fresh, there is no
spoilage or contamination, check contents of stocks take dates, read labels before picking
ingredients and implication on quality of dish prepared.
(e.g. To determine the freshness of egg, you must place the egg in a deep bowl filled with cold
water and check if it:
Sinks to the bottom and stays there, it’s about 3-6 days old
Sinks but floats, its more than a week old
Sinks but then stands on end, it’s about 2 weeks old
Floats to the surface, it’s very old and should not be used)

● You must thaw any frozen fruit or vegetable which will be used to prepare the dish.

Step 2- Cook dishes

● Cook the menu items (vegetable, seafood, poultry, meat, deserts, pastries fruit, egg and
farinaceous dishes) following the standard recipe and steps listed in production plan.
● You should be able to identify appropriate cooking method for each dish and cook dishes
according to appropriate cooking method for each skills session.
● You are required to use various following cooking methods for each dish according to recipe
requirements as per session menu. You will cover all the cooking methods at least once by
completing all the practical sessions e.g.
⮚ boiling
⮚ braising
⮚ deep and shallow frying
⮚ poaching or scrambling
⮚ roasting
⮚ stewing

● You must prepare suitable dips or sauces according to the recipe (e.g. Baked potato is served
with sour cream and chives. Sliced tropical fruits are served with a hot chocolate dipping sauce
Fried eggs are served with fresh tomato sauce. Penne can be served with pesto sauce) You must
adjust the dishes for any dietary preferences e.g. low sodium diets and gluten free or any allergy.
● You must follow standard recipes provided by assessor and make food quality adjustments
including any cooking preference, (e.g. If the vegetables have lost color you may shorten the
cooking time and refresh in ice water to stop the cooking process) taste or texture adjustments
specified by assessor and as per production plan.
● During preparation, you must follow food safety during each production step e.g. Selecting right
chopping board for different food types or washing hands after handling different type of foods
and following ‘clean as you go’ principle.

You must cover following during your WBT:

You are required to prepare, cook and present multiple items for a minimum of 48 complete food
service periods (shifts) including:
▪ breakfast
▪ dinner
▪ lunch
▪ special function
Will have access to at least three (3) of following menu types available:
à la carte
set menu
table d’hôte
buffet
cyclical

You will complete this over Forty-eight (48) sessions in the workplace kitchen with access to
serving customer.
You must prepare finish food production:
● within commercial time constraints and deadlines.
● reflecting required quantities to be produced.
● following procedures for portion control and food safety practices when handling and storing
different food types.
● respond to special customer requests and dietary requirements.

Step 3- service the dishes to customer and store dishes.

● You are required to present the dish attractively on appropriate service ware e.g. soup bowl and
soup Turin etc.
● You must add dip or sauce to blend, enhance or dominate the flavor of the dish according to
standard. You should add suitable garnishes according to standard recipe to enhance the
colour, flavour, texture and the overall presentation of the meal.
● Before presenting the dish to the customer, you are also required to visually evaluate the dish.
Adjust presentation including accompaniments and garnishes that maximize visual appeal
including balance, color, contrast. It also includes plating food for practicality of customer
consumption or service style and wiping any drips and spills on plate e.g. Hollandaise sauce is
served with eggs benedict.
● Final dish must be presented at par with industry standards

Step 4- Logbook
● You are required to complete the logbook for each session detailing the tasks and get it verified
by workplace supervisor
● Please refer and use logbook attached as appendix 2
● You should write date and details for each session
● Take some photos and attach with logbook

Step 5-End of service Procedures:

● After you finish your presentation to your assessor, you must store the food items at the
appropriate temperature and under the correct storage conditions to maintain quality, freshness,
to minimize wastage and spoilage. This will include storing in appropriate environmental
conditions Including:
o Humidity
o Atmosphere
o light
o packaging
o temperature
o use of containers
o ventilation

● You must then clean the kitchen according to the cleaning schedule and dispose of or store
surplus and reusable by-products according to workplace storage requirements and procedures,
environmental considerations defined above, and cost reduction initiatives.
● Ensure that all bins are taken out before you leave the kitchen.

Student Name Student ID Date

Part A-Menu Items Portion/s Reference Page

Part D- Workflow plan Part B-Equipment Communication

Time
Task (Description) and Priority & OHS (who, about what?)

Post service de-brief Communication (who, about what?)

Things to remember
● Use logical sequence for the tasks in both mise en place and ● Some recipes may require
cooking adjustment
● Times are for guidance, may vary depending on the recipe/s ● “Clean as you go” will save you

time

Student Name Student ID Date

Recipe Name
Portion Size Outlet
Qty. Qty. Unit Total
Preparation Ingredients Unit
(4 pax) (20 pax) cost 4 pax 20 pax

What steps are involved in preparing the dish?

What accompaniments/garnishes should be used?

What adjustments should be made for special dietary / nutritional requirements?

Assessor Name:
Observation Date

Does the student assignment fulfill the following criteria? Yes/No

Comments
Date
During work-based training student displayed integration and
application of kitchen skills, including misen-en place, basic
methods of cookery and food presentation techniques and did
complete following tasks for facility menu:
o Established and calculated ingredient quantities as per
standard recipe and facility menu and determined food
production requirements for quality as restaurant menu.
o Student prepared food preparation checklist or misen place
checklist for food according to day-to-day operations and
meal requirements.
o Liaise with other chef including Head chef about
menu requirements and job roles.

o Developed and followed a work schedule to maximise

efficiency
o Completed preparation according to each meal and shift
type.

Student did follow portion control and waste minimization during

preparation and production of dishes

Student did planning and organized the work in the workplace

including prioritizing, sequencing and monitoring tasks and
processes

Did participated in team coordination in relation to task allocation

Demonstrated safe work practices, particularly in relation to

bending and lifting, and using cutting implements, appliances,
heated surfaces and other equipment that carries a risk of burns

Demonstrated literacy skills to read menus, recipes, task sheets

and orders
Demonstrated numeracy skills to calculate portions, and weigh
and measure quantities of ingredients.
During the work base training student prepared, cooked and
presented multiple items from Workplace Menu for minimum of
48 complete food service periods (shifts) including:

o breakfast
o dinner
o lunch
o special function

for Each food service period task details are recorded in

workbased training logbook and verified by workplace supervisor

During WBT student prepares, cooked and presented items for at

least two different menu types and prepared cooked and served
items from different food types that meet quality requirements,
including:

o appetisers and salads

o fish and shellfish
o hot and cold desserts
o meat
o pastries, cakes and yeast goods
o poultry and game
o stocks, sauces and soups
o vegetables, eggs and farinaceous products

All dishes were prepared in commercial time frame outlined on

Kitchen order tickets (KOT) according to menu types and services
and appropriate cooking methods were used.
Did student used safe food hygiene and work practices and
followed food safety program.

During training student prepared dishes for customers in

commercial time frame outlined on Kitchen order tickets (KOT) for
busy time in facility meeting restaurant presentation and plating
requirements.
Student is aware of facility’s policies and procedures and followed
polices in day to operations and at least two of following menu
types covered and recorded on log book.

o a la carte
o buffet
o pre-ordered items
o set menu

Student read Kitchen order ticket (KOT) adjusted dishes and

ingredients for any special requests or dietary requirements of
made by customers and customers.

o cultural needs and restrictions

o customer preferences

o dietary requirements based on medical issues

o cleaning procedures
o debriefing sessions
o preparations for the next food service period
o quality reviews
o restocking
o storage of food item

As part of shift student stored food items using proper storage

containers and equipment’s to minimise food spoilage, cross
contamination and wastage.
Student participated in post-shift or service debrief or handover
to next staff
Prepared for next meal service

Did student’s overall performance meet the standard

Unit: Work effectively as cook

Code: SITHCCC020
Student Name: …………………………………………………………

Student ID: ………………………………………………………………

Trainer: …………………………………………………………………….

Submission Date: ………………………………………………………

Trainer
(Signature)

Student
(Signature)

Portfolio Template
Session 2

Portfolio Template
Session 3

Portfolio Template
Session 4

**Attached Practical class photos here.

(Logbook will be provided separately)

THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
Version 2.1
Level-6, Suite 6.01/138 Queen Street, info@asia.edu.au Release Date: Dec 2020
(02) 4608 9972
Campbelltown, NSW 2560 www.asia.edu.au Page 51 of 54
Appendix 1- Assessment resource in Astral Institute approved workplace Kitchen
ASTRAL INSTITUTE will conduct practical assessment for this unit in approved Workplace Commercial
Kitchen identified at student workplace agreement with customers and during assessment student will
have access to following resources in the Kitchen:
● fixtures and large equipment:
− Bain Marie or hot box
− commercial:
● blenders and food mills
● food processors
● planetary mixers
− commercial dishwasher
− commercial grade work benches (1.5 m/person)
− commercial ovens with trays (one per two persons)
− commercial refrigeration facilities:
● cool room
● freezer
● fridge
− computers, printers and stock control software systems currently used by the hospitality
industry
− electronic equipment used for stock control
− deep-fryer
− designated storage areas for dry goods and perishables
− double sink
− gas, electric or induction stove tops (two burners per person)
− hot plate or griddle
− lifting and transporting equipment
− recording systems
− salamander or other form of griller (one per four persons)
− storage facilities:
● shelving
● trays
− slicer
− steamers
● 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 and cleavers:
● butcher and boning knives
● bread knives

THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C
Version 2.1
Level-6, Suite 6.01/138 Queen Street, info@asia.edu.au Release Date: Dec 2020
(02) 4608 9972
Campbelltown, NSW 2560 www.asia.edu.au Page 52 of 54
● carving knives
● chef knives
● filleting knives
● large serrated cake knives
● palette knives
● utility knives
− measurers:
● metric calibrated measuring jugs
● measuring spoons
● portion control scoops
− mortar and pestle
− mould and forms
− mouli
− oven mitts
− piping bags and attachments
− poachers
− range of pans and pots for small and large production:
● fry pans: stainless steel, cast iron, iron and non-stick
● stock pots
− salad spinner
− scales
− scoops, skimmers and spiders
− service-ware:
● platters, dishes, and bowls
● cutlery and serving utensils
− sets of stainless-steel bowls
− small utensils:
● flour and drum sieves
● peelers, corers and slicers
● strainers and chinois
● scrapers
● spatulas
● pastry brush
● tongs and serving utensils
● whisks:
o fine stainless-steel wire
o coarse stainless-steel wire
− steamers
− spoons:
● large plain and slotted metal spoons
● ladles in a variety of sizes
● serving spoons
● wooden spoons
− temperature probes
− thermometers
● cleaning materials and equipment:
− cleaning cloths
− commercial cleaning and sanitizing agents and chemicals for cleaning commercial kitchens,
equipment and food storage areas

Copyright: Instructions in this tool have been developed by NTA and ASTRAL INSTITUTE for sole purpose of use by ASTRAL
INSTITUTE. Any part of these assessment instructions cannot be reproduced in full or part for without approval of ASTRAL
INSTITUTE and NTA which holds authorship rights.

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